Transcript Interpretation Training - San Diego Natural History Museum

Interpretation
Training
December 2014
Daniel Zeller, Volunteer Coordinator
[email protected]
619.255.0162
Overview
O Why Are We Here?
O Interpretation Techniques
O Exercise
O Communication Skills
O Summary
Why Are We Here?
O Whalers already provide excellent
interpretive opportunities.
O Strive to continuously improve our visitor
experiences.
O Shifting to inquiry based learning as a
Museum.
O Give you additional insights and tools that
you can use.
Interpretation
Interpretation
Why interpretation?
When we love something, we will take care of it.
In order to love it, we may need to understand it.
Interpretation
O What is interpretation?
O What elements make up interpretation?
O Communication skills
O Knowledge
O Enthusiasm
Interpretation
Words to live by:
Do not try to satisfy your vanity by teaching a
great many things. Awaken people’s curiosity. It
is enough to open minds; do not overload
them. Put there just a spark. If there is some
good inflammable stuff, it will catch fire.
- Anatole France, as quoted in The Earth Speaks
Making it Engaging
O Effective interpretive techniques engage or
involve the audience.
O Asking thought-provoking questions can be
just as interactive as having visitors
participate in a hands-on activity.
O No matter which techniques are selected, an
interpretive service should be actively
engaging.
Interpretation
There are three types of informal visitor
contacts:
1. Orientation (where questions)
2. Information (what, when, and how
questions)
3. Interpretation (why or follow-up questions)
Applying Maslow’s Theory
SelfActualization
Aesthetic
Understanding
Knowledge
Esteem
Belonging
Security
Survival
Learning Styles
Verbal
Visual
Tactile
Auditory
Kinesthetic
Interpretation
“Interpretation is a catalyst in creating
opportunities for the audience to form their own
intellectual and emotional connections with the
meanings and significance inherent in the
resource.”
--National Park Service
Interpreters are “Visitor Engagement Specialists”
Interpretation
And then there’s the equation:
(KR + KA) AT = IO
Interpretation
(KR + KA) AT = IO
O Knowledge of the Resource (KR)
O Knowledge of the Audience (KA)
O Apply the Appropriate interpretive Technique
(AT)
O Can lead to an Interpretive Opportunity (IO)
Interpretation
Knowledge of the Resource (KR)
O Whaler Training
O Whaler Handbook
O Continuing Education
O Media Reports
O Scientific journals, reports, websites.
Interpretation
Knowledge of Your Audience (KA)
O Age
O Education level
O Familiarity with the topic
O Interest level
O Learning style
O Eavesdrop
Interpretation
Apply Appropriate Techniques (AT):
O
O
O
O
O
O
O
O
O
O
Analogy
Cause and Effect
Compare and Contrast
Description
Discussion and dialogue
Engaging Movement
Examples
Explanation
Five Senses
Gestures
O
O
O
O
O
O
O
O
O
Illustration
Inquiry
Live Animals
Metaphor
Photograph
Presentation of Evidence
Prop
Storytelling
And the list goes on…
The technique must be appropriate for the resource, the
audience, and the interpreter.
Interpretation
Inquiry-based learning
O Don’t lecture.
O Ask questions:
O
O
O
O
O
What do you think it is?
What do you see?
What do you see that makes you say that?
What more can you say about that?
Why?
O Guide the audience to the answers through your
questions.
O It’s okay to say, “I don’t know.”
Interpretation
Cues of an interested visitor:
O Leaning body towards you.
O Arms are open, behind or to the side.
O Remains still and pays attention
O Relaxed lips.
Interpretation
Signs of a disinterested visitor:
O Stepping back, turning away.
O Crossed arms.
O Tapping or fidgeting.
O Avoiding eye contact.
O Lips pressed together.
Interpretation
Bottom line:
What Does Visitor Engagement look like?
Demonstration
Self-Evaluation
O Focus:
O Did I decide on a focus for my exhibit,
specimen, or object?
O What was my specific objective(s) for using
this exhibit, specimen, or object?
Self-Evaluation
O Presentation:
O Did I appropriately introduce myself to the group?
O Did I include some information about the museum
O
O
O
O
O
O
as part of my presentation?
Did I model proper museum behavior?
Did I adapt my presentation to learning levels,
style and the special needs and interests of my
audience?
Was I courteous?
