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When They DO It, They've GOT It! How to Use Concrete Practice When Training

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When They DO It, They've GOT It! How to Use Concrete Practice When Training

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By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.

By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.

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When They DO It, They've GOT It! How to Use Concrete Practice When Training

  1. 1. When They DO It, They’ve GOT It! How to Use Concrete Practice When Training
  2. 2. This micro-course was created for the South Carolina Center for Child Care Career Development.
  3. 3. C1 – Connections After participating in this micro-course, you will be able to C2 – Concepts successfully apply Concrete Practice strategies which are C3 – part of proven adult learning principles. Concrete Practice Being able to apply Concrete Practice correctly is the third C4 – Conclusions step of the 4Cs instructional design and delivery “map.”
  4. 4. C1 – Connections C2 – Concepts The 4Cs is a practical and useful training design and C3 – Concrete Practic e delivery model. To learn how to use all four steps of the 4Cs model, click on the C4 – Conclusions micro-course titled “Map It: Using the 4Cs to Design and Deliver Great Training.”
  5. 5. All learning IS experience. Everything else is just information. Albert Einstein
  6. 6. You will need something to write on and something to write with.
  7. 7. W hat do YOU already know about Concrete Pr actice? Take the “Choose and Click” quiz on the next slide.
  8. 8. HOO SE Choose one response, C ICK then click to the next slide. A ND CL Concrete Practice is: A. When the trainer demonstrates the skill being learned. B. When the learners themselves practice a skill or participate in an activity to review important content. C. When the instructor asks questions for the learners to answer.
  9. 9. Did you choose the correct answer? Concrete Practice is: B. When the learners themselves practice a skill or participate in an activity to review important content.
  10. 10. Concrete practice is w hen ALL lear ner s actively practice a skill they have just lear ned AND/OR …
  11. 11. ALL lear ner s par ticipate in an active r eview of impor tant infor mation they just lear ned. ALL learners, not some learners. LEARNERS practice and participate, not the trainer. The practice is done DURING the class, not just afterwards.
  12. 12. WHY is Concr ete Pr actice so impor tant?
  13. 13. An ounce of experience is worth a ton of theory. Ben Franklin
  14. 14. Concrete Pr actice reinforces the skills being lear ned or the infor mation that has been taught.
  15. 15. If we want learners to create a strong memory, they need to store the information using ALL of their senses. When they’ve heard it, said it, seen it, and done it, they’ve got it! Colin Rose
  16. 16. Learning is more effective if it requires ACTION on the part of the learner. Clark Quinn
  17. 17. You don’t learn to swim, or play the piano, by reading a book about it. Patricia Wolfe
  18. 18. In other wor ds: Lear ning is NOT a spectator spor t!
  19. 19. QU I CK WR ITE #1 In your own words, list at least two reasons why Concrete Practice is important for adult learning.
  20. 20. Here ar e three elements of ef fective Concr ete Pr actice:
  21. 21. 1. Active Participation
  22. 22. ALL learners – not just a few – participate in practicing the skills or actively reviewing the content. 1. Active Participation
  23. 23. 2. Collabor ative Inter dependence
  24. 24. Learners work together to practice skills, review content, and give each other feedback and encouragement. 2. Collabor ative Inter dependence
  25. 25. 3. Individual Accountability
  26. 26. Each learner knows what he or she is responsible for practicing and learning. 3. Individual Accountability
  27. 27. C HO OSE CL ICK Choose the BEST example A ND of Concrete Practice that includes all three elements. A. With their table groups, each learner helps create a content-related demonstration to present to the class. B. The learners watch a video of the skill they are learning about. C. The learners take a written test.
  28. 28. Yes, Sentence A is the best example of Concrete Practice because it includes all three elements. A. With their table groups, each learner helps create a content-related demonstration to present to the class.
  29. 29. OO SE CH Do one more: Which CL ICK Concrete Practice below AND has all three elements? A. On their own, learners practice the computer keyboarding procedure they are learning about. B. Learners watch a teacher-led demonstration of the keyboarding procedure. C. Learners pair up at each computer and alternately practice the procedure while giving each other feedback and suggestions.
  30. 30. Yes, Sentence C has all three elements. C. Learners pair up at each computer and alternately practice the procedure while giving each other feedback and suggestions.
  31. 31. QU I CK WR ITE #2 Write down the three elements of effective Concrete Practice.
  32. 32. Her e are six examples of ef fective Concrete Practice:
