2019 summit presentation more hp profs and id sagan_novideo
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2019 summit presentation more hp profs and id sagan_novideo
- 1. MORE LESSONS LEARNED: WHAT HARRY POTTER PROFESSORS TEACH US ABOUT INSTRUCTIONAL DESIGN Jamye Sagan H-E-B Pharmacy @gimli_the_kitty #stc19
- 2. ABOUT ME Rx Communications Advisor at H-E-B Member of Instructional Design & Learning SIG (and other SIGs) Avid Harry Potter fan (naturally) Loves knitting & cats (just not together) @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 3. WHAT WE’LL COVER Harry Potter 101 Professor/Instructor Profiles (6 total) Film clip or book passage Brief discussion/analysis Lessons learned Summary @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 4. WHO’S HARRY POTTER? Subject of books (and movies) by author J.K. Rowling Boy wizard Student at Hogwartswww.pottermore.com @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 5. WHAT’S HOGWARTS? Wizarding school where Harry learns about magic Variety of classes Several professors and other instructors @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 6. PROF PROFILE: 1 OF 6 Severus Snape www.pottermore.com @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 7. VIDEO CLIP: SNAPE @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design SNAPE Potions Class https://www.youtube.com/watch?v=r8i2jAMtoGw Werewolf Lesson https://www.youtube.com/watch?v=PnOyBLT07R8
- 8. ANALYSIS: SNAPE Knows subject matter Asks questions Keeps lessons relevant Incorporates multimedia elements Makes fun of students Makes incorrect assumptions @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 9. WHAT CAN WE LEARN FROM SNAPE? Make sure instructional materials reflect relevant information. Incorporate multimedia elements. @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 10. ITEMS TO CONSIDER: MULTIMEDIA ELEMENTS What do you want to showcase? How will learners view your materials? What is your budget [time, money, skillset]? @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 11. PROF PROFILE: 2 OF 6 Severus Snape Minerva McGonagall https://harrypotter.fandom.com/wiki @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 12. VIDEO CLIP: MCGONAGALL @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design MCGONAGALL Late for Class https://www.youtube.com/watch?v=zJLpssiYcqI Veri Verto Lesson https://www.youtube.com/watch?v=veYjCdtcbFo Yule Ball Dance Lesson https://www.youtube.com/watch?v=WdSi5UkbDfs
- 13. ANALYSIS: MCGONAGALL Effectively handles interruptions Uses humor Observes and offers feedback Invites student participation during demo Looks cool as a cat Animagus >^..^< @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 14. WHAT CAN WE LEARN FROM MCGONAGALL? Ignore minor interruptions, but address larger ones. Divide content into small chunks. Use checklists to track progress. Produce easy-to-follow reference materials.
- 15. CHECKLIST EXAMPLE @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 16. TIPS: CREATING JOB AIDS @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design Focus Illustrate Never be afraid of white space Show what you need to show
- 17. PROF PROFILE: 3 OF 6 Severus Snape Minerva McGonagall Wilkie Twycross https://harrypotter.fandom.com/wiki @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 18. BOOK PASSAGE: APPARITION LESSON www.pottermore.com @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design Half Blood Prince, Chapter 18 : location 5774-5817
- 19. ANALYSIS: TWYCROSS Uses mnemonic to help students remember apparition actions Has students practice as he explains the 3 Ds Could improve his delivery method by: Explaining the three D’s as HE demonstrates the motions, and then… Once students see a successful apparition, Twycross can still conduct the guided exercise as he explains the 3 Ds. @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 20. WHAT CAN WE LEARN FROM TWYCROSS? Show, then tell. Use mnemonics to help users remember key concepts. @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 21. MNIFTY MNEMONICS @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design Mnemonics = anything that helps you remember something Examples: Every Good Boy Does Fine HOMES Roy G Biv STAR FINDER
- 22. CREATING MNEMONICS @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design Identify what learner needs to know. From there, brainstorm a catchy acronym, phrase, or image that captures that knowledge. Consider translation issues. The 3 Ds in English: Destination, Determination, Deliberation The 3 Ds in Spanish: Destino, Determinación, and Deliberación The 3 Ds in Polish: Przeznaczenie, Determinacja, and Rozwaga
- 23. CREATING MNEMONICS: ADDITIONAL RESOURCES @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design Great article for tips on how to create mnemonic devices https://www.coursearc.com/how-create- mnemonic-devices-help-students-remember/ Another good resource for mnemonics https://www.thoughtco.com/mnemonic- devices-tools-7755
