Introduce Yourself

1. Teaching Strategies….….to help you run your courseIntroductory BeekeepingJoint accreditation: BCHPA / BC Ministry of Agriculture

2. Introduce Yourself • Who are you? • What is your work background? • What is your experience with honey bees? • What do you hope happens as a result of this class?

3. Learning Objectives • The Adult Learner • Instructional Issues to Consider • Conditions that Facilitate Learning • Reasoning and Learning • Effective Communication Skills • Classroom Management • Evaluation Skills • Closure

4. The Adult Learner • Self-directed • Motivated by a need to learn • Wants to see relevance • Active learner, focused, pays attention • Enjoyment, involvement, and participation • Slower to accept change • Wants to achieve success

5. Instructional Issues to Consider • The learning environment • Conditions that facilitate learning • Preparation makes perfect • Effective instructional skills

6. The learning environment The Classroom • Seating arrangement • Thermostat: heat/cool • Air: windows/fans • Lights • Curtains/Blinds • Power outlets • Washrooms • Policies: Food/drink/smoking

7. The learning environment Traditional layout “Parking Lot” can be; Flipchart, Blackboard, Whiteboard • Advantages: • • fairly easy access to students • • allows “looking over shoulder” • • can be grouped; pairs or larger • Disadvantages: • • students do not face each other • • front seat students may block view for back students

8. Circular layout “Parking Lot” can be; Flipchart, Blackboard, Whiteboard Front of class Projection screen “Parking Lot” • Advantages: • • all students have unobstructed view • • students can see each other • • easy access to all students • Disadvantages: • • not so easy to get behind students to “look over shoulder” • • grouping is more difficult Work Table Back of class

9. Boardroom layout Projectionscreen “Parking Lot” • Advantages: • • less travel than Traditional • • learners have unrestricted visibility • • good for small classes • Disadvantages: • • limited seating • • grouping is difficult

10. Planning the Lesson • 1. What are the goals and Learning outcomes? • 2. How will the goals be presented? • 3. What is the time allotment for the lesson? • 4. What lesson aids will be used? • 5. What Audio-Visual equipment will be used? • 6 What student activities will be used? • 7. What is the order of lesson delivery (start, middle, closing)? • 8. How will the learning outcomes be evaluated.

11. Conditions that facilitate learning Learner has a need to know Learner is ready to learn Show practicality and relevancy Learner motivation is often emotional / economical Explain all jargon and acronyms, eg. Lang, AFB Promote a supportive, respectful and accepting atmosphere Provide a mix of audiovisual and hands-on learning The instructor is well prepared with a lesson plan

12. The forgetting curve "What I hear, I forget; what I see, I remember; but what I do, I understand.”- Confucius, 451 B.C.

13. Attitudes Learning requires behaviour change Skills Knowledge Learning is a three-dimensional process • Learning shapes attitudes • Learning conveys knowledge • Learning builds skills

14. Preparation makes perfect P • Practice your material • Practice practice practice • Prepare yourself • Build your toolkit • Prepare the room • Book ahead • Test equipment roperreparation andracticereventsoorerformance

15. People (generally) learn best... Research shows people learn best when they • Move from general principles to specific points (Deduction) • Therefore, present new content in small bite-sized chunks and move from: • big picture  details, or • general  specific • eg. Bee biology; 3 castes, anatomy, development times • • One item at a time • • Show relevancy • • Plan for using new knowledge

16. Deductive reasoning 3 x 4 = ? If “x” means multiply, answer is 12, but If “x” is unknown digit, then 304, 314, 324, 334, etc. However………………..

17. Inductive reasoning • Goes from specific examples to the overlying, general concept • Is harder to grasp, but • when it works it is very powerful • eg 1 lion, tiger, etc. • eg 2 Germ Theory of Disease

18. Effective Communication Skills • Verbal communication • Non-verbal communication; positive and negative • Don’t be boring

19. Verbal communication • Use a natural, warm and friendly tone of voice • Speak spontaneously, enthusiastically and with authority • Vary the rate, pitch, inflection, and volume • Repeat major points • Project your voice • Avoid ambiguity and contradiction • Use jargon and acronyms sensibly and only when appropriate – define new terms • Standing vs. sitting / moving around • Add stories, and personal / relevant anecdotes

20. Non-verbal communication • Negative behaviour • sitting back • arms crossed • hands clenched • legs crossed • stiff or rigid posture • slouching • face or body turned away • frowning • gaze is averted or eyes slanted away • "dead" facial expression - pursed lips • squirming, fidgeting or doodling • Positive behaviour • leaning forward • relaxed • nodding • facing your learners • smiling • open expression on face • arms in an open position • legs uncrossed • maintaining eye contact • quiet body

