KWL tours, OMG!

KWL charts (pronounced “cool”) are often used by schoolteachers to introduce topics and then to reinforce learned information. Museum educators can utilize this nifty technique to enhance tours and encourage interaction with guests.

When used in the classroom, KWL charts are comprised of 3 columns labeled K, W, and L. Prior to a lesson, students are asked to list what they “know” about the topic in the K column and what they “want” to find out in the W column. The L column is used to write down what they have “learned” once the lesson is over.

The same concept can be used when conducting tours by asking guests to consider what they know about the topic as your tour begins. Encourage guests to express what they want to know as the tour progresses. Wrap up the tour by engaging guests in discussion about things they learned by asking a few questions such as “How do you think they got the idea to …” or “Why do you think he didn’t…”

KWL is a quick and easy tool and its, well, cool! Your guests will think it’s cool to be involved in your tour and it’s even more cool to see what info they take away from the tour. :-)

Examples of multi-modal learning in adult programs

Integrating multi-modal learning into your adult programs need not be an overwhelming or complicated undertaking. Where you could plan a number of programs spanning several days to individually address each learning style (visual, audio, manual), the easiest approach is to find a way to include each type in one program. Hands-on workshops are the most direct method in which to incorporate all three modes.

For example, your museum is hosting a traveling exhibit focusing on early 20th century hand-tinted postcards and you want to create a multi-modal program to tie in with the showing. A workshop teaching the art of hand-tinting photographs is a straightforward way to accomplish this. Participants draw upon their auditory and visual abilities during the demonstration aspect of the workshop and then upon their manual skills when practicing the tinting techniques. Displaying postcards from your collections during the workshop provides additional visual reinforcement and an opportunity for participants to compare their work with historically appropriate examples, which may lead to an informal discussion among participants regarding techniques, subject matter, or materials used. This type of discussion, not only boosts learning, but also creates a breeding ground for higher-level thinking and critical analysis about the topic.

In addition to being an effective way to address all three learning styles, workshops are also a relatively cost-efficient method. There is usually some expense involved in workshop materials, however, costs may be kept to a minimum through careful planning and recycling materials whenever possible. Despite the expense, adult workshops can actually produce income and almost always guarantee repeat visits to your museum by participants and their family members.

Improving Museum Programs Through Multi-Modal Learning

What is “multi-modal learning”, you ask? In a nutshell, it is the process of tapping into many learning styles based on auditory, visual, and kinesthetic/manual skills. Typically one style is stronger for each of us, but by utilizing more than one method we are more likely to acquire, process, and retain information

Instinctively, we usually make use of multi-modal learning with young children in educational programs. We tell children how to perform a task; we demonstrate how to perform the task; and then we allow children to perform the task. However, as our program participants increase in age, we tend to use fewer modes to instruct. Adult programs typically incorporate the least number of modes of instruction, with programs restricted mainly to lectures or demonstrations, and rarely is hands-on learning incorporated. Yet senior adults are most likely to benefit from multi-modal learning, especially activities that incorporate visual and kinesthetic skills since many older adults experience hearing difficulties.

Incorporating all three modes into museum education programs for adults, as well as children, not only insures that each participant has the opportunity to learn according to his or her own style, but guarantees enjoyable and successful programs.

Creating Successful Museum Summer Camps

Summer is just around the corner and many of us have already planned this year’s summer camps. And some of us, who are part of understaffed and overworked museums, will wait until the last minute to put something together! But planning successful summer camps doesn’t have to be an overwhelming task if you follow a few simple guidelines.

Pick a theme or topic around which to structure activities.
Look for new, interesting ideas that may not initially seem to fit your museum. Almost any theme can be given an historical twist. Use popular movies, TV shows, and books as your inspiration. I once used the popular CSI shows as a theme for a camp. It proved to be a novel way to introduce kids to archaeology and museum techniques like site excavation, artifact handling and identification, cataloguing, and collections management.

Plan a variety of activities that include arts & crafts, playtime, physical activities, and intellectual challenges.
By varying the types of activities, children with different abilities and interests are sure to find something they enjoy. Also be sure to alternate sitting/quiet activities with physical/active ones to allow rambunctious bodies to move.

Schedule a specific time for each activity and try to stick to your plan.
Children generally have short attention spans and can easily get off track. Having a plan helps to keep things moving smoothly. Limit each activity to no more than 45 minutes and “lecture” time to 3-5 minutes.

Allow time for campers to meet and mingle.
One of the things kids like best about attending summer camp is the opportunity to meet new friends who share a common interest, so be sure to include some activities that encourage the use of buddies or teams.

Don’t be afraid to include worksheets or even quizzes in your plan.
Though you don’t want your campers to feel like they are in school, worksheets can greatly enhance your programs when presented as part of a fun activity. Worksheets not only reinforce ideas with campers, but parents see the educational value of your camp. Use websites such as EdHelper.com and Teach-nology.com to find pre-made worksheets or create your own.

Create a budget.
Planning and sticking to a budget is usually the least enjoyable activity of summer camp planning, but it is essential to the success (or failure) of your program. Activities and materials need not be expensive to be fun and you are not required to use fancy, expensive, ready-to-assemble kits to provide kids with a great experience. In fact, making a fishing pole with fresh-cut bamboo, dried corncobs, and pebbles was one of the most-liked activities of one of my camps. The materials were free and watching the kids “fish” in the goldfish pond was priceless. But, if you do want to use some inexpensive kits, check out www.OrientalTrading.com .

Show me the value!
Parents want to see that they are getting a good value for their money (especially in today’s economy), so be sure that campers take home something each camp day. It can be nothing more than an inexpensive plant in a decorated Styrofoam cup or painted salt-dough bead necklaces, but campers should have something to show for their time at your camp. What may seem like an insignificant art project to you may provide a young camper with a long-term mental connection to your museum each time they see or use the object. And, if parents think your camp was a good value, they will come back year after year.
A tactic I always utilize to increase value perception, is to provide each camper with an inexpensive tote bag on the first day of camp and request that they bring the bag each day to store their goodies. In addition to perceived value, bags preprinted with your museum’s logo provide long-term advertising for your organization for as little as $1.50 per bag.

Recruit extra volunteers.
It is always a good idea to have a number of volunteers on hand to help with large groups of children. Not only does it help to maintain control and lessen your stress level, but the ratio of volunteers to children can mean the difference between a child getting the help they need to complete a project and a bad camping experience. I find that a ratio of 1 adult to 3-4 children works best.
School teachers are good candidates for summer camp volunteers. Not only are they accustomed to working with large groups of children, they can also bring new ideas and teaching methods to your programs. Teachers benefit as well by taking new ideas back to their own classrooms.
College interns are another alternative. Consider creating a summer internship program to induce interns to assist with summer camps. Many interns consider the opportunity to gain useful work experience a fair trade for their time and work.

Have fun!
Chances are, if you aren’t having fun then your campers aren’t having a good time either. Relax and enjoy the pleasures of being a kid again. As adults, we so rarely have the opportunity to just have fun for the sake of fun. So jump in – finger-paint, play freeze-tag, or dress like a clown with your campers.

There you have it – in less than 10 steps you can create successful summer camps. Enjoy your summer; and happy camping!