2. Teaching is the act of imparting knowledge or instructing by example or experience.

3. Learning means that skills or knowledge is acquired by instruction, study, or experience.

4. Learner-centered education will dominate the 21st century.

5. There are 4 steps in learning D.I.A.R. Desire- First we have to WANT to know something. Information- Then we have to OBTAIN the information about the subject. Assimilation- Then we have to UNDERSTAND the information. Repetition- Then we have to PRACTICE—either by using the theory or the practical applications—until we have it mastered.

7. Teaching methods must be appropriate for the type of lesson and the types of learners in the classroom.

10. The educator will vary the stimuli.

12. Demonstration is used to clarify and instill the underlying theory of a procedure into the minds of the learners.

13. The 6 P’s are critical to demonstrations. Proper preparation and planning promote positive performance.

14. It also requires to take necessary steps to ensure that it is effective and that objectives are met.Preparation- It includes identifying the objectives of the lessons. It also involves gathering and organizing materials and tools necessary. Demonstration- Avoid distractions, perform demonstration at an appropriate speed. Question students during the demonstration to verify their understanding. Do not pass around any objects around during a demonstration. Practice or Application- After a demonstration has been completed, students must have the opportunity to practice as soon as possible. Use the same implements as the instructor used during the demonstration. Evaluation or Assessment- Closely supervise student practice of a skill and evaluate their performance. Give immediate feedback.

16. Include a supply list of what you will need during your presentation.

17. Type your outline, print and keep in your Learning Binder. Place it in a sheet protector.Now practice giving your demonstration! Have someone you know be your student. Remember practice makes PERMANENT!

19. Tips for group discovery and learning:Avoid interrupting learners and groups when at work. Provide ample time. Ensure that activity is based on problems or questions that are solvable. Allow for differences of opinions among learners.

21. The educator’s purpose is to structure the scenario and lead the follow-up discussion.

22. The student takes on the attitude and behavior of another person in a particular situation.

24. Never role-playing situations that involve personal problems.

25. Don’t embarrass the students.

27. The mind thinks in pictures of images when the right brain is more active than the left.

28. People can retain in their short-term memory an average of seven “bits” of information, with a variation of two.

29. Encourage learners to develop and create their own window panes for any subject with which they are struggling. Never use more than 1 image per square.

32. It also encourages the students to explore the marketplace and discover various aspects of the career path they have chosen.

33. Outline objectives and discuss with learners prior to the field trip.

34. Share responsibility and gathering information about the observations.

35. Tie those observations to the initial objectives.

36. Advantages of field trips include: building interest in field, broaden understanding and provide “real world” experience.

37. Field trip ideas:Salons Retail Stores Trade Shows Community Events

39. Having a guest speaker does not reduce or eliminate the responsibility of the educator to be present during the presentation.

40. A preliminary meeting with any guest speaker is recommended.

42. It engages both sides of the brain.

43. It improves recall abilities.

44. Mind mapping has proved more effective than the linear form of note taking taught in traditional education.

45. The map lays out the relative importance of each idea or element of the subject matter.

46. Mind mapping is nothing more than putting ideas on paper using headings, color, drawings, symbols, and connecting elements to identify relationships between concepts, topics, or ideas.

49. Can increase learning results in the classroom.

50. Highly Motivational.

51. There are steps that increase the effectiveness of peer coaching.Assign learners to work in pairs. Learners can be of comparable ability or a more advanced students can be paired with a student who is progressing at a lesser rate. Prepare instructional materials appropriate for the area that needs improvement. Provide training to the student coaches. Monitor learning by observing, answering questions, and intervening when necessary. Monitor and assess the compatibility of the team. Can reassign the team.

53. They can apply underlying theory.

55. Not as effective for some learner types than others.

58. Give options for answering the discussion questions. Make the first and last question easiest. Make the others most difficult.

60. Encourage learners to visualize themselves performing perfect practical skills.

62. Remember that relevance is an important characteristic of an adult learner.

65. It should only take one to three minutes.

66. Great for mental and physical breaks.Activity Directions Create a small list of energizers you could use in your future classroom. If you need help, search online. There are so many ideas that would be great for an adult classroom. Type your list, print and keep in your learning binder.

68. Great way to reach intuitive learners.

70. Establish group leaders to direct the group.

71. Master educators observe and monitor.

72. All learners to work through the material so they can retain the information and apply it.

73. Competitions allow learners to measure themselves against themselves and against others.