Interpreting for Young Learners

Gallery Interpreter Basics

NHMU’s Mission Statement, and the Gallery Interpreter Mission Statement

he mission of the Natural History Museum of Utah is to T illuminate the natural world and the place of humans within it.

As Utah's state museum of natural history at the University of Utah, we:

 Foster an understanding of science as a journey of discovery and wonder.  Promote the preservation of biological and cultural diversity.  Preserve collections in trust for future generations.  Encourage new perspectives on and inspire passion for the natural world.  Celebrate Utah's native peoples and cultures.  Showcase Utah's unique and extraordinary environments.  Create knowledge through innovative research.  Demonstrate the myriad links connecting the past, present and future.  Transcend scientific disciplines to reveal the networks inherent in nature.  Serve as a center for science literacy, acting as a bridge between the scientific community and the public.  Empower people to make thoughtful decisions about the future.

The Mission of the Gallery Interpreter Program

In support of the Museum mission, the mission of the Gallery Interpreter Program is to use conversation and hands-on activities to spark excitement and curiosity about the natural world.

What is the role of an interpreter in the Galleries? • to facilitate visitors’ use of the exhibits and to help them make meaningful connections.

• to engage visitors in out-of-the-ordinary activities.

• to create experiences that encourage curiosity and confidence for continued learning.

The Art of Science Communication

Science communication generally refers to public media aiming to talk about science with non-scientists.

Science communication benefits the faculty of science in general; if the public enjoyed science more, there would presumably be more funding, progressive regulation, and trained scientists. More trained engineers and scientists could allow a nation to be more competitive economically.

Science can also provide benefits to the individual. A case in point, science can simply have aesthetic appeal (e.g. popular science or science fiction). Living in an increasingly technological society, background scientific knowledge can help to negotiate it.

The government and society might also benefit from more scientific literacy - since an informed electorate promotes a more effective democratic society. Moreover, facts uncovered by science are often relevant to moral decision making (e.g. answering questions about whether animals can feel pain, or even a science of morality).

Notable Science Communicators: Institutions for Scientific Communication:  Carl Sagan  Bill Nye Online & Print  Neil deGrasse Tyson  TED talks  Jane Goodall  Scientific American  Stephen Hawking  Orion  E.O. Wilson  National Geographic  Bill McKibben  James Sampson Radio  Scott Sampson  Science Fridays  Margaret Mead  Radio Lab  Richard Feynman  Thomas Freeman TV & Film  Ira Flato  Scientific American Frontiers  Alan Alda  Nature  David Attenborough  Planet Earth  Rachael Carson  Nova  Chris Jordan  Dinosaur Train  David Orr  Magic School Bus

3  Life of Birds and other David  Winged Migration Attenborough documentaries

What Teachers Want

Conny C. Graft, a consultant in research and evaluation for interpretive programs, conducted a post-field trip survey with school teachers about the skills of interpreters, asking the teachers to rank a list of critical skills that the interpreters demonstrated from best to worst. She also asked the teachers to use the same list to rank which skills were most important to the success of a field trip.

What We’re Doing What They Want

1. Knowledge 1. Ability to Get Students 2. Hospitality and Courtesy Excited About the Past 3. Age Appropriate Presentations 2. Response to Group Needs 4. Flexibility 3. Use a Variety of Teaching 5. Effective Use of Surroundings Techniques Effectively 6. Response to Group Needs 4. Be Flexible 7. Enthusiasm 5. Use Surroundings Effectively 8. Effective Use of Teaching 6. Give Age Appropriate Techniques Presentations 9. Ability to Get Students 7. Be Enthusiastic Excited About the Past 8. Be Hospitable and Courteous 9. Be Knowledgeable

4 http://futureofmuseums.blogspot.com/2011/07/questioning-assumptions-is-inspiration.html

Kids In Nature

In his groundbreaking work about the staggering divide between children and the outdoors, journalist and child advocate Richard Louv directly links the absence of nature in the lives of today's wired generation to some of the most disturbing childhood trends: the rise in obesity, attention disorders, and depression. This is the first book to bring together a body of research indicating that direct exposure to nature is essential for healthy childhood development and for the physical and emotional health of children and adults. More than just raising an alarm, Louv offers practical solutions to heal the broken bond.

