2. Interpretation Training December 2014 Daniel Zeller, Volunteer Coordinator dzeller@sdnhm.org 619.255.0162

3. Overview O Why Are We Here? O Interpretation Techniques O Exercise O Communication Skills O Summary

4. Why Are We Here? O Whalers already provide excellent interpretive opportunities. O Strive to continuously improve our visitor experiences. O Shifting to inquiry based learning as a Museum. O Give you additional insights and tools that you can use.

5. Interpretation

6. Why interpretation? When we love something, we will take care of it. In order to love it, we may need to understand it.

7. Interpretation O What is interpretation? O What elements make up interpretation? O Communication skills O Knowledge O Enthusiasm

8. Interpretation Words to live by: Do not try to satisfy your vanity by teaching a great many things. Awaken people’s curiosity. It is enough to open minds; do not overload them. Put there just a spark. If there is some good inflammable stuff, it will catch fire. - Anatole France, as quoted in The Earth Speaks

9. Making it Engaging O Effective interpretive techniques engage or involve the audience. O Asking thought-provoking questions can be just as interactive as having visitors participate in a hands-on activity. O No matter which techniques are selected, an interpretive service should be actively engaging.

10. Interpretation There are three types of informal visitor contacts: 1. Orientation (where questions) 2. Information (what, when, and how questions) 3. Interpretation (why or follow-up questions)

11. Applying Maslow’s Theory Self- Actualization Aesthetic Understanding Knowledge Esteem Belonging Security Survival

12. Learning Styles Visual Auditory Kinesthetic Tactile Verbal

13. Interpretation “Interpretation is a catalyst in creating opportunities for the audience to form their own intellectual and emotional connections with the meanings and significance inherent in the resource.” --National Park Service Interpreters are “Visitor Engagement Specialists”

14. Interpretation And then there’s the equation: (KR + KA) AT = IO

15. Interpretation (KR + KA) AT = IO O Knowledge of the Resource (KR) O Knowledge of the Audience (KA) O Apply the Appropriate interpretive Technique (AT) O Can lead to an Interpretive Opportunity (IO)

16. Interpretation Knowledge of the Resource (KR) O Whaler Training O Whaler Handbook O Continuing Education O Media Reports O Scientific journals, reports, websites.

17. Interpretation Knowledge of Your Audience (KA) O Age O Education level O Familiarity with the topic O Interest level O Learning style O Eavesdrop

18. Interpretation Apply Appropriate Techniques (AT): O Analogy O Cause and Effect O Compare and Contrast O Description O Discussion and dialogue O Engaging Movement O Examples O Explanation O Five Senses O Gestures O Illustration O Inquiry O Live Animals O Metaphor O Photograph O Presentation of Evidence O Prop O Storytelling O And the list goes on… The technique must be appropriate for the resource, the audience, and the interpreter.

19. Interpretation Inquiry-based learning O Don’t lecture. O Ask questions: O What do you think it is? O What do you see? O What do you see that makes you say that? O What more can you say about that? O Why? O Guide the audience to the answers through your questions. O It’s okay to say, “I don’t know.”

20. Interpretation Cues of an interested visitor: O Leaning body towards you. O Arms are open, behind or to the side. O Remains still and pays attention O Relaxed lips.

21. Interpretation Signs of a disinterested visitor: O Stepping back, turning away. O Crossed arms. O Tapping or fidgeting. O Avoiding eye contact. O Lips pressed together.

22. Interpretation Bottom line:

23. What Does Visitor Engagement look like?

24. Demonstration

25. Self-Evaluation O Focus: O Did I decide on a focus for my exhibit, specimen, or object? O What was my specific objective(s) for using this exhibit, specimen, or object?

26. Self-Evaluation O Presentation: O Did I appropriately introduce myself to the group? O Did I include some information about the museum as part of my presentation? O Did I model proper museum behavior? O Did I adapt my presentation to learning levels, style and the special needs and interests of my audience? O Was I courteous? O Did I respect all points of view? O Was I objective? O Did I pace the presentation properly?

27. Self-Evaluation O Questioning Strategies: O Did I encourage group participation? O Did I invite my visitors to enter into the discussions? O Did I include questions that encouraged observation, language skills, and problem solving? O Did I provide plenty of “wait time” for responses?

