Howtoteachsotheylearn

How to
Teach It
So They
Learn It
by
Sharon Bowman

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

You have this much
content to teach

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

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

You do NOT have to
teach everything.

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

What are the
“need-to-knows?”

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

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

major concepts
critical
information forjob success
crucial content that is tied to
the learning objectives
important
procedures for
skill proficiency
main ideas
Need-to-Knows

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

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

minor concepts
extra
information for
job success
non-crucial
content
fine-tuning procedures
for skill proficiency
supporting
details
topic-related information that
might not be tied to
the learning objectives
Nice-to-Knows

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

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

Next,
write down
your learning
objectives.

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

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

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.”

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.

EXAMPLE Ask yourself:
What content will
learners need to
know in order to
meet these
objectives?
Topic: Accelerated
Learning
principles.

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

EXAMPLE
Need-to-Know Content:
Definition of 5 AL
principles.
Descriptions of the
principles.
Examples of each of the 5
principles.
Demonstrations of the 5
principles in action.
Topic: Accelerated
Learning
principles.

Teach the
content on
this list.
Use lecture segments,
learner activities,
slides, handouts, videos,
props, and wall charts.
Need-to-Know Content:
Definition of 5 AL
principles.
Descriptions of the
principles.
Examples of each of the 5
principles.
Demonstrations of the 5
principles in action.

Now for the
million dollar question…

Question:
Do learners need to know
everything YOU know
about the topic?

Question:
Do learners need to know
everything YOU know
about the topic?
Answer:
They DON’T.

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

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

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

WHY?

WHY?
Because that’s about how
long a learner’s brain can stay
focused without drifting off.

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

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.

Use 1-minute
active reviews between
lecture segments.

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

Learners
should take
notes on a
graphic
organizer.

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

Some Examples of
Graphic Organizers
CONCEPT MAP
Major
Concept
SupportingDetails
CORNELL NOTES
Main
Ideas
Supporting
Facts
Summary
MIND MAP
Topic
MajorIdeas

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.

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

Give learners a
graphic organizerto use.

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.

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.

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

My NotesTeach only the need-to-knows.
Teach in 10-minute chunks.
Use 1-minute active reviews between
lecture segments.Give learners a graphic organizer to use.

My Action PLanHow do you plan to use what you
have learned from this micro-
course?
Write your action plan down
and post it where you can see it. It
will remind you to use this
information the next time you
teach or train.

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

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

www.Bowperson.com
Sharon
Bowman

Photo Copyright
Creditswww.clipart.com; commercial license
******************************
Licensing Permission
CREATIVE COMMONS
Attribution, Non-Commercial, No Derivative Works
You may copy, distribute, display, and use this slide
presentation provided that you credit the author, Sharon
Bowman, and that you do not distribute it commercially
nor alter the content in any way.

Howtoteachsotheylearn

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