Kids In Nature

• The more high-tech our lives become, • Individuals and businesses can become the more nature we need. We have a nature smart. Spending more time outdoors human right to a meaningful connection to nurtures our “nature neurons” and our nature, and we have the responsibilities that natural creativity. For example, at the come with that right. Few today would University of Michigan, researchers question the notion that every person, demonstrated that, after just an hour especially every young person, has a right to interacting with nature, memory access the Internet. We should also have performance and attention spans improved access to the natural world, because that by 20 percent. In workplaces designed with connection is part of our humanity. nature in mind, employees are more productive and take less sick time. • Humans are hard-wired to love and need exposure to the natural world. • Nature can reduce depression and Researchers have found that regardless of improve psychological well-being. culture people gravitate to images of nature, Researchers in Sweden have found that especially the savannah. Our inborn joggers who exercise in a natural green affiliation for nature may explain why we setting feel more restored and less anxious, prefer to live in houses with particular views angry, or depressed than people who burn of the natural world. the same amount of calories jogging in a built urban setting. • We suffer when we withdraw from nature. Australian professor Glenn • Nature builds community bonds. Levels Albrecht, director of the Institute of of neurochemicals and hormones associated Sustainability and Technology Policy at with social bonding are elevated during Murdoch University, has coined the term animal-human interactions. Researchers at solastalgia. He combined the Latin word the University of Rochester report that solacium (comfort — as in solace) and the exposure to the natural environment leads Greek root – algia (pain) to form solastalgia, people to nurture close relationships with which he defines as “the pain experienced fellow human beings, value community, and when there is recognition that the place to be more generous with money. where one resides and that one loves is under immediate assault.” • Nature bonds families and friends. New ways are emerging to make that bond, such • Nature brings our senses alive. Scientists as family nature clubs, through which recently found that humans have the ability multiple families go hiking, gardening or to track by scent alone. Some humans rival engage in other outdoor activities together. bats in echolocation or biosonar abilities. In the U.K., families are forming “green Military studies show that some soldiers in gyms,” to bring people of all ages together war zones see nuances others miss, and can to do green exercise. spot hidden bombs; by and large these tend to be rural or inner city soldiers, who grew • The future is at stake. The natural up more conscious of their surroundings. world’s benefits to our cognition and health will be irrelevant if we continue to destroy • Nature heals. Pennsylvania researchers the nature around us, but that destruction is found that patients in rooms with tree views assured without a human reconnection to had shorter hospitalizations, less need for nature. pain medications, and fewer negative comments in the nurses’ notes, compared to patients with views of brick.

Natural History Now

What is Interpretation?

“Asking an interpreter a question should not be like take a drink from a fire hose.”

--Freeman Tilden, Interpreting Our Heritage (1957)

What is Interpretation?

…when you leave a conversation you have left a circle of acquaintance 8 a society with whom you have shared a topic and something of yourself

You take away a better understanding Of both the topic and the other people That were absorbed in it with you. In turn, You leave something of yourself behind.

Conversation in this way is a social art, Focused on mutual teaching and learning. It is a whole lot more than “talking.”

--Phil Parfitt (1999)

“Successful museum programs have conversational flavor- even if no words are spoken. These conversations have content focus- even if they are not part of an obvious lesson. There is the assumption that the visitor is not poor soul in need of enlightenment, but a smart and capable collaborator”

--Michael Spock, “Elegant Programs and Conversations” (1999)

What is Interpretation?

9 Interpretation is conversation, guided interaction or any communication that enriches the Gallery Participant’s experience by making meaningful connections between the messages and the collections of our institution and the intellectual and emotional world of the visitor.

minds-on, hands-on, hearts-on.

Knowing Vs. Caring

What Do We Mean By “Doing Science”?

