1 unit 6 sbdi course nysed © 2010. 2 unit 5 review what did you learn from your 8-10 minute...

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Unit 6

SBDI Course NYSED © 2010

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Unit 5 Review

• What did you learn from your 8-10 minute presentation?

• What do you still want to learn more about?


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Section 8: Openings


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120 Critical Seconds

• Like it or not, first impressions are extremely important

• An inept opening digs a hole it’s hard to climb out of

• A well-planned opening helps YOU hit your stride earlier


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Effective Hooks

• Photo• Story• Quote• Challenging question• Role-play• Mysterious object• Poem

• Song• Video clip• ?


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“Your Turn”

• Workbook p. 75• What’s the most powerful

opening to a safety presentation you’ve ever seen?


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What Spark Will Get YOU Going?

“Success is not the result of spontaneous combustion. You must set yourself on fire.”

- Fred Shero


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Preparing Your Learners to Learn

1. Tell them what you’re going to tell them

2. Tell them why it is important 3. Tell them why the topic is

personally important to you4. Explain your instructional

goals5. Summarize your credentials/

experience with this topic


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Cover Logistics and Facility Safety at the Start of Your Talk

• Fire exits / restrooms / smoking rules etc.

• Go over your agenda, breaks, etc.

• Explain how handouts will be used

• Explain how you’ll handle questions


Review Section 8 Key Ideas

• Any questions?• Check for clarity• Key ideas – make

sure your book is right for studying


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Section 9: Closings


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“Your Turn”

• Workbook p. 80• What’s the most powerful

close to a safety presentation you’ve ever seen?


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Fighting the Impulseto Close Abruptly

• “ I’m not good enough to expect you to sit through a strong close to my program”

• “I don’t have enough time for the closing I planned.”

• A closing should be planned at least as carefully as the rest of the program


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Even the Best Presentation…

…can be ruined by a weak closing!


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The Importance of Reiterating Key Points

• Tell them what you told them

• Have them tell you what you told them

• Revisit your objectives – were they achieved?

• Clarify confusions• Beware ending with Q

and A!


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True?

Don’t you get a lot more out of a book or movie the second time around?


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Leave a Powerful Lasting Image

• Memorable photo• Story• Poem• Quote• Song• Challenge or call to

commitment to your audience (literal, not just rhetorical)


A Rose IncompleteGeorge Horne, 2003

• Time never can healThe sadness I feelEach time that a bus passes by.The sight of a rose,As everyone knows,Brings a glistening tear to my eye,

• ………

18SBDI Course NYSED © 2010

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Section 10: Involving and Managing Your Audience


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People (Children or Adults) Learn Best Through Active Involvement!

“I forget what I was taught, I only remember what I’ve learnt.”

- Patrick White


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Audience Participation

• In most settings, a lecture is one of the least effective instructional modes

• There are many ways to increase the “participation of your participants”


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The Importance of Frequent Interaction with the Audience

Frequent and lively interaction between instructor and students not only keeps the class involved and in a generally more receptive mood, it shows the instructor two critically important things:

1. Which topics need more attention (and time).

2. Which individuals need more help to grasp the topic.


Q and A Fundamentals

• Good instructors regularly “stop the action” to ask the class if anyone has any questions

• When one person doesn’t understand something, there are others who don’t understand it

• NEVER respond with frustration or anger

• If a question is off topic, offer to discuss it after the presentation – stay on topic!


3 R’s for Questions

• REPEAT the question so everyone can hear

• REPHRASE the question for clarity and advantage

• REFLECT on your answer while doing the above


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True or False?

Presenters who don’t occasionally say “I don’t know the answer to that question” should be regarded with some skepticism


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Dale’s Cone

LessRetention

IncreasedRetention


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Physical Space Has Memory

• Establish and maintain audience control through your use of classroom space

• Change your speaking location to “change the station”

• Use one area of the classroom to lecture

• Use another (in front of podium) to interact with the audience

• Another to tell stories (sitting on a table or a stool evokes story-telling)


lecture, interact, storiesSBDI Course NYSED © 2010

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Participatory Learning Activities

• Structured whole-group brainstorming

• Small group problem-solving

• “Parking lot”• Role-plays, skits• Games• Learning stations


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Benefits and Principles of Training Games

• Friendly competition can be harnessed to increase interest and involvement in learning

• Adults learn best when they’re having fun – the “punitive” teaching style is ineffective

• Hands-on, closely-monitored training activities are more effective than lecturing


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More Benefits of Training Games

• Well-designed games tap the knowledge and experience of drivers and attendants

• Well-designed games allow collaborative learning – many adults learn most effectively from each other, not the instructor

• They can help break up cliques!


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Training Games: A Few Cautions

• Were game instructions crystal-clear?• Was participant safety assured (esp. for on-

the-bus activities)?• Were all learners free from embarrassment? • Did facilitator periodically step out of the game

to comment on the topic in greater depth?• Were the learning objectives attained? Were

ALL unclarities and confusions about the topic resolved for ALL participants?


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Examples of Effective School Bus Safety Training Games

• DOT Inspector for a Day• Instructor Road Test• Know Your Bus/Fleet• Know Your

District/Community• Bus Stop• Mirror Adjustment• Emergency• Learning Circle


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Dealing with Challenging Audiences

Letting side conversations continue is unfair to the rest of the audience - don’t allow it

Make sure that you’re right – maybe the conversation has a reason


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Challenging Audiences cont.

• Explain the rules clearly at the start of your talk

• Ignore those who don’t raise their hands

• Move closer to those not paying attention

• Use dramatic silence• Follow a progressive

policy


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Tougher Presentation Venues

• Your own staff!• Very large or very

small audiences• On-the-bus training

sessions• Board meetings


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Section 11: Making the Most of a Training Facility


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Adults Like to Be TreatedLike Adults

• A professional instructor does everything possible to attain the best teaching facility possible

• Most bus drivers and attendants appreciate a little TLC, not to mention a cup of coffee

• Adults learn because they want to learn - if training feels like a punishment, who wants to be there?

• If the facility is less than ideal, the challenge is to make the best of it, warts and all


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Seating Arrangements

• Arrange chairs to minimize the distance of the furthest seat from the projection screen

• No chair should be placed where learners will have to “look around” obstructions


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Instructionally, Which Seating Arrangement is Better?

A B


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Seating Arrangements Affect Audience Interaction

Open U Herringbone


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Seating Arrangements Affect Audience Interaction

Round Tables Lecture Style


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Unit 6 Wrap

• Openings, Closings, Audience Management and Facilities, Oh my!

• What was the most important thing you learned in this unit?

• What did you learn today that you will integrate into your 20-minute?


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Unit 7 Assignment

• Prepare for Quiz on Section 8-11• Review Section 12 in the workbook• Continue to work on your 20-minute• Continue to explore PowerPoint


1 unit 6 sbdi course nysed © 2010. 2 unit 5 review what did you learn from your 8-10 minute...

Documents

studyingsbdi course

topicsbdi course u nysed

rhetoricalsbdi course

closingssbdi course

openingssbdi course

audiencesbdi course

programsbdi course u

fred sherosbdi course