Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
Sunny Nestler, Programs Manager AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike ____________________________________
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Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
*In regards to the Fruit Activity, here's the deal:*
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas. The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
*What are the goals?* To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing Clear, understandable instruction including describing tasks and possible outcomes Collaborative teamwork including asking questions (from both sides) and positive feedback successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps! ainsley.
On Tue, Nov 27, 2018 at 7:41 AM wormsign@gmail.com wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
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Very funny, and smart 😊, thanks.
Cécile
From: Thethinktank thethinktank-bounces@lists.bikecollectives.org On Behalf Of Ainsley Naylor Sent: mardi 27 novembre 2018 16:48 To: The Think Tank thethinktank@lists.bikecollectives.org Subject: Re: [TheThinkTank] how to peel a banana
Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
In regards to the Fruit Activity, here's the deal:
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas.
The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
What are the goals?
To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing
Clear, understandable instruction including describing tasks and possible outcomes
Collaborative teamwork including asking questions (from both sides) and positive feedback
successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps!
ainsley.
On Tue, Nov 27, 2018 at 7:41 AM <wormsign@gmail.com mailto:wormsign@gmail.com > wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler <programs@bikecoop.ca mailto:programs@bikecoop.ca > wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌
sunny
Sunny Nestler, Programs Manager
AMS Bike Co-op
University of British Columbia
604-822-2453 | bikecoop.ca http://bikecoop.ca/ | @ubcbike
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Of course it was you Ainsley!! Thank you for this, I really love it. I was thinking of doing a follow up later in the session where they pair up again and make banana splits for each other. It's for a workshop on facilitation, so I was thinking the first segment would be great to show how facilitation is about making something transparent for someone else, but then later I want to talk about self care and grounding, so.....dessert? Maybe not totally universal but a good start ;)
x sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
On Tue, Nov 27, 2018 at 8:14 AM Cécile Korn cecilekorn@free.fr wrote:
Very funny, and smart 😊, thanks.
Cécile
*From:* Thethinktank thethinktank-bounces@lists.bikecollectives.org *On Behalf Of *Ainsley Naylor *Sent:* mardi 27 novembre 2018 16:48 *To:* The Think Tank thethinktank@lists.bikecollectives.org *Subject:* Re: [TheThinkTank] how to peel a banana
Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
*In regards to the Fruit Activity, here's the deal:*
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas.
The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
*What are the goals?*
To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing
Clear, understandable instruction including describing tasks and possible outcomes
Collaborative teamwork including asking questions (from both sides) and positive feedback
successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps!
ainsley.
On Tue, Nov 27, 2018 at 7:41 AM wormsign@gmail.com wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌
sunny
*Sunny Nestler*, *Programs Manager*
AMS Bike Co-op
University of British Columbia
604-822-2453 | bikecoop.ca | @ubcbike
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I'll preface this by stating that I often find vocabulary a challenge. Is this a problem to others when doing hands off teaching and if so, how do you work through it? Can you stick to the principle when 4 others are waiting for help?
Ron
On Tue, Nov 27, 2018 at 10:48 AM Ainsley Naylor needleandthread@gmail.com wrote:
Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
*In regards to the Fruit Activity, here's the deal:*
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas. The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
*What are the goals?* To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing Clear, understandable instruction including describing tasks and possible outcomes Collaborative teamwork including asking questions (from both sides) and positive feedback successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps! ainsley.
On Tue, Nov 27, 2018 at 7:41 AM wormsign@gmail.com wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
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I'm not sure I understand the questions -
Because several people require my help, I should just fix someone's bike for them, rather than teaching?
Verbal instruction can be partnered with other styles depending on the teacher and learner (and their skills and learning styles) including Demonstration, illustration, written instruction (repair manuals), "play" (disassembled parts that provide a 3-dimensional example), and access to repair videos. These are all super helpful resources to have around in a Do-It-Yourself space :)
On Wed, Dec 5, 2018 at 4:36 PM Ron Kellis ron.kellis@velocitycoop.org wrote:
I'll preface this by stating that I often find vocabulary a challenge. Is this a problem to others when doing hands off teaching and if so, how do you work through it? Can you stick to the principle when 4 others are waiting for help?
