Teaching Adults ANYTHING in 4 Easy Steps

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Teaching Adults ANYTHING For: Teachers, Trainers, Instructors, and Presenters By: Sharon Bowman, author of Training from the BACK of the Room! In 4 Easy Steps

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By Sharon Bowman. How to teach adult learners ANYTHING in four easy steps.

Transcript of Teaching Adults ANYTHING in 4 Easy Steps

Page 1: Teaching Adults ANYTHING in 4 Easy Steps

Teaching

Adults

ANYTHING

For: Teachers, Trainers, Instructors, and Presenters By: Sharon Bowman, author of Training from the BACK of the Room!

In 4 Easy Steps

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You will need

because you will be taking some notes.

a pen and paper

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Adultsremember

whatTHEY writebetter than

what theinstructor

writes.*

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YOU will rememberwhat you WRITE

better than what you READ.

*

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Quick-Write #1What do you already knowabout how adults learn?

Write one or two facts.

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You justconnected to

prior learning.

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Quick-Write #2What do you want to learn

from this presentation?

Write a sentence describing it.

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You just createdyour personallearning goal.

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You madeTWO connections:

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You madeTWO connections:

to prior learning and to your own learning goal.

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Connections are the keys

to adult learning.

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Step #1

Get them connected

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tothe

content

(prior learning andtheir own learning goals)

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and to each other.

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HOW

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How might YOU connect these adultlearners to the content and to each other?

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Quick-Write

Say: “Write a sentence describing what you want to learn and then tell your table group what you wrote.”

How might YOU connect these adultlearners to the content and to each other?

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Quick-Write

Say: “Write a sentence describing what you want to learn and then tell your table group what you wrote.”

Pair-Share

Say: “Introduceyourself to oneother person andtell him or her threefacts you alreadyknow about thetopic.”

How might YOU connect these adultlearners to the content and to each other?

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Quick-Write

Say: “Write a sentence describing what you want to learn and then tell your table group what you wrote.”

Pair-Share

Say: “Introduceyourself to oneother person andtell him or her threefacts you alreadyknow about thetopic.”

Mark-Ups

Say: “Read thelist of learningobjectives andcircle the onemost importantto you. Tell yourtable groupwhich one youcircled and why.”

How might YOU connect these adultlearners to the content and to each other?

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POP Quiz1. What is step #1?

2. What shouldlearners connect to?

Write your answers to theabove questions. Click backthrough the slides if you’renot sure of the answers.

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Step #2

Show and Tell

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SHOW

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Use images to teach content.

SHOW

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Images are anything visual:

stories, case studies, metaphors, analogies,demonstrations, skits,

as well as photos, props,icons, cartoons, graphics, videos, other visual aids,and graphic organizers.

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TELL

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TELLBut remember:

the more you talk

the less they learn.

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Which items in the list below do NOT include images?

Slides with bulleted lists (like this one)

Handouts that include photos

Verbal facts about the topic

Personal stories about the topic

Text-only handouts and charts

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Which items in the list below do NOT include images?

Slides with bulleted lists (like this one)

Handouts that include photos

Verbal facts about the topic

Personal stories about the topic

Text-only handouts and charts

No imageshere,here,

and here.

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Write step #2 in your notes.

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Sit back, stretch,

and take a few

deep breaths.

More oxygen is now flowing to your brainwhich will help you learn better.

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Step #3

Let Them Do It

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“All learning IS experience.

Everything elseis just

information.”

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Practice

makes

perfect?

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Practice

makes

perfect?permanent.

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6 times6 ways

6X 6W

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Adult learners need to actively review content or actively practice skills

at least six timesand in six different ways.

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How might YOU have these adult learners actively review content or actively practice skills?

Write one or two ideas in your notes,

then click to the next slide for more strategies.

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T E A C H B A C K S-

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T E A C H B A C K S-

Pair Teach-Back

Learners divideinto pairs (ortriads) and taketurns explainingconcepts ordemonstratingskills they’velearned duringthe class.

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TableTeach-Back

Each table groupchooses aconcept or skillto explain ordemonstrate tothe rest of theclass.

T E A C H B A C K S-

Pair Teach-Back

Learners divideinto pairs (ortriads) and taketurns explainingconcepts ordemonstratingskills they’velearned duringthe class.

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TableTeach-Back

Each table groupchooses aconcept or skillto explain ordemonstrate tothe rest of theclass.

ClassTeach-Back

The class dividesinto half. Eachhalf teaches ordemonstrates aconcept or skill to the other half.

T E A C H B A C K S-

Pair Teach-Back

Learners divideinto pairs (ortriads) and taketurns explainingconcepts ordemonstratingskills they’velearned duringthe class.

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Here is a list of other practice activities.Which ARE examples of step #3?

Playing a review flashcard game

Taking part in a skill-related skit

Reading a set of slides

Participating in job-shadowing or on-the-job training

Watching a topic-related video

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Here is a list of other practice activities.Which ARE examples of step #3?

Playing a review flashcard game

Taking part in a skill-related skit

Reading a set of slides

Participating in job-shadowing or on-the-job training

Watching a topic-related video

No activepracticehere orhere.

Yes,these

areexamples

of active

practice.

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Consider thesewhen choosing apractice activity:

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Consider thesewhen choosing apractice activity:

physical space

content complexitytime available

group size

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Write a one-sentence summary of step #3 in your notes.

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Stretch. Breathe.

Can youremember

the firstthree steps?

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Step #4

Stand Backand Applaud

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What have YOU learned so far?

Write a statementcomparing what youknew about how adultslearn with what you now know.

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What will you

DO with it?

Reread your personal learning goal and think about what youplan to do with what you’ve learned.

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Adult learners need to evaluate what they learned,

make an action planto use it,

and celebrate it all!

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EVALUATE

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Self-assessments Written or verbal tests Simulations Demonstrations Projects Teach-backs Peer reviews On-the-job performance

EVALUATE

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ACTION PLAN

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ACTION PLAN

A commitment to usewhat has been

learnedor practiced.

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CELEBRATE

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CELEBRATE

Acknowledgethe learning

and the group.

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Way to go!

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Way to go!

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Way to go!

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POP Quiz(again)

1. What is step #4? Write the answer. If not sure, click to the next slide.

2. What should learners do during step #4? Write the answer. If not sure, click back to slide #51.

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Teaching Adults ANYTHINGin 4 Easy Steps

Step #4: Stand back

and applaud.

Step #2: Show and tell.

Step #1: Get them connected.

Step #3: Let them do it.

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How will YOU

celebrate it all?

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P.S.

Here’s a SECRET

you need to know:

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The 4 steps are about HUMAN learning, not just adult learning. Try them out with your children at home or your students at school.

Teach other parents, friends, and co-workers what you’ve learned.

The 4 steps workwith ALL learners,

even KIDS.

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Click through the slides and see if you canfind all the ways you were invited and encouraged to participate.

Use interactive elements like these in anytype of computer-based training, includingyour own Slide Share presentations.

Your learners will be glad you did!

Oh, one more thing:This was an interactive e-learningexperience.

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Books bySharon Bowman

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www.amazon.com for book purchaseswww.Bowperson.com for free book excerpts

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www.Bowperson.com

SharonBowman

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Photo Copyright

CreditsSlides 1 – 70: www.clipart.com;

commercial licenseSlides 44, 58 - 60: Bowman photo

collection; used with permission