How to Teach It So They Learn It!
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How to Teach It So They Learn It!

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

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

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How to Teach It So They Learn It! How to Teach It So They Learn It! Presentation Transcript

  • How toTeach ItSo TheyLearn It bySharon Bowman
  • For anyone who wants to teach content in ways listeners can learn, remember, and use the information they hear.
  • You have this much content to teach
  • in this much time.
  • Important I need to teach I need to give it. it all. They needInformation They need to to learn it all. It’s ALL get it. important Can’t leave Words information. anything out. WordsCONCEPTS CONTENT Words Words Words Major Ideas and Minor Ideas DETAILS DETAILS DETAILS Lecture Need-to-Know and Nice-to-Know Material
  • Important I need to teach I need to give it. it all. They needInformation They need to to learn it all. It’s ALL get it. important Can’t leave Words information. anything out. WordsCONCEPTS CONTENT Words Words Words Major Ideas and Minor Ideas DETAILS DETAILS DETAILS Lecture Need-to-Know and Nice-to-Know Material
  • ve to T ha g. NO ythin d o erY ou h ev te ac
  • Now, before you read further, get some paper and a pencil …
  • andwrite this down:
  • Teac h oneed nly -to- the kno ws.
  • W hat a re the to-kno ws?”“ need-
  • “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.
  • ma critical jor co im portant nce res forinformat ion for pts procedu ency i job succ ess sk ill profic Need-to-Knows s idea main crucial content that is tied to the learning objectives
  • “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.
  • ce pts ures ra n for xt io on proced y e t or c ning ficienc a cess in fine-tu ll pro m i or suc m f or skinf job supporting details Nice-to-Knows rucial topic-related information thatnon-c t conten might not be tied to the learning objectives
  • 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.
  • 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.”
  • EXAMPLETopic: AcceleratedLearningLearning Objectives:The learner will be ableto define and describe5 Accelerated Learningprinciples.The learner will be able todemonstrate an exampleof each of the 5 principles.
  • EXAMPLE Ask yourself:Topic: Accelerated What content willLearning learners need toLearning Objectives: know in order toThe learner will be ableto define and describe meet these5 Accelerated Learningprinciples. objectives?The learner will be able todemonstrate an exampleof each of the 5 principles.
  • Write a list of theneed-to-knowcontent that is tied to the learning objectives.
  • EXAMPLETopic: Accelerated Need-to-Know Content:Learning Definition of 5 ALLearning Objectives: principles.The learner will be able Descriptions of theto define and describe principles.5 Accelerated Learningprinciples. Examples of each of the 5 principles.The learner will be able todemonstrate an example Demonstrations of the 5of each of the 5 principles. principles in action.
  • Teach the content on Need-to-Know Content: this list. Definition of 5 AL principles. Descriptions of the principles. Examples of each of the 5 principles. Demonstrations of the 5Use lecture segments, principles in action.learner activities,slides, handouts, videos,props, and wall charts.
  • Now for themillion dollar question…
  • Que s t i on : eed to knowD o l ea r ners n g YOU k n ow eve rythin t the topic? abou
  • Que s t i on : eed to knowD o l ea r ners n g YOU k n ow eve rythin t the topic? abou Answer: They DO N’T.
  • 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:
  • ten- Teac min h in ute chu n ks.
  • Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length.
  • Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length. H Y ? W
  • Divide your content intolecture segments (chunks) ofabout 10-20 minutes in length. H Y ? W 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.
  • Examples of 1-Minute Active Reviews* 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:
  • Useacti 1-m ve r inut lectu evie e ws b re se etwe gme en nts.
  • What aboutDURING a lecturesegment?What should learners DObesides listening?
  • Learnersshould takenotes on agraphicorganizer.
  • A graphic organizer is avisual-spatial note-takingpage that you give to learners,or learners make for themselves,before the instruction begins.
  • CORNELL NO TES Some Examples ofMain Supportin g Graphic Organizers FactsIdeas MIND MAP Major Concept Topic Summary Ma Ide jor Suppo as rting Detail s CONCEP T MAP
  • More Examples of Graphic Organizers * Windowpane – Learners fold blank paper into 4, 8, or 16boxes (“windowpanes”). They summarize or draw an image ofan important 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:
  • Givegrap lear hic ners orga a to u nize se. r
  • 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.
  • 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.
  • List of Concepts1 Teach only the need-to-knows. Need-to-Know2 Include the nice-to-know content only if you have time. Nice-to-Know3 Teach in 10-minute chunks. Need-to-Know4 10 minutes is a guideline, not a hard and fast rule. Nice-to-Know5 Use 1-minute active reviews between lecture segments. Need-to-know6 Sometimes review activities can last longer than 1 minute. Nice-to-Know7 Give learners a graphic organizer to use. Need-to-Know8 Learners can also make their own note-taking page. Nice-to-Know
  • My N Teac otes h on ly th Teac e ne ed-t h in o-kn 10-m ows. Use inut 1-m e ch lectu inut unk e ac s. re se tive gme reviGive nts. ews lear betw ners een a gr aph ic o rgan izer to use.
  • My A ctio n PL How hav do y an e lea o u rned plan to from use Writ this wha e yo mic t yo post ur a ro-c u i rem t where ctio ours e? ind you you n planthe next to u can see down a time se th it. I nd is in t you teac form will h or atio trai n n.
  • C1 – Connections C2 ConceptsThis slide presentation was an C3 – Concrete Practicintroduction to Step 2 of an einstructional design and deliverymodel known as: “The 4Cs Map.”To learn how to use all four steps C4 – Conclusionsof the 4Cs Map, see Sharon Bowman’sSlide Share micro-course titled “How toMap Your Instruction in 4 Simple Steps.”
  • Content from books by Sharon Bowman www.amazon.com for book purchases www.Bowperson.com for free book excerpts
  • SharonBowmanwww.Bowperson.com
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