Ron
On Tue, Nov 27, 2018 at 10:48 AM Ainsley Naylor needleandthread@gmail.com wrote:
Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
*In regards to the Fruit Activity, here's the deal:*
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas. The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
*What are the goals?* To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing Clear, understandable instruction including describing tasks and possible outcomes Collaborative teamwork including asking questions (from both sides) and positive feedback successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps! ainsley.
On Tue, Nov 27, 2018 at 7:41 AM wormsign@gmail.com wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
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-- Ron Kellis | Véloteer & Basic Maintenance Instructor | VéloCity Bicycle Co-op | 2111 Mt. Vernon Ave., Alexandria, VA 22301 | velocitycoop.org | +1 (703) 549-1108 ____________________________________
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Yes, definitely. Words are seriously magic. I remember just the other day I figured out that using the word "hinge" would dramatically fix an annoying inability I had in conveying a particular process to participants (I can't remember which process, just the word >_<!).
Something else I do is demonstrate along with the words, usually by pointing as I describe. At every workstand and throughout the shop we have a tool we call a pokey spoke (literally just a shortened, sharpened stainless spoke) that we use for a wide variety of pokey-oriented things, not the least of which is pointing to parts with extreme specificity. Pointing out the set limit screws, for instance, or the lock ring on the adjustable cup as distinct from the cup itself. It's easy to forget how baffling and disorienting these shapes and parts are for those not trained in what to look for. The spoke is superior to a finger because fingers are way fatter than a lot of the things that need pointing at.
I've trained myself to hunt for the right words at all times. I'd rather pause in a description than blurt out generalities and hope for the best. Typically I'll load someone up with a precise description coupled with pointing and usually also some articulation of the components in question, then leave the participant on autopilot (self-pilot!) while I move to the next person. More often than not, they've made various kinds of progress by the time I check back in with them. Any mistakes they've made are useful in further framing of the issue.
But yes, words are just as much a challenge as any mechanical system.
cyclista Nicholas
On 2018-12-05 21:35, Ron Kellis wrote:
I'll preface this by stating that I often find vocabulary a challenge. Is this a problem to others when doing hands off teaching and if so, how do you work through it? Can you stick to the principle when 4 others are waiting for help?
Ron
On Tue, Nov 27, 2018 at 10:48 AM Ainsley Naylor needleandthread@gmail.com wrote:
Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
*In regards to the Fruit Activity, here's the deal:*
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas. The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
*What are the goals?* To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing Clear, understandable instruction including describing tasks and possible outcomes Collaborative teamwork including asking questions (from both sides) and positive feedback successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps! ainsley.
On Tue, Nov 27, 2018 at 7:41 AM wormsign@gmail.com wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
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Thanks. Good to know others have to work through it too, and for the insight on how you do.
Ron
On Fri, Dec 14, 2018 at 11:36 AM Cyclista Nicholas cyclista@inventati.org wrote:
Yes, definitely. Words are seriously magic. I remember just the other day I figured out that using the word "hinge" would dramatically fix an annoying inability I had in conveying a particular process to participants (I can't remember which process, just the word >_<!).
Something else I do is demonstrate along with the words, usually by pointing as I describe. At every workstand and throughout the shop we have a tool we call a pokey spoke (literally just a shortened, sharpened stainless spoke) that we use for a wide variety of pokey-oriented things, not the least of which is pointing to parts with extreme specificity. Pointing out the set limit screws, for instance, or the lock ring on the adjustable cup as distinct from the cup itself. It's easy to forget how baffling and disorienting these shapes and parts are for those not trained in what to look for. The spoke is superior to a finger because fingers are way fatter than a lot of the things that need pointing at.
I've trained myself to hunt for the right words at all times. I'd rather pause in a description than blurt out generalities and hope for the best. Typically I'll load someone up with a precise description coupled with pointing and usually also some articulation of the components in question, then leave the participant on autopilot (self-pilot!) while I move to the next person. More often than not, they've made various kinds of progress by the time I check back in with them. Any mistakes they've made are useful in further framing of the issue.
