PIE | Training Masters

Client Resources

Pursuing Instructional Excellence (PIE)

Training Masters' "Pursuing Instructional Excellence" (PIE) program is an expanding library of animated and narrated programs designed to assist teachers as they improve their teaching skills. Each CD covers one main topic such as "The Effective Lesson" and "Questioning in the Classroom." Each program includes a comprehensive resource file that provides a variety of support materials such as case studies and a session highlights outline. A 20-question "test" accompanying each program and provides a review of the concepts and practices presented.

PIE programs can be used in a group setting (presenter mode) or by individuals (self-paced mode). In the presenter mode, the participants use hand-held remote control units to respond to questions found throughout the program. After all participants have answered, the presenter can display the response statistics as well as the best choice. This often provides an opportunity for group discussion and/or debate.

PIE features a unique Presenter Mode offering remote interactivity using our wireless hand-held remotes.

PIE is most effective when delivered to a group by an in-house facilitator. The remote response system and group interaction create engaging, energetic sessions that promote enhancement of teaching skills.

In the self-paced mode, individuals work independently or in pairs to view the same content. They interact with the program using the computer keyboard rather than a remote control unit. In addition, in this mode if a question in the 20-question test is not answered correctly, the individual can quickly review that section of the program from which the question was taken. Then, with the click of a button, s/he can return to the test. The self-paced mode provides a make-up opportunity for those who may have missed a group presentation.

PIE provides benefits that cannot be found in less interactive presentations, regardless of whether they are conducted live or on line. These include:

When a school or campus chooses to use the PIE program, it is a tool that remains with them forever. The CDs can be used over and over again. There are no ongoing fees. Many instructors can participate in training year after year for a one-time, low initial cost.
Each program can be delivered in its entirety or in short segments for use during more than one in-service session.
The program can be paused at any point to give the facilitator and the group the opportunity to interact and discuss the topic as it relates to their school or campus.
The interaction of the group using the hand-held remotes promotes the sharing of ideas, challenges, opinions, experiences, and best practices that contribute significantly to the goal of achieving increased instructional effectiveness.
As new instructors are hired, their training program can begin immediately.
PIE expands the roles and connections of people within the organization. It provides opportunities for the school administrators and experienced instructors to be session facilitators.
When a school or campus becomes a PIE client, Training Masters offers a variety of support materials, programs and services that add value to PIE and help to facilitate the goals of the school. Tools and coaching are available to help improve classroom observations, and teleconferencing opportunities can be arranged to share best practices.
Part-time instructors never have to miss a PIE in-service session. They can take the CD home, choose the self-paced format and participate in the faculty development process.
PIE provides the means to reinforce school policies and procedures while demonstrating the administration's support for faculty growth and professional development.

Module Descriptions:

"Active Learning" offers suggestions for making students more active learners during traditional lectures and describes a variety of other strategies to help instructors "activate" their classes. Students use critical and analytical thinking skills during active learning, and this program includes examples and activities that illustrate both. Adult students prefer active learning, However, risks exist that may discourage instructors from using active learning strategies. Those risks are identified and suggestions are offered for managing them. A three-step method is suggested for developing an active lesson, and a comprehensive model is offered that can be used as a guide for creating active learning strategies.

"Managing the Adult Classroom" compares and contrasts four styles of classroom management. The style that is preferred by most students is identified and described. Instructors participate in "virtual visits" to a nimated classrooms where they observe four instructors who exhibit different management styles. Suggestions are offered regarding how instructors can modify their personal styles in order to increase their effectiveness. A model for developing successful classroom management strategies is presented and is followed by a discussion of a practical, behavioral approach to classroom management. Characteristics that foster good discipline in the school and in the classroom are listed and explained, and tips are offered that can improve both school-wide and classroom discipline. Finally, a number of scenarios involving common discipline problems are described.

"Motivation in the Adult Classroom" begins by identifying the two most significant issues that influence the motivation of adult students: security and autonomy. The program explains how increasing students' sense of security can enhance their motivation during instruction, questioning, activities and evaluations. This is followed by a discussion of how motivation can be improved by enhancing students' sense of autonomy when making assignments, selecting instructional methods, implementing classroom procedures, and developing and planning evaluations. The module concludes by comparing and contrasting extrinsic and intrinsic motivators and by suggesting a variety of "miscellaneous motivators" for instructors to consider.

"Questioning" can be one of the most effective classroom teaching strategies. However, many instructors are not familiar with the techniques and research findings associated with good questioning. As a result, the a rt of effective questioning is an excellent topic for in-service sessions. This PIE module begins by comparing and contrasting the major types of questions and their most appropriate uses. Some relevant statistics and research findings are presented, followed by a discussion of four good questioning practices. The module concludes by offering a few tips for teachers to consider.

"An Instructor's Guide to Soft Skills" is designed to familiarize instructors and teachers with the concepts of soft skills and emotional intelligence so that they can use this information to improve their professional performance. Included is a comparison of hard and soft skills and of people skills and workplace behaviors. Ten "most important" soft skills are discussed in detail. Emotional intelligence (EQ) is defined, and the relationship between soft skill and EQ is explained. The program concludes with tips that can help individuals improve their soft skills and EQ.

New programs being developed for release in 2007 include "The Effective Lesson," "The Effective Lab," "Building a High Retention Classroom," and "The New Instructor's Guide." The PIE library will continue to expand with additional modules.

To learn more about the PIE training modules...click here.

To watch samples of PIE training modules...click here.

What's New

Questioning can be one of the most effective classroom teaching strategies. However, many instructors are not familiar with the techniques and research findings associated with good questioning. As a result, the art of effective questioning is an excellent topic for in-service sessions. This PIE module begins by comparing and contrasting the major types of questions and their most appropriate uses. Some relevant statistics and research findings are presented, followed by a discussion of four good questioning practices. The module concludes by offering a few tips for instructors to consider.