Essential Skills for Scientists

Use What You Know, Transfer Be Adventurous and Open Minded Learning Brainstorm many ideas. Be flexible Use the skills and understandings with thinking and doing. Be creative. you already have in new thinking situations. Wonder, Explore, Ask Questions Investigate and be curious. Seek new Step Back and Look at challenges or projects. Inquire. the Whole Picture Get a full view of the project, event, Contribute Positively to the Group idea, or situation. Seek relationships. and Inspire Teamwork Understand how parts connect and Offer your skills, understanding, and link to one another. abilities to the team. Help the group to work well together. Strive to be Accurate and Precise Be focused and organized when Imagine Possibilities and Outcomes checking work for accuracy. What could be? What will likely happen? Visualize. Look Carefully Observe critically and carefully to Set Goals and Make Plans understand what you see. Establish workable goals. Design a strategy and steps to meet goals and Support Ideas With Reasons Why objectives. Find evidence that proves your point. Weigh the importance of the facts Think Independently and reasons found. Compare the Think for yourself. Be bold in asking importance of facts. questions. Review and think about your own thinking. Listen Actively Listen for understanding as you hear sounds, or as others speak.

12 Present ideas clearly and effectively as Persevere you write, draw, speak, etc. Find ways to deal with frustration and stick with difficult challenges. Ask for help if things get too tough.

Understand Others Be aware of others’ thinking, abilities, interests and feeling. Be perceptive and empathetic.

Communicate Clearly

Knodt, J. (2008). Nine Thousand Straws: Teaching Thinking Through Open-Inquiry Learning. Hartford, CT. Teacher Ideas Press.

Inquiry Learning

What is Inquiry? Inquiry involves the students directly with the phenomena of the natural world and requires them to ask scientifically oriented questions about them. They must learn to value the evidence they encounter, as well as developing and evaluating explanations about how the natural world works. In this way, they not only learn about the natural world and how we understand it, they learn the skills of scientific thinking which will enable them to continue to expand their own understanding. Inquiry requires a much higher level of thinking than simply memorizing facts.

Why Inquiry? The Natural History Museum of Utah has resources ideally suited to inquiry learning. The specimens and exhibits provide materials for direct interaction. Inquiry learning is the method of teaching that is recommended in the National Science Education Standards. It is also the teaching method the Utah State Office of Education promotes.

Some Useful Questions to Get You Started

What do you notice about this object? Can you use a word that describes this object? What does this object feel like? Why does this object look the way it does? How do you think it got that way? How do you use this object? How do you think it was made? Why do you think it was made? When do you think this was used?

14 Who or what do you think made it? Have you seen one of these before? Have you used one of these before? How does this object make you feel? Why did you group these objects in that manner? Where might you find one of these? Why might you find it there? Why do you think that? How could you prove that hypotheses? How do you know? What might happen if we used this object like this? What might happen if this object was taken away from the rest of the objects?

Inquiry Learning

Exploring Different Teaching Styles

Objective: Participants will understand that animals are adapted for eating different types of foods.

Materials: Skulls of different mammals; carnivore, omnivore, herbivore, insectivore

Demonstration Method:

16  Place skulls out for visitors to see.  Explain that scientists/naturalists can tell what an animal eats by examining its skull.  Hold up the carnivore skull. o Point out the canine teeth and explain that they are used for stabbing and holding prey. o Point out the carnassials and explain that they are used for shearing meat in to chunks for swallowing. o Point out the molars and explain that they are used to crush bone. o Point out the eye sockets and explain that they are directed forward for focused hunting.  Repeat this process with the skulls from the herbivore, omnivore and insectivore. Ask visitors if they have any questions.

Hands-on Method:  Place skulls out for visitors to see.  Explain that scientists/naturalists can tell what an animal eats by examining its skull.  Pass around the carnivore skull. Pass it each time you ask a question. o Ask visitors to feel the long, sharp teeth. Explain that these are canines and that they are used to stab and hold prey. OR ask visitors to find the teeth that might be used to stab and hold prey. o Ask visitors to feel the jagged, knife-like teeth. Explain that these are carnassials used to shear meat into chunks for swallowing. OR ask visitors to find the teeth that might be used for shearing meat. o Ask visitors to feel the molars. Explain that these are used to crush bone. OR ask visitors to find the teeth that might be used to crush bone. o Ask visitors to find the eye sockets. Explain that these are facing forward for focused hunting. OR ask visitors to find the eye sockets and notice which direction they are facing. Repeat this process with the skulls from the herbivore, omnivore, and insectivore. Ask visitors if they have any questions. Exploring Different Teaching Styles

Guided Inquiry Method:  Place skulls out for visitors to see.  Explain that a scientist/naturalist can find out a lot about an animal by examining its skull.  Tell visitors that they will be making their own observations to find out which animal is the carnivore, omnivore, herbivore, or insectivore. o You may want to review what each type is or word it differently.