But yes, words are just as much a challenge as any mechanical system.
cyclista Nicholas
On 2018-12-05 21:35, Ron Kellis wrote:
I'll preface this by stating that I often find vocabulary a challenge. Is this a problem to others when doing hands off teaching and if so, how do you work through it? Can you stick to the principle when 4 others are waiting for help?
Ron
On Tue, Nov 27, 2018 at 10:48 AM Ainsley Naylor needleandthread@gmail.com wrote:
Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
*In regards to the Fruit Activity, here's the deal:*
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas. The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
*What are the goals?* To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing Clear, understandable instruction including describing tasks and possible outcomes Collaborative teamwork including asking questions (from both sides) and positive feedback successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps! ainsley.
On Tue, Nov 27, 2018 at 7:41 AM wormsign@gmail.com wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
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At times I ask what word they use to describe certain things. I often say “we call this...” then describe its function. Also using “like tightening a lid” for clockwise and vice-versa.
Loconte
On Dec 14, 2018, at 16:30, Ron Kellis ron.kellis@velocitycoop.org wrote:
Thanks. Good to know others have to work through it too, and for the insight on how you do.
Ron
On Fri, Dec 14, 2018 at 11:36 AM Cyclista Nicholas cyclista@inventati.org wrote: Yes, definitely. Words are seriously magic. I remember just the other day I figured out that using the word "hinge" would dramatically fix an annoying inability I had in conveying a particular process to participants (I can't remember which process, just the word >_<!).
Something else I do is demonstrate along with the words, usually by pointing as I describe. At every workstand and throughout the shop we have a tool we call a pokey spoke (literally just a shortened, sharpened stainless spoke) that we use for a wide variety of pokey-oriented things, not the least of which is pointing to parts with extreme specificity. Pointing out the set limit screws, for instance, or the lock ring on the adjustable cup as distinct from the cup itself. It's easy to forget how baffling and disorienting these shapes and parts are for those not trained in what to look for. The spoke is superior to a finger because fingers are way fatter than a lot of the things that need pointing at.
I've trained myself to hunt for the right words at all times. I'd rather pause in a description than blurt out generalities and hope for the best. Typically I'll load someone up with a precise description coupled with pointing and usually also some articulation of the components in question, then leave the participant on autopilot (self-pilot!) while I move to the next person. More often than not, they've made various kinds of progress by the time I check back in with them. Any mistakes they've made are useful in further framing of the issue.
But yes, words are just as much a challenge as any mechanical system.
cyclista Nicholas
On 2018-12-05 21:35, Ron Kellis wrote:
I'll preface this by stating that I often find vocabulary a challenge. Is this a problem to others when doing hands off teaching and if so, how do you work through it? Can you stick to the principle when 4 others are waiting for help?
Ron
On Tue, Nov 27, 2018 at 10:48 AM Ainsley Naylor needleandthread@gmail.com wrote:
Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
*In regards to the Fruit Activity, here's the deal:*
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas. The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
*What are the goals?* To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing Clear, understandable instruction including describing tasks and possible outcomes Collaborative teamwork including asking questions (from both sides) and positive feedback successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps! ainsley.
On Tue, Nov 27, 2018 at 7:41 AM wormsign@gmail.com wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
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Great suggestions, thanks!
On Tue, Dec 18, 2018, 7:08 PM <wormsign@gmail.com wrote:
At times I ask what word they use to describe certain things. I often say “we call this...” then describe its function. Also using “like tightening a lid” for clockwise and vice-versa.
Loconte
On Dec 14, 2018, at 16:30, Ron Kellis ron.kellis@velocitycoop.org wrote:
Thanks. Good to know others have to work through it too, and for the insight on how you do.
Ron
On Fri, Dec 14, 2018 at 11:36 AM Cyclista Nicholas cyclista@inventati.org wrote:
Yes, definitely. Words are seriously magic. I remember just the other day I figured out that using the word "hinge" would dramatically fix an annoying inability I had in conveying a particular process to participants (I can't remember which process, just the word >_<!).
