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Teaching What You Know And Knowing What You Teach: A Recipe For Relevance An SBBC Faculty In-Service Event Facilitator: A.J. Schuermann Santa Barbara Campus January 22, 2016

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Teaching What You Know

And Knowing What You Teach:

A Recipe For Relevance

An SBBC Faculty In-Service Event

Facilitator: A.J. Schuermann

Santa Barbara Campus January 22, 2016

• Why are we

here at this

In Service?

• Why are we

here at this

In Service?

• In-service education has as its major goal the updating of

teachers in (1) subject matter, (2) curriculum concepts, (3)

new theories and techniques of instruction, and (4) new

educational media.

• Recap of recent SBBC In Services

for new and returning instructors

• Recap of recent SBBC In Services

for new and returning instructors

• 2013: “Four Elements 4 the Future”

• 2014: “Millennial Challenge”

• 2014: “Creating a New Online Experience on the Ground”

• 2015: “Turn It App a Notch”

• Today’s In Service

• Today we introduce some new theories and techniques of

instruction. I’m using source materials and ideas contained

in two books worth reading: Teach What You Know by

Steve Trautman and Teaching What You Don't Know by

Therese Huston

• That’s partly how I came up with the title…

Teaching What You Know

And Knowing What You Teach:

A Recipe For Relevance

• Describes the need for successful transfer of knowledge

through mentoring in the workplace, and how to do so.

• Describes different types of “learning styles” – other than

what we are accustomed to recognizing – and how to reach

them all.

Teach What You Know

• Describes how faculty members traditionally expect to be

able to teach courses in their areas of expertise.

• Describes the gap between teaching as an expert of course

content and teaching as a novice of it.

Teaching What You Don’t Know

Learning Styles from the Real

World

• The Why? Learners

• The What? Learners

• The How Does It Work? Learners

• The What If? Learners

Learning Styles from the Real

World

• Let’s say you have to explain to a group how to build a

bridge…

Building the Bridge

Building the Bridge

1. Why? Learners

• Why are we building a bridge?

• Why are you teaching me how to build a bridge right now?

• Why are we doing it before we work on the road?

Building the Bridge

1. Why? Learners

• All of these come down to the biggest question they’re

really getting at: Why do I care?

• “Some learners simply cannot learn effectively before they

get over this hurdle. When you’re teaching them, part of

their brain is asking these questions and demanding an

answer before allowing learning to proceed.”

Building the Bridge

1. Why? Learners

• Give a reason for the demonstration

• “Demonstrate again and explain the logic behind each step.

Logic means why we do it and the consequences of not

doing it.”

Building the Bridge

1. Why? Learners

• “Explain the relationship to the job, which gives you an

opportunity to tell your apprentice how often he will use the

skill and how important it is before teaching it.”

Building the Bridge

1. Why? Learners

Building the Bridge

2. What? Learners

• What kind of a bridge is it?

• Is there anything I can read to be prepared?

• Where is it located?

• What is the plan?

Building the Bridge

2. What? Learners

• All of these come down to the biggest question they’re

really getting at: What do I need to know?

• “What? learners just want the facts without a lot of fluff.

Give them the information in the cleanest language

possible for the best results.”

Building the Bridge

2. What? Learners

• “They need documentation or, at least, an outline or an

agenda. They really like step-by-step processes. What?

learners don’t do well if you’re winging it or talking without a

plan. They really appreciate being taught by people who

are prepared and focused.”

Building the Bridge

2. What? Learners

Building the Bridge

3. How does it work? Learners

• Is it like the bridge we built last time?

• Is it going to be part of the State or National Highway

system?

• Are we replacing or rebuilding an existing structure?

Building the Bridge

3. How does it work? Learners

• “How Does It Work? learners need to see the relationships

between what they’re learning and the big picture. They

need to see the context relative to the workflow. They need

to get their hands dirty and practice the skills and ideas .”

Building the Bridge

3. How does it work? Learners

• “For them, the information doesn’t line up in neat rows, it

comes in connections to ideas and skills they already

understand.”

Building the Bridge

3. How does it work? Learners

• “Identify practice opportunities, remind peer mentors that

these learners need plenty of opportunity to experience the

tools or processes first hand. They often have trouble

learning without hands-on practices.”

Building the Bridge

3. How does it work? Learners

Building the Bridge

4. What if? Learners

• What if we built a ferry boat?

• Have you considered how much faster and cheaper a boat

would be?

• What if we put two boats on line? Then we’d have double

the capacity.

Building the Bridge

4. What if? Learners

• “What If? learners learn by testing your ideas while you’re

teaching. Leave room for them to discuss some of the

options you considered. They want to know if you’ve tried

any of the ideas they might have come up with, and then, if

you have, what happened.”

Building the Bridge

4. What if? Learners

• “Each question is about understanding the boundaries and

the options that were considered in shaping the information

presented. The questions don’t often sound like that to the

peer mentor who hears them. Instead, they can sound

judgmental, arrogant, and completely off-topic.”

Building the Bridge

4. What if? Learners

• “You can round yourself out as a teacher, so you

accommodate all learning styles all the time. All types of

learners benefit from each type of information described. If

you provide that information, you won’t be wasting time. It’ll

just mean that no matter whom you’re teaching, you’ll have

a much better shot at hitting the mark.”

Building the Bridge

Teaching What You Don’t Know

Teaching What You Don’t Know

• Huston's book describes ways that “content novices” have

an advantage in helping students learn.

• Novices have a more realistic assessment of the time it will

take a learner to complete a task. Experts often assign

more work than the learner can complete in the time

allotted.

Teaching What You Don’t Know

• Huston cites one study that demonstrated the estimations

made by experts about the time a new learner needed to

complete a task were not only much less reliable than the

estimations of a novice—they were actually "worse than

those of someone who has never performed the task at all."

Teaching What You Don’t Know

• "People with little experience," Huston writes, "are also

better than experts at predicting how many steps another

person will need to complete a task on her first attempt.

They can better envision the steps that a beginner will take,

what kinds of mistakes she'll make, and which steps she

might have to repeat."

Teaching What You Don’t Know

• "A content novice is also more likely than a content expert

to relate difficult concepts to everyday, common

knowledge—to something the student already knows—

simply because the instructor doesn't have a vault of

specialized knowledge on the topic from which to draw."

Teaching What You Don’t Know

• “The underlying assumption for many of us is that good

teaching involves finding an effective way to structure and

communicate complex information."

Teaching What You Don’t Know

• “When you teach as a content novice, you become much

more aware of the limitations of thinking about teaching as

covering content.”

Teaching What You Don’t Know

• “You come to realize that just because you are covering it

doesn't mean they are learning it.”

Teaching What You Don’t Know

• “Teaching as a content novice, you are more likely to set

realistic expectations for learners, to notice when they are

breaking down and experiencing problems, and to pause

and make adjustments in response—instead of marching

dutifully from one end of the syllabus to the other, covering

everything on your ambitious agenda.”

Teaching What You Don’t Know

• “Teaching as a content novice, you are more likely to set

realistic expectations for learners, to notice when they are

breaking down and experiencing problems, and to pause

and make adjustments in response—instead of marching

dutifully from one end of the syllabus to the other, covering

everything on your ambitious agenda.”

Teaching What You Don’t Know