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How to Teach Concepts (revised)
 

How to Teach Concepts (revised)

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Created for the South Carolina Center for Child Care Career Development (CCCCD) by Sharon Bowman. Final version.

Created for the South Carolina Center for Child Care Career Development (CCCCD) by Sharon Bowman. Final version.

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    How to Teach Concepts (revised) How to Teach Concepts (revised) Presentation Transcript

    • This micro-course was created for the South Carolina Centerfor Child Care Career Development.
    • After participating in this micro-course, you will be able to successfully present concepts and content using proven adult learning principles.Being able to present conceptsand content correctly is thesecond step of the 4Cs instructionaldesign and delivery “map.”
    • The 4Cs is a practical anduseful training design anddelivery model.To learn how to use all four stepsof the 4Cs model, click on themicro-course titled “Map It: Usingthe 4Cs to Design and Deliver GreatTraining.”
    • You have this much content to teach
    • in this much time.
    • Important I need to teach it I need to give it. all. They need toInformation They need to learn it all. It’s ALL get it. important Can’t leave Words anything out. CONCEPTS information. Words Words CONTENT Words Words Major Ideas and Minor Ideas DETAILS DETAILS DETAILS Lecture Need-to-Know and Nice-to-Know Material
    • Important I need to teach it I need to give it. all. They need toInformation They need to learn it all. It’s ALL get it. important Can’t leave Words anything out. CONCEPTS information. Words Words CONTENT Words Words Major Ideas and Minor Ideas DETAILS DETAILS DETAILS Lecture Need-to-Know and Nice-to-Know Material
    • Now, before you read further, get some paper and a pencil …
    • andwrite this down:
    • “Need-to-knows”are pieces of contentthat are CRUCIAL to thelearning or to thelearner’s job.
    • “Need-to-knows” areALWAYS tied to thelearning objectives ofthe class or training.
    • “Nice-to-knows”are pieces of contentthat are NOT crucialto the learningor to thelearner’s job.
    • “Nice-to-knows” areNOT necessary in orderto meet the learningobjectives of theclass or training.
    • How do youfigure outwhat content is“need-to-know?”
    • First,write down the titleof your topic (subject).
    • Next, write downyour learning objectives.
    • “Learning objectives”are sentences thatdescribe what theLEARNER will beable TO DO whenthe class ortraining is over.
    • They are guidelines forcontent, instruction, andevaluation. They help you determine what the need-to-know content will be.
    • MA
    • EXAMPLETopic: CognitiveDevelopmentLearning Objectives:The learner will be ableto define and describecognitive developmentin young children.The learner will be ableto name at least onemilestone for each year:birth – five.
    • EXAMPLE Ask yourself:Topic: Cognitive What content willDevelopment learners need toLearning Objectives: know in order toThe learner will be ableto define and describe meet thesecognitive developmentin young children. objectives?The learner will be ableto name at least onemilestone for each year:birth – five.
    • Write a list of theneed-to-know content that is tied to the learning objectives.
    • EXAMPLETopic: CognitiveDevelopment Need-to-Know Content:Learning Objectives: Definition and description of cognitiveThe learner will be able development.to define and describecognitive development Cognitive milestones forin young children. the infant.The learner will be able Cognitive milestones forto name at least one the toddler.milestone for each year:birth – five. Cognitive milestones for the preschooler.
    • Teach the content on Need-to-Know Content: this list. Definition and description of cognitive development. Cognitive milestones for the infant. Cognitive milestones for the toddler.Use lecture segments,learner activities, Cognitive milestones forslides, handouts, videos, the preschooler.props, and wall charts.
    • Now for themillion dollar question…
    • They only need to know what is important to be able to completethe learning objectives.
    • After determiningwhat your need-to-know content is,what’s next?
    • Write this down:
    • Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length.
    • Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length.
    • Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length. Because that’s about how long a learner’s brain can stay focused without drifting off.
    • In between eachlecture segment,learners do a1-minute activereview of content.
    • * Pair-Share – With a partner, learners discuss the major concepts from the lecture.* Think and Write – Learners write summary statements about what they have learned.* Shout Out – Learners take turns verbally stating important facts until a pre-determined number of statements is reached.* Stand, Stretch, and Speak – While standing up learners take turns leading a physical stretch and verbally summarizing the major concepts. The other learners copy each stretch.
    • Write thisreminder:
    • What aboutDURING a lecturesegment?What should learners DObesides listening?
    • Learnersshould takenotes on agraphicorganizer.
    • A graphic organizer is avisual-spatial note-takingpage that you give tolearners, or learnersmake for themselves,before the instructionbegins.
    • MIND MAP Topic
    • * Windowpane – Learners fold blank paper into 4, 8, or 16boxes (“windowpanes”). They summarize or draw an image of animportant fact in each box. * Fill-in-the-Blanks – Learners fill in a pre-made worksheet thatis 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 alist you give them. When they hear you explain a concept fromtheir “Bingo” sheet, they circle it or cross it out. When they haveall boxes marked, they call out “Bingo!” and receive a round ofapplause.
    • Do a Google search for more “graphic organizers” and forfree examples and templates.
    • Write anotherreminder:
    • Think and ClickThe 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 andthen check them by clicking tothe slide that follows the list.
    • A Note to All Trainers for the South Carolina Center for Child Care Career DevelopmentIf you have completed this micro-course as part of your requirements forPrinciples of Adult Learning, please photocopy your Notes and Action Planpages and e-mail them to: donna.davies@dss.sc.gov or fax them to 864-250-8690. Be sure to include your name and contact information (email or phonenumber).
    • This slide set was created for the South Carolina Center for Child Care Career Development. Created by Sharon L. Bowman, M.A. President, Bowperson Publishing & Training, Inc. www.Bowperson.com; SBowperson@gmail.com