The document outlines an agile approach to one-on-one teaching, emphasizing iterative tasks and continuous feedback to improve student presentations. It introduces techniques such as short presentations, integrating visual feedback, and encouraging self-reflection to enhance learner involvement. Key principles include adaptability, close cooperation, and a focus on student empowerment to meet educational objectives.

1. Agile one to one
Progress, step by step
Anne Hodgson h4p://annehodgson.de
For Cornelsen Verlag

2. One to one

3. Two ways to build a pyramid
John Mayo‐Smith, VP of Technology at R/GA
Builder One had big plans before he began to build.
When Pharao died, he was buried here:

4. Builder Two tried a different – an agile – approach.
He built a pyramid the size of a house.
Then he built on addiNons:
Pharaoh would
have found a
resNng place
Each iteraNon anyNme.
could stand
alone.

5. Agile Planning

6. Agile ‐> one to one
• ConNnuous delivery ‐> output, input, output
• Shorter Nmescale ‐> small, focused, iterated tasks
• Every delivery works ‐> test early, test oSen
• Changes welcome ‐> adapt, disrupt, play
• Close cooperaNon ‐> define and review goals
• Projects built around moNvated individuals, trust
‐> student is main resource and agent
• ConNnuous a4enNon to excellence ‐> empower
the learner

7. Agile iteraNons in one to one:
PresentaNon

8. Agile task set
• Task 1: 60 second presentaNon
Feedback, e.g. Nming, content
• Repeat task 1
Feedback, e.g. transiNons
• Repeat task 1
Feedback, e.g. delivery

9. Reframe task: Task 2
• Task 2: Integrate a visual
Feedback, e.g. focus of message
• Repeat task 2
Feedback, e.g. challenge the image as
inappropriate
Debate opNons, research alternaNves
• Repeat task 2
Feedback e.g. body language, delivery

10. Reframe task: Task 3
• Task 3: Extend Nme to 3 minutes
Feedback, e.g. phrases
Create short script of key phrases
PracNce key phrases
• Repeat task 3
Feedback, e.g. intonaNon, pauses
• Repeat task 3
Feedback e.g. body language, delivery

11. Agile Up to Speed
• Define and select objecNves at the beginning
• Focus on learner involvement and self‐
reflecNon in quesNonnaires
• Roleplay from “on the spot” to “over to you”
• Personalize review by creaNng scenarios
• “Offsites” for small, engaging tasks
• Focus on “fine tuning” and “word perfect”
• CriNcal takeaway: Have objecNves been met?

12. “Break a lesson into pebbles
that the teaching and learning
stream washes over and
polishes.”
Carole Eilerton,
co‐author Up to Speed