[clue-cert] LPIC1 SG: Leaders

[David L. Willson]

Another short list that I use as a "depth guide"

1.  Cover everything that matters for the exam or real life verbally.  Leave things that don't matter for the exam or real life for later discovery by the students.

2.  Re-inforce important stuph with illustrations.  Important data (definition, charts, illustrations, lists, relationships) should get put on the white-board.

3.  Re-re-inforce the most important stuph with demonstration, coordinated practice, and independent lab.

Three steps to technical learning:

1. Show me.       Instructor demonstrates the process.
2. Tell me.       Instructor verbally guides the learner through the process.
3. Hold my hand.  Learner performs the process independently, asking for help as needed.

David L. Willson
Trainer, Engineer, Enthusiast
MCT, MCSE, Linux+
tel://720.333.LANS
Freeing people from the tyranny (or whatevery) of Microsofty-ness, one at a time.

----- "David L. Willson" <DLWillson at TheGeek.NU> wrote:

> I'm sorry, I ~just~ realized that I never sent out my "tips for
> teachers" list.
> 
> Here it is, and remember, this is how I speak to myself, very
> directly.
> 
> 1) Don't be boring.  Remind me, and I'll tell you why this is number 1
> on my list, and I'll try not to cry.  :-)
> 
>    a) Be funny.  But don't let it be a distraction, and be careful of
> your audience.  If you're funny, AND on topic, that's perfect.
> 
>    b) Voice matters. Use mnemonic devices like alliteration, rhyme,
> and song.  MODULATE your .voice.!  If you can do so in a way that
> makes sense, great.  If you can't modulate sensibly, modulate
> pseudo-randomly, but DON'T be monotonous, unless you're leading a
> sleep study.
> 
>    c) Voice ain't enough.  Use ALL your tools, the white-board, the
> PC, practice, lab, interpretive dance, and hand-thrown objects. 
> Encourage kinesthetic learners!
> 
> 2) Test for understanding.  "Are there any questions?" is not a test
> for understanding, any more than "ping" is a test for proper server
> function.  Ask meaningful questions, do interactive exercises,
> coordinated exercises, and independent exercises that require
> semi-intelligent use of recently-learned skills. 
> 
> 3) Be prepared.  You must know it, AND you must be able to clearly
> explain it.  In a facilitated study group, that means:  Read the
> chapter actively with a highlighter in one hand and a pen in the
> other.  Plan how you will present the material: what you will delve
> into, what you will augment with additional information, and what you
> will skip or skim over.  And, do all the exercises before you lead
> study.
> 
> 4) Pace yourself appropriately.
> 
>    a) Start and finish on time.  Generally speaking, students that
> show up on time value your time as a study facilitator most highly,
> let that be mutual.
> 
>    b) Stick to the point.  Keep distractions, delays, and detours
> down, but don't even try to eliminate them entirely.  They are part of
> the rhythm of learning.
> 
>    c) Dive into each topic to a depth that is appropriate to the
> importance of the point, and the time you have available.
> 
> David L. Willson
> Trainer, Engineer, Enthusiast
> MCT, MCSE, Linux+
> tel://720.333.LANS
> Freeing people from the tyranny (or whatevery) of Microsofty-ness, one
> at a time.
> 
> ----- "David L. Willson" <DLWillson at TheGeek.NU> wrote:
> 
> > <bump>
> > > > Doug, Ryan, David:  Preferred chapter?  Mike Scarborough has
> > spoken
> > > for Chapter 4.
> > > > 
> > > > Anyone else want to lead a chapter?
> > _______________________________________________
> > clue-cert mailing list
> > clue-cert at cluedenver.org
> > http://www.cluedenver.org/mailman/listinfo/clue-cert
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