- 24. EXAMPLE: HOT DOG TECHNIQUE @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 25. PROF PROFILE: 4 OF 6 Severus Snape Minerva McGonagall Wilkie Twycross Horace Slughorn www.pottermore.com @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 26. VIDEO CLIP: SLUGHORN @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design Slughorn Potions Class https://www.youtube.com/watch?v=uc6-2z4e9oA
- 27. ANALYSIS: SLUGHORN Offers valuable reward Explains criteria for receiving reward Uses reward to drive performance @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 28. WHAT CAN WE LEARN FROM SLUGHORN? Offer rewards to encourage participation in challenging tasks. Offer rewards to counteract low participation. Extrinsic reward can lead to intrinsic reward. @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 29. PROF PROFILE: 5 OF 6 Severus Snape Minerva McGonagall Wilkie Twycross Horace Slughorn Rubeus Hagrid https://harrypotter.fandom.com/wiki/ @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 30. VIDEO CLIP: HAGRID @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design Open Textbook https://www.youtube.com/watch?v=wwXyUe0Lm9o&t=70s Buckbeak Lesson https://www.youtube.com/watch?v=71xBu_VHTfY
- 31. ANALYSIS: HAGRID Enthusiasm and knowledge of subject matter Explains and demonstrates how to approach Buckbeak Observes student interaction and provides correction Challenges students’ comfort zones Wrongly assumes students know how to open their textbooks @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 32. WHAT CAN WE LEARN FROM HAGRID? Review procedures, then demonstrate Challenge your learners and expand their horizons. Know your audience. Do not assume anything, especially with dangerous items @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 33. PROF PROFILE: 6 OF 6 Severus Snape Minerva McGonagall Wilkie Twycross Horace Slughorn Rubeus Hagrid Harry Potter https://harry-potter-pedia.fandom.com/wiki/ @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 34. VIDEO CLIPS: POTTER @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design Dumbledore Army Lessons https://www.youtube.com/watch?v=3vUtg20L7LM Lupin Teaches Harry Patronus Charm https://www.youtube.com/watch?v=sPVCPoe-DgE Harry Patronus Lesson https://www.youtube.com/watch?v=RCVdgFin8uQ
- 35. ANALYSIS: POTTER Positive learning philosophy Provides guidance Gives encouragement Pays back former instructors @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 36. WHAT CAN WE LEARN FROM POTTER? Observe, and provide guidance Provide encouragement Offer feedback. Observe and emulate instructors you admire @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 37. LEARNING HOW TO TEACH FROM THOSE WHO TAUGHT YOU TO LEARN What impressed you most about the lesson or teaching style? What helped you remember the subject matter? What was their attitude? @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 38. MISCHIEF MANAGED: SUMMARY Incorporate multimedia elements. Ignore minor interruptions but address larger ones. Take action to minimize distractions from learning. Use mnemonics to help users remember key concepts. Offer rewards to encourage participation, and to counteract low participation. @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 39. MORE MISCHIEF MANAGED: SUMMARY Challenge your learners and expand their horizons Know your audience. Do not assume anything, especially with dangerous items Observe, and provide guidance and feedback Provide encouragement Observe and emulate instructors you admire. @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 40. QUESTIONS? harrypotter.wikia.com @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 41. CONTACT ME! Email jamye.sagan@gmail.com sagan.jamye@heb.com Twitter: @gimli_the_kitty @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
- 42. THANK YOU! Please share your feedback about this presentation. Complete your evaluation via the AttendeeHub mobile app. @gimli_the_kitty #stc19 More Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design
Editor's Notes
- ASK: How many of you have had your client or employer ask you to put together a training program? Probably because you know how to write? Even if we have never been formally trained in instructional design, we possess the skills necessary to analyze the job at hand and produce meaningful materials for our learners. Which is what we will learn during this session. Bit about myself
- ** TWO CLICKS ** CLICK 1: about me CLICK 2: the kitties
- ** 1 CLICKS TOTAL ** Here’s what we’ll cover: CLICK 1: A bit about Potter and Hogwarts CLICK 2: Professor profiles CLICK 3: Nice summary
- ** NO CLICKS ** First of all , who is Harry Potter?
