HOW TO GIVE INSTRUCTIONS

Aim: to identify and apply criteria for giving effective instructions

Participants will: Discuss the importance of effective instructions Identify strategies for giving effective instructions Experience ineffective instructions Reflect on own experience Analyze and rewrite verbal instructions Practice their new techniques Make 2 to 3 concrete action plans

Materials: Quotes o If you dont know where you are going, you probably will end up somewhere else. David Sukerts Dad. Marys 8th science partner. o Speaking is easy, communication is a miracle. Caleb Gattegno o Show dont tell. Show dont tell. Show dont tell. Mary Scholl Whiteboard & Marker Handouts o Brainstorm o Self Assessment o Tips on Giving Instructions

Detailed Workshop Lesson Plan Stage Activating Schema Purpose / Theory CK 1: Knowing About TD 4: Adults explore and voice their own feelings, needs, and opinions. ALT 2: Adults have years of experience and information. RP 1: Participants will try to make meaning and sense out of the listening segment Procedure Participants will discuss three quotes (listed above) in relation to giving instructions in pairs or small groups Participants share their thoughts in pairs and then with the whole class. Time Focus 5 min S-S Trainer Notes Ask students which quote they identify with the most and why. It will help facilitate the meaning making process. By providing a mixture of humorous and serious quotes, it will help to create a relaxed atmosphere and encourage participation. If your workshop follows a very static one, perhaps post these different quotes around the room in order to increase the energy levels. Ask the students to close their eyes when giving their ratings. It helps to create a safer learning environment. Guide the students through their descriptions. Who said or did what? Where were you? What student reactions do you remember?

S-S S-T

Reflection on past experience

CK 3: Knowing Oneself RP 1: Reflection is a meaning making process. RP 3: Reflections needs to happen in community. ELC 2: Key moments need to be described. ALT 9: Adults are problem centered oriented.

Participants rate themselves from numbers one to five in their instruction giving abilities. Participants reflect on a personal experience with instructions. Do they always get students to do what they want them to do? What makes it hard? What makes it easier? Share with a partner.

5 min. T-S

S-S

Elicit 2 or 3 questions that the participants have about giving instructions.

T-S S-T

Sharing beliefs and inside theory

CK 1: Knowing About ALT 2: Participants have a chance here to share their opinions and beliefs ALT 9: Adults are problem centered oriented. TD 3: Opportunity to make sense of concepts in their own way RP 3: Sharing thoughts and ideas in community

Participants discuss what effective instructions involve. Giving instructions might seem like a simple task. So Why spend time thinking about how instructions are given? Who do you know that is effective and efficient at giving instructions? What is involved when giving effective instructions?

5 min T-S S-S

Write the questions on the board. Acknowledge them and refer them when their answers arise during the workshop. Draw a four row chart and elicit the participants ideas. Place ideas in the correct row. Ask them to guess what each row represents.
Before going into classroom Just before giving instructions While giving instructions After giving instructions

Brainstorming

CK 1: Knowing About TD 4: Adults explore and voice opinions. ALT 3: Adults have a variety of learning styles.

Participants are given a handout to continue adding to the steps of effective instructions. Add at least one more idea for each step. Compare with a partner.

5 min T-S

The handout is extremely important for visual learners. Remind participants that we are to add to the chart so that they do not get discouraged if they dont have a lot of information. Keep the self assessment answers to themselves. It might be embarrassing for some to admit that

S S-S

Self Assessment

CK 3: Knowing Oneself ALT 6: Adults have pride. RP 4: Reflection

Participants are given a handout to assess their instruction giving abilities. What did you learn

5 min T-S S

requires attitudes that value personal and intellectual growth of oneself and of others.

about yourself?

they didnt know something. Let participants voluntarily offer their ideas. Make sure that the main ideas have been elicited: Prepare/Practice instructions Get attention NO fluff Chunking CCQ Give the instruction quickly with a lot information. Do not give the students a warning for the instructions, make them as abrupt as possible. Ignore any confused faces and encourage them to do the activity with a smile. Guide the participants through the ELC. Ask them to describe by using WH questions. Make sure to include feelings and observations of others. AVOID interpretations, generalizations, and plan actions. Guide the participants to

Experience

CK 2: Knowing how ELC 1: Concrete experience TD 3: Opportunity to make sense of new concepts and skills in their own way.

Participants are given ineffective instructions on how to make a concentric circle.

10 min T-S

Description

CK 3: Knowing Oneself ELC 2: Experience needs to be described. RP 2: Reflection is a systematic, rigorous way of thinking. RP 3: Reflection needs to happen in community. TD 4: Explore and voice own opinions. CK 4: Knowing Why

Participants describe what they experienced and how it made them feel.

5 min T-S S-T

Interpretation

Participants discuss what helped or hindered

5 min T-S

ELC 3: Analysis of experience RP 2: Reflection is a systematic, rigorous way of thinking. RP 3: Reflection needs to happen in community. CK 4: Knowing Why ELC 3: Analysis of experience RP 2: Reflection is a systematic, rigorous way of thinking RP 3: Reflection needs to happen in community Experience CK 2: Knowing How RP 1: Meaning making process ELC 1: Concrete experience TD 2: Put new concepts and skills into practice ALT 7: Self directing

their learning.

