Tips To Teach Travel

Make a Note

2010-10-20T11:54:00.000-07:00

Does anyone else struggle with note-taking besides me? I have a hard time knowing what concepts the instructor is lecturing on are the most important to write down. And once my pen hits the paper, I become more concerned about what I am writing than about what is being said. I can't seem to focus on listening while I am writing.

To help those who, like me, have a hard time taking notes, provide learners with a "cheat sheet" of sorts. Guided note-taking allows students to take notes but with the use of an outline. This takes the guess work out of it.

Using a white board, word processing program (projected on a screen) or even a handout, write an outline of the material to be covered in the lecture and which you would like students to take notes on. Leave space for taking notes. As you lecture, students can then refer to the outline and fill in the blanks with details covered in the lecture.

A handout made from a PowerPoint presentation is a great example of guiding note-taking and is easy to do, especially if you had already created the PowerPoint slides. Students have the outline which includes the slides used and can also write additional details in the space provided.

Using guided note-taking, students have another tool for following the lecture and/or class discussion and making notes necessary to prepare for exams. I know it helps me out as a learner. Give it a try!

Formats - a roll of the dice!

2010-08-30T10:30:00.000-07:00

It seems like the travel industry has its own language. It becomes even more complex when you start learning computer formats and codes. Global Distribution Systems still utlize lengthy formats to request information and sometimes it is hard to keep them all straight. Does the date come before the city pair or after? How do you signify you only want a particular airline to show in the results? Was it a dash and then the frequent renter number, or a slash? Formats require a lot of memorization.

One memorization technique for tactile learners uses cubes. You need several blank cubes. These could be blocks of wood, made from paper or whatever material is handy. On one cube you would put a demand code on each side. For example, using Sabre and building a basic Passenger Name Record (PNR) as the focus, you could put a 1 (for city pair availability), a - (for entering name), a 9 (to enter the phone), a 7 (to enter ticketing information), a 6 (for received from info) and maybe 3 or 4 (for Secure Flight Passenger Data) or a free choice. On another block would have some of the rest of the format and continue on additional blocks until you have all of the options for each format, at detailed as you want it to be.

The end result might looks like this to enter a name:
Block 1 -
Block 2 Last Name
Block 3 /First Name

or for basic availability
Block 1 1
Block 2 Date
Block 3 City Pairs
Block 4 Time

There is a variety of ways these blocks could be used in class. One suggestion is to have a volunteer come to the front and roll the die with the demand code on it. Depending on what the die ended up on, the student would then finish the format using the other blocks.

Another suggestion would be to call out a format and the volunteer would then make it with the blocks. To involve the rest of the class, they could enter the format shown on the blocks into their computers (assuming you are in a computer lab) to check if it is correct.

So get some cubes and start rolling the dice!

Teaching Sales Skills

2010-07-26T10:50:00.000-07:00

Sales skills training is a critical part of any travel education. Without sales, there is no income and without income, there is no business. Yet those skills are sometimes the hardest to teach. Here is an object lesson to get across the need and importance of communication between client and agent, especially listening to client desires.

The object lesson is called Eater/Feeder. To do this you must bring four or five different types of "finger foods" (a handful of each type) to class along with a blind fold and a paper plate. Hand sanitizer and napkins or wet wipes are also a good idea. Examples of food include: carrots, pretzels, crackers, cookies, apple slices, grapes, chips, etc.

Ask for two volunteers, one of whom must be willing (and able) to taste every item on the plate. This person is the "eater" and should be set on a chair in the front of the room with the paper plate with a variety of food choices on it in his/her lap. The other person, the "feeder," is blindfolded and will stand behind the "eater." (This person should also wash/sanitize his/her hands.)

When you tell them to begin, the "feeder" will proceed to select food items from the paper plate and feed them to the "eater." During this first segment, the "feeder" and "eater" are not to make any noise or talk to each other. After three or four items have been fed, move to the second phase of the lesson.

In phase 2, the "feeder" is allowed to talk but the "eater" is not allowed to respond or make any noises in return. After three or four items have been fed, move to the third phase of the lesson.

In phase 3, the "eater" is allowed to communicate with the "feeder" about his/her preferences and give instructions as to what food items he/she would prefer and to the timing of when the next item should be offered. Continue this phase for a few minutes and then stop.

Allow the "feeder" to remove the blindfold then ask for feedback from the "eater" and feeder." How did they feel during the object lesson? What were some challenges in each phase? How did the "eater" feel in each of the phases? What did the class observe during the object lesson?

