60
How to Teach It So They Learn It

How to Teach It So They Learn It!

Embed Size (px)

DESCRIPTION

By Sharon Bowman. How to teach content so that listeners can learn, remember, and use the information you present. For teachers, trainers, and presenters.

Citation preview

Page 1: How to Teach It So They Learn It!

How to Teach It So They Learn It

bySharon Bowman

Page 2: How to Teach It So They Learn It!

For anyone who wants to teach content in ways listeners

can learn, remember, and use

the informationthey hear.

Page 3: How to Teach It So They Learn It!

You have this much content to teach

Page 4: How to Teach It So They Learn It!

in this muchtime.

Page 5: How to Teach It So They Learn It!

CONTENT

CON

CEPT

SImportant Informati

onD

ETAI

LS

DET

AILS

D

ETAI

LS

Major Ideas and Minor Ideas

It’s ALL important information.

I need to teach it all. They need to learn it all. Words

Words WordsWordsWords

LectureMaterial

Need-to-Know and Nice-to-Know

I nee

d to

giv

e it.

They

nee

d to

get i

t. Can’t leave anything out.

Page 6: How to Teach It So They Learn It!

CON

CEPT

SImportant Informati

onD

ETAI

LS

DET

AILS

D

ETAI

LS

It’s ALL important information.

I need to teach it all. They need to learn it all. Words

Words WordsWordsWords

LectureMaterial

Need-to-Know and Nice-to-Know

Can’t leave anything out.I n

eed

to g

ive

it.Th

ey n

eed

toge

t it.

CONTENTMajor Ideas and Minor Ideas

Page 7: How to Teach It So They Learn It!
Page 8: How to Teach It So They Learn It!

You do NOT have to

teach everything.

Page 9: How to Teach It So They Learn It!

Now, before you read further,

get some paper

and a pencil …

Page 10: How to Teach It So They Learn It!

and write this

down:

Page 11: How to Teach It So They Learn It!

Teach only the need-to-knows.

Page 12: How to Teach It So They Learn It!

What are the

“need-to-knows?”

Page 13: How to Teach It So They Learn It!

“Need-to-knows” are pieces of contentthat are CRUCIAL to thelearning or to thelearner’s job.

Page 14: How to Teach It So They Learn It!

“Need-to-knows” areALWAYS tied to thelearning objectives ofthe class or training.

Page 15: How to Teach It So They Learn It!

major conceptscriticalinformation forjob success

crucial content that is tied to the learning objectives

important

procedures for

skill proficiency

main ideas

Need-to-Knows

Page 16: How to Teach It So They Learn It!

“Nice-to-knows” are pieces of contentthat are NOT crucial to the learning or to the learner’s job.

Page 17: How to Teach It So They Learn It!

“Nice-to-knows” areNOT necessary in orderto meet the learningobjectives of the class or training.

Page 18: How to Teach It So They Learn It!

minor concepts

extra

information for

job success

non-crucial

content

fine-tuning procedures

for skill proficiency

supportingdetails

topic-related information thatmight not be tied to

the learning objectives

Nice-to-Knows

Page 19: How to Teach It So They Learn It!

How do you figure out what content is“need-to-know?”

Page 20: How to Teach It So They Learn It!

First,write down

the titleof your topic

(subject).

Page 21: How to Teach It So They Learn It!

Next,write down

your learning objectives.

Page 22: How to Teach It So They Learn It!

“Learning objectives”are sentences thatdescribe what theLEARNER will beable TO DO when the class or training is over.

Page 23: How to Teach It So They Learn It!

They are guidelines for content, instruction, and evaluation.

They help you determine what the need-to-know content will be.

Page 24: How to Teach It So They Learn It!

If you need help in writing learning objectives, click on Sharon Bowman’s Slide Share micro-course

titled: “How to Design Great Training: Begin with the End in Mind.”

Page 25: How to Teach It So They Learn It!

EXAMPLETopic: AcceleratedLearning

Learning Objectives:

The learner will be able to define and describe 5 Accelerated Learning principles.

The learner will be able to demonstrate an example of each of the 5 principles.

Page 26: How to Teach It So They Learn It!

EXAMPLE Ask yourself:What content

willlearners need toknow in order to

meet theseobjectives?

Topic: AcceleratedLearning

Learning Objectives:

The learner will be able to define and describe 5 Accelerated Learning principles.

The learner will be able to demonstrate an example of each of the 5 principles.

Page 27: How to Teach It So They Learn It!

Write a list of the

need-to-know content that is tied to the

learning objectives.

Page 28: How to Teach It So They Learn It!

EXAMPLENeed-to-Know Content:

Definition of 5 AL principles.

Descriptions of the principles.

Examples of each of the 5 principles.

Demonstrations of the 5 principles in action.

Topic: AcceleratedLearning

Learning Objectives:

The learner will be able to define and describe 5 Accelerated Learning principles.

The learner will be able to demonstrate an example of each of the 5 principles.

Page 29: How to Teach It So They Learn It!

Teach the content on

this list.

Use lecture segments,learner activities,slides, handouts, videos,props, and wall charts.

Need-to-Know Content:

Definition of 5 AL principles.

Descriptions of the principles.

Examples of each of the 5 principles.

Demonstrations of the 5 principles in action.

Page 30: How to Teach It So They Learn It!

Now for the million dollar question…

Page 31: How to Teach It So They Learn It!

Question:

Do learners need to know

everything YOU know

about the topic?

Page 32: How to Teach It So They Learn It!

Question:

Do learners need to know

everything YOU know

about the topic?

Answer:They DON’T.

Page 33: How to Teach It So They Learn It!