- ** NO CLICKS** …The Hogwarts School of Witchcraft and Wizardry is where Harry and his friends learn about magic and how to use it. Students generally attend Hogwarts for 7 years. During their time in school, they learn a variety of magical subjects: from potions and divination (fortune-telling), to herbology, charms, astronomy, history of magic, and defense against the dark arts. Each class has at least one professor who teaches that subject. This is where their story begins – let’s learn about some of them.
- Profile #1: Severus Snape When Professor Lupin, the regular Defense Against the Dark Arts teacher, is out ill, Snape serves as a substitute teacher and teaches the class about werewolves.
- Part 1: In the first part of this clip, we see Harry’s very first Potions lesson with Professor Snape. How does Snape interact with his students? PLAY CLIP, then PAUSE Part 2: Then in the second part, Snape substitute for the current Potions teacher, who is out ill. What does Snape do to enhance his lesson on werewolves? PLAY REST OF CLIP 3:22 minutes total Get a response or two from the audience.
- ** 6 CLICKS TOTAL ** Here are some things to note about Snape’s lesson: CLICK 1: He clearly knows his subject matter, but his delivery is condescending and intimidating. CLICK 2: He gauges classroom knowledge by asking questions CLICK 3: His lessons are relevant – Lupin is a secret werewolf, and this lesson is Snape’s way pof helping the students figure it out on their own CLICK 4: He incorporates multimedia elements into his lessons, as shown by the slide projector showing various images of werewolves CLICK 5: Makes fun of students – “insufferable know-it-all”, “silly girl”, “newest celebrity” CLICK 6: Assumes students don’t pay attention – Harry is taking notes but Snape still accuses him of not paying attention
- Lesson Takeaways: ** 2 CLICKS TOTAL ** CLICK 1 Make sure your instructional materials contain relevant info. Training content should reflect current procedures or information. For instance, when developing training for a software application, try to use the same software version that most of your end users will be using. However, if tools/version will look different, but function is the same, add a statement stating as such, to minimize any confusion with the change in cosmetic appearance. CLICK 2 Use multimedia elements to make your lessons come to life. Examples include photographs, diagrams, videos, music, and even live demonstrations when appropriate. When should you use certain multimedia elements? Consider the following: Which trait do you want to showcase? Think about which multimedia element would best convey your message. For example, if you want to demonstrate how to apply a blood pressure cuff, a video showing the process would be ideal. However, if you do not have video capabilities, use a series of photos to show key elements such as where on the arm to place the cuff. If you want to show students how werewolves move, then a video would be appropriate. In what format will your learners view your materials? Will they view your training via webinar or video? If so, you can certainly incorporate video. Otherwise, if you are using printed materials, then use photos. In any case, make sure your learners can view the desired output with the tools they have. Consider your budget – of time, money, skillset, etc. : Cover only what your learners need to know. Need to know If the information is “nice to know” vs. “need to know”, cut it from the training. You can always provide this information as reference material. For example, when developing a training video on using a glucometer to measure blood sugar levels, I focused solely on using the glucometer. As for information about diabetes (related to, but not the focus of, the training), I posted links and documents on our intranet site as reference. I mentioned the presence of reference materials in the video, and did not incorporate it into the main training. Plus, having clear-cut goals and objectives (covered in Lesson 1) will help you keep the training on track since you have already defined what you want your learners to know.
- Lesson Takeaways: ** 3 CLICKS TOTAL ** CLICK 1: Which trait do you want to showcase? Think about which multimedia element would best convey your message. For example, if you want to demonstrate how to apply a blood pressure cuff, a video showing the process would be ideal. However, if you do not have video capabilities, use a series of photos to show key elements such as where on the arm to place the cuff. If you want to show students how werewolves move, then a video would be appropriate. CLICK 2: In what format will your learners view your materials? Will they view your training via webinar or video? If so, you can certainly incorporate video. Otherwise, if you are using printed materials, then use photos. In any case, make sure your learners can view the desired output with the tools they have. CLICK 3: Consider your budget – of time, money, skillset, etc. : Cover only what your learners need to know. Need to know If the information is “nice to know” vs. “need to know”, cut it from the training. You can always provide this information as reference material. For example, when developing a training video on using a glucometer to measure blood sugar levels, I focused solely on using the glucometer. As for information about diabetes (related to, but not the focus of, the training), I posted links and documents on our intranet site as reference. I mentioned the presence of reference materials in the video, and did not incorporate it into the main training. Plus, having clear-cut goals and objectives (covered in Lesson 1) will help you keep the training on track since you have already defined what you want your learners to know.