  33. 33. Paired Teach Backs Learners teach each other what they know and correct any mistakes that might come up.
  34. 34. Triad Teach Backs Learners take turns helping each other practice the new skill and giving each other feedback.
  35. 35. Table Teach Backs Learners present information to their table groups and receive feedback about the content presented.
  36. 36. Skill Demonstrations Learners demonstrate the new skill, with helpful suggestions from others, if needed.
  37. 37. Review Games Together, learners play a game to review information they just learned.
  38. 38. Learner-Created Quizzes Learners quiz each other about the information that the trainer presented.
  39. 39. acks Tools for Your Tea ch B Pa ired Trainer’s Toolbox Triad Teach Backs cks eac h Ba Ta ble T Skill Demonstrations Review Game s Learner-Created Quizzes
  40. 40. QU I CK WR ITE #3 Choose two tools you plan to use from your Trainer’s Toolbox on the previous slide and write them down.
  41. 41. S TA ND AND RET CH ST After reading this slide, stand up, stretch, and take a deep breath. More oxygen is now flowing to your brain. Think: What have you learned about Concrete Practice so far?
  42. 42. Here ar e five MORE examples of ef fective Concrete Practice:
  43. 43. Sculpt It Learners build 3-dimensional representations of important concepts and explain their creations to the class.
  44. 44. Switching Games Each table group creates a flashcard review game to exchange with another table group.
  45. 45. Improvisations Learners create skits, simulations, or role-plays that show the skills they are learning..
  46. 46. Draw It Learners create visual displays of the new Information and present the displays to the class.
  47. 47. Action Planning Table groups work together to list ways of applying learned information when back at work.
  48. 48. More Tools for Your Scu Trainer’s Toolbox lpt It Sw itching Games A c t io io n s n Pla isat nnin Im prov g w It Dra
  49. 49. QU I CK WR ITE #4 Choose two more tools that you plan to use for Concrete Practice and write them down.
  50. 50. YO U R TURN You are teaching a class on child care curriculum which will help your adult students create a successful child care learning environment, plan appropriate activities, and facilitate children’s growth and development. You present 6 key components of effective child care curriculum while your students take notes. What will you have them do next?
  51. 51. Choose the BEST Concrete Practice described below that you will use to follow your presentation. Then click to the next slide. A. Learners work in pairs to complete a visual “web” display of one of the 6 components. They hang their webs on the walls and take turns explaining the displays to the class. The class suggests details to add to the webs. B. Learners watch a video about playground safety. C. Learners read a handout about the 6 components and ask questions afterwards.
  52. 52. Yes, Response A is the BEST Concrete Practice because it contains all 3 elements: active participation, collaborative interdependence, and individual accountability. A. Learners work in pairs to complete a visual “web” display of one of the 6 components. They hang their webs on the walls and take turns explaining the displays to the class. The class suggests details to add to the webs.
  53. 53. TU RN YO UR You have just completed a short lecture on Dreikurs’ 4 mistaken goals of misbehavior: attention, power, revenge and avoidance of failure. Your trainees took notes on a fill-in-the-blanks graphic organizer. What Concrete Practice should follow?
  54. 54. Again, choose the BEST Concrete Practice below to follow your lecture, then click to the next slide. A. Learners make signs with titles of the 4 mistaken goals of behavior. B. Learners take a test on Dreikur’s content. C. Table groups work together to create descriptions of 5 children’s behaviors for a Jeopardy game. Then they play the game with the other groups to practice matching children’s behaviors to the mistaken goals.
  55. 55. Did you choose Response C? It is the best Concrete Practice. C. Table groups work together to create descriptions of 5 children’s behaviors for a Jeopardy game. Then they play the game with the other groups to practice matching children’s behaviors to the mistaken goals.
  56. 56. QU I CK WR ITE #5 Now write down one fact about Concrete Practice that you’ve learned from this presentation that you didn’t know before.
  57. 57. Give your self a high five for your ef for ts!
  58. 58. A Note to All Trainers for the South Carolina Center for Child Care Career Development If you have completed this micro-course as part of your requirements for Principles of Adult Learning, please photocopy your Quick Writes #3, #4, #5 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 phone number).
  59. 59. 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
  60. 60. The content for this micro-course is from the following resources and is used with permission from the author: www.amazon.com for book purchases www.Bowperson.com for free book excerpts
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