Liken this to travel sales. The "feeder" is the travel professional and the "eater" is the client. When there is no communication, the travel seller is just offering any travel product without knowing how it will be received. The same is true if the travel seller does not let the client offer ideas, thoughts or opinions or if offered, the seller does not listen to them (like in phase 2 above). When there is communication on both sides, with the seller listening to the desires of the client, needs are met and the client is satisfied.

Give this object lesson a try the next time you teach sales skills.

Trivial Pursuit

2010-06-15T11:59:00.000-07:00

Sometimes it is helpful when students have a reason to read the textbooks, besides the obvious reason of being able to pass the class. One idea to motivate students to dig into their geography books is to play a trivia game. You could provide a question, such as "Where is the world's largest McDonalds located" and have students find the answer. You could provide a prize or extra credit for those who can answer the question. In this world of instant access to information, it may be wise to require students to not only answer the question, but share additional information about the location.

Another idea would be to assign students to come up with their own bit of trivia. Students could then try to stump the class with the information they found. Again, prizes or extra credit points could be awarded for sharing a trivia bit, with extra points for stumping the class, or giving points to the student who gives a correct answer.

Some examples of trivia questions include:

Which continent does not have snakes or reptiles? (Antarctica)
How did Chicago's O'Hare Airport get the code ORD? (from the airport's former name, Orchard Field)
Which is the highest large city in the world? (La Paz, Bolivia at 11,900 feet above sea level)
What is the largest building from Ancient Rome that is still intact? (Pantheon)
Which city is older, Damascus, Syria or Rome, Italy? (Damascus, Syria)

Thanks to Travel Agent University's TGIF email for the trivia.

See if you can challenge your students, or if they can challenge you, to see what you know about the world. Try some trivia in the classroom!

Relate the Known to the Unknown - GRS/DRS/GIS

2010-05-25T11:04:00.000-07:00

Here is a specific teaching tip for teaching something unknown - GDS reference systems - to something known - a library, or file cabinet.

The reference systems available in the various GDSs are full of great information that can be helpful to your students, especially on-the-job. To help them understand what the reference system is, how helpful it can be, and how to access the information, use something that they know - a library, for example. The library is full of books. The books are full of information. The books are organized in a particular way into sections, areas or rooms - adult, youth/teen and child - and also by type of book - reference, non-fiction, fiction, magazine, etc. The books are further categorized in order - by author last name, or by topic assigned in the Dewey Decimal system. Once you understand the organization, you can find any material you are looking for.

A GDS reference system is also like a file cabinet, full of file folders. The cabinet can be organized with different types of information in each drawer. Each drawer is then divided into sections with dividers, and each section may be further divided by "hanging" file folders which contain the individual file folders with the information in them. The folders are organized and labeled as to what information is included in each. Again, once you are familiar with the system, you can access and use all of the information found within it.

You could bring books and bookshelves or demonstrate with a file cabinet and file folders how the specific GDS reference system you are teaching is organized. This will assist students in seeing the benefits of having such a system and increase their ability to access the information.

Remember this technique - relate the known to the unknown - when teaching difficult topics and get creative. In the end, it will make your job as instructor easier as you create bridges between what students already know with what they still need to learn.

Let's Discuss It!

2010-05-17T11:04:00.000-07:00

Discussions are a great way to include students in the learning process. You can use them to assess student understanding and to ascertain opinions.

The best discussions are aimed at a specific learning objective.

Discussions can be formal or informal. An informal discussion can crop up at any time and seems more like a chat about a topic. A more formal discussion can include specific goals and tasks, time limits, prepared agendas and moderators.

Begin a discussion by posing a question or problem. Many travel textbooks offer case studies, exercises or other enhancements that could start off a discussion. You could even begin a discussion by showing a video clip or playing a sound bite.

Before starting a presentation, have a discussion to learn student's thoughts, ideas and opinions on a topic - for example, have a discussion on opening up travel to Cuba prior to a presentation on tourism destination development.

Discussions can also be used to break up lecture material, to clarify, reinforce or summarize content.

Don't be afraid to open up the class to a discussion. Both you and the students may learn something!

Directed Listening

2010-04-29T13:38:00.000-07:00

Have you ever been in a conversation with someone where you wanted to tell them something, and then when you were done you wanted them to comment back on a particular thought? That is the theory behind Directed Listening. Before beginning a lecture, showing a movie clip, or other similar activity, you tell the students what they should be watching or listening for and what will be expected of them at the end. This gives them something to focus on during the lecture or movie clip so that they are more apt to pay attention.

