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When
They DO It,
 They’ve
  GOT It!
   How to Use
 Concrete Practice
  When Training
This micro-course was created
   for the South Carolina Center
for Child Care Career Development.
C1 – Connections
  After participating in
  this micro-course,
  you will be able to
                                   C2 – Concepts
  successfully apply
  Concrete Practice
  strategies which are                  C3 –
  part of proven adult
  learning principles.                Concrete
                                      Practice
Being able to apply Concrete
Practice correctly is the third   C4 – Conclusions
step of the 4Cs instructional
design and delivery “map.”
C1 – Connections




                                       C2 – Concepts




The 4Cs is a practical and
useful training design and            C3 – Concrete Practic
                                                              e
delivery model.

To learn how to use all four steps
of the 4Cs model, click on the
                                      C4 – Conclusions
micro-course titled “Map It: Using
the 4Cs to Design and Deliver Great
Training.”
All learning
IS experience.
  Everything
  else is just
 information.
  Albert Einstein
You will need
something to
write on and
something to
 write with.
W hat do YOU
already know about
Concrete Pr actice?


                     Take the
          “Choose and Click”
        quiz on the next slide.
HOO SE                       Choose one response,
 C
        ICK
                              then click to the next slide.

A ND CL
                      Concrete Practice is:
A. When the trainer demonstrates the
skill being learned.

B. When the learners themselves practice a skill or
participate in an activity to review important content.

C. When the instructor asks questions for the
learners to answer.
Did you choose
                                 the correct answer?



                      Concrete Practice is:



B. When the learners themselves practice a skill or
participate in an activity to review important content.
Concrete practice
is w hen ALL lear ner s
   actively practice
   a skill they have
     just lear ned
       AND/OR …
ALL lear ner s
  par ticipate in an
   active r eview of
impor tant infor mation
  they just lear ned.
                             ALL learners, not some learners.
          LEARNERS practice and participate, not the trainer.
   The practice is done DURING the class, not just afterwards.
WHY is
Concr ete Pr actice
  so impor tant?
An ounce of
experience
 is worth a
    ton of
   theory.

 Ben Franklin
Concrete Pr actice
reinforces the skills
being lear ned or the
  infor mation that
  has been taught.
If we want learners to
create a strong memory,
they need to
store the information
using ALL of their
senses. When
they’ve heard it,
said it, seen it,
and done it,
they’ve got it!

       Colin Rose
Learning is more
effective if it
requires ACTION
on the part of
the learner.

   Clark Quinn
You don’t learn
    to swim,
     or play
   the piano,
  by reading a
 book about it.
  Patricia Wolfe
In other wor ds:

Lear ning is NOT a
 spectator spor t!
QU I CK
 WR   ITE
    #1

In your own words, list at least two reasons
    why Concrete Practice is important
            for adult learning.
Here ar e three
 elements of
  ef fective
  Concr ete
  Pr actice:
1.
   Active
Participation
ALL learners – not just a few –
participate in practicing the skills
or actively reviewing the content.

       1.
     Active
  Participation
2.
  Collabor ative
Inter dependence
Learners work together to practice
skills, review content, and give each
other feedback and encouragement.

           2.
     Collabor ative
   Inter dependence
3.
  Individual
Accountability
Each learner knows what he or she is
responsible for practicing and learning.




      3.
  Individual
Accountability
C HO OSE
     CL ICK                    Choose the BEST example
A ND                           of Concrete Practice that
                               includes all three elements.

A. With their table groups, each learner helps create a
content-related demonstration to present to the class.


B. The learners watch a video of the skill they
are learning about.


C. The learners take a written test.
Yes, Sentence A is the best
                         example of Concrete Practice
                         because it includes all three
                         elements.

A. With their table groups, each learner helps create a
content-related demonstration to present to the class.
OO SE
 CH                          Do one more: Which

     CL ICK                  Concrete Practice below
AND                          has all three elements?


     A. On their own, learners practice the computer
     keyboarding procedure they are learning about.
  B. Learners watch a teacher-led demonstration of
  the keyboarding procedure.

 C. Learners pair up at each computer and alternately
 practice the procedure while giving each other
 feedback and suggestions.
Yes, Sentence C has all
                            three elements.




C. Learners pair up at each computer and alternately
practice the procedure while giving each other
feedback and suggestions.
QU I CK
WR   ITE
   #2


 Write down the three elements of
    effective Concrete Practice.
Her e are
  six examples
   of ef fective
Concrete Practice:
Paired Teach Backs
Learners teach each
other what they
know and correct any
mistakes that might
come up.
Triad Teach Backs
Learners take turns helping each
other practice the new skill and
giving each other feedback.
Table Teach Backs
Learners present information to their table groups
and receive feedback about the content presented.
Skill Demonstrations
Learners demonstrate the new skill, with
helpful suggestions from others, if needed.
Review Games
Together, learners play a game to review
information they just learned.
Learner-Created Quizzes
Learners quiz each other about
the information that the trainer
presented.
acks       Tools for Your
          Tea ch B
Pa ired                     Trainer’s Toolbox

Triad Teach Backs
                             cks
                   eac   h Ba
          Ta ble T                 Skill Demonstrations
                         Review
                                   Game
                                       s
Learner-Created Quizzes
QU I CK
 WR   ITE
    #3

  Choose two tools you plan to use from
your Trainer’s Toolbox on the previous slide
           and write them down.
S TA ND
   AND
    RET CH
ST
After reading this slide, stand up,
stretch, and take a deep breath. More
oxygen is now flowing to your brain.