They only need to know what is important

to be able to complete the learning objectives.

Page 34: How to Teach It So They Learn It!

After determining what your need-to-know content is, what’s next?

Page 35: How to Teach It So They Learn It!

Write this

down:

Page 36: How to Teach It So They Learn It!

Teach in ten-minute chunks.

Page 37: How to Teach It So They Learn It!

Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length.

Page 38: How to Teach It So They Learn It!

Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length.

WHY?

Page 39: How to Teach It So They Learn It!

Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length.

WHY?Because that’s about howlong a learner’s brain can stayfocused without drifting off.

Page 40: How to Teach It So They Learn It!

In between eachlecture segment,learners do a1-minute activereview of content.

Page 41: How to Teach It So They Learn It!

Examples of 1-MinuteActive Reviews

* Pair-Share – With a partner, learners discuss themajor concepts from the lecture.

* Think and Write – Learners write summary statementsabout what they have learned.

* Shout Out – Learners take turns verbally statingimportant facts until a pre-determined numberof statements is reached.

* Stand, Stretch, and Speak – While standing uplearners take turns leading a physical stretchand verbally summarizing the major concepts.The other learners copy each stretch.

Page 42: How to Teach It So They Learn It!

Write this reminder:

Page 43: How to Teach It So They Learn It!

Use 1-minute active reviews between

lecture segments.

Page 44: How to Teach It So They Learn It!

What about DURING a lecture segment?

What should learners DO besides listening?

Page 45: How to Teach It So They Learn It!

Learnersshould takenotes on agraphicorganizer.

Page 46: How to Teach It So They Learn It!

A graphic organizer is avisual-spatial note-takingpage that you give to learners,or learners make for themselves, before the instruction begins.

Page 47: How to Teach It So They Learn It!

Some Examples of Graphic Organizers

CONCEPT MAP

MajorConcept

SupportingDetails

CORNELL NOTES

Main Ideas

Supporting

Facts

Summary

MIND MAP

Topic

MajorIdeas

Page 48: How to Teach It So They Learn It!

More Examples ofGraphic Organizers

* Windowpane – Learners fold blank paper into 4, 8, or 16 boxes (“windowpanes”). They summarize or draw an image of an important fact in each box.

* Fill-in-the-Blanks – Learners fill in a pre-made worksheet that is missing important words or phrases.

* Blackout Bingo – Using a windowpane worksheet (see above), learners print a topic-related word or phrase in each box from a list you give them. When they hear you explain a concept from their “Bingo” sheet, they circle it or cross it out. When they have all boxes marked, they call out “Bingo!” and receive a round of applause.

Page 49: How to Teach It So They Learn It!

Do a Google search for more “graphic organizers” and for free examples and templates.

Page 50: How to Teach It So They Learn It!

Writeanother

reminder:

Page 51: How to Teach It So They Learn It!

Give learners agraphic organizerto use.

Page 52: How to Teach It So They Learn It!

Think and Click

The next slide lists some conceptsfrom this micro-course. Read thelist and decide which items are“need-to-know” and which are“nice-to-know.”

Write your answers down and then check them by clicking tothe slide that follows the list.

Page 53: How to Teach It So They Learn It!

List of Concepts1 Teach only the need-to-knows.

2 Include the nice-to-know content only if you have time.

3 Teach in 10-minute chunks.

4 10 minutes is a guideline, not a hard and fast rule.

5 Use 1-minute active reviews between lecture segments.

6 Sometimes review activities can last longer than 1 minute.

7 Give learners a graphic organizer to use.

8 Learners can also make their own note-taking page.

Page 54: How to Teach It So They Learn It!

List of Concepts1 Teach only the need-to-knows. Need-to-Know

2 Include the nice-to-know content only if you have time.Nice-to-Know

3 Teach in 10-minute chunks. Need-to-Know

4 10 minutes is a guideline, not a hard and fast rule. Nice-to-Know

5 Use 1-minute active reviews between lecture segments.Need-to-know

6 Sometimes review activities can last longer than 1 minute.Nice-to-Know

7 Give learners a graphic organizer to use. Need-to-Know

8 Learners can also make their own note-taking page. Nice-to-Know

Page 55: How to Teach It So They Learn It!

My NotesTeach only the need-to-knows. Teach in 10-minute chunks.

Use 1-minute active reviews between lecture

segments. Give learners a graphic organizer to use.

Page 56: How to Teach It So They Learn It!

My Action PLanHow do you plan to use what you have

learned from this micro-course?

Write your action plan down and post it

where you can see it. It will remind you

to use this information the next time

you teach or train.

Page 57: How to Teach It So They Learn It!

C1 – Connections

C2 Concepts

C3 – Concrete Practice

C4 – Conclusions

This slide presentation was an introduction to Step 2 of an instructional design and delivery model known as: “The 4Cs Map.”

To learn how to use all four stepsof the 4Cs Map, see Sharon Bowman’s Slide Share micro-course titled “How to Map Your Instruction in 4 Simple Steps.”

Page 58: How to Teach It So They Learn It!

Content from books bySharon Bowman

www.amazon.com for book purchaseswww.Bowperson.com for free book excerpts

Page 59: How to Teach It So They Learn It!

www.Bowperson.com

SharonBowman

Page 60: How to Teach It So They Learn It!

Photo Copyright

Creditswww.clipart.com; commercial license

******************************

Licensing Permission

CREATIVE COMMONS

Attribution, Non-Commercial, No Derivative Works

You may copy, distribute, display, and use this slide

presentation provided that you credit the author, Sharon

Bowman, and that you do not distribute it commercially

nor alter the content in any way.