Here's an example of how it could work. You are planning on showing a promotional video from a cruise line to the class to get them thinking about cruise lines and which products might appeal to various demographics. You want students to pay attention to the kinds of people on the cruise, the activities, the destinations etc. and then discuss it as a class.

Before you begin the movie you say, "I'm about to show you a video from X cruise line. I want you to pay particular attention to the passengers - how old are they? What are they doing? What kinds of activities are they involved in? What destinations are they going to? At the end of the video presentation we will discuss cruise lines and passenger demographics."

Show the video, and then conduct a class discussion based on student observations.

Directed Listening technique gives purpose to activities. It can make lectures more meaningful and video-watching more than pure entertainment. Next time you have a lecture planned, try directing the listening and watch students pay closer attention.

Stage a demonstration

2010-04-05T13:57:00.000-07:00

Remember the phrase, "actions speak louder than words?" That's the premise behind the demonstration lecture technique. In this technique, the instructor demonstrates how to do the particular skill. This is a great technique to use with computer formats as well as sales skills or document preparation.

If you are teaching automation, you can have all students gather around one computer terminal, or use a projector to project the computer image to the front of the room, and demonstrate entries and responses. For example, you could show all of the entries to sell a simple round trip air itinerary and build a basic PNR.

If you are using a projector in a computer lab situation, students could follow along on their own computers and compare their entries and responses with yours.

To show document preparation, you could use an overhead projector and transparency of the document and demonstrate how to fill in the boxes. Students can follow along with a blank copy of their own, or one from the textbook.

Typically you will demonstrate the correct way to do something, but it might be fun to do a poor sales encounter and have students watch and take notes of what was done incorrectly and how to improve it. Then, demonstrate it again using the recommendations from the class.

Once students have the concepts down that you have demonstrated, you can test their skills using different games and competitions to see who can build a PNR first, or have teams fill out a document correctly or role play sales skills.

Having students demonstrate skills to you is also a good way for you to assess mastery level.

From the Education Systems mantra, "Tell me and I will forget." Remember, actions speak louder than words! Demonstrate it.

Use Case Studies

2010-03-23T14:01:00.000-07:00

Problem-solving skills are mandatory job skills in today's workplace. That makes using case studies as a teaching tool even more valuable. Not only can you evaluate students' understanding of the subject matter, but also their ability to creatively solve problems.

To use this technique, bring in a real-life travel-related problem to class. It could be something you or someone you know has experienced, something read in a trade publication or newspaper or something made up from several real-life experiences. It should contain a problem that needs to be resolved in some way, and if possible, relate to course content.

The case study could be discussed as a class with all students participating to decide how best to resolve the issue, or you could divide into groups and allow each group to decide on a solution and share with the class.

This technique is designed to help learners apply theories and ideas, analyze situations and make decisions. Practicing problem solving with case studies will give your students skills that will be a great benefit to them on-the-job and in life!

So the next time you experience a travel problem, or hear about a travel problem, instead of complaining, think "Wow! That would make a great case study!" and share it with your class.

Buy it/Sell it

2010-03-15T15:23:00.000-07:00

Most tourism and hospitality jobs utilize some sort of sales skills - whether it is selling a destination to a vacationer, or upgrading a car rental, or adding cruise insurance to a reservation. It is difficult, however, to practice sales skills in a realistic way in a classroom setting. Role plays can be too structured, stilted and high pressure to perform. This activity allows students to practice several sales skills in a relaxed, non-threatening environment.

This activity requires you to bring several household items to class (or you can use random objects from the classroom). You will also need some play money.

Distribute the items to class members who will be practicing their sales skills (sellers). Give the play money to one student who will be the "buyer." The "sellers" will use persuasion, overcoming objections, turning features into benefits and other sales skills to sell their item to the "buyer." The "buyer" can only purchase one item. After all of the "sellers" have presented their items, the "buyer" makes his or her selection.

Ask the "buyer" why he/she chose that particular item. If someone did a particularly good job of selling his/her product, point out what was done that was effective. Ask if other class members would have purchased something different. You do this to point out that all "buyers" have different wants and needs. It is important to keep this in mind when selling.

Give money to another "buyer" and continue the process. You can also invite new "sellers" up to practice their sales skills. Continue until all students have had a chance to practice their skills.

Guess Who!