- Profile #2: Minerva McGonagall: Handling Distractions with Style Professor McGonagall teaches Transfiguration, which is changing objects, animals, and people into different objects or even animals.
- In this video clip, we look at three different lessons from Transfiguration professor McGonagall. Part 1: Harry and Ron late to class. ASK: How does McGonagall deal with classroom interruptions Part 2: Transforming rat into water goblet ASK: How does McGonagall assess what went wrong in the lesson? Part 3: Dance lessons ASK: What does McGonagall do as she teaches her students how to dance? TOTAL Clip length: 2:39
- ** 5 CLICKS TOTAL * Some items about McGonagall's teaching style CLICK 1: Effectively handles interruptions and distractions: Two examples: Harry and Ron tardy: She quietly admonishes them, with minimal disruption from rest of class Dance lesson: Ignores the teasing catcalls when she calls Ron up to demonstrate the dance with her CLICK 2: Uses humor. Humor can be effective in breaking the ice and getting the point across. Two examples: Tells Harry and Ron to transfigure themselves into a map and compass so they won’t be late again Says “I will not have you, in one night, besmirching that name [of Gryffindor] by behaving like a babbling, bumbling band of baboons! CLICK 3: Observes and offers feedback Clip 2: When Ron fails to transfigure rat into a water goblet, McGOnagall observes that he needs a new wand, since she saw the spell not hitting correctly. CLICK 4: Invites student participation during demo Invites Ron to show the class how to waltz CLICK 5: Looks cool as a cat Animagus >^..^< Lesson Analysis McGonagall handles classroom interruptions quite effectively. First, she quietly admonishes Harry and Ron for being late, all without disturbing the rest of the students who were quietly studying their lessons. She also uses humor when speaking with her latecomers, suggesting they transform themselves into a map and compass to get to class on time.
- ** 4 CLICKS TOTAL ** Lesson Takeaways Although this lesson with McGonagall focuses on physical interruptions in a classroom, we deal with several different types of distractions in training, from participants entering a webinar a few minutes late, to being interrupted in the middle of performing another job. The following takeaways will address how to design materials and lessons that address constant interruptions in the workplace. CLICK 1: Ignore minor interruptions, but address larger ones Webinar: start on time and ignore the little beeps. But when you hear background noise, take corrective action. Netter yet, take advantage of mute all features. CLICK 2: Divide content into small chunks. Already covered in previous presentation, but reasons for doing so in this instance includes: Micro-learning: cover bits in short period of time. to Doing so helps ensure you cover as much material as you can in that limited amount of time. When chunking your training, consider: Think of how steps are broken down. Think of the topics you are covering. If you are covering multiple topics, group related ones together. CLICK 3: Use checklists to track progress. Elements of designing one are in my prior presentation, but… Can see where you left off, and what you need to cover. CLICK 4: Produce easy-to-follow reference materials. Doing so can help users better deal with distractions by being able to easily see where they left off, after the interruption. CLICK 1: Divide content into manageable chunks CLICK 2: Rule of thumb: 10-15 minutes per module or activity CLICK 3: Why chunk? If you throw too much info at your learners all at once, or don’t organize it efficiently, they’ll get overwhelmed and start tuning out. Easier for trainer to update material CLICK 4: How to chunk See if your content is already grouped logically together (such as steps or topic) If you are covering multiple topics, group related ones together. Find common thread. CLICK 5: Examples of chunking: Separate content in smaller modules within one course – microlearning lends itself well here. Enable bookmarking, or implement microlearning. Include a variety of activities in your curriculum - which we covered earlier during Moody’s lesson. What can we learn from Umbridge? CLICK 1: First, know your audience and tailor your material accordingly. Cover only the material they need to know. Assess what they already know and build upon that Cover basics as needed. Example: When we teach our screeners how to measure blood glucose, we don’t define what blood means. They know what blood is CLICK 2: Offer opportunities for practice. Incorporating practice opportunities are vital to effective training programs. They enable users to practice their skills in a safe environment, without harming others or affecting live production environments. So Umbridge does have a point there; her reasoning for such is just more evil When developing practice scenarios or hands-on training, focus on the most important and/or complex topics first. How can learners practice what they have just learned? In e-learning courses, you can create software simulations or branching scenarios with Captivate. In instructor-led courses, you