Course/Session planning

- Remember the four elements: Students, Instructor/s, Fleet/teaching facilities, Syllabus & timings

Visual aids

The most common visual aids found at most schools/centres are:

Black/Whiteboard, Smartboard, Flipchart, Powerpoint, Video/DVD, Models

Basic prinicpals when using visual aids:

Clarity - visual aids are only useful if they can be understood - e.g. if you have written something on the board, make sure your writing is legable!

Timing - If you produce a visual aid too early i.e. if you have your entire session on one slide of a powerpoint you will find that your student/s will read ahead of the point you are teaching them. Alternativelty if you get your model catamaran out of your bag & put it on the desk you will find your student is completely distracted by the wonder of what you are going to be using that for and when they get to play with it!!

Display - Try to make sure that all of your displays/visual aids are located in a good, clear position i.e. The sun beaming down behind you when you are talking so your students are squinting trying to see you, or perhaps your TV/DVD or projector screen is set too low so only the students on the front row can see it etc.

Involvement - Try to get your students involved in the session as much as possible, this can be done by many methods, from something as simple as using a student to write on the board, to demonstrating an activity under your direction or perhaps just the ability to 'touch' the models you may be using and see how they work i.e. 'dummy flares' etc

Use the other 'human senses' - Rather than using one method of teaching (i.e. talking/writing) you may find it very beneficial to utilise all of the human senses to get the most rewarding learning experience for your students i.e. they can operate/touch a 'dummy flare', watch & listen to a clip of a DVD, feel the wind blowing on their faces etc. 

The instructor/Yourself - You are the most effective visual aid of all ! In the most basic of senses - if you smile at your student/s you will get a reaction, if you are miserable they will sense it.. but more relevant than this perhaps is the fact that for the majority of the time they will be waiting for you to lead the session - so by expressing yourself in a clear, concise & positive manner and providing them with a variety of teaching techniques you will get the best & most enjoyable performance from your students.

Teaching styles

Lecturing

Mind-mapping/Board blasts (brainstorming) 

Trial & error/ Problem solving

Consider when it may be relevant to use each of these techniques...

Lectures -

Consider the following, firstly, do you have to lecture? Is there another way of you running the session? If there is.. then use it!

If you must lecture, then please consider the following:-

Room layout, Short sessions, Outline aims, Structure, Dramatic examples, Consider the age & experience of your students, Careful choice of language, Involve your audience as much as possible, Mannerisms (yours!), Make sure there are no distractions, Remember when using a visual aid not to talk at it.. but instead look up and talk to your student/s. Don't blag.... Do NOT use sarcasm, humiliation or rudeness to gain your students attention. Humour - only use it if you are naturally witty! Again.. can you avoid lecturing?

On completion of the lecture, how do you know if your students have learnt the facts?

On completion of any presentation you should hopefully have done the following:-

TELL your students what you're going to talk about

TELL your students about it

TELL them what you have told them again!

QUESTION for understanding

Preparing for the presentation:

• Know your subject. It is impossible to talk confidently and fluently if you don't! You need to do the necessary research and reading.
• Have prompts. A set of cards which you can go through in sequence will give you confidence and make sure you stay on track. Have a card for each section of your talk with a clear subject heading and bulleted points below it.
• Structure your talk appropriately. Nearly all presentations should have a clear introduction, a main body, a summary and a question and answer session. Tell them what you are going to tell them, then tell them, and then tell them what you have told them.
• Use visual aids, handouts and interactive approaches such as question and answer phases to break up your talk. Effective talking for long periods is a difficult skill.
• Practice. Run through the presentation a number of times in front of your family or the mirror.

Delivering the presentation:

• Make a good strong start. Make sure you have your students attention and then give them your well prepared opening. This should calm your nerves.
• Do not read out long sections of text. Use your prompt cards, but only as prompts.
• Try to make eye contact with all of your students. Try not to talk to the back wall or only one person.
• In most situations, your normal speaking voice will be fine as long as people can hear and understand you.
• If you feel confident enough, you can ask your students questions and get tham as involved as possible.
• Have a good, strong prepared ending. Do not drift out.

Assessment checklist:

Content:- Knowledge of subject, Appropriate structure and content, Fit for purpose and audience, Good variety of presentation techniques, Clear handouts and visual aids.

Delivery:- Strong start, Clear voice, Good eye contact, Not too much 'reading out', Strong finish.