17 o You may choose to develop a chart with spaces for each type of animal and ask visitors to place the skull in the appropriate area.  Allow visitors to examine and manipulate skulls freely.  Encourage visitors to make close observations and discuss what they see and think.  If needed ask questions to direct visitors toward observations like, “did you notice the shape of this tooth?” “Would you use this tooth to stab or to snip with?”  Ask them to point out each type of animal and explain how they decided what each ate.  Provide clarification and answer other questions.  Praise visitors for making good observations and encourage them to continue to observe all they can in nature.

Open Inquiry Method:  Place skulls out for visitors to see.  Ask visitors to examine the skulls closely and come up with one or two questions that they have as a result of their initial examination.  Listen to all questions and ask them to reexamine the skulls making closer observations that might help them formulate answers.  Ask directing questions when appropriate to further investigation like, “have you tried looking at the eye sockets?” or “what does the shape of that tooth remind you of?” or “what do you think that says about the animal?”  Ask visitors what they discovered as a result of their examinations. Check for understanding by asking them to explain why they came up with the conclusions or inferences they did. Provide clarification or redirection using the skulls and having them make further observations.  Discuss questions you have had, others have had and the power of making observations to learn about the natural world.

Anatomy of an Inquiry Activity

Designing An Inquiry Activity

1. Determine the goals or standards for success a. What is the specific content you are trying to teach? b. What is the emotional experience you want to achieve?

2. Brainstorm activities, experiences, and items that relate to your goals a. Are there any good experiments that teach your concepts? b. Have you seen any good toys that are based on your concepts? c. What aspects of the topic still confuse you? d. What are the really cool things about the topic?

3. Filter list by identifying specific criteria for success a. Is it cool? Is it compelling? b. Is it multidimensional (familiar, approachable, accommodates learning styles)? c. Does it make you want to ask lots of questions?

4. Test on a safe audience a. Pick a friendly audience (known teachers, volunteers, coworkers’ kids) b. Let them try out the activities and generate questions c. Do these questions meet your goals? d. Modify materials to enable participants to answer their own questions.

Recommended Resources for Inquiry Learning

Inquiring into Inquiry Learning and Teaching in Science 19 Minstrell and van Zee AAAS: 2000

How People Learn National Research Council National Academies Press: 2000

Experience and Education John Dewey Simon and Schuster: 1938

The Exploratorium Institute for Inquiry http://www.exploratorium.edu/IFI/index.html

Inquiry and the National Science Education Standards National Research Council National Academies Press: 2000

Foundations, Volume 2: Inquiry A monograph for professionals in science, mathmatics, and technology education. Division of Elementary, Secondary, and Informal Education Directorate for Education and Human Resources National Science Foundation http://www.nsf.gov/pubs/2000/nsf99148/htmstart.htm

Learning From Physical Objects

What do you know about the object?

What do you think you know about the object?

What do you want to know about the object?

Our Audience

People: The NHMU will see a wide variety of people who possess a wide range of pre-knowledge. These groups include: large and small school groups, preschoolers, home schoolers, University students and high achieving high school students, 21 professors and other educators, out-of-towners, families, government employees, boy scouts and girl scouts.

Times: We anticipate two clear attendance spikes in the Museum:

Mornings (9:30am-12pm) tend to attract: large and small school groups, preschoolers, and home schoolers. School groups are the most visible group in the Museum and their attendance has a significant impact on how busy you will be. You can expect that a school group will divide into smaller groups of 5-6 students 1 attending chaperone.

