{"alias":"contentPage","byline":null,"standfirst":null,"content":{"layouts":[{"type":"singleColumn","areas":[{"items":[{"gridType":"RichTextBlock","content":"\u003Cp\u003E\u003Cstrong\u003EAim: \u003C/strong\u003EThis module aims to give you a general understanding of how to successfully demonstrate and teach a variety of skills. It will help make that process fun, and ensure that section members enjoy the experience.\u003Cbr\u003E\u00A0\u003Cbr\u003E\u003Cstrong\u003EObjectives:\u003C/strong\u003E By the end of this module, you\u0027ll:\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EUnderstand and be able to talk about how young people learn effectively.\u003C/li\u003E\n\u003Cli\u003EDemonstrate an ability to pass on skills to younger people.\u003C/li\u003E\n\u003Cli\u003EUnderstand and talk about different learning styles.\u003C/li\u003E\n\u003Cli\u003EHave confidence in using different learning techniques.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cp\u003E\u003Cstrong\u003EOutcome: \u003C/strong\u003EThe benefit of this module ensures teaching skills, which in the future could lead to careers such as trainers, teachers or professors and academics. All skills worthy of any CV.\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EYou can download a \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/tm0lrkjo/module-c.docx\u0022 target=\u0022_blank\u0022 title=\u0022Module C - Session Plan\u0022\u003Esession plan\u003C/a\u003E and \u003Ca rel=\u0022noopener\u0022 href=\u0022https://prod-cms.scouts.org.uk//media/fgob3lxn/module-c.pptx\u0022 target=\u0022_blank\u0022 title=\u0022Module C - PPT\u0022\u003EPowerPoint\u003C/a\u003E to help deliver the module.\u003C/strong\u003E\u003C/p\u003E\n\u003Ch3\u003EModule C activities\u003C/h3\u003E","gtmId":"","gtmClass":""},{"gridType":"accordion","gtmId":"","gtmClass":"","showExpand":true,"items":[{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 20 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 1. Understand and be able to talk about how young people learn effectively \u003Cbr\u003E2. Demonstrate an ability to pass on skills to younger people \u003Cbr\u003E3. Understand and talk about different learning styles \u003Cbr\u003E4. Have confidence in using different learning techniques\u0026nbsp;\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003ESplit the group into teams of three. In each team, you\u2019ll be assigning different roles. One person in the team should play the role of the \u2018observer\u2019. They will be given an object such as a drawing, or a model built from Lego. Another person should play the role of the \u2018builder\u2019 or \u2018artist\u2019. They have to recreate what the observer is looking at, and shouldn\u2019t be able to see the object at all. The third and final person should play the role of the \u2018runner\u2019, who can alternate between the two.\u003C/li\u003E\n\u003Cli\u003EThe observer can only give verbal descriptions of their object to the runner. They should not be able to see the object.\u003C/li\u003E\n\u003Cli\u003EThe runner must repeat the description to the builder or artist. Again, the runner should not be able to see what they begin to build or draw. The builder cannot ask questions for clarification.\u003C/li\u003E\n\u003Cli\u003EWhen the runner has finished relaying information and the builder has finished recreating the object, the observer should reveal the object they were describing. The builder or artist should then reveal their recreation.\u003C/li\u003E\n\u003Cli\u003ERegroup to discuss the results of the game. What was difficult about the task? Was it challenging to give a verbal description of a physical object or drawing? What about passing that description on to another person? How about recreating something with only verbal instructions to go on?\u003C/li\u003E\n\u003C/ol\u003E","label":"The observer, the runner, the builder"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 15 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E None\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 1. Understand and be able to talk about how young people learn effectively \u003Cbr\u003E2. Demonstrate an ability to pass on skills to younger people \u003Cbr\u003E3. Understand and talk about different learning styles \u003Cbr\u003E4. Have confidence in using different learning techniques\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EIn groups or pairs, one of the ESYLs should write down their own instructions for making a cup of tea, exactly as they like to drink it. They should then pass the instructions on to their partner, who should attempt to make the cup of tea, following the exact instructions given.\u003C/li\u003E\n\u003Cli\u003EOnce they have made the cup of tea just so, they should add their own further instructions to the existing ones given, and pass all of this information on to the next ESYL. The process is similar to the game of \u003Ca href=\u0022/activities/broken-telephone/\u0022 title=\u0022Broken telephone\u0022\u003Ebroken telephone\u003C/a\u003E.\u003C/li\u003E\n\u003Cli\u003EThe next ESYL in line should then follow these two sets of instructions simultaneously. What do they notice about the process? What is difficult about it? Do any of the instructions contradict one another?\u003C/li\u003E\n\u003Cli\u003EThe activity should highlight the importance of being clear with instructions. It should also demonstrate that different people interpret things in different ways, and encourage ESYLs to think about how practice and preparation can affect the outcome of an activity.\u003C/li\u003E\n\u003C/ol\u003E","label":"Make us a cuppa!"