can use a testing environment with pre-defined exercises and scenarios, or lead scenario exercises. Depending on what the learning objectives are, you can incorporate hands-on training. For example, when we do health screening classes, we build in a large amount of time for hands-on practice during which the students pair up and perform the screenings on each other. To reinforce further practice outside the classroom setting, I helped produce assessment checklists and cheat sheets that learners could refer to, to make sure they followed all steps correctly. We will discuss assessments later on here CLICK 3: Despite her wands-away approach, Umbridge was on to something about writing down notes. Encourage handwritten note-taking. Study: people that handwrite their notes tend to just write down key words – the words that mean most to them. Handwritten notes help learner synthesize info and make it their own. CLICK 4: You can also create guided notes: nifty tool for helping learners take notes without having to worry about writing down everything. Definition: Written notes with key concepts represented as blanks To create: Write down your notes. Identify the key concepts/words and replace with blanks. Then as you review your slides, class follows along and fills in the blanks. Media: You can generate guided notes in Word or Powerpoint, or PDF Profile 1: Umbridge’s Wandless Lessons Explanation: Although end-of-year exams cover both practice and theory, Umbridge covers only theory. She never allows students to practice the spell, and has them only copy the lessons notes on the board. Lesson: Theoretical knowledge is most valuable when paired with hands-on experience. Takeaway: Dealing with essential vs. non-essential info in training Encourage handwritten note-taking Research: handwriting notes: greater retention Use guided notes Material outline ID most important items Make those blanks Word or PDF, or any other format.
- APPEARS AUTOMATICALLY Sample checklist: covered in previous presentation, but in a nutshell, checklists are great tools for OJT training and for evaluating performance. In this instance, checklists are good for training – then if you get interrupted or otherwise distracted, you can easily see where you left off.
- ** 4 CLICKS TOTAL ** For example, I create one-page job aids that neatly summarize the task at hand. CLICK 1: These job aids focus solely on what needs to be covered. CLICK 2: When possible, I use screenshots, pictures, and diagrams to show the process. I love Smart Art and other applications to illustrate processes and organize data. CLICK 3: Don’t feel like you have to cram every single thing on a page. White space helps space things out. CLICK 4: If focusing on a certain process, I show only the pertinent portion of the screen at hand, instead of the entire screen. I show then entire screen only when users need to see everything in scope or if the entire screen is covered.
- Profile 3: Wilkie Twycross and the Three Ds of Disappearing – and Re-appearing In Harry Potter and the Half-Blood Prince, sixth-year students can learn how to Apparate – or transport themselves by disappearing from point A and re-appearing at point B. Instructor Wilkie Twycross conducts Apparition lessons over the course of several weeks. In helping his students remember what they need to do to apparate successfully, Twycross reviews the three Ds: Destination, Determination, and Deliberation. (Half-Blood Prince, pp.382-386)
- In the following book passage from HP and the Half Blood Prince, Twycross teaches students how to apparate. Students stand in front of a wooden hoop about 5 feet away. ASK: As you listen, pay attention to how Twycross helps the students remember what they need to do to successfully apparate. (read from Half Blood Prince, location 5774-5817 in iPad) Book: 2:30
- ** 3 CLICKS TOTAL ** Lesson Analysis CLICK 1 Twycross uses a mnemonic device to help his students remember what skills they need to master for successful apparition: the Three Ds of Destination, Determination, and Deliberation. Mnemonics are learning devices that help people retain or remember information. They include songs, acronyms, words, and images. Twycross’s “Three Ds” is an acronym type of mnemonic. Although each word begins with the letter D, Twycross keeps these three words in order since each action builds upon itself. First, students focus on their destination – the wooden hoop in front of them. Then they focus their determination on that destination by wanting to occupy that space inside the hoop. Finally, they move to the destination with careful deliberation. CLICK 2 Overall, Twycross is a fairly competent instructor. He has the students practice apparating as he explains the three Ds. However, he waits until the students have practiced a few times before demonstrating a successful apparition. CLICK 3 To make his lesson more effective, he should have demonstrated his own apparition while explaining the three Ds, so the students could better visualize success. Then once the students have seen a successful apparition, Twycross can still conduct the guided exercise where he talks about each D as the students follow along.