Early afternoons (11:30am-1:30pm) tends to be less busy, but afternoon and early evening (2pm-4pm) are the busiest time for the Museum. This final time-period tends to attract: University students, professors, out-of-town guests, families, and the occasional school group.

Days: Fridays and Saturdays are the busiest times for the Museum. You should expect to see a large number of family groups. Sundays and Mondays are the least busy day for the Museum. You should expect to see people who prefer a quite museum experience. Generally speaking, on slow days, the Museum will see around 500 visitors. On regular days, the Museum will see around 1,200 visitors. On our busiest days, especially our quarterly free days, the Museum will see around 4,000 visitors.

Months: March-June happens to be particularly busy times for the Museum because of the increase in attendance from school groups. June-August tends to be less busy. September, October, November and December are the slowest months for the NHMU, with the exception of the week after Thanksgiving and the week after Christmas

To Date: Since the Museum has opened to April 30, 2013, the Museum has seen 504,152 guests. Since January 01, 2013 to April 30, 2013 the Museum has seen 88,162 guests.

Interpreting for School Groups

Interpreting for Young Learners

Our interpretations should offer something for visitors of all ages, including even the youngest learners. There are some fundamental differences between the way children and adults learn, but young children are incredibly active learners. Don’t ignore them! All children are different, so you will have to get a feel for what each visitor is capable of or interested in. Keep in mind that adults benefit from bringing 23 things back to basics too. If you design your interpretation to include each learning stage, you will be able to offer something to a wider range of ages, and you will make your interpretation richer and more accessible for older visitors as well.

Useful Tips for interpreting with young learners  Always have something for them to touch.  Help them notice.  Encourage them to mimic you. If you want them to try something, do it yourself first and let them copy you. This is particularly helpful for kids who are too young or too shy to talk.  Use repetition. Young children may want to do the same thing several times. Encourage them! This is how they learn. Reinforce an idea in multiple ways if you can.  Encourage them to focus on one thing at a time.  Ask very specific questions. Ask about their experience or things they can see right in front of them. Use questions that give them a hint about what to look for. For example, instead of asking “what do you see?” when you strike the tuning fork, try “is the tuning fork moving?”  Get down to eye level with children (it’s good to have a stool handy!). It helps them feel more involved.  Move and speak slower than you would with an adult.  Get adults involved. Ask them questions and give them things to try. Sometimes adults who are visiting as a Parent are here to provide an experience for their child and may not be in the frame of mind to engage their own interests. So you can also get them involved by giving them ways to help their child learn.  Use familiar examples. Make connections to things they know.  BEWARE OF SMALL OBJECTS – THEY ARE A CHOKING HAZARD! Never leave a cart unattended. If you have small objects within reach, be extra vigilant when toddlers are nearby.

Wrong Answers or Teaching Opportunities?

When people have the chance to interact with someone new they are anxious to find out new things and tell you what they know. Children (and adults) have a natural curiosity about the world and often many misconceptions. When a grade-schooler answers a question wrongly or an adult makes an incorrect comment you have two choices. You can point out the fallacy of their response or you can use it as an opportunity to teach! Here are a few hints to help you develop a strategy for teaching in a positive, friendly manner.

 Gauge your visitor’s knowledge of the subject you are presenting by asking questions. This will help you understand what level of information is appropriate. o “Have you ever heard the word ANTHROPOLOGY?” o “Do you know what it means when I say CLASSIFY?” o “Tell me what you know about minerals.”

 Value the responses you get. Only by respecting the learner will you be respected as a teacher. There are no wrong answers, only opportunities to teach! o “Thank you for that answer, let’s talk about it.” o “Great answer! Scientists once thought that too! Here’s what they discovered...” o “That’s an interesting thought, maybe you can help me figure this out.” o “Let’s find out!”

 Encourage questioning. This will help you understand if you are teaching effectively and will allow participants to feel comfortable not knowing all the answers. Stop often and ask… o “Did you understand what I meant by calling certain people hunter- gatherers?” o “Does that make you think of any new questions?” o “What do you think about that?”

 Recognize questions as genuine (even if the answer seems simple or obvious to you) and respond appropriately. o “What a great question!” o “I was once curious about that too!” o “Let’s see if we can figure that out!” o “What do you think?”