2010-03-08T14:13:00.000-08:00

Ever tried guessing games in class? Playing "guess what the teacher is thinking" is a common classroom "game" but isn't always a pleasant one to play. "Guess Who?" on the other hand, is a fun game to play to learn about destinations or computer formats. It helps with interviewing and deductive reasoning skills and provides an avenue for student interaction.

To play, first you need to prepare a destination or computer format on a piece of paper, one per student. Without the student seeing it, attach a paper to their back. From there, you can vary the game a number of ways:

Students could move around the room, asking for clues from each other until they think they know what destination or computer format they have been assigned. At that point, they check with the instructor to see if they are correct and sit down.
One student comes to the front of the room, shows the rest of the class the paper on his back and then asks for clues from the class until he can guess who he is. He sits down and another student comes up until all of the students have participated.
One student comes to the front of the room and shows the rest of the class the paper on her back. She then asks the class questions that can be answered by "yes" or "no" to determine the destination (or computer format or whatever) she has been assigned. Limit the number of questions a student can ask. Allow all students a chance to come to the front.
Same as above only the student who can determine his destination in the fewest number of questions is declared the winner.

You could also try these variations on the theme to get students thinking about different areas of the world:

Instead of assigning students a destination, the instructor could select a secret destination and then give clues or let students ask yes/no questions until someone can guess the destination.
Show a brief clip of a destination video (without any identifying clues such as signs, maps, narration giving away the location, etc.) and have students try to identify the destination based on what they see in the video. Students might be surprised to learn, for example, that there are monkeys and jungles in Cuba, or that Aruba looks very desert-like.

Guessing games can be fun so next time you are teaching geography and destinations (or computer formats, or other topics), let students guess. You might find you, and they, really enjoy it!

"Confederate" Lecture

2010-03-01T11:52:00.000-08:00

Let's face it. Lecture format for teaching, as a general rule, is boring. There is little, if any, student participation. The instructor can go on and on without taking a break and run the risk of putting the class to sleep!

On the upside, the instructor is able to give a large amount of information at one time. That is sometimes a "necessary evil" with some topics, such as faring or when presenting brand new information.

A Confederate Lecture format is a way to involve students in the lecture while still being able to disseminate the majority of the information in a lecture format. The basic premise is that some pre-selected students (confederates) are given questions to ask at the appropriate time with the answers to the questions providing the balance of the lecture information.

To prepare a Confederate Lecture, determine the topic and information the lecture will cover. Then, choose three to six questions that will introduce each section of information and guide the lecture. Write each question on an index card and number it accordingly. Prior to the lecture, select the learners who will ask the questions and give each a question card with an explanation of when to speak up.

Open the lecture by announcing the topic and asking if there are any questions. This is the cue for the person with Question #1 to raise his hand and ask his question. After giving the answer and explanation, ask if there are any other questions. The person with Question #2 will raise her hand. Continue until all questions have been asked and answered.

You could even prepare a slide show presentation where the answers to the questions just happen to be given! This could enhance the lecture and provide a visual cue for visual learners.

An additional benefit of this format is that other students may ask their own questions as the lecture goes along, since they are seeing this behavior modeled by their peers.

So the next time you feel a lecture coming on, get some confederates and get the class involved! Remember, "involve me and I will learn."

Chunk it!

2010-02-22T13:45:00.000-08:00

Consider a student sitting in his first day of class. The instructor stands in front of the class and says, "In this class you will learn to use Sabre GDS to book a PNR for a trip on DL from CVG to SAN in V class at the VEX14N fare. You will move client information from the STARS profile. You will be able to reserve and guarantee the COR room rate in a non-smoking A1K room at HH and reserve an ICAR from AL with unlimited miles." HUH????

Travel has a language all its own it seems and students are hit with a vast amount of new information on a regular basis. Giving students large chunks of information at one time not only leads to information overload but can actually decrease a student's interest in the topic and therefore, is a highly ineffective teaching method.

Learning psychologists have discovered that people remember on the average seven bits of information at a time. To capitalize on this, divide information to be memorized into logical chunks of 3-7 items. More complex information should be chunked into even smaller portions. A good plan would be to present the set of items, allow time for practice, assess and then move on to the next set of items. It is also important to review previously mastered items to keep them fresh in mind as well.

For example, if you are presenting new information on how to interpret a tariff display you would want to show the display and then discuss a chunk of information, like the heading. After reading through the heading, quiz students on the various bits of information to verify that they are understanding before moving on and giving 3-7 more bits of information about the display. Stop, practice, assess and move on. In this way the students will be able to absorb the new information before more new information is given and are less likely to feel overwhelmed.