Something else I do is demonstrate along with the words, usually by pointing as I describe. At every workstand and throughout the shop we have a tool we call a pokey spoke (literally just a shortened, sharpened stainless spoke) that we use for a wide variety of pokey-oriented things, not the least of which is pointing to parts with extreme specificity. Pointing out the set limit screws, for instance, or the lock ring on the adjustable cup as distinct from the cup itself. It's easy to forget how baffling and disorienting these shapes and parts are for those not trained in what to look for. The spoke is superior to a finger because fingers are way fatter than a lot of the things that need pointing at.
I've trained myself to hunt for the right words at all times. I'd rather pause in a description than blurt out generalities and hope for the best. Typically I'll load someone up with a precise description coupled with pointing and usually also some articulation of the components in question, then leave the participant on autopilot (self-pilot!) while I move to the next person. More often than not, they've made various kinds of progress by the time I check back in with them. Any mistakes they've made are useful in further framing of the issue.
But yes, words are just as much a challenge as any mechanical system.
cyclista Nicholas
On 2018-12-05 21:35, Ron Kellis wrote:
I'll preface this by stating that I often find vocabulary a challenge. Is this a problem to others when doing hands off teaching and if so, how do you work through it? Can you stick to the principle when 4 others are waiting for help?
Ron
On Tue, Nov 27, 2018 at 10:48 AM Ainsley Naylor needleandthread@gmail.com wrote:
Hey all,
I lead (past tense and present tense!) the Hands Off Teaching workshops at Bike!Bike!
Someone always asks me for my workshop notes and they are not super coherent unless you are me, so I'm reluctant to post them here, but will happily email them if anyone wants to check them out.
*In regards to the Fruit Activity, here's the deal:*
This activity was originally done with mangoes and knives at Bike!Bike! 2010! but I can't always find mangoes, and this year I couldn't travel with a dozen steak knives in my bag ;) In the past we have also used apples, oranges and bananas. The purpose of the activity is to have folks split up and attempt to engage in Hands Off Teaching where one participant is instructing and the other participant is trying to complete an action (peeling/slicing a fruit) only by following the directions they have been given. An added instruction is that they person with the fruit doesn't know what it is and hasn't interacted with it before (like a front derailleur, haha).
Because there are so many people in the workshop we usually have other folks observing each group as well.
*What are the goals?* To reflect upon the concepts and challenges of teaching in a DIY space which we have already discussed during the workshop which include: keeping Hands Off while assisting and instructing Clear, understandable instruction including describing tasks and possible outcomes Collaborative teamwork including asking questions (from both sides) and positive feedback successful completion of goal, through whatever path you collectively determine to be achievable
After giving folks 5-10 minutes to do the activity we come back together to share feedback on the experience. The *pretend you've never seen a banana before* part is always the most difficult and funniest part of the challenge.
Hope that helps! ainsley.
On Tue, Nov 27, 2018 at 7:41 AM wormsign@gmail.com wrote:
+1
Loconte
On Nov 26, 2018, at 15:35, Sunny Nestler programs@bikecoop.ca wrote:
Hey everyone,
Can someone explain to me how you facilitated the peeling a banana segment of the "Hands Off Wrenching" workshop at the LA Bike!Bike! ? I didn't go to that workshop but it sounded really cool, and someone from my shop went and was describing it to me. I think I wanna use it in a workshop I'm leading but I want more info! Also thinking of incorporating a banana split follow up activity, because those are delicious!
🍌🍌🍌 sunny
*Sunny Nestler*, *Programs Manager* AMS Bike Co-op University of British Columbia 604-822-2453 | bikecoop.ca | @ubcbike
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To add a couple thoughts...
We often use the 'lid on jar' example for explaining right hand and
left hand threads. I find this to be very useful when teaching wheel truing,
as I'll often say the spoke is like an upside down jar and the nipple is like
the lid. Many people, before hearing/seeing this, will say/think that
the spoke nipple
is a left hand thread. I'll take the time to demonstrate with a spoke
in my hand
and put the nipple on, emphasizing it is a 'regular' right hand thread.
We use the sharpened spokes ('spokers') for many things also, like pointing
at parts, showing ware lines on sprocket teeth, gently checking for
pits in cups
and reaming open freshly cut housing.
