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Instructional Skills Dos and Don’ts

Instructional Skills Dos and Don’ts. Liz Willis, Engineering Subject Centre and Ruth Wellock, Physical Sciences Subject Centre. How to make a perfect cuppa. GEORGE ORWELL'S TEA RULES 1. Use tea from India or Ceylon (Sri Lanka), not China 2. Use a teapot, preferably ceramic

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Instructional Skills Dos and Don’ts

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  1. Instructional Skills Dos and Don’ts Liz Willis, Engineering Subject Centre and Ruth Wellock, Physical Sciences Subject Centre A workshop for demonstrators, Wednesday 21 February 2007

  2. How to make a perfect cuppa GEORGE ORWELL'S TEA RULES • 1. Use tea from India or Ceylon (Sri Lanka), not China • 2. Use a teapot, preferably ceramic • 3. Warm the pot over direct heat • 4. Tea should be strong - six spoons of leaves per 1 litre • 5. Let the leaves move around the pot - no bags or strainers • 6. Take the pot to the boiling kettle • 7. Stir or shake the pot • 8. Drink out of a tall, mug-shaped tea cup • 9. Don't add creamy milk • 10. Add milk to the tea, not vice versa • 11. No sugar! http://news.bbc.co.uk/1/hi/uk/3016342.stm

  3. The perfect modern cuppa Can you replicate the perfect cup of tea using the equipment available in most student kitchens?

  4. You have 15 mins to prepare a 3 minute demonstration of how to make a cup of tea for the group. At least 2 members of the group must be involved in the actual demonstration. Or • Start by considering what makes a good demonstration. Generate a list of 10 marking criteria on which to assess the demonstrations.

  5. Preparation • familiarising yourself with laboratory and equipment for the experiment • Try the experiment yourself before the session • ensure that any necessary equipment is in place and working • Make sure you have clear guidelines on what is required of students • Check if any of the students have specific learning difficulties you need to be aware of

  6. Giving Instructions • Use an Effective Introduction: • Start with an outline of what you are going to do, explain why it is important; set the tone, • Organize your presentation clearly and simply: • Prioritize topics - what is obvious to you may not be obvious to the students • Use simple language but don’t talk down to the students • Sound enthusiastic • Analyze the Environment: • check out size of room, placement of chairs, time of day, temperature, distractions • Don't block visual aids • Talk to the audience not the equipment • Create an Effective Conclusion: • Summarize the key points of the demonstration • Consider support materials as memory aids

  7. References • Tutoring and Demonstrating: A Handbook, chapter 5 - Demonstrating,Iain Allison • http://www.tla.ed.ac.uk/resources/tut-dem/Chap5.pdf

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