So instead of chucking your lesson plan, chunk it! Your students will absorb more and will do better in class.

There was a farmer, had a dog . . .

2010-02-15T09:59:00.000-08:00

Have you considered playing BINGO as a way to review information? It is also a good way to ensure that students have practiced certain skills. BINGO is easy to play and its rules are easily explained an easily understood. It can also be easily adapted for any topic, any number of sub-topics, and any number of students.

First, choose your topic - say, computer formats. Then choose how many sub-topics you will be using. That will determine how many columns your BINGO table will have. Then choose how many options under each sub-topic you will have. That will determine how many rows your BINGO table will have.

Now that your table is set, you will need to assign information to each box. You can choose to set one box as a FREE space, meaning all students will get to count that space as "covered." Then fill in all of the spaces below each sub-topic with information applicable to that sub-topic. To play a true BINGO game, you will want all tables to be different so you will mix up the information found under each sub-topic. Not all cards will have the same information. For example, if you have five rows to fill, you will have eight information bits to rotate between all of the cards you are making. (You could give students the option of selecting what information they will put in each square rather than you making twenty different tables.) Or you could play a skill-pass off BINGO where all cards are exactly the same and squares are covered when a student demonstrates particular skills. An example of this is given later.

Your BINGO cards are now ready to play. You can play by asking certain questions with the answer being found in the boxes, or have students complete exercises, role plays or reviews and cross off boxes as they demonstrate a skill. A winner is declared when a student covers a certain number of boxes in a row. Or when black out is achieved, when ALL boxes are covered.

Example #1 - GDS Format BINGO. Column headings - Availability, Sell, Fare Quote, PNR Fields, Pricing. Five rows contain examples of formats for Availability, Sell, etc. in the appropriate column. Game play - Instructor asks a question such as, "This format will redisplay the original availability screen." If a student has that format, he will mark it on his card. Play continues until a student has BINGO or Blackout.

Example #2 - Sales Skill BINGO. Column headings - Initial Meeting, Getting to Know You, Making Recommendations, Making the Sale, Follow Up. Five rows contain examples of what happens during each phase of the sales process - getting a name, obtaining contact information, etc. Students are assigned with partners to role play a sales scenario. Each partnership will come to the front of the room one at a time to demonstrate their scenario. The rest of the class will observe and mark the BINGO squares off as the skill is demonstrated. In this case, the partnership demonstrating that has the most squares covered during their presentation is declared the winner.

BINGO is a good game for visual and auditory learners as well as kinesthetic learners. It is good for review of a topic or demonstration of skills acquisition. And BINGO is a nice break from a lecture format.

. . . and BINGO was his name-O!

Pass the Globe

2010-02-09T12:47:00.000-08:00

For a different, fun way to quiz students on land forms, play "Pass the Globe." This game is good because it allows students to move and use their bodies while learning. (See previous post on Multiple Intelligence.)

To play this game you must first get an inflatable world globe, available in most map stores and readily available online. Ask a volunteer to find something on the globe - longitude, latitude, equator, International Date Line, specific country, continent, hemisphere or ocean. Toss the globe to the volunteer and have him point to the information. Ask for something different and have the 1st volunteer pass the globe to someone else in the class. Continue until everyone has had a chance to participate.

You could add a rule that if a student doesn't know the answer, he or she could pass the globe along to someone else who might. (See Relay Question from previous post.)

Another game you could play is a type of globe volleyball. Students must keep the globe in the air. Each time it is hit, the student must name a country (or city or whatever you are studying). If the student cannot name a country, repeats one already named or allows the globe to hit the floor, that student is out. Continue as works best for your class.

Globes are great teaching tools for the classroom. You could use a globe to show the distance between Taipei and Hong Kong, a distance students may not be familiar with, by measuring it with your fingers, then finding two cities students are more familiar with that are similar distance.

You can use a globe to show similarities in climate. Locations that are similar distance from the equator will have a similar climate, taking into account altitude and nearness to bodies of water.

So, get your globe on and get learning!

All Kinds of Intelligence

2010-02-01T15:04:00.000-08:00

Did you know that people can learn things in a variety of ways? In 1983, Dr. Howard Gardner developed the theory of multiple intelligences, believing that IQ tests did not truly test everyones abilities. He proposed eight different intelligences. They are:

Linguistic Intelligence (word smart)
Logical-Mathmatical Intelligence (number/reasoning smart)
Spatial Intelligence (picture smart)
Bodily-Kinesthetic Intelligence (body smart)
Musical Intelligence (music smart)
Interpersonal Intelligence (people smart)
Intrapersonal Intelligence (self smart)
Naturalistic Intelligence (nature smart)

Most instruction focuses on words and numbers but what if you (or your students) are picture smart or nature smart? The trick, then, is to try to present information in as many ways as possible.

