Hands-on learning aids are props used to illustrate a point. They are sensory, creative, should be fun, and stimulate imagination. Computer and scale models, field exercises (4), equipment and tools are all effective learning aids. The preferred ways of human learning (11) suggest that most adults learn best through a combination of learning aids; often a simple aid is the most effective. Here is an example:

In the water quality segment of a 3-day drainage installation course, I use three jars of water with different types and amounts of sediment to illustrate turbidity. First, I ask a participant to shake one of the jars and attempt to “see through” the murky water. Then I hold an artificial fly behind the jar, go up close to the class and ask individuals to pretend that they are a trout that needs to feed. “Can YOU see the fly?” Repeat the process by letting someone else demonstrate with the other two jars which contain an increasing amount of sediment. This created a great opening for the course.”

Learning aids such as the water jars also work well as a metaphor that can be used throughout the course. As a bonus, you can check the jars again on Day 2 and 3 for changes in turbidity levels.

Instructors must be proficient using all the tools they intend to introduce in the session. Lesson plans (3) will have directions on how and when to demonstrate the use of the equipment. Make sure that you provide enough time for the necessary hands-on practice in working with tools and equipment; utilize a review of the process when you close the learning loop (6).

When working with tools and equipment safety of the group is a priority at all times. Safety must be built into every stage of practical instruction. Refer participants to safety legislation in your jurisdiction such as Worker’s Compensation Board regulations, and demonstrate your compliance as a minimum standard.

Always keep in mind that people want to have fun. Think of props and exercises that inject the fun component into your class. “In the above mentioned drainage installation course, my favourite learning aid is one-meter long, 400 mm diameter poly-ethylene plastic pipe (“Big-O”) and several dozens of sandbags. I ask a participant to use the sand bags to dam a creek and direct the water into the pipe to achieve a temporary stream diversion. After discussing safety considerations and without further instructions, I ask them to apply in the field what they learned in the classroom. My closing sentence is that I apologize for the poor field site and that I don’t think they will be able to dam the creek. I don’t have to tell you what happens next: everyone rolls up their sleeves, jumps in the creek, and works diligently to prove me wrong. The participants learn more about stream diversions in 20 minutes than I could pack in a 2-hour lecture, and above all, they have fun doing it.”