 Let participants know that you are still a learner yourself. Don’t feel like you need to know everything in order to teach. Answer honestly. o “I’m not sure.” o “I don’t understand that myself. o “The great thing about science is that is a world of questions waiting to be answered!” o “Let’s try to formulate an opinion about this together!”

Interacting with visitors can be an exciting and rewarding experience for you and those you come in contact with. You may actually come to relish “wrong” answers and misconceptions as golden opportunities to share what you have a passion for!

Dealing with Difficult Gallery Participants

The Detailer The Derailer Qualities: Wants specific details, Qualities: Takes discussion in different interrupts for clarification or to ask direction, asks unrelated questions questions Strengths: Strengths: Strategies: Strategies:

25 The Dominator Qualities: First to answer questions, The Devil’s Advocate initiate participation, makes loud Qualities: Disagrees for the sake of comments controversy, likes to “mix it up” Strengths: Strengths: Strategies: Strategies:

The Distractor The Dasher Qualities: Continually makes loud Qualities: Always rushing, looking at comments, physical noises/actions, their watch, anxious about their time and/or jokes commitment Strengths: Strengths: Strategies: Strategies:

The Disagreer The Disengaged Qualities: Has different information, Qualities: Avoids eye contact or insists that your interpreter is wrong physical proximity, has side Strengths: conversations Strategies: Strengths: Strategies:

The Daunting The Devout Believer Qualities: Gets upset, challenges Qualities: Believes there is only one authority, makes physical or verbal explanation, is not opened to threats. possibilities Strengths: Strengths: Strategies: Strategies:

Authentic Learning Environments

Authentic learning environments are cultivated wherever students are challenged to build their own understanding.

Hallmarks of authenticity Learner-driven  Challenges are tied to previous experience and questions that have meaning in student’s lives  The purpose of the challenge is clearly understood (problem-based) 26  The Instructor Involves real-world challenges that are experiential in nature and go beyond the mere replication of professional activities  Risk taking is allowed and challenges are seen as opportunities for further exploration  Time for reflection and adjustment are built in (transferability)  Skills, knowledge, and understanding gained can be accessed and applied in other situations

Engagement – the key to inquiry and management

Inquiry: When students have opportunities to see, explore, ask questions, make choices, and solve problems, they will be engaged!

Keys: Give authentic and challenging tasks that...  are transferable to the real world.  have a purpose.  incorporate as many learning styles as possible- kinesthetic, tactile, auditory, visual.  are guided by student interest.  provide choices.

Management: When children are excited and engaged about the learning experiences they are having, management issues are reduced, but how do you manage kids with specimens?

Keys:  Students should be part of the discussion on how to handle specimens respectfully  Have a clearly defined purpose for the specimens, otherwise, students will find their own, and it may devolve into play type exploring  Have clear expectations about how to handle the specimens and praise students for meeting expectations.  If you are uncertain the extent to which the specimens can be explored, set limits you are comfortable with, but remember, these specimens were designed to be handled, observed and used!

What Makes a Good Interpretation

The Natural History Museum of Utah is an exciting and stimulating place for informal learning. Each visitor has different reasons for coming and different expectations for their visit. They also bring a very wide range of interests, backgrounds, and abilities.

In order to successfully engage visitors, we must:

27  Create a comfortable, welcoming and fun environment for learning.  Provide a hands-on, interactive experience.  Design interpretations that are fun, relevant, interesting, and approachable for visitors of all ages, abilities, and levels of experience.

The Elements of Style What does it take to be a good interpreter? Well, there is no one right way to interpret. We each have our own style. But there are a few characteristics that are an essential part or an interpreter’s approach to effective interpretation. The most important thing to remember is that a good interpretation should focus on what visitors can do, not on a demonstration or explanation.