Here is an example of how this might be done. The topic is the effect of tourism on a destination. You might read a case study about it (word), study figures showing the economic impact (number/reasoning), discuss pie chart representations of impact (spatial), tour a destination either in person or using media (nature, body), interview locals about their feelings on tourism (people), journal about how tourism impacts you and your attitudes (self), and finally, write a song about what was learned (music).

Thomas Armstrong (http://www.thomasarmstrong.com/) offers suggestions on how to write lesson plans which will reach as many Intelligences as possible. He suggests writing your topic in the middle of a blank sheet of paper, then drawing eight lines (spokes) out from the topic. Label each line with an Intelligence, then brainstorm under each possible activities for teaching or learning that topic.

Education Systems (http://www.educationsystems.com/) offers Instructor Guides with ideas for teaching to a variety of learners. Each Guide comes with access to Student Involvement Ideas which is where many of the ideas for this blog come from.

See how many you can come up with!

Skillful Questioning

2010-01-18T11:27:00.000-08:00

This post is the last in the series on questions. Have you learned anything new about the use of questions thus far?

The question above is an example of an overhead question. There are different ways to use questions in class. An overhead question is a general question thrown out to the group. It is a good way to begin a discussion or to change from one topic to another. The above question introduces today's blog post by getting readers to think about what they know about questions and what they have learned, if anything, by reading this series.

Another way to use questioning is to ask a rhetorical question. This is a question to get the class thinking about a particular subject but not requiring a verbal response. For example, you may say, "Think about your last encounter with a salesperson. What skills did they have (or did they lack) that made the difference on whether or not you purchased something? Keep those skills in mind as we discuss these sales principles."

Instead of asking a question of the group, you can ask a question of a specific person. This is called direct questioning. You can put the name at the beginning or the end of the question. At the end, everyone may be thinking about the answer until it is directed at a specific person. At the beginning can sometimes cause shy or quiet students to freeze and be unable to answer. A way to lessen the pressure might be to do something like, "Kimmee, in a minute I'm going to ask you to tell us the three airport codes for the Washington, D.C. area." This gives the student time to think about the response and be prepared when you come back to him or her.

It is not necessary for you, the instructor, to answer every question yourself. One useful technique is to reverse the question back to the person asking the question. Suppose a student asks, "Why do we have to memorize so many computer formats?" Reverse the question back to the student. "Why do YOU think we have to memorize so many computer formats?"

Instead of reversing the question, you can redirect or relay the question to another member of the group. This can be useful in bringing out the life experience or knowledge of other members of the class. For example, a student has never flown on an airplane before and wants to know what to expect. You could redirect the question from yourself to the class by saying, "Has anyone flown before that would like to share their experience?" This prevents you from having to answer all of the questions, involves the class and allows more knowledgeable class members a chance to shine.

You have learned the usefulness of questions in class and how to encourage them. You have learned different types of questions and been challenged to ask a variety of questions, not just knowledge-based. You have learned a variety of questioning techniques. Now, I'm going to share a secret with you. A sure-fire way to end a lecture on one topic and move to another is to ask, "Are there any questions?" This question, while sounding genuine at the outset, is typically really rhetorical. You are not SEEKING questions; you want to move on to the next thing. The phrase, "Are there any questions?" is that signal that you are ready to move on and is generally a discussion-killer instead of a discussion-starter. Be careful in your use of that phrase. Be creative and look for new ways to incorporate and change up your questions in class.

Now, are there any questions?????

Who? What? Where? When? Why ask different types of questions?

2010-01-11T09:00:00.001-08:00

Last week's post discussed various ways to encourage students to ask questions. Asking questions is a good teaching technique for instructors to use. The type of question most often used by teachers, however, is a "knowledge" question. This type of question is used to ascertain what students know. Knowledge questions include the words: tell me, list, who, what, where, when, how, describe, state, etc. These are great, but there are other types of questions you can use, most of which require more thinking and analyzing to answer.

According to Bloom's Taxonomy (Bloom, et al 1956) there are 6 types of questions: knowledge, (mentioned above) comprehension, application, analysis, synthesis and evaluation.