-Bob Giordano Free Cycles Missoula (community bike shop) Missoula Institute for Sustainable Transportation (our research, design and advocacy arm)
On Tue, Dec 18, 2018, 7:08 PM <wormsign@gmail.com wrote:
At times I ask what word they use to describe certain things. I often say “we call this...” then describe its function. Also using “like tightening a lid” for clockwise and vice-versa.
Loconte
On Fri, Dec 14, 2018 at 11:36 AM Cyclista Nicholas cyclista@inventati.org wrote:
Yes, definitely. Words are seriously magic. I remember just the other day I figured out that using the word "hinge" would dramatically fix an annoying inability I had in conveying a particular process to participants (I can't remember which process, just the word >_<!).
Something else I do is demonstrate along with the words, usually by pointing as I describe. At every workstand and throughout the shop we have a tool we call a pokey spoke (literally just a shortened, sharpened stainless spoke) that we use for a wide variety of pokey-oriented things, not the least of which is pointing to parts with extreme specificity. Pointing out the set limit screws, for instance, or the lock ring on the adjustable cup as distinct from the cup itself. It's easy to forget how baffling and disorienting these shapes and parts are for those not trained in what to look for. The spoke is superior to a finger because fingers are way fatter than a lot of the things that need pointing at.
I've trained myself to hunt for the right words at all times. I'd rather pause in a description than blurt out generalities and hope for the best. Typically I'll load someone up with a precise description coupled with pointing and usually also some articulation of the components in question, then leave the participant on autopilot (self-pilot!) while I move to the next person. More often than not, they've made various kinds of progress by the time I check back in with them. Any mistakes they've made are useful in further framing of the issue.
But yes, words are just as much a challenge as any mechanical system.
cyclista Nicholas
Oh, that lid one is really good, I'll have to use that.
Yeah the sharpened spokes! Exactly! I often tell participants the point on the spoke against the race in a cup or on a cone is like a record needle, if you can feel it catch along the race, the part is bad.
@Bob re: teaching wheel truing: We keep one spoke with a nipple attached laying at the base of each truing stand we have; after giving a tutorial, and before leaving a participant to fend for themselves for a little while, I show them the spoke and tell them that if they get confused about the direction of the thread, they can pick up the assembled spoke/nipple and play with it to check. It's a great tactile and visual aid.
cyclista Nicholas
On 2018-12-19 21:54, mist@strans.org wrote:
To add a couple thoughts...
We often use the 'lid on jar' example for explaining right hand and left hand threads. I find this to be very useful when teaching wheel truing, as I'll often say the spoke is like an upside down jar and the nipple is like the lid. Many people, before hearing/seeing this, will say/think that the spoke nipple is a left hand thread. I'll take the time to demonstrate with a spoke in my hand and put the nipple on, emphasizing it is a 'regular' right hand thread.
We use the sharpened spokes ('spokers') for many things also, like pointing at parts, showing ware lines on sprocket teeth, gently checking for pits in cups and reaming open freshly cut housing.
-Bob Giordano Free Cycles Missoula (community bike shop) Missoula Institute for Sustainable Transportation (our research, design and advocacy arm)
On Tue, Dec 18, 2018, 7:08 PM <wormsign@gmail.com wrote:
At times I ask what word they use to describe certain things. I often say “we call this...” then describe its function. Also using “like tightening a lid” for clockwise and vice-versa.
Loconte
On Fri, Dec 14, 2018 at 11:36 AM Cyclista Nicholas cyclista@inventati.org wrote:
Yes, definitely. Words are seriously magic. I remember just the other day I figured out that using the word "hinge" would dramatically fix an annoying inability I had in conveying a particular process to participants (I can't remember which process, just the word >_<!).
Something else I do is demonstrate along with the words, usually by pointing as I describe. At every workstand and throughout the shop we have a tool we call a pokey spoke (literally just a shortened, sharpened stainless spoke) that we use for a wide variety of pokey-oriented things, not the least of which is pointing to parts with extreme specificity. Pointing out the set limit screws, for instance, or the lock ring on the adjustable cup as distinct from the cup itself. It's easy to forget how baffling and disorienting these shapes and parts are for those not trained in what to look for. The spoke is superior to a finger because fingers are way fatter than a lot of the things that need pointing at.