Create a comfortable, welcoming, and fun environment

 Go out of your way to help visitors. Museum visitors are highly susceptible to “Museum Fatigue.” If they are feeling overwhelmed, exhausted, anxious, or distracted, you will not be able to engage their interest or attention. If you pay special attention to making visitors comfortable, you will improve their overall Museum experience as well as the effectiveness of your interpretation.  Listen to what visitors are saying and watch what they are doing so that you can respond to their interests and needs. Have they discovered something they are really excited about? Do they have questions? Are they confused or unsure of what to do? Be observant and adapt your approach for each situation.  Orient your visitors. Find something that will immediately give them an idea of what to expect from you – a sign, a prop, or a concise question or introduction.

 Use non-intimidating language. Imagine interpretation as a conversation with a peer, not a lesson with a teacher. Visitors should have confidence in what you say, but don’t try to sound like an expert.  Don’t put visitors on the spot. Use questions that open a conversation or encourage them to do something. Try to avoid making them feel like they are supposed to know “the right answer”.  Make eye contact.  Be friendly. Be outgoing. But most importantly, be yourself.  Have fun! Use humor when appropriate.

Make it interactive

 Watch what visitors are doing. This is a good indication of what they are interested in. If you are interpreting exhibits, watch what they do before you approach and ask them to tell you what they’ve discovered.  Have a hook. How will you initiate the interaction? Have something that will catch visitors’ interest and give them a reason to want to spend time with you. Ask a question, invite them to do something, or give them a challenge to try.  Help visitors notice what’s going on. 28  Give visitors something to do. Get them involved both physically and intellectually. If they are actively doing something and processing ideas, they will have a more meaningful learning experience and will be more likely to ask questions and engage in conversation.  Always look for feedback from visitors. Listen to what they say. Watch how they respond. Ask them questions. Find some way to make sure they are along for the ride – that they are interested and understanding.  Don’t lecture. Explanations and answers to questions should always be part of a conversation – keep them concise and get feedback from your visitor. Encourage visitors to share their ideas and ask questions. You may need to give them something to think about or help them notice what’s happening so they have ideas and questions to ask. Help visitors investigate their questions or figure out their own answers when appropriate.  Don’t be afraid to say “I don’t know”. Science is not about knowing all the answers. It’s about asking good questions and figuring out a way to find answers. If you can’t answer a question, use it as an opportunity to help visitors plan an experiment or to talk about how or where they could find the answer.  Let each visitor’s curiosity drive the interaction. Provide focus and guidance with questions, suggestions, and challenges, but encourage them to ask questions and test out their own ideas. Be flexible and adapt to their interests.  Have visitors tell you about their experience. Ask them to tell you what they know, what they’ve seen, what they’ve done before, and how it applies to what they’ve seen in the Museum.  Make connections. Find some way to make your interpretation meaningful to your visitor. Connect it to something they will be familiar with. Give them a context and a reason to care.  Ask questions. Questions are a great way to challenge visitors, to get them thinking about something, or to encourage them to make observations or test an idea. Just be careful not to overwhelm them - think about how and when to use questions (see More About Questions.)  Think about how to answer visitors’ questions. Sometimes it is best to give them the answer they are looking for. Other times it’s better to challenge them to find their own answer or help them figure it out.  Help visitors use what they already know.  Give them something to take away. Ideas, questions, something to try, or connections to look for in their own lives.  Make your interpretation immediately engaging. Visitors should be involved right from the start without the need for significant explanation or introduction.  Try to provide a unique experience.  Make activities easily repeatable. Offer something for all ages, abilities, and levels of experience or interest

 Get everyone involved. This can be difficult with a variety of ages, but encourage everyone to participate. Make sure you have something for young children to get their hands on. Ask parents to make predictions too! Encourage visitors to work together and share their ideas.  Have a focused objective. Don’t try to do too many things at once. Make sure you have a tangible context for anything you talk about. Avoid making connections with abstract concepts unless you have a solid context.  Have something for visitors to do with their hands. 29  Use visual aids.  Include all learning stages (see Interpreting With Young Learners.) Start with the basic ideas and sensory experiences and work your way toward more complicated or abstract concepts as time, interest, and ability allow. An interpretation should be simple enough to be immediately engaging, but it should offer plenty of depth for visitors to explore further.  Be aware of accessibility needs. Create interactions that engage as many senses as possible. Avoid things that require fine motor control or that are difficult to see (too small, too dark, etc.)