- ** 2 CLICKS TOTAL ** What can we learn from Twycross? CLICK 1: Know your material. This is a no-brainer. Drama and flair is no substitute for knowledge & delivery of your material. CLICK 2: Give clear instructions BEFORE starting any activity. We saw a good example of this earlier with Professor Sprout, and we will see another good example with Professor Trelawney next. When presenting a lesson, make sure you have your learner’s attention. Practical lessons may help reinforce higher levels of thinking, but are ineffective if learners do not already have the necessary knowledge and tools to effectively analyze and handle the issue. Resources Great article for tips on how to create mnemonic devices https://www.coursearc.com/how-create-mnemonic-devices-help-students-remember/ Another good resource for mnemonics https://www.thoughtco.com/mnemonic-devices-tools-7755
- ** 2 CLICKs TOTAL ** What can we learn from Twycross? CLICK 1: Definition CLICK 2: Example
- What are mnemonics? When creating nmemonics: What does learner need to know? From there, brainstorm a catchy acronym, phrase, or image that captures that knowledge. Consider localization and translation issues when developing mnemonics ** 3 CLICKS TOTAL ** What can we learn from Twycross? CLICK 1: What learner needs to know CLICK 2: Brainstorm CLICK 3: Consider localization and translation issues when using mnemonics. For example, if producing materials in multiple languages, consider how terms will be translated. You may need to change the mnemonic to suit the language. For example, if Apparition was taught in Spanish, the three Ds would still apply since they translate to Destino, Determinación, and Deliberación. However, if Apparation was taught in Polish, the three Ds would not apply since they would translate to Przeznaczenie [shez-not-CHEN-yey]-, Determinacja [de-term-i-not-zia], and Rozwaga [rose-VAGG-ah]. Resources Great article for tips on how to create mnemonic devices https://www.coursearc.com/how-create-mnemonic-devices-help-students-remember/ Another good resource for mnemonics https://www.thoughtco.com/mnemonic-devices-tools-7755
- What are mnemonics? When creating nmemonics: What does learner need to know? From there, brainstorm a catchy acronym, phrase, or image that captures that knowledge. Consider localization and translation issues when developing mnemonics ** 3 CLICKS TOTAL ** What can we learn from Twycross? CLICK 1: What learner needs to know CLICK 2: Brainstorm CLICK 3: Consider localization and translation issues when using mnemonics. For example, if producing materials in multiple languages, consider how terms will be translated. You may need to change the mnemonic to suit the language. For example, if Apparition was taught in Spanish, the three Ds would still apply since they translate to Destino, Determinación, and Deliberación. However, if Apparation was taught in Polish, the three Ds would not apply since they would translate to Przeznaczenie [shez-not-CHEN-yey]-, Determinacja [de-term-i-not-zia], and Rozwaga [rose-VAGG-ah]. Resources Great article for tips on how to create mnemonic devices https://www.coursearc.com/how-create-mnemonic-devices-help-students-remember/ Another good resource for mnemonics https://www.thoughtco.com/mnemonic-devices-tools-7755
- Menmonics can also be images – we use the hot dog technique to show screener show to hold the patient’s hand and finger, for optimal fingerstick.
- Now let’s look at Professor Slughorn, the Year Six Potions teacher.
- ASK: What does Slughorn do to encourage classroom participation? Was it effective or not? CLIP: 1:15
- * 3 CLICKS TOTAL ** Lesson Analysis CLICK 1: Offers valuable reward – vial of liquid luck CLICK 2: Explains criteria for receiving reward: the first student to create working version of Draught of Living Death CLICK 3: Uses reward to drive performance – crating this particular potion can be challenging Overall, Slughorn demonstrates effective use of reward to drive positive results from his students. How? First, Slughorn admits creating the Draught of Living Death is a rather complex task, and students could struggle and possibly give up on creating the potion. He dangles the extrinsic carrot in front of the students to encourage them to try for this reward. Of course, the reward itself is fairly valuable and worth trying for.