Comprehension questions require students to interpret, organize or retell in their own words. An example: What kind of impact did airline deregulation have on air travel?

Application questions ask students to apply information to produce a result, using information previously learned. Any problem-solving questions are examples of application questions. An example: Design an itinerary for two youthful adventure travelers spending one week in Peru using these tour components.

Analysis questions encourage students to look at pieces of a whole or to identify less-obvious aspects of a topic. An example: After reading a description of a vacation, list all of the components of the travel industry that are utilized by the travelers.

Synthesis questions use creative thinking skills. These types of questions encourage students to "think outside the box" to come up with a new product. These could include problem-solving questions - "What kind of solution would you recommend for . . .?" It could also be adding new ideas to an established product. An example: What day trips could you suggest for this standard tour of Rome?

Evaluation questions ask students to give opinions or make judgements. They include phrases such as "Do you agree that . . .?" "Which is most important?", "How would you choose between . . . ?" and even "What do you think about . . .?"

So in your next class discussion, quiz or exam, mix up your questions. Try to include at least one of each type of question and really get students using their thinking skills!

Next week's post will give suggestions on how to ask questions. Did you know there is more than one way to ask a question? And good reasons to phrase questions in a specific way. Stay tuned next week for more!

Have a question?

2010-01-04T13:53:00.000-08:00

The beginning of a new year is often a time for resolutions. People like to set goals for themselves in areas they wish to improve in their lives. As a teacher, a good choice for a resolution might be a commitment to encourage questions in class. Or maybe commit to asking a wider variety of questions in your teaching.

Actively encourage questions by asking for them, taking them seriously, listening to them carefully and incorporating their substance into future teaching. All students should feel validated and safe to ask questions. It is a good idea to set parameters, however, or students can use questioning techniques to derail classroom instruction. Directions such as,"It is ok to interrupt now" or "Hold all questions until the end" give students ideas for appropriate questioning.

Use of a "delay board" can be helpful if you find students often interrupting to ask questions. The "delay board" works like this - a student has a question but you do not want to stop to answer it at this point in the discussion. The student will then write down the question so that at some predetermined point, you can answer it and the student won't have to try to remember it. Some teachers use Post-it notes for students to write questions down and then stick on a specified area of the white board, or you could just have the student write it on a sheet of paper for you to refer to later. Just don't forget to answer those delayed questions!

Next week's blog will focus on types of questions YOU can ask to help you broaden your use of questioning.

Problem Solving - a great life skill and a teaching tool as well

2009-12-21T13:31:00.000-08:00

Students can demonstrate mastery of topics when they use what they have learned to solve problems. Problem-solving can be used with any topic and in a variety of settings. Read on for some suggestions.

State a problem at the beginning of class and ask for students to solve the problem during class as they listen to the lecture, complete the assigned reading or other set task. The problem could even be a sample from an upcoming exam!
Give students a situation and then allow them to work in groups or teams to come up with a solution.
After completing the lecture, give students the problem and allow them time to find a solution before the end of class, or as assigned homework.
Divide the class into small groups. Give each group a different problem to solve. Allow time for solutions. Each group will then present the problems and solutions to the class.

Some examples of problems:

Two people are sitting next to each other on an airplane. They begin talking and discover that one paid three times what the other did for his ticket. How can this be?
A client boards a cruise that you booked for her and her husband. The room smells strongly of cigarette smoke even though a non-smoking room was requested. She calls you to get her into another cabin. What can you do for her?
A client uses only half of a round trip ticket. The airline will provide her with a credit for the unused portion. What amount will be credited?
A couple want to plan their honeymoon. They want a destination that offers secluded beaches, active nightlife, outdoor recreation and nice accommodations. Where would you suggest they go?

Problem-solving can be a good way to test understanding of concepts previously taught, as well as creativity and customer-service skills. Use problem-solving in your next class and share your ideas with us!

Snowstorm??? No, BRAINstorm!

2009-12-14T07:44:00.000-08:00

Brainstorming is a technique used to stimulate ideas. It is useful to get participants thinking about a topic, or for finding solutions to problems. A true "brainstorm," is completed in steps.

Step 1: The topic is given. Participants then throw out ideas which are written on the whiteboard. During this step, all ideas are accepted with no judgement, explanation or clarification needed.

Step 2: When all ideas have been noted, go through the list asking for clarification if needed. Some ideas could be consolidated together. Clear up any misunderstandings.

Step 3: Refine list. Depending on what the goal was of the brainstorm, this is the step where ideas are chosen or deleted or just left as is.

