INSTRUCTOR DEVELOPMENT

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INSTRUCTOR DEVELOPMENT

• Teaching Adults Effectively

Sean Brennan Sept. 11, 2004.
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GOALS FOR THE DAY

• Identify reasons for being an instructor
• What does it mean to be an NSP instructor?
• Begin to develop skills for teaching adults
• Understand the tasks involved in teaching an
  official NSP class
• Understand the Mentoring program

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Why do you want to be here?
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• Recent reorganization of NSP training structure.
• Single How to instruct module
• Mentoring replaces classes on specific
  disciplines.
• aka OTJ training
• Instructor Trainer decides when you are an
  instructor.

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Ten Components of ID Class

• Instructor Responsibilities
• How Adults Learn
• Human Relations and Communications
• Instructional Management
• Learning Levels
• Lesson Guide Model
• Instructional Methods
• Monitoring and Evaluation
• Lesson Planning
• Summary

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Good and Bad Instructors You Have Known

• Focus on adult learning experiences, not your 1st
  grade nun.

Why?
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How Adults Learn

• Fundamentals
• Self-directed
• Need to integrate new info with previous
  knowledge, skills, experience
• Expect immediately useful info
• More willing to challenge instructor
• Bring a wealth of experience to this problem
• 15-20 minute attention span

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Learning Styles

• Visual
• Prefer to get info by looking Charts, pictures,
  video, demos, etc
• Auditory
• Listen to oral presentation, audiotapes, etc
• Kinesthetic
• Learning by doing, hands-on demos

Most adults have a preference for how they learn.
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Learning Preferences

• Learning Preference Inventory
• Senses and Learning Inventory

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NSP MISSION

• It is an educational organization !?!?
• Provides coursework for its members to use.
• Defines standards of quality
• It can only be effective if the people who
  deliver the content are skilled
• They know the material cold
• They deliver the material in an effective manner

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Human Relations Communications

• What makes a good instructor?
• Being a good listener
• Understanding non-verbal communications
• Giving effective feedback
• Photographic eye
• Knowing the material
• Being reliable, fair, open, consistent
• Keeping a good sense of humor
• Communicate outside classroom

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Good Listening skills

• Individual, concentrated attention
• Avoid interrupting
• Respectful of other views
• Repress emotional responses
• Clarify message
• Ask questions
• Paraphrase
• Jeopardy

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Nonverbal Communications(Good and Bad)

• Body motion
• Appropriate touching behavior
• Voice
• Rolling eyes
• Avoiding eye contact
• Quizzical looks
• Body position

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Giving Effective Feedback

• One error at a time
• Positive, Negative, Positive
• Be specific
• Be practical
• Public vs private feedback

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Feedback to avoid

• Good job
• Nice run
• That needs work
• Try again
• Wrong
• Correct

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Group practice Giving effective feedback
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Use Your Assistants Wisely

• Make it fun for patrollers to show up
• Validate their views
• Build on their experience
• Coax them into teaching something
• Use them for the second way
• If you pontificate and dis your team, they wont
  be around very long.

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Communications outside Classroom

• Register with NSP
• Publicize course
• Use email, websites, etc.
• If someone emails with a question, answer to
  everyone. Chances are more than one is confused.

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Instructional Management

• Registration
• http//www.nsp.org/forms/courseregform.asp
• Fax [phone]
• Email education_at_nsp.org
• REGISTRATION LIABILITY
• FAVORITE PART OF REFRESHER CHAIR EVAC

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Quid Pro Quo

• If you teach to NSP Standards, you are covered by
  their liability insurance.
• Note that hill protocol may differ (alot!) from
  NSP protocol.

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Remember the 7 Ps

• Proper
• Planning and
• Preparation
• Prevents
• Piss-Poor
• Performance

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SAFETY IS KEY

• Protect your patients
• Correct lifting techniques
• Appropriate application of gear (e.g. c-collar)
• Location, location, location
• Pre-run course
• Select terrain to match abilities

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The Jobs not over until the paperwork is done

• Complete course records
• Keep copies of all records
• Send records to National
• Distribute Certificates of Achievement

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Learning Levels

• Blooms taxonomy
• Information
• Comprehension
• Application

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Information

• Identify
• Recognize
• Name
• Locate
• Recall
• Define
• List

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Comprehension

• Explain
• Describe
• Distinguish between
• Compare

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Application

• Perform
• Demonstrate
• Reconstruct
• Assess
• Create

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Levels of Competence

• Unconscious Incompetence Anyone can do a 360 in
  the moguls
• Conscious Incompetence That hurt!
• Conscious Competence As long as I really
  concentrate, I can do it.
• Unconscious Competence Ho-Hum, another 360
• Conscious/Unconscious Competence Dude, youve
  got to start with your upper body, your legs will
  follow

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Lesson PlanningWhat vs. How

• What
• Subject and Content
• Indicated by concluding objectives
• NSP curriculum committees set content, approved
  by NSP Board of Directors
• How
• Method of transferring info
• Must match learning level

Lets build a lesson plan
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Six-Pack Lesson Plan

• Beginning
• Set
• What are we going to do?
• Why would we want to do it?
• Objective
• What is the objective of the lesson?

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Six Pack, contd

• Heart
• Information Delivery
• How are we going to get the information across?
• Didactic (not recommended)
• Questions and Answers
• Video
• Brainstorming session
• Learning Activity
• Demonstration
• Guided practice
• Perhaps another demonstration?

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Six Pack, Concluded

• Ending
• Summary
• What have we learned in this lesson?
• Monitoring and Evaluation
• How well have the students mastered the lesson?

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Instructional Methods

• Lecture
• Demonstration
• Model
• AV
• Reading
• Scenarios
• QA

• Skill Stations
• Role Playing
• Video Feedback
• Skit
• Games
• Sorting
• Analogies

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Monitoring and Evaluation

• Monitoring
• Ongoing
• Mid-course corrections
• Define micro-goals
• Evaluation
• Tests (midterm, final)
• Workbooks
• End of each class self-evaluation

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Summary

• You have just begun
• Hook up with the IT in your discipline
• Practice, Practice, Practice
• Good Luck!