Did I respect all points of view?
Was I objective?
Did I pace the presentation properly?
Self-Evaluation
O Questioning Strategies:
O Did I encourage group participation?
O Did I invite my visitors to enter into the
discussions?
O Did I include questions that encouraged
observation, language skills, and problem
solving?
O Did I provide plenty of “wait time” for
responses?
Self-Evaluation
O Effectiveness:
O Will these visitors want to return?
O Will these visitors want to pursue the subject
further?
O Did I give my audience visual literacy tools to
use on other occasions?
O Did I achieve the learning objectives for the
presentation?
Communication Skills
Communication Skills
O Essential to effective interpretation.
O Apply to both formal and informal situations.
O Master the basics.
O Be prepared:
O Provide structure
O Introduction, Body, Conclusion
O Have an outline
Communication Skills
O The Fear Factor
O Check on preparations.
O Rehearse.
O Use nervous energy to project excitement.
O Don’t apologize.
O Stick to the plan.
O Make eye contact.
O Mingle with audience before.
Communication Skills
O Speaking Ability
O Speak in a conversational and natural
manner.
O Balance between volume, pitch, and rate.
O Volume changes add emphasis or drama.
O Different pitches convey emotion and
conviction.
O Speak too quickly, lose listeners; speak to
slowly, put them to sleep.
O Pauses can be effective tools.
Communication Skills
O Body Language
O Hand gestures and facial expressions can
O
O
O
O
bring harmony to what’s being said.
Stand tall, but not rigid.
Avoid crossing arms across your chest.
Express your sincerity by putting your entire
self into the talk.
Move around.
Communication Skills
O Organize the Presentation
O Flow in a logical way.
O Sequenced properly; tell a story.
O Don’t ask, “What do I want to say?” Rather,
ask, “What does the audience want to hear?”
Communication Skills
O Organize the Presentation – Introduction
O Arouse interest.
O Capture attention.
O Express the theme or topic.
O May include:
O Overview
O Challenging statement
O Quotation
O Humor
Communication Skills
O Organize the Presentation – Body
O Elaborate on the subject.
O Use facts, examples, analogies, anecdotes,
references, etc.
O Continue step-by-step progression toward
your conclusion.
O Don’t wander or ramble off topic.
Communication Skills
O Organize the Presentation – Conclusion
O The destination of the talk.
O Tie back to introduction
O Summarize some of the points in the body.
O Convey a message or quotation.
O Appeal for action.
O End should be forceful and conclusive.
O Make yourself available.
Communication Skills
O Communications Logistics
O Know how to operate equipment.
O Where power outlets, switches, etc. are
located.
O Have props or handouts available.
Communication Skills
O Summary
O Converse.
O Let nervous energy generate excitement.
O Stick to the plan:
O Intro
O Body
O Conclusion
O Be yourself.
Summary
POETRY
P - Interpretation serves a purpose.
O – Interpretation is organized.
E – Interpretation is enjoyable.
T – Interpretation is thematic.
R – Interpretation is relevant.
Y – You make the difference.
Thank you For Participating
Interpretation begins with YOU!!
What can you do to keep growing as a lifelong learner?
Questions & Answers
Learning happens best when we experience
the information before acquiring labels for what we’ve learned.
Resources
 California Department of Parks and Recreation, Basic Interpretation Learning
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System, http://www.parks.ca.gov/?page_id=24034
Group Inquiry at Science Museum Exhibits, Getting Visitors to Ask Juicy
Questions, Joshua P. Gutwill, Sue Allen,
http://www.exploratorium.edu/vre/visitor_research/give/publications.html
National Association For Interpretation, Certified Interpretive Guide Training
Workbook,
http://www.interpnet.com/NAI/NAI/Home/nai/HomePage/TempHome.aspx?
hkey=29975430-93dd-4e10-ae58-4f8939c8c3a6
National Park Service, Interpretive Training, http://idp.eppley.org/
Quantum Learning, Bobbi DePorter, Mike Hernacki,
http://www.quantumlearning.org/
Shifting From an Instructional Frame to a Sense-Making Frame or Inquiry at
SDNHM, Cristina Trecha, Director San Diego Science Project, Z:\Public
Programs\Inquiry Workshop 6 30 14
The Participatory Museum, Nina Simon,
http://www.participatorymuseum.org/