S-T

interpret their experience. AVOID more description, feelings and judgments.

Generalization

Participants create their own theories about learning.

5 min T-S S-T

Give prompts like, Its important to in order to guide their thought process.

Participants are given the opportunity to create their own instructions for a concentric circle with a partner and try them out in small groups.

Give a time limit for creating the instructions. Encourage them to write the instructions down. Create small groups where two or three people are able to give their instructions. Give participants a visual of what a concentric circle looks like. Give content for the activity. For example family or

Sharing beliefs and inside theory Description, Interpretation, Generalization

CK 3: Knowing Oneself CK 4: Knowing Why TD 3: Make sense of new concepts TD 4: Explore and express ideas. ELC 2 & 3: Description and analysis of experience ELC 4: Concrete actions are planned and tested ALT 7: Self-directed TD 4: Explore and express opinions.

How was that experience for you? What did you notice? What helped/hindered learning? What does that make you think about giving instructions?

5 min T-S S-T

personal information. Give the participants space to think about their own experience.

Action Plans

Participants create one action plan that they want to put into practice they next time they teach.

5 min. T-S S-T

Give participants space to think. Ask for two or three examples of action plans.

Giving Instructions
Giving instructions might seem like a simple task. So Why spend time thinking about how instructions are given? Who do you know that is effective and efficient at giving instructions? What is involved when giving effective instructions?

BRAINSTORM:
Believe it or not, there are actually four points in the planning and teaching process that it is helpful to think about when giving instructions. Jot down your answers to the following questions:

What do you/can you do to prepare yourself before going into the classroom ?

What do you/can you do in the class just before you give instructions?

What do you/can you do while giving instructions?

What do you/can you do after giving instructions?

Giving and Checking Instructions Getting them to do what we want them to do

Self-Assessment:
Always Usually Sometimes Rarely /never

1. I feel confident in my abilities to give instructions. 2. I prepare my participants to listen to me. 3. I make sure my participants are listening to me before I give instructions. 4. I sequence instructions so that each chunk builds logically on the next chunk. 5. I intentionally use a maximum of 3 action verbs per chunk of instructions. 6. I check to make sure participants have been successful with one chunk of instructions before moving on to the next chunk. 7. I cut out all unnecessary information when giving instructions. 8. I use visual support for the instructions. 9. I use tactile or kinesthetic support when giving instructions. 10. I model the instructions from the participants perspective. 11. I intentionally use inviting language and tone when giving instructions. 12. I use concept-checking questions to verify that my participants know what I expect them to do. 13. I use other techniques to verify that participants know what is expected of them. 14. Participants ask me questions when they are not sure what I want them to do. 15. I ask my students Do you understand? and Is that clear? 16. 17. 18.

Tips on giving instructions

In order for activities to run smoothly, it is crucial that your learners understand as much of what you want them to do as possible before you start when at all possible. It is helpful when your instructions are clear, concise and unambiguous and offered in manageable chunks. Which ones did you include in your list? Which ones are new to you? Which ones seem very important to you? Which ones seem crazy to you?

BEFORE GOING INTO THE CLASSROOM

o o o o o o o o o o Check in with own confidence Plan sequence, chunks and verbs for each chunk Write out instructions if that is useful Prepare visual support Practice modeling the instructions. Visualize or plan your board Rehearse delivery If possible check out the arrangements in the classroom and think about where you would stand to give instructions.

BEFORE GIVING INSTRUCTIONS

o Get their attention and make sure they are listening o Give skeletal overview if necessary. o o

WHILE GIVING INSTRUCTIONS

o Be as brief as possible. Use simple, direct language (such as commands!). Remember that using idioms, jokes, overly polite language or fluff Can sometimes interfere with students understanding. o Use visuals, tactile and/or kinesthetic support o Write key words on the board as you speak (or before or after you speak) o Use chunks and pace that are appropriate for your learners. Speak slowly and clearly and pause between phrases or sentences. o Use language and tone that are appropriate for your learners. o Maintain appropriate eye contact and also watch for signs of incomprehension. o Model the task or the piece of the task from the learners perspective as you give the instructions. o Only give the instructions necessary for the particular stage of the activity. o Have two participants model the task. o

 CHECKING WHAT THE PARTICIPANTS HEARD AND UNDERSTOOD

o Ask concept-checking questions that are appropriate for your learners. Positive/Negative check: (Yes/No questions) Short answer o Ask a learner to repeat the instructions back to everyone. o If there are visual bases (like fingers, places or objects), point to the base and ask what is connected to that base) o Remember that asking Is that clear? or Do you understand? may not give concrete feedback about what the learners know or understand. (Students can say yes and you might not know what that means) o Consider asking, What questions do you have? (Instead of Are there any questions?) o Have two participants model the task. o Let participants start and observe if they are doing the task correctly. If some arent, decide if it is better to redo the instructions for everyone or just a select group of learners. o