- ** 3 CLICKS TOTAL ** Lesson Takeaways Not all rewards have to be tangible or extrinsically valuable. The main thing to remember when using reward is that it should be a tool toward achieving a goal, not the only goal. CLICK 1: Offer rewards to encourage participation in challenging tasks. Although we ideally should work toward a goal for the intrinsic value, sometimes a “little bribe never hurts”. Sometimes, if a student finds fun in performing a challenging task, they develop that intrinsic value on their own. CLICK 2: Offer rewards to encourage participation. Rewards need not be big or fancy. In the Instructional Design and Learning Special Interest Group, we have a gift card drawing for those who complete the bi-ennial membership demographic survey. CLICK 3: Extrinsic rewards can help kindle the fire of intrinsic reward.
- Profile 5: Rubeus Hagrid: Letting Passion Shine Through In Harry Potter and the Prisoner of Azkaban, Hogwarts gameskeeper Rubeus Hagrid makes his debut as the new Care of Magical Creatures Professor. In his first lesson, Hagrid teaches Harry and his fellow third-years about hippogriffs – half-horse, half-eagle creatures – from how to approach them to flying upon one.
- In this clip series, Hagrid teaches his first lesson. In part 1 of this clip, how should Hagrid have handled instructions on how to open the textbook? In part 2 of this clip, how would you describe Hagrid’s teaching style? TIME: 3:21
- ** FIVE CLICKS TOTAL ** CLICK 1: Great enthusiasm for and vast knowledge of subject matter – especially for exciting and dangerous creatures. CLICK 2: When teaching students how to approach Buckbeak, Hagrid first explains how to approach, then invites Harry to demonstrate as he explains the approach again. He p CLICK 3: Hagrid carefully observes the situation. When he senses that Buckbeak is about to strike, he warns Harry to back off. CLICK 4: Challenges comfort zones by having Harry fly on Buckbeak. He knows that Harry already knows how to fly, so he figures Harry could handle it. CLICK 5: Wrongly assumes students know how to open their textbooks, and gives instructions in a sarcastic “duh” tone Lesson Analysis For someone who has never taught before, Hagrid does a decent job of conveying to his students his passion for magical creatures. For instance, when he teaches the students how to approach the hippogriff, he clearly explains what to do, and what not to do. Once he reviews this basic information, he then invites Harry to actually approach the creature. Hagrid walks Harry through the process, reminding him to back away as needed. After Harry successfully pets the creature, Hagrid then challenges Harry’s comfort zone by having him fly upon the hippogriff. Once Harry returns from his fearful yet exciting flight, most of the class is eager enough to try themselves. The only majorly negative aspect of Hagrid’s lesson is his assumption that the students know how to open their textbooks. When he shows the students how to open their books, he shows them and says it “as though this was the most obvious thing in the world”. Maybe to him, but not to everyone else, though.
- ** FOUR CLICKS TOTAL ** Lesson Takeaways CLICK 1: Review procedures, then demonstrate them. A good way of doing is to briefly explain the steps, demonstrate to the learner, then have them try. Another great example: Lupin’s boggart lesson CLICK 2: Challenge your learners and expand their horizons. Don’t just challenge them for the sake of challenging. Make sure you have a purpose for doing so. In Hagrid’s case, hippogriffs can be flown upon and once people know how to approach the creature, they can utilize that advanced skill of flying. When presenting brand-new material, consider what learners already know and build up their knowledge base from there. Make comparisons to things that they may already know. At the same time, though… CLICK 3: Know your audience. Hagrid knows that Harry knows how to fly CLICK 3: Do not assume anything. Knowing your audience is crucial for anything you produce. Never assume they already know what to do. When in doubt, explain or cover the concept no matter how trivial it seems to you. If a learner already knows, they can simply skip over the material. Example: flight safety info
- PROFILE 6: Harry Potter: Learning from Past Instructors In Harry Potter and the Order of the Phoenix, Harry and his friends form an underground group in which he teaches his fellow students how to defend themselves magically.