},{"gridType":"accordionItem","gtmId":"","gtmClass":"","body":"\u003Cp\u003E\u003Cstrong\u003EDuration:\u003C/strong\u003E 25 minutes\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EResources:\u003C/strong\u003E Strawberry laces, rope or string\u003C/p\u003E\n\u003Cp\u003E\u003Cstrong\u003EObjectives the activity links to:\u003C/strong\u003E 1. Understand and be able to talk about how young people learn effectively \u003Cbr\u003E2. Demonstrate an ability to pass on skills to younger people \u003Cbr\u003E3. Understand and talk about different learning styles \u003Cbr\u003E4. Have confidence in using different learning techniques\u0026nbsp;\u003C/p\u003E\n\u003Col\u003E\n\u003Cli\u003EGive each ESYL a strawberry lace, and show them how to tie a knot with it.\u003C/li\u003E\n\u003Cli\u003ENext, ask the ESYLs to fasten their own knots, instead of just observing you. They should all do this at the same time, creating the knot together. Finally, they should attempt to fasten the knot on their own.\u003C/li\u003E\n\u003Cli\u003EThis activity teaches the method of \u2018I do, we do, and you do\u2019. Once you have tried all methods, regroup and discuss the points below.\u003C/li\u003E\n\u003C/ol\u003E\n\u003Cul\u003E\n\u003Cli\u003Eall methods described have both advantages and disadvantages\u003C/li\u003E\n\u003Cli\u003Etalking something through gets a message across to lots of people at once, but often misses out on detail\u003C/li\u003E\n\u003Cli\u003Eusing a diagram or paper copy ensures that everyone gets the same message\u003C/li\u003E\n\u003Cli\u003Edemonstrating a skill or technique has visual impact, but you can only use this technique in small groups\u003C/li\u003E\n\u003Cli\u003Edemonstrating with material has additional visual impact\u003C/li\u003E\n\u003Cli\u003Ein terms of learning, demonstrating something by doing has more effect than merely seeing or listening to something\u003C/li\u003E\n\u003Cli\u003Ein general, younger members respond better to doing something simple with coloured bits and pieces\u003C/li\u003E\n\u003Cli\u003Eas members get older, written and printed material can be useful\u003C/li\u003E\n\u003Cli\u003Etalking to groups has its limitations with any age group, but can be essential in describing the rules of games (as long as they are simple)\u003C/li\u003E\n\u003Cli\u003Esmall groups lend themselves to demonstrations and tend to respond well to a hands-on approach to learning\u003C/li\u003E\n\u003Cli\u003Elarger groups require visual aids that everyone can see, such as slides, OHPs or PowerPoint presentations, along with a simple and effective verbal message\u003C/li\u003E\n\u003Cli\u003Eleadership is easier to do effectively in a small group, especially if everyone is involved in doing things themselves and taking an active role\u003C/li\u003E\n\u003Cli\u003Ethe larger the group, the more difficult teaching becomes, as boredom and disinterest become issues\u003C/li\u003E\n\u003Cli\u003Eusing directed questions could be useful, but remember not to pick on any one member all the time\u003C/li\u003E\n\u003Cli\u003Eif boredom and disinterest are becoming a problem, maybe you need to rethink the method you\u0027re using to get your message across (How can you bounce back? Is there a different way you could approach things?)\u003C/li\u003E\n\u003C/ul\u003E\n\u003Cp\u003E\u003Cstrong\u003ETop tip:\u003C/strong\u003E \u003Ca href=\u0022/activities/learn-to-fingerspell-your-name/\u0022 title=\u0022Sign with me\u0022\u003Eteaching sign language\u003C/a\u003E instead of knots can be another good way to cover this method. Alternatively, you could use Smarties instead of strawberry laces, by demonstrating a pattern to the ESYLs using the different colours of the different sweets. ESYLs could attempt to create the pattern at the same time as you, and then attempt to do it themselves from memory. The message remains the same.\u003C/p\u003E","label":"I do, we do, you do"}]},{"gridType":"RichTextBlock","content":"\u003Ch3\u003E\u003Cbr\u003EConclusion of Module C\u003C/h3\u003E\n\u003Cp\u003E\u003Cstrong\u003EDuration:\u0026nbsp;\u003C/strong\u003E5 minutes\u003C/p\u003E\n\u003Cp\u003ESummarise the module by revisiting the objectives. Ask the ESYLs whether they feel they have covered all of the objectives satisfactorily. Before they go, carry out a review or an evaluation of the session.\u003C/p\u003E","gtmId":"","gtmClass":""}]}],"config":null}]},"searchDescription":"Discover Module C - That\u0027s the way to do it! of the Explorer Scout Young Leader\u0027s Scheme.","pageType":null,"location":null,"browserTitle":"","versionDate":"30 August 2024","reviewDate":"01/09/2025","redirectUrl":"","id":81283,"nodeName":"Module C","title":"Module C","type":"contentPage","image":{"url":"/media/2923/young-leader-explorer-with-beaver-scout-jpg.jpg?cc=0,0.1316880537446079,0,0.02456194625539225\u0026width=800\u0026height=450\u0026v=1dafa1c845a0010","caption":"Explorer Young Leader with Beaver helping","type":"jpg","size":6087665,"width":5616,"height":3744,"altText":"An Explorer Young Leader helps a Beaver with an activity."},"assets":null,"headerOptions":{"headerTitle":"Module C - That\u0027s the way to do it!","headerSubTitle":"","headerCta":"","headerCtaText":"","headerCtaLink":"","headerBackgroundColour":"003982","showSEOImage":false,"headerBackgroundImage":null,"quickLinks":[]},"subHeader":"Discover Module C - That\u0027s the way to do it! of the Explorer Scout Young Leader\u0027s Scheme.","silktide":"eyJjbXMiOiJVbWJyYWNvIiwiZWRpdG9yVXJsIjoiaHR0cHM6Ly9wcm9kLWNtcy5zY291dHMub3JnLnVrLy91bWJyYWNvIy9jb250ZW50L2NvbnRlbnQvZWRpdC84MTI4MyJ9","canonicalUrl":"https://www.scouts.org.uk/volunteers/running-your-section/running-an-explorer-unit/explorer-scout-young-leaders-scheme/the-modules/module-c/"}