When They DO It, They've GOT It! How to Use Concrete Practice When Training
WhenThey DO It, They’ve GOT It! How to Use Concrete Practice When Training
This micro-course was created for the South Carolina Centerfor Child Care Career Development.
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 PracticeBeing able to apply ConcretePractice correctly is the third C4 – Conclusionsstep of the 4Cs instructionaldesign and delivery “map.”
C1 – Connections C2 – ConceptsThe 4Cs is a practical anduseful training design and C3 – Concrete Practic edelivery model.To learn how to use all four stepsof the 4Cs model, click on the C4 – Conclusionsmicro-course titled “Map It: Usingthe 4Cs to Design and Deliver GreatTraining.”
All learningIS experience. Everything else is just information. Albert Einstein
You will needsomething towrite on andsomething to write with.
W hat do YOUalready know aboutConcrete Pr actice? Take the “Choose and Click” quiz on the next slide.
HOO SE Choose one response, C ICK then click to the next slide.A ND CL Concrete Practice is:A. When the trainer demonstrates theskill being learned.B. When the learners themselves practice a skill orparticipate in an activity to review important content.C. When the instructor asks questions for thelearners to answer.
Did you choose the correct answer? Concrete Practice is:B. When the learners themselves practice a skill orparticipate in an activity to review important content.
Concrete practiceis w hen ALL lear ner s actively practice a skill they have just lear ned AND/OR …
ALL lear ner s par ticipate in an active r eview ofimpor 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.
Each learner knows what he or she isresponsible for practicing and learning. 3. IndividualAccountability
C HO OSE CL ICK Choose the BEST exampleA ND of Concrete Practice that includes all three elements.A. With their table groups, each learner helps create acontent-related demonstration to present to the class.B. The learners watch a video of the skill theyare learning about.C. The learners take a written test.
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 acontent-related demonstration to present to the class.
OO SE CH Do one more: Which CL ICK Concrete Practice belowAND 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.
Yes, Sentence C has all three elements.C. Learners pair up at each computer and alternatelypractice the procedure while giving each otherfeedback and suggestions.
QU I CKWR ITE #2 Write down the three elements of effective Concrete Practice.
Her e are six examples of ef fectiveConcrete Practice:
Paired Teach BacksLearners teach eachother what theyknow and correct anymistakes that mightcome up.
Triad Teach BacksLearners take turns helping eachother practice the new skill andgiving each other feedback.
Table Teach BacksLearners present information to their table groupsand receive feedback about the content presented.
Skill DemonstrationsLearners demonstrate the new skill, withhelpful suggestions from others, if needed.
Review GamesTogether, learners play a game to reviewinformation they just learned.
Learner-Created QuizzesLearners quiz each other aboutthe information that the trainerpresented.
acks Tools for Your Tea ch BPa ired Trainer’s ToolboxTriad Teach Backs cks eac h Ba Ta ble T Skill Demonstrations Review Game sLearner-Created Quizzes
QU I CK WR ITE #3 Choose two tools you plan to use fromyour Trainer’s Toolbox on the previous slide and write them down.
S TA ND AND RET CHSTAfter reading this slide, stand up,stretch, and take a deep breath. Moreoxygen is now flowing to your brain.Think: What have you learned aboutConcrete Practice so far?
Here ar e five MORE examples of ef fectiveConcrete Practice:
Sculpt ItLearners build3-dimensionalrepresentations ofimportant conceptsand explain theircreations to the class.
ImprovisationsLearners create skits, simulations, or role-playsthat show the skills they are learning..
Draw ItLearners createvisual displaysof the newInformationand presentthe displaysto the class.
Action PlanningTable groups work togetherto list ways of applyinglearned information whenback at work.
More Tools for Your Scu Trainer’s Toolbox lpt ItSw itching Games A c t io io n s n Pla isat nninIm prov g w It Dra
QU I CK WR ITE #4Choose two more tools that you plan to usefor Concrete Practice and write them down.
YO U R TURNYou are teaching a class on child care curriculum whichwill help your adult students create a successful childcare learning environment, plan appropriate activities,and facilitate children’s growth and development.You present 6 key components of effective child carecurriculum while your students take notes.What will you have them do next?
Choose the BEST Concrete Practice described belowthat you will use to follow your presentation.Then click to the next slide.A. Learners work in pairs to complete a visual “web” display ofone of the 6 components. They hang their webs on the wallsand take turns explaining the displays to the class. The classsuggests details to add to the webs.B. Learners watch a video about playground safety.C. Learners read a handout about the 6 components and askquestions afterwards.
Yes, Response A is the BEST Concrete Practice because itcontains all 3 elements: active participation, collaborativeinterdependence, and individual accountability.A. Learners work in pairs to complete a visual “web” display ofone of the 6 components. They hang their webs on the wallsand take turns explaining the displays to the class. The classsuggests details to add to the webs.
TU RN YO URYou have just completed a short lecture on Dreikurs’ 4mistaken goals of misbehavior: attention, power,revenge and avoidance of failure. Your trainees tooknotes on a fill-in-the-blanks graphic organizer.What Concrete Practice should follow?
Again, choose the BEST Concrete Practice below tofollow your lecture, then click to the next slide.A. Learners make signs with titles of the 4 mistakengoals of behavior.B. Learners take a test on Dreikur’s content.C. Table groups work together to create descriptions of 5children’s behaviors for a Jeopardy game. Then they playthe game with the other groups to practice matchingchildren’s behaviors to the mistaken goals.
Did you choose Response C?It is the best Concrete Practice.C. Table groups work together to create descriptions of 5children’s behaviors for a Jeopardy game. Then they playthe game with the other groups to practice matchingchildren’s behaviors to the mistaken goals.
QU I CK WR ITE #5 Now write down one fact about Concrete Practice that you’ve learned fromthis presentation that you didn’t know before.
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 Quick Writes #3, #4, #5and e-mail them to: firstname.lastname@example.org or fax them to864-250-8690. Be sure to include your name and contact information (emailor phone number).
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
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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