For example, if today's topic was reasons people travel, during Step 1, participants would toss out ideas, whatever came to mind. During Step 2, the ideas would be discussed and maybe some ideas are similar enough to be grouped together. During Step 3, you should now have a consolidated list of reasons people travel. At this point, you could refer to the text (if using one) and compare the text to the list on the board. Use this as the catalyst for class discussion on how the reasons people travel affect travel.

Use Brainstorms in class to chase away the winter blues!

"Chaining" Geography

2009-12-04T08:56:00.000-08:00

A common task in a geography class is memorizing a map of the area or areas being discussed. One way to make physical geography come to life is by making a "map chain." To do this, you need some 3"x5" index cards (or other type of label) and some tape or pins. Here's an example of how it works:

You are teaching students about the United States. You write a name of one of the states on an index card (or other label) until you have used all the 50 states. (Hint: You may need to adapt to match with the number of students you have participating. For example, if you have 28 students, you might use 25 Eastern states, Atlantic Ocean, Canada and Gulf of Mexico.) Distribute the cards/labels to the class, one per student, and have them attach the card to themselves so it is easily visible. Clear a large space in the classroom. Ask for a volunteer to start the "chain." This person comes and stands in the cleared space and says what is on his or her card - for example, Alabama. Students who have the cards that are next to the person starting the chain then come find their place in relation to Person #1 - Florida, Georgia, Tennesee and Missouri should surround Alabama. They state what is on their card, and the rest of the class determines if they are in the correct location. The chain continues to grow as students take their place in the correct location until all students are standing somewhere in the chain.

NOTE: Students can just stand in the correct position in relation to each other, or you can have them hold hands, arms, shoulders or touch feet, whatever will work best with your students.

Once students are in place, you can ask them questions about location and proximity. For example, how many states are between Pennsylvania and Florida? What direction would you travel if you were driving from South Carolina to Ohio? What states would you pass through to get to South Carolina from Maine? Which state(s) are the farthest North? South? East? West?

So the next time you are teaching geography, get your students up and moving and "chained" together. Not only will students learn, but they will have fun doing it!

NEWS FLASH - - Flash cards are a great teaching tool!

2009-11-20T11:34:00.000-08:00

Do you think Flash Cards have gone the way of the dinosaur? Well, if so, it's time to resurrect this effective way to memorize facts. Flash cards can be used in any number of ways. For example, to memorize states and capitals, make flash cards showing the state on one side and the capital on the other. Every day at the beginning of class, show a set number of flash cards. Even working on 10 a day will familiarize students with all states and capitals in only five days.

You can also use flash cards for:

Countries/Capitals
Outline map of Country/Country
City or Airport/Code
Airline/Code
Terms/Definitions
GDS Formats/Responses
and MORE!

Instead of using flash cards in a large group, divide the class into small groups and give each group a set (or part of a set) of flash cards to practice for a period of time. At the end of the time, the groups trade flash cards and continue until all groups have had time to review all flash cards.

If you choose not to make flash cards, you could use popsicle or craft sticks (available at most craft stores). Write a country (state, code, term, etc.) on each stick and put the sticks into a container. One at a time, students can draw a stick from the container and then give the matching response - capital, city or airport, definition, etc.

Maybe pictures are more your thing. You could make flash cards with pictures of famous attractions on one side and the location on the other. Students can then identify the tourism destination from the picture.

So, go get yourself some blank index cards and a marker and let your creativity go to work. Your students will thank you for it.

The Travel Teacher

2009-11-13T14:07:00.000-08:00

What can you do with a penny?
Something as seemingly useless as a penny is nowadays can be used as a great teaching tool. One idea is called Spend a Penny. It can be used for class control or to get quiet students to participate. Select the number of pennies you want to use for a class period (or desired period of time). Provide each participant with the same number of pennies. Advise participants that they will spend a penny each time they make a comment or answer a question in class. Once all a participant's pennies are gone, he or she can no longer comment. The challenge is for each person to "spend" all of their pennies during the time period.

Another idea using pennies is to use them to show differences in commissions. Gather 100 pennies to signify 100% of the cost of a travel product, a cruise for example. Then show participants how many pennies they keep if they sell a cruise from a cruise line offering a 10% commission. Now show the pennies kept if an agent sold a cruise costing the same amount total to a cruise line that offers a 15% commission. This may help participants see the need to work smarter, not harder when selling travel products.

Do you have any other ideas to use pennies in class? Please share.

The Travel Teacher