28. Self-Evaluation O Effectiveness: O Will these visitors want to return? O Will these visitors want to pursue the subject further? O Did I give my audience visual literacy tools to use on other occasions? O Did I achieve the learning objectives for the presentation?

29. Communication Skills

30. O Essential to effective interpretation. O Apply to both formal and informal situations. O Master the basics. O Be prepared: O Provide structure O Introduction, Body, Conclusion O Have an outline

31. Communication Skills O The Fear Factor O Check on preparations. O Rehearse. O Use nervous energy to project excitement. O Don’t apologize. O Stick to the plan. O Make eye contact. O Mingle with audience before.

32. Communication Skills O Speaking Ability O Speak in a conversational and natural manner. O Balance between volume, pitch, and rate. O Volume changes add emphasis or drama. O Different pitches convey emotion and conviction. O Speak too quickly, lose listeners; speak to slowly, put them to sleep. O Pauses can be effective tools.

33. Communication Skills O Body Language O Hand gestures and facial expressions can bring harmony to what’s being said. O Stand tall, but not rigid. O Avoid crossing arms across your chest. O Express your sincerity by putting your entire self into the talk. O Move around.

34. Communication Skills O Organize the Presentation O Flow in a logical way. O Sequenced properly; tell a story. O Don’t ask, “What do I want to say?” Rather, ask, “What does the audience want to hear?”

35. Communication Skills O Organize the Presentation – Introduction O Arouse interest. O Capture attention. O Express the theme or topic. O May include: O Overview O Challenging statement O Quotation O Humor

36. Communication Skills O Organize the Presentation – Body O Elaborate on the subject. O Use facts, examples, analogies, anecdotes, references, etc. O Continue step-by-step progression toward your conclusion. O Don’t wander or ramble off topic.

37. Communication Skills O Organize the Presentation – Conclusion O The destination of the talk. O Tie back to introduction O Summarize some of the points in the body. O Convey a message or quotation. O Appeal for action. O End should be forceful and conclusive. O Make yourself available.

38. Communication Skills O Communications Logistics O Know how to operate equipment. O Where power outlets, switches, etc. are located. O Have props or handouts available.

39. Communication Skills O Summary O Converse. O Let nervous energy generate excitement. O Stick to the plan: O Intro O Body O Conclusion O Be yourself.

40. Summary

41. POETRY P - Interpretation serves a purpose. O – Interpretation is organized. E – Interpretation is enjoyable. T – Interpretation is thematic. R – Interpretation is relevant. Y – You make the difference.

42. Thank you For Participating Interpretation begins with YOU!! What can you do to keep growing as a life- long learner?

43. Questions & Answers Learning happens best when we experience the information before acquiring labels for what we’ve learned.

44. Resources  California Department of Parks and Recreation, Basic Interpretation Learning System, http://www.parks.ca.gov/?page_id=24034http://www.parks.ca.gov/?page_id=24034  Group Inquiry at Science Museum Exhibits, Getting Visitors to Ask Juicy Questions, Joshua P. Gutwill, Sue Allen, http://www.exploratorium.edu/vre/visitor_research/give/publications.html http://www.exploratorium.edu/vre/visitor_research/give/publications.html  National Association For Interpretation, Certified Interpretive Guide Training Workbook, http://www.interpnet.com/NAI/NAI/Home/nai/HomePage/TempHome.aspx? hkey=29975430-93dd-4e10-ae58-4f8939c8c3a6 http://www.interpnet.com/NAI/NAI/Home/nai/HomePage/TempHome.aspx? hkey=29975430-93dd-4e10-ae58-4f8939c8c3a6  National Park Service, Interpretive Training, http://idp.eppley.org/http://idp.eppley.org/  Quantum Learning, Bobbi DePorter, Mike Hernacki, http://www.quantumlearning.org/ http://www.quantumlearning.org/  Shifting From an Instructional Frame to a Sense-Making Frame or Inquiry at SDNHM, Cristina Trecha, Director San Diego Science Project, Z:\Public Programs\Inquiry Workshop 6  30  14  The Participatory Museum, Nina Simon, http://www.participatorymuseum.org/ http://www.participatorymuseum.org/