I will use various examples to demonstrate, but these examples are all from the perspective of drawing, and then I will say where I can use them in class, not from the perspective of teaching. After reading Excerpts from Best Practices, I found that although the content of the course is probably the same, it will be easier for students to understand in another way.
In the picture below, I combine the links that teachers need to do in a typical course. First of all, you can see that this picture uses a metaphor of "crossing a cliff", which is connected by a undulating path, meaning that training is like a trip, and teachers should design links with alternating difficulties to send students from the "current situation" on the left to the "bright future" on the right.
What are the visualization methods in these links? Why do I say "visualization method" instead of "visual guidance" or "drawing"? It is because in the actual classroom, it is impossible for teachers to do our visual guidance/image recording work of "painting walls". On the other hand, there are many interactions that can be made very interesting without drawing. )
Warm-up activities
On the cliff on the left are some warm-ups that will be done in every class. Most teachers will do it here whether they draw or not. Simple visualization methods include:
Why should I take this course?
In order to stimulate students' motivation and interest, teachers can do:
1.？ Course poster
2. Sign-in poster: Let the students write their questions and expectations on a post-it note, and then stick it on a picture, which will be summarized by the teacher; It can also be recorded on the poster by the teacher while asking questions, and a little cartoon can be added at the same time.
3.？ Question/Expectation Wall: Teachers can preset some common questions and expectations for students to vote with stickers. The key is to summarize whether the voting results reflect some pain points that everyone has encountered, and then invite students to give examples. This method helps to eliminate some expectations beyond the scope of the course.
Who are you? Who are the others?
Let students have confidence in the teacher, partner with other students, support each other, and have certain expectations for what will happen next. Teachers can do:
4. Draw cartoons to introduce myself: What I often like to do is to ask students to tell me my five senses, then I draw them and introduce my background.
5.？ Ask students to draw cartoons to introduce themselves and draw experiences related to the theme of the course with examples. For example, in the effective communication class, you can draw an embarrassment caused by communication misunderstanding.
Our plan?
6. Course Flowchart: In other courses of "Using Visual Guidance in Training", the instructor will draw a large course flowchart, but there is no interactive design. I will deliberately leave some contents in the big picture blank, and then let the students gather in front of the picture before and after each content unit. I will ask and answer some questions, and then add the answers to the pictures. In this way, students are more involved and have a better understanding of the coherence between the contents.
teaching activities
After the warm-up, enter the specific teaching link. I use Sharon Bowman's 4C teaching method for reference here, and I believe teachers should be familiar with it. However, how to use visualization in 4C process is a difficult problem for many teachers. For example, a trainer who teaches engine installation, his training content is very complicated and highly technical, and he already has a special PPT. Do you want him to draw the engine structure? For example, a trainer of hair dyeing products often goes to a hair salon to give lessons to hairdressers and instruct them how to make good use of their products. These training contents are very practical. She doesn't even have a PPT. Usually she only relies on demonstration and oral guidance in class, so what do you want her to draw? Of course, these two teachers can also draw pictures of the warm-up session just now, but these pictures are useless for the main teaching session.
I think the best practice extraction provides the answer. Do you remember? There is a SPAS (Story, Picture, Audit, Structure) framework in the extraction process. In the audit review session, the author Sun Bo provided several basic questions to help you check whether the contents provided by experts were in place at the time of extraction, to the effect that:
How to identify the occurrence of the problem?
How did the experts handle it?
How do experts overcome the problems that novices often encounter?
When will you know that the problem has been solved?
Operational content? (Operation content)
In fact, aren't these four questions the key points that any training teacher wants students to remember in class? For example, when contacting guests, the colorist needs to consider: the color span to be dyed by the guests, the skin color, hair quality, hairstyle, whether the skin is allergic, etc. If the customer is in any situation, which product is suitable for recommendation, this is problem situation identification. In the past, this knowledge was usually introduced through word of mouth or product manuals. For the younger brother in the hair salon, the teacher needs to help them structure this knowledge so that they can remember it easily, so the teacher can draw a picture like this:
The teacher can turn the chart into a template and then write down different conditions on the card. After the lecture, students can review the cards, move/pair the cards, or ask students to review in pairs "Under what circumstances and what products to recommend".