21. Lesson Diminishing Behaviours • Jingling coins in pocket • Repeated uuums, aaahs, mmmms • Repeated sayings: “okeedokee” “yabetcha” • Humming • Ear & Nose pulling • Fingers: tapping/snapping/joint pulling • Continual nervous body movements • Chewing gum, candy • Foul language • Nervous coughing • Laser pointer fidgeting • Pen/Pencil flipping

22. How to avoid giving a boring lecture A boring lecture is information which goes from the notes of the instructor to the notes of the learner without going through the minds of either • Face students as much as possible • Sound enthusiastic • Do not visualize being anywhereelse but here • Encourage questions, but watch your time (use Parking Lot)

23. Classroom Management • Greet students as they come in • Use name tags & learn students names (asap) • Entrance activity – puzzle, joke, quote - to keep early comers busy • Gathering feedback • Be aware and observe • Use a notepad or Parking Lot to • Assist your memory • Note items that are out of context but for future reference • Note common questions or trends(address these to the whole class) • Keep notes on what goes well / or not for next time

24. Presentation Skills • The presentation cycle • Harnessing nervousness • Plan your presentation • Use media effectively

25. Repeat until module is complete The presentation cycle 1. List (post?) objectives or agenda 2. Present lesson 3. Check for understanding (formative assessment)

26. Plan your presentation • Discover learner’s background and needs • Know your course material • Your lesson plan is your guide • Write your own notes • Plan relevant, appropriate examples • Create complimentary visuals • Prepare questions that test for understanding • Practice, practice, practice!

27. Use media effectively • A picture, chart, diagram, table or matrix is “worth 1000 words” • Use a pen or pencil as an overhead pointer • Use a wand screen pointer / laser pointer • Face the audience; don’t talk to the screen • Ensure you have an extra projector bulb

28. Effective instructional techniques • Tell them what you’re going to tell them; tell them; then, tell them what you told them • Mix up lecture with hands-on activities • Develop visuals & job aids • Announce activity timing (agenda?) • Give relevant examples

29. Feedback • Feedback: specific, immediate, constructive (but be careful not to get side tracked) • Observation • ask open-ended questions • observe individuals during activities • gauge their ability to perform tasks to the standard set by the learning objective • have work partners review each other’s work • ask if they’re comfortable before moving on to next lesson • ask for their thoughts and feelings

30. Closure • Review learning objectives • Have the objectives been fulfilled? • Check the Parking Lot • Have all items been addressed? If not, do so now • Any questions? • Invite learners to speak • What is the most useful thing they learned? • How can they apply their learning to their work?

31. Evaluation – Formative and Summative • Formative - Direct feedback (questions to/from students) - Unit quizzes - Peer evaluation • Summative - Course written exam - Bee yard practical exam? • Course evaluation of instructor by students

32. Teaching Activities • in no particular order….….

33. 1. Small hex honey jars with models of eggs, larvae, pupae, honey, pollen • Arrange in order to represent; - the development cycles of the 3 castes - the arrangement of cells on a “good frame” (this is usually done simply with a slide or chart but for kinesthetic learners manipulation helps)

34. 2. Slide show - “What do you see?”

35. 3. “What’s the story of this frame?”

36. 4. Quiz / review envelope • Give each person / pair / group an envelope with notes of concepts, ideas, or pictures - match up - put in order Include notes that are incorrect to see if students realize they do not belong.

37. 5. Quiz / review Jeopardy • Give each person / pair / group a different noise maker (bell, whistle, squeaker, rattle) Use whiteboard as Jeopardy board with categories and sticky notes with “answers” on backside eg. “under Hive Inspection for 100 points……”

38. 6. Think, Pair, Share • Pose a problem or question, students pair up, discuss for 5 minutes or whatever is appropriate, then report back to the whole group. Other pairs can add extra thoughts to expand on the original answer.

39. 7. Blue team, Red team • For a more interesting review, students could randomly choose from a set of cards with questions about topics from previous sessions, and try to answer the questions. One half of the class (Team 1) could pose the question to the other half of the class (Team 2) and that would not pressure one person to answer, but you could make it like a competition. You do not have to use up all the questions.

40. 8. Apiary location • Have photographs or diagrams of potential bee yard sites to show NSEW, shade trees, water sources, slope of terrain, proximity of forage, etc. and have students discuss best place to locate the bee hive and how it should be positioned. Add pictures of animals such as bears, skunks, mice, to complicate things. Could also add irrelevant details to confuse things.