Terrific Tip #20
Sharon Bowman and I would like to offer you 2nd of a three-part Terrific Tip (# 19, 20, and 21)
Your presentations and training programs will be more interesting, energizing, and memorable for your learners if you keep in mind three important brain-science principles for effective instruction, regardless of whether the learning takes place online or in real classrooms.
Part 2 Talking trumps listening (when learners talk about the topic, they move information from short-term memory to long-term memory).
Here are a few short, quick interactive strategies to help you apply the three principles (most activities can be done in one or two minutes):
A. Seated Pair-Share: Learners turn to a person seated near them (triads are okay), and spend about a minute discussing what they’ve just learned. They can also share summaries, questions they still have, or whatever you feel is important to the topic.
B. Shout Out: Ask for a number from the group (they might say “seven”). Direct the group to come up with seven facts they’ve learned about the topic (or seven facts they already know about the topic). They take turns verbally stating facts until the number is reached. Vary this activity by varying the number and by using it as an opening, closing, or review activity.
C. Take-a-Guess: Before a lecture segment, have learners state what they think will be covered during the content, what words might go in the printed “blanks” on worksheets, or what some topic-related questions might be. If time allows, have a volunteer print some of this information on a chart, then come back to it at the end of the lecture segment to compare their “take-a-guess” responses to the material covered.
D. Myth or Fact: In small groups, learners sort a series of index cards on which you have printed some myths or facts about the topic. You can then either give them an answer key, or include the answers as part of the lecture. Then have learners resort the cards again, as a pre- and post-lecture activity. Or put myth/fact statements on slides and have learners discuss the statements with seated partners.
E. Small Group Discussions: Give learners a topic-related question, statement, or fact to discuss or brainstorm responses. If time allows, have a few table groups share summaries of their discussions with the class.
Brain Science and Effective Instruction
By Sharon Bowman, Author: The Ten-Minute Trainer and Training from the BACK of the Room!
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NEW: www.wetrainthetrainers.com
Facilitator’s guide and materials for the exciting and informative three-hour “Preventing Death by Lecture” train-the-trainer workshop.
http://www.bowperson.com/ELearnPage1.html
“Involving the Learner Who Is Learning Online.” Sharon’s newest free, ten-minute micro-course with tips for interactive online instruction.