I've trained myself to hunt for the right words at all times. I'd rather pause in a description than blurt out generalities and hope for the best. Typically I'll load someone up with a precise description coupled with pointing and usually also some articulation of the components in question, then leave the participant on autopilot (self-pilot!) while I move to the next person. More often than not, they've made various kinds of progress by the time I check back in with them. Any mistakes they've made are useful in further framing of the issue.
But yes, words are just as much a challenge as any mechanical system.
cyclista Nicholas
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Using a sharpened spoke, or pick to detect problematic bearing races is a great idea, but the record needle analogy only works because vinyl is making a comeback. There are still many young people who have never bought a physical CD, much less seen a vinyl record on a turntable. The analogy is fine for us old guys who still own lots of LPs!
Steve Andruski The Rockville Bike Hub
On Thu, Dec 20, 2018, 1:10 AM Cyclista Nicholas <cyclista@inventati.org wrote:
Oh, that lid one is really good, I'll have to use that.
Yeah the sharpened spokes! Exactly! I often tell participants the point on the spoke against the race in a cup or on a cone is like a record needle, if you can feel it catch along the race, the part is bad.
@Bob re: teaching wheel truing: We keep one spoke with a nipple attached laying at the base of each truing stand we have; after giving a tutorial, and before leaving a participant to fend for themselves for a little while, I show them the spoke and tell them that if they get confused about the direction of the thread, they can pick up the assembled spoke/nipple and play with it to check. It's a great tactile and visual aid.
cyclista Nicholas
On 2018-12-19 21:54, mist@strans.org wrote:
To add a couple thoughts...
We often use the 'lid on jar' example for explaining right hand and left hand threads. I find this to be very useful when teaching wheel truing, as I'll often say the spoke is like an upside down jar and the nipple is like the lid. Many people, before hearing/seeing this, will say/think that the spoke nipple is a left hand thread. I'll take the time to demonstrate with a spoke in my hand and put the nipple on, emphasizing it is a 'regular' right hand thread.
We use the sharpened spokes ('spokers') for many things also, like pointing at parts, showing ware lines on sprocket teeth, gently checking for pits in cups and reaming open freshly cut housing.
-Bob Giordano Free Cycles Missoula (community bike shop) Missoula Institute for Sustainable Transportation (our research, design and advocacy arm)
On Tue, Dec 18, 2018, 7:08 PM <wormsign@gmail.com wrote:
At times I ask what word they use to describe certain things. I often say “we call this...” then describe its function. Also using “like tightening a lid” for clockwise and vice-versa.
Loconte
On Fri, Dec 14, 2018 at 11:36 AM Cyclista Nicholas cyclista@inventati.org wrote:
Yes, definitely. Words are seriously magic. I remember just the other day I figured out that using the word "hinge" would dramatically fix an annoying inability I had in conveying a particular process to participants (I can't remember which process, just the word >_<!).
Something else I do is demonstrate along with the words, usually by pointing as I describe. At every workstand and throughout the shop we have a tool we call a pokey spoke (literally just a shortened, sharpened stainless spoke) that we use for a wide variety of pokey-oriented things, not the least of which is pointing to parts with extreme specificity. Pointing out the set limit screws, for instance, or the lock ring on the adjustable cup as distinct from the cup itself. It's easy to forget how baffling and disorienting these shapes and parts are for those not trained in what to look for. The spoke is superior to a finger because fingers are way fatter than a lot of the things that need pointing at.
I've trained myself to hunt for the right words at all times. I'd rather pause in a description than blurt out generalities and hope for the best. Typically I'll load someone up with a precise description coupled with pointing and usually also some articulation of the components in question, then leave the participant on autopilot (self-pilot!) while I move to the next person. More often than not, they've made various kinds of progress by the time I check back in with them. Any mistakes they've made are useful in further framing of the issue.
But yes, words are just as much a challenge as any mechanical system.
cyclista Nicholas
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-
Ainsley Naylor -
Cyclista Nicholas -
Cécile Korn -
mist＠strans.org -
Ron Kellis -
Stephen Andruski -
Sunny Nestler -
wormsign＠gmail.com