- Let’s observe the following clips: Part 1: Harry shares his teaching philosophy as he teaches his classmates various defensive spells. What are some aspects of Harry’s teaching philosophy? Hard work, believing in self, remembering that we all start as students. Part 2: Harry teaching Neville Expelliarmus. How does Harry help Neville develop his skills with this spell? Encouragement, shows him how to flourish his wand just right, guides his arm as needed. Success! Part 3: Lupin teaches Harry Patronus charm, which Harry then teaches to his fellow students. What aspects of Lupin’s teaching does Harry incorporate in his lessons with Dumbledore’s Army? Clip total: 3:59
- ** 4 CLICKS TOTAL ** CLICK 1: Positive learning philosophy. As shown in clip 1, Harry touts hard work, believing in yourself, and remembering that everyone was once a student. CLICK 2: Provides guidance where needed. He shows Neville how to flourish his wand. He constantly walks around in the classroom, adjusts arm positions, observing and offering feedback CLICK 3: Provides encouragement for success and not-yet success. He congratulates those who perform the spell successfully, and still offers words of encouragement to those who are clearly trying. CLICK 4: Offers payback – He readily shares what he has learned from others. Lupin taught him the Patronus charm, which he then teaches to his fellow students Lesson Analysis Like Hagrid, despite lacking formal teaching experience, Harry does an excellent job in teaching his fellow students how to perform various spells. He provides constant guidance, from verbal encouragement when a student finally performs a certain spell, to actually walking about the classroom and adjusting people’s arms, hands, wands, etc. to guide them in the proper body position. Most importantly, Harry takes what he learned from others and shares it. For instance, just two years ago, Professor Lupin had taught Harry how to produce a Patronus, which is extremely advanced magic. Harry remembered how Lupin broke down that lesson – from recalling a happy memory, to the incantation, to putting it all together to try to produce a Patronus.
- Lesson Takeaways: 4 clicks total CLICK 1 Walk around the classroom. Observe and offer help as needed. How would you do this? use guiding questions to help students arrive at the right answer – don’t just give away the answer. For example, if you’re teaching someone how to give a blood pressure reading and they applied the cuff upside down, note mentally what is incorrect and ask the student about that incorrect item. Of course, if you are not in a physical classroom, you can still observe and provide guidance. During a webinar, for example, listen for any questions and look at the chat windows. CLICK 2 Provide encouragement and offer feedback. Just as Lupin commented on Neville’s performance and his confidence in his abilities, so should you do the same with your students. Feedback reinforces desired and reduces unwanted behaviors. Feedback needs to be specific. Instead of just saying “Good job!” or “Wrong, please try again”, give a reason. Explain why. For instance, when developing e-learning courses, I incorporate several “Test Your Knowledge” questions throughout the course. I base these questions on the defined objectives and provide specific feedback. When the learner answered the question, they would immediately know if they answered correctly or not, and more importantly, why. Meaningful feedback helps the learner know not only what they did correctly, but also what they need to work on. CLICK 3: Offer Feedback, which reinforces desired behavior and reduces unwanted behavior CLICK 4 Observe instructors you admire and emulate them. This includes not just teachers, trainers, and professors, but ANYONE who has taught or trained you on something.
- Lesson Takeaways: 3 clicks total Ask yourself these questions: CLICK 1: What did you like most about their lesson or teaching style? CLICK 2 What helped you remember the subject matter? CLICK 3: Attitude plays a big role. If you are enthusiastic about the subject matter or are compassionate, it really shines through. Example: Harry learned from Lupin how to break down a lesson into smaller components. For more information about this topic, refer to the Lupin section in Lessons Learned: What Harry Potter Professors Teach Us About Instructional Design presentation.
- ** 5 CLICKS TOTAL ** 1. Incorporate multimedia elements. 2. Ignore minor interruptions but address larger ones 3. Take action to minimize distractions from learning [chunking, checklists, job aids] 4. Use mnemonics to help users rememebr key concepts. 5. Offer rewards to encourage participation in challenging tasks, and to counteract low participation.
- ** 5 CLICKS TOTAL ** 6. Challenge your learners and expand their horizons 7 Know your audience. Do not assume anything, especially with dangerous items 8 Observe, and provide guidance and feedback 9 Provide encouragement 10 Observe and emulate instructors you admire.
- No clicks needed