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

1. How to
Teach It
So They
Learn It
by
Sharon Bowman

2. For anyone who wants
to teach content
in ways listeners
can learn,
remember, and use
the information
they hear.

3. You have this much
content to teach

4. in this much
time.

5. Important I need to teach
I need to give it.
it all. They need
Information
They need to
to learn it all.
It’s ALL
get it.
important Can’t leave Words
information. anything out.
Words
CONCEPTS
CONTENT
Words
Words
Words
Major Ideas and Minor Ideas
DETAILS
DETAILS
DETAILS
Lecture Need-to-Know and
Nice-to-Know
Material

6. Important I need to teach
I need to give it.
it all. They need
Information
They need to
to learn it all.
It’s ALL
get it.
important Can’t leave Words
information. anything out.
Words
CONCEPTS
CONTENT
Words
Words
Words
Major Ideas and Minor Ideas
DETAILS
DETAILS
DETAILS
Lecture Need-to-Know and
Nice-to-Know
Material

8. ve to
T ha g.
NO ythin
d o er
Y ou h ev
te ac

9. Now, before you
read further,
get some paper
and a pencil …

10. and
write this
down:

11. Teac
h o
need nly
-to- the
kno
ws.

12. W hat a re the
to-kno ws?”
“ need-

13. “Need-to-knows”
are pieces of content
that are CRUCIAL to the
learning or to the
learner’s job.

14. “Need-to-knows” are
ALWAYS tied to the
learning objectives of
the class or training.

15. ma
critical
jor
co im portant
nce res for
informat
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

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

17. “Nice-to-knows” are
NOT necessary in order
to meet the learning
objectives of the
class or training.

18. 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 sk
inf job
supporting
details
Nice-to-Knows
rucial topic-related information that
non-c t
conten might not be tied to
the learning objectives

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

20. First,
write down
the title
of your topic
(subject).

21. Next,
write down
your learning
objectives.

22. “Learning objectives”
are sentences that
describe what the
LEARNER will be
able TO DO when
the class or
training is over.

23. They are guidelines for
content, instruction, and
evaluation.
They help you determine
what the need-to-know
content will be.

24. 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.”

25. EXAMPLE
Topic: Accelerated
Learning
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.

26. EXAMPLE Ask yourself:
Topic: Accelerated What content will
Learning
learners need to
Learning Objectives:
know in order to
The learner will be able
to define and describe meet these
5 Accelerated Learning
principles. objectives?
The learner will be able to
demonstrate an example
of each of the 5 principles.

27. Write a list
of the
need-to-know
content that
is tied to the
learning
objectives.

28. EXAMPLE
Topic: Accelerated Need-to-Know Content:
Learning
Definition of 5 AL
Learning Objectives: principles.
The learner will be able Descriptions of the
to define and describe principles.
5 Accelerated Learning
principles. Examples of each of the 5
principles.
The learner will be able to
demonstrate an example Demonstrations of the 5
of each of the 5 principles. principles in action.

29. 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 5
Use lecture segments, principles in action.
learner activities,
slides, handouts, videos,
props, and wall charts.

30. Now for the
million dollar question…

31. Que s t i on :
eed to know
D o l ea r ners n
g YOU k n ow
eve rythin
t the topic?
abou

32. Que s t i on :
eed to know
D o l ea r ners n
g YOU k n ow
eve rythin
t the topic?
abou
Answer:
They DO
N’T.

33. They only need to know
what is important
to be able to complete
the learning objectives.

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

35. Write this
down:

36. ten- Teac
min h in
ute
chu
n ks.

37. Divide your content into
lecture segments (chunks) of
about 10-20 minutes in length.

38. Divide your content into
lecture segments (chunks) of
about 10-20 minutes in length.
H Y ?
W

39. Divide your content into
lecture segments (chunks) of
about 10-20 minutes in length.
H Y ?
W
Because that’s about how
long a learner’s brain can stay
focused without drifting off.

40. In between each
lecture segment,
learners do a
1-minute active
review of content.

41. 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.

42. Write this
reminder:

43. Use
acti 1-m
ve r inut
lectu evie e
ws b
re se etwe
gme en
nts.

44. What about
DURING a lecture
segment?
What should learners DO
besides listening?

45. Learners
should take
notes on a
graphic
organizer.

46. A graphic organizer is a
visual-spatial note-taking
page that you give to learners,
or learners make for themselves,
before the instruction begins.

47. CORNELL NO
TES Some Examples of
Main
Supportin
g Graphic Organizers
Facts
Ideas
MIND MAP
Major
Concept Topic
Summary
Ma
Ide jor
Suppo as
rting
Detail
s
CONCEP
T MAP

48. More Examples of
Graphic 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.

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

50. Write
another
reminder:

51. Give
grap lear
hic ners
orga a
to u nize
se. r

52. Think
and Click
The next slide lists some concepts
from this micro-course. Read the
list and decide which items are
“need-to-know” and which are
“nice-to-know.”
Write your answers down and
then check them by clicking to
the slide that follows the list.

53. List of Concepts
1 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.

54. List of Concepts
1 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

55. 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 revi
Give nts. ews
lear betw
ners een
a gr
aph
ic o
rgan
izer
to use.

56. 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 plan
the
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.

57. C1 – Connections
C2
Concepts
This slide presentation was an
C3 – Concrete Practic
introduction to Step 2 of an e
instructional design and delivery
model known as: “The 4Cs Map.”
To learn how to use all four steps C4 – Conclusions
of the 4Cs Map, see Sharon Bowman’s
Slide Share micro-course titled “How to
Map Your Instruction in 4 Simple Steps.”

58. Content from books by
Sharon Bowman
www.amazon.com for book purchases
www.Bowperson.com for free book excerpts

59. Sharon
Bowman
www.Bowperson.com

60. Ph
o to
Cre Copy
ww dit righ
w .c s t
lipa
rt.c
om
;c
om
me
rc
Lic **** ial
lice
en *** nse
sin ***
gP
erm ****
i s s ****
i o n ***
* ***
***
**
Att
You ributi
pre may on, N C
Bo senta copy on-Co REAT
w , I
nor man tion p distr mme VE CO
alte , an rov ibut rcia M
r th d th ided e, di l, No MON
e c at y s
ont ou that y play, Deriv S
ent do ou an a
in a not cred d use tive W
ny d i
wa istrib t the this s orks
y. ute aut lide
it c hor,
om
me Sharo
rcia n
lly