For another example, the engine installation needs to follow strict steps. After the explanation and demonstration, the teacher can deliberately disrupt the order of post-it notes and let the students find out what they did wrong and why.
So this has changed from a simple teacher drawing something to some links that students can interact with. I listed six different forms of interaction on the cliff on the right, which means that the same teaching content can have several different forms of interaction, for example, the same engine installation process:
The teacher prepared a flow chart in advance to explain the scene.
The teacher prepares the flow chart of semi-finished products, and then posts the step cards one by one on the spot.
The teacher has a draft in his mind, and then draws a flowchart while explaining it.
Teachers and students design together and write a whiteboard while asking questions.
The teacher prepared a blank flow chart for the students to fill in.
The teacher asked the students to write it down by themselves.
I think this is a better way to use visualization in class instead of drawing a lot of fancy cartoons.
Teachers can introduce the same "team effectiveness model" on the screen.
You can make a puzzle and ask the students to rearrange it.
You can also let the students write it down by themselves.
Conceptual content? (Conceptual content)
Engine installation, hair dyeing and other practical training contents are visible to the naked eye, with clear steps and results, which can be easily refined into visual charts and interactions; But what about the training content based on the concepts of leadership and problem solving? For example, in the course of "strategic thinking", the teacher may introduce the basic ideas, principles and stages, but there may not be a "only correct" answer to tell students how to build an efficient team. It would be ridiculous if we insist on arranging or reciting the steps of "strategic thinking" like the engine installation course.
What visual methods can be used to help students absorb the content at this time?
First, the model. Training teachers is certainly no stranger. Pyramid model, PDCA, seven habits of efficient people and so on are all ready-made models. The problem is that in a course, there are often several models, and it is best for teachers to guide students to see the relationship between the models. At this time, it is very useful to put several models together like a curriculum outline. (The book How to Learn Effectively describes this practice as "frame-model-highway")
Second, metaphor. Models are sometimes boring and difficult to remember. Many teachers will find all kinds of pictures to concretize the abstract content, such as climbing mountains to represent the process of team building and using houses to compare organizational structure. In fact, teachers can draw metaphors themselves and turn them into graphic templates. In this regard, I strongly recommend various graphic templates developed by David Sibbet, the author of visual conference and the originator of image navigation industry. Here are some examples. Can you see which metaphors are used?
Image templates are easier to remember than simple models. Sometimes I want to look up what PDCA is on the Internet, but I can easily remember what an image template looks like. Moreover, the template is highly available, and can be filled in by one person or during group discussion, so it is easy to reuse after class.
Third, the story. In class, it is a common practice whether the teacher uses stories to explain or the students use stories to share their experiences. I want to add one point: Try to let the students draw a simple story board/story line instead of just talking, because many students, especially technical men, are often not used to telling stories in public, and sometimes they can't tell the key points; If the teacher can provide a story frame in advance, and then let the students organize the story first and express it by simple hand drawing, even if it is a stick figure, it will be very helpful for his sharing and everyone's harvest.
Finally, I want to say a common question: how to use PPT? Not all courses are suitable for writing on the blackboard without PPT, such as the engine installation course mentioned above, or I once had a student who was compliant. Did she draw legal documents?
My suggestion is, take what you need and use what tools can play the best role. For example, if you want to see the details and authenticity of engine structure, skin symptoms, financial statements, service scenarios, etc., you must continue to use projection; When teachers want to lead students to understand the thinking process, operation steps, good/bad practices and work completion standards, they use blackboard writing, post-it notes, templates and other tools.
However, both the number of people and the site conditions should be considered. If the number of students is less than 20, it is easy to combine hand-drawing with PPT in the classroom of 100 square meter. However, if there are a large number of students (for example, more than 50 students) and some students are more than 8- 10 meters away from the whiteboard, these students will not be able to see the contents on the whiteboard. At this time, the teacher may need a physical projector or write on the tablet and then project it on the screen.
At the same time, make full use of different walls and spaces in the classroom: sometimes let students watch the syllabus together, let them vote on the whiteboard, sometimes let them use the wall template for group discussion, sometimes let them do a small review (such as puzzles) in their seats in pairs, and sometimes do their own reflection.