There are too many things here to think about at once! Use these guidelines as a tool. If you are having trouble with an interpretation, look them over and see if you can identify the source of your problem. Once you are feeling comfortable with an interpretation, refer back to them from time to time and pick out two things you know you do well; pick out two things you think you could do better and work on them.

Eleven Heavenly Tips to Interpretive Ascension

Asking Good Questions 1. Use questions thoughtfully. Questions are a great way to get visitors thinking or to get feedback, but don’t overwhelm them! Give them time to think about what they are doing or seeing. If they don’t answer your question, it could be that they don’t know the answer. It could also mean that they are thinking about it, that they don’t understand what you are asking, that they’re concentrating on something else, or even that they just don’t feel like answering. Give them some time and try rephrasing it. 30

2. Ask questions that don’t make visitors feel like they are supposed to know the “right answer.” You don’t want to put them on the spot! You also want to avoid having to tell visitors that they are wrong. Try to ask questions that visitors can answer either by telling you about their experience or by directly observing or testing something on the cart or at an exhibit. Sometimes it helps if you start a question with something like: “do you know what . . .?” or “have you noticed what happens if . . .?” You’re letting them know that you don’t necessarily expect them to know.

3. Ask questions that encourage visitors to use skills of inquiry. a. Ask visitors to make observations. What did you see? Did you notice . . .? b. Ask visitors to make predictions. What do you think will happen if . . .? Why do you think that will happen? c. Ask visitors to test their ideas or investigate their questions. How do you know? What evidence do you have? How could you find out? What else could we try? d. Ask visitors to try to explain or interpret the evidence. What happened? Why did that happen? What made that happen? What makes you think that?

4. Ask questions that give visitors a clue about where to look or how to find the answer. If your question is too broad or abstract, visitors might be unsure what you are asking for. For example, if you are doing an interpretation with magnets, you might get a blank stare when you ask a visitor: “Do you know why this is happening? How do magnets work?” The answer you are looking for is probably that magnets have poles, and that opposite poles attract and like poles repel. Simple enough. But they might think you’ve asked them to explain the entire theory of electromagnetism. Try something more specific: “Have you ever used a magnet? Do you know what happens when two magnets are close to each other?” Now you’ve given them a clue about what you are looking for. And they can tell you about their experience. They can tell you what they know about magnets. And if they don’t know anything about magnets, you’ve given them something they can try.

Answering Visitors’ Questions

5. Answer with a question. Get them to think about their question more. Help them use what they already know to find the answer.

6. Encourage them to investigate their question. Encourage them to look more closely. Can they try an experiment?

7. Challenge visitors to think about how to find answers. What would you need to do to find out? This is the real challenge of science. Scientists don’t know everything! Some questions are easier to answer than others. For example, visitors often ask what kind of dinosaur the 31 coprolite came from. Well, how would a scientist know? There were no trackers around 65 million years ago to track dinosaur poop! So scientists have to look for other clues. Ask visitors what they can tell about the animal by comparing it to what they know about the poop of animals that are alive today. What does the shape and size tell you? What if there was undigested food in it? What other evidence would they look for in the area where they found the coprolite? Were there bones? Tracks?

8. Challenge, don’t frustrate! Be sensitive about what visitors came for. Sometimes they just want an answer. So, sometimes it’s best to answer the question

9. Don’t tell them more than they are looking for. It’s easy to go into long explanations, especially if it’s a subject you are excited or knowledgeable about. But make sure your visitors are along for the ride. Make your answer a conversation. Get feedback about what they already understand, what they are interested in, and how much they want to know. If you think they want to know more than they are asking, ask them a question.

10. Make sure you are answering the question they asked. If a question sounds complicated, rephrase it to make sure you understand what they are really asking. It may be much simpler than it sounds. Have them tell you a little more about their question. Find out what they already know.

11. And remember, if you don’t know the answer, be honest. No one can know everything! It means they’ve asked a very good question. Use it as an opportunity to figure it out together or talk about how or where you could find an answer. Have the visitor write their question and address on a postcard and we can mail them the answer later.

What Makes a Bad Interpretation?

What Makes a Good Interpretation?

Homework

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