Presenter Kim Waldock Music Education and training consultant kswaldockoutlookcom Facilitator Training Module WHY WHAT Superhero or imposter What is a effective educator facilitates training ID: 742788
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Or: yes, good educators are superhero's!
Presenter: Kim WaldockMusic Education and training consultantkswaldock@outlook.com
Facilitator Training Module Slide2
WHY?
WHAT?Slide3
Superhero or imposter?Slide4
What is a effective educator?facilitates trainingenables learning through sequential interactive activityskilled in their area of training and knowledgeable of repertoireBecomes a respected advocates of your brand
instils skills and confidence in participantsInspires participants to do moreSlide5
evaluation
delivery
communication
planning
audience
(pitch?)
outcomes
(measure success?)
pedagogy
(how?)
Skills in
Knowledge of
Creating
learning
environments
CPD needs of professional musicians engaged in education activitySlide6
PlanningSlide7
Core planning skills
Assessment of and addressing risks
Working to outcomes
Access to repertoire
and resources
Drafting a content delivery plan
Choosing age appropriate activity
Knowing audience and venue
Being inclusiveSlide8
Assumptions about learningSlide9
Task: Learn an action songWhere are you in the sequenceSlide10
Silly action warm up songLean forward, lean backward, to the left to the rightStand up, sit down, to the left to the right x2
With a stamp and a slap, and a clap, and a click Now do it backwards and see if it sticks (actions reverse) x2With a spin to the right and a twirl to the left
Bow to your partner and stamp, slap, clap click x2Slide11
The workshop/rehearsal facilitation process Slide12
Core delivery skills
Reading the room
Thinking on your feet
How to ask questions
Public Speaking
pacing
Dealing with answers
Crowd
control
Diversity
challengesSlide13
Communication skills are keySpeak slowly and clearly, avoiding jargonSpeak less, do moreBe aware of all learners when judging if group is ready to move onBe creative with repetition
Avoid hearing from the same people all dayAnyone 15+: loves group work more than solo opportunitiesHate being treated as a kidSlide14
Reflect on your own styleEveryone is different – you have to be youConcise and efficient in your wordsWrite down instructions and practise them
Are you a good listener when they ask a question? Contingency – can you think on your feet?Slide15
Ensemble leadership - rehearsalsGoal?Being in an ensemble is about collaborative musical participationIt is an important part of one’s development as a musician
.Objectives? The conductor needs to make the rehearsal experience musical and meaningfulTo understand the effective processes of rehearsal = to take a musical idea, break it into its components , work on them and them put them back
togetherSlide16
Qualities of a good conductor:1. A basic command of conducting technique
2. Some understanding of the skills and pedagogy involved in making music as an ensemble member3. Ability to quickly diagnose problems and solve them efficiently4. Ability
to encourage a group of individual musicians to create a cohesive musical point of view
-
compelling and expressive.5. Selecting “good” repertoire, learning it thoroughly, and coming completely prepared to rehearsal.6. Constant evaluation - what we see and hear tells us how they are going. Slide17
Challenges for a rehearsal leaderHow to get the participants to respond to
us?How to connect AND strive for musical excellence? (entertainment vs. training)
Coaching principles are the same whether dealing with adolescents or “bigger kids”
People want structure
Most issues that can arise are situationalIt is hard to hold anyone’s attention on the same task for more than 30 minutesWhat they see and hear from you is important. Every word and the way you say it.Slide18
Trouble shooting – sharing experiences
Unexpected responses
Group just cannot do itSomeone WON’T do it
Group have all done it before
Group has an enormous ability rangeManaging bad behaviourSlide19
Know your audienceSlide20
What is important to kids?Why are we doing this?What is the goal? (Is there a test/prize at the end?)
What are the rules?Can you answer my questions?Did I do good?That was worth it. I enjoyed it.Slide21
What is important to teachers?Why are we doing this?How did we do it? How to I modify
it for my class?How do we evaluate/measure/improve learning?Sharing ideas and networkingThat was worth it. I enjoyed it.Slide22
What is important to community participants?What is the goal I am aiming for?Did I learn something and contribute?
Did I have fun?That was worth it. I enjoyed it.Slide23
Team teaching/lworkshop leading
Who is your team?How do you harness
their support?Slide24
Source:Slide25
Presenting as a team – general principlesA shared understanding of the task.
Work towards achieving the same objectives Respect for each others skills
Teamwork skills: being engaged and interactiveCooperate and work togetherproblem
solving
communication skills Individuals consciously compliment each other to reach common goalSlide26
Learning and transfer: implications for educational practiceFour key characteristics of learning as applied to
transfer: (Bransford,[5] Brown and Cocking 1999)
The necessity of initial learning: mere exposure or memorization is not learning
; there must be understanding.
Good teaching emphasises how to use knowledge which should enhance transfer.The importance of abstract and contextual knowledge i.e. students can specify connections across multiple contexts or develop general solutions and strategies that apply beyond a single case.Learning is an
active, dynamic process; not a static product. Replace end of task one off tests with assessment tasks that extend beyond current abilitiesAll learning
is about
transfer because new learning builds upon previous learning.
A
student-learning
centred
view of transfer embodies these four
characteristics so
teachers can help students transfer learning not just between contexts
beyond the classroom or rehearsal room.Slide27
The legacy of a learning experience
Transfer of learning is the dependency of human conduct, learning, or performance on prior experienceSlide28
Evaluation
Main TYPES of immediate: Participant Feedback
Self evaluationColleague
ASK YOURSELF:
Did the session achieve its objectives and goals?Why did xxx happen?What worked – what would I do differently next time?Did I deliver all I promised?Slide29
Wrap upThe generic toolkit I will email (via drop box) contains:
Power point of this presentation – for modificationAcademic paper with practical tips about managing children.Training Your Leaders to Deliver
(additional PDF notes).Slide30
Final ThoughtBeing a teacher is a privilege, a responsibility and bloody hard.
Very few people can do every type of educational deliveryand that is ok!“Tell me and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin