Teaching Resulting In Learning


Teachers’ approach their lessons for the day with plan in hand. Sometimes even with our best interest in mind we find the plan we had that day or moment doesn’t seem to be working. Not so long ago I was a panel member where each member was to respond to a speaker who had completed a research study. The expert started to reveal their research to the audience. It was apparent the best practices of teaching by this speaker was not being utilized. As a panel member it was noteworthy to see the audience was looking for something practical that could be an application they could take home and use in their classrooms.

Panel members had now observed audience participants getting up and leaving the presentation. Now it was our turn to make a difference in the lives of the educators left in the room. My first inclination was to quickly give them something to take home and use in their classrooms. My introduction was “Take out your pens or pencils and take some notes because what I am about to give you will improve your classroom success!” Over the years instructional design of teaching in the classroom has changed with the tools our teachers have had at their disposal. I will not go into the history of the instructional design changes from the 1940’s, 50’s, 60’s, 70’s, 80’s, 90’s and 2000’s. Our teachers have been influenced by the societal changes with the tools they now have at hand. The advent of the computers and internet has been revolutionary in our teaching practices. What I presented to the audience was an expert’s view on how to construct a learning classroom by the name of Robert Gagne’s research and work.

Simple but necessary:

  1. It doesn’t matter what delivery method you are using but the first step in any teach to learn moment has to be for you as a teacher to get their attention. The introduction may include abrupt or changes in the focus so it comes directly to the excitement of the moment of what we will be learning today.
  2. Objectives need to be visible to the learners. Outcome expectations need to be clearly seen.
  3. Learning theory has proven that the best way to comprehend learned material is to use recall methods. Teacher asks for of existing relevant knowledge.
  4. Stimulus to learn with why learning this objective is important.
  5. Provide learning guidance. Each student has unique learning styles. Guidance with the learning style recognized gives a better accountability to the learning process.
  6. Eliciting performance by the teacher using communication techniques to reinforce learning has taken place by each student.
  7. Providing feedback: Teacher gives meaningful feedback on each learners performance.
  8. Assessing performance: Learning performance and skills are measured through a competence assessment.
  9. Enhancing learning retention and knowledge transfer: Skills and knowledge is presented so learners can be use both in general for capability rewards.

Before each session teachers need to practice the mapping for the lesson to be taught:

  • Rather online or in the classroom the teacher needs to always have their name visible on whiteboard or online.
  • Contact for students to be able to reach you. (office hours, social media, email)
  • Objective of the lesson for the day and how it will lead into the next objective for the next lesson.
  • Introduction quote to the lesson to get students attention.

These are best practices I can assure if applied correctly can work for you.

Gary R. Carlson

Professional Development for Teachers and faculty.

We can improve your student success and retention!


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