This file is raw output from pdftotext and may not be ideal for distribution. If you are a maintainer for Hackipedia, please sit down when you have time and clean this text version up. Source PDF: /mnt/fw-js/docs/Teaching/How to Teach a Skill.pdf Like all conversions the text below should be fully readable as UTF-8 unicode text. --------------------------------------------------------------- How to Teach a Skill This how-to section in using an insight or skill in can be demonstrated, taught, addresses two important issues: actual situations. and practiced. For demonstrat- (1) how to teach and (2) how to ing and teaching, simulated or • Appreciate that learners do teach a skill in particular. Let’s makeshift equipment is never not have one set, definite way start with talking about an adequate. Preparation also of demonstrating that they approach to teaching, based on means that you have carefully understand or know some- discovery and learning through thought through how to teach thing. Each learner is an experiences. this skill in a way that causes individual. the learners to understand its Teaching usefulness and to gain the nec- Teaching a Skill essary experience to acquire the Teaching is not primarily skill. Teaching a skill is more telling. It’s helping other people objective and tangible in nature learn. That means the focus is Explanation than, for example, trying to on the learners, not the teacher. teach an insight. However, the The explanation serves two Earlier in this handbook, we focus is still on the learners; you purposes: (1) to introduce the said that people learn best are trying to help them gain this subject by giving some back- through experiencing something skill and be able to use it with a ground about its usefulness and themselves, so when you are sense of comfort and confi- application; and (2) to describe striving to teach something, you dence. the subject in a simple, com- are constantly trying to In Exploring, skills often plete, and tantalizing way. The • Get into the shoes of the come into play in an activity sit- explanation should create a learners so that you can bet- uation, so it’s important that desire to become proficient in ter understand where they are you know how to teach a skill. the skill. Unusual facts or illus- and what they need from you This is especially important for trations arouse interest and to learn the subject under activity chairs and activity com- create an appreciation of the study. mittee participants. Teaching a value of learning the skill. The skill involves five basic steps. learners should be able to sense • Develop learning experiences in which the learners are try- your respect for the skill and the Preparation importance of being able to per- ing to do something with the insights or skills involved. The first step in teaching a form this skill. • Help learners realize what skill is to obtain the necessary they have learned to increase equipment and supplies in suffi- their comfort and confidence cient quantity so that the skill HOW TO TEACH A SKILL 1 Demonstration Time Balance in • Size up your audience’s abili- Teaching a Skill ties and personality traits and This is where you actually consider how the abilities and show how to do the skill. You The most important part of personalities affect your need to demonstrate each step teaching a skill is having the teaching of the skill. slowly and clearly so that the participants practice it. There- learners can easily follow you fore, most of the time involved • If the learner is not familiar and gain confidence in their own in teaching a skill should be with the skill, go slowly. Insist ability to acquire this skill. devoted to practice. on accuracy first, then speed The proper time balance is: (if speed is a factor). Practice • Don’t interfere when learners • Explanation (hearing): 10 per- This is the heart of teaching cent of the time try to do it on their own. Don’t a skill to others. In this step, the interrupt their efforts unless • Demonstration (seeing): 25 they bog down or go off on the learners try out the skill under percent of the time wrong track. your guidance and careful coaching. Learners should have • Practice (doing): 65 percent of • Let the learners make mis- enough opportunity to try the the time takes if this will help them skill so that they feel comfort- learn. Simply point out mis- able and confident. You should Tips on Coaching a Skill takes tactfully. be especially sensitive to the dif- ferences in how people learn. The following tips will help • Never make corrections sar- Some participants in this prac- you teach a skill effectively. As castically or for the benefit of tice might be ready to go very you read each item in this list, onlookers. quickly, while others will need try to visualize yourself using • Encourage the learners by to practice the skill more delib- this tip when you are actually making remarks on their erately. teaching a skill. progress, pointing out the • Be able to perform the skill completion of each step, and Application well yourself. remarking on the steps they have done well. This final step gives learners • Review your own experience the chance to demonstrate this in learning it, and work out a • Urge them to practice and to skill to someone else. They series of steps for teaching it. teach someone else. become the teacher. You are still • Keep the instruction personal there in the role of a coach to by working with an individual provide help when necessary. or small group and letting This last step should give them teach others in this learners the awareness that small group. they are ready to use this skill in actual situations. HOW TO TEACH A SKILL 2