How to Teach It So They Learn It!
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The document outlines effective teaching strategies to ensure that learners grasp, retain, and utilize key information. It emphasizes the distinction between 'need-to-know' content, essential for meeting learning objectives, and 'nice-to-know' material, which is supplementary. The guide recommends organizing content into short segments, using active reviews, and providing graphic organizers to enhance learner engagement and retention.
How to Teach It So They Learn It!
- 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 …
- 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.
- 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.
- 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
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