Think: What have you learned about
Concrete Practice so far?
Here ar e five
 MORE examples
   of ef fective
Concrete Practice:
Sculpt It
Learners build
3-dimensional
representations of
important concepts
and explain their
creations to the class.
Switching Games
Each table group creates
a flashcard review game
to exchange with
another table group.
Improvisations
Learners create skits, simulations, or role-plays
that show the skills they are learning..
Draw It
Learners create
visual displays
of the new
Information
and present
the displays
to the class.
Action Planning
Table groups work together
to list ways of applying
learned information when
back at work.
More Tools for Your
      Scu           Trainer’s Toolbox
          lpt
              It


Sw itching Games
                                A c t io
              io n s                       n Pla
         isat                                      nnin
Im   prov                                               g
                         w It
                   Dra
QU I CK
 WR   ITE
    #4

Choose two more tools that you plan to use
for Concrete Practice and write them down.
YO U R TURN

You are teaching a class on child care curriculum which
will help your adult students create a successful child
care learning environment, plan appropriate activities,
and facilitate children’s growth and development.

You present 6 key components of effective child care
curriculum while your students take notes.

What will you have them do next?
Choose the BEST Concrete Practice described below
that you will use to follow your presentation.
Then click to the next slide.



A. Learners work in pairs to complete a visual “web” display of
one of the 6 components. They hang their webs on the walls
and take turns explaining the displays to the class. The class
suggests details to add to the webs.


B. Learners watch a video about playground safety.


C. Learners read a handout about the 6 components and ask
questions afterwards.
Yes, Response A is the BEST Concrete Practice because it
contains all 3 elements: active participation, collaborative
interdependence, and individual accountability.



A. Learners work in pairs to complete a visual “web” display of
one of the 6 components. They hang their webs on the walls
and take turns explaining the displays to the class. The class
suggests details to add to the webs.
TU RN
             YO UR
You have just completed a short lecture on Dreikurs’ 4
mistaken goals of misbehavior: attention, power,
revenge and avoidance of failure. Your trainees took
notes on a fill-in-the-blanks graphic organizer.

What Concrete Practice should follow?
Again, choose the BEST Concrete Practice below to
follow your lecture, then click to the next slide.


A. Learners make signs with titles of the 4 mistaken
goals of behavior.


B. Learners take a test on Dreikur’s content.


C. Table groups work together to create descriptions of 5
children’s behaviors for a Jeopardy game. Then they play
the game with the other groups to practice matching
children’s behaviors to the mistaken goals.
Did you choose Response C?
It is the best Concrete Practice.




C. Table groups work together to create descriptions of 5
children’s behaviors for a Jeopardy game. Then they play
the game with the other groups to practice matching
children’s behaviors to the mistaken goals.
QU I CK
   WR   ITE
      #5

        Now write down one fact about
  Concrete Practice that you’ve learned from
this presentation that you didn’t know before.
Give your self a
high five for your ef for ts!
A Note to All Trainers for the South Carolina
             Center for Child Care Career Development

If you have completed this micro-course as part of your requirements for
Principles of Adult Learning, please photocopy your Quick Writes #3, #4, #5
and e-mail them to: donna.davies@dss.sc.gov or fax them to
864-250-8690. Be sure to include your name and contact information (email
or phone number).
This slide set was created for the South Carolina
   Center for Child Care Career Development.

        Created by Sharon L. Bowman, M.A.
  President, Bowperson Publishing & Training, Inc.
  www.Bowperson.com; SBowperson@gmail.com
The content for this micro-course
 is from the following resources
   and is used with permission
         from the author:




                www.amazon.com for book purchases
              www.Bowperson.com for free book excerpts
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When They DO It, They've GOT It! How to Use Concrete Practice When Training

  • 1. When They DO It, They’ve GOT It! How to Use Concrete Practice When Training
  • 2. This micro-course was created for the South Carolina Center for Child Care Career Development.
  • 3. C1 – Connections After participating in this micro-course, you will be able to C2 – Concepts successfully apply Concrete Practice strategies which are C3 – part of proven adult learning principles. Concrete Practice Being able to apply Concrete Practice correctly is the third C4 – Conclusions step of the 4Cs instructional design and delivery “map.”
  • 4. C1 – Connections C2 – Concepts The 4Cs is a practical and useful training design and C3 – Concrete Practic e delivery model. To learn how to use all four steps of the 4Cs model, click on the C4 – Conclusions micro-course titled “Map It: Using the 4Cs to Design and Deliver Great Training.”
  • 5. All learning IS experience. Everything else is just information. Albert Einstein
  • 6. You will need something to write on and something to write with.
  • 7. W hat do YOU already know about Concrete Pr actice? Take the “Choose and Click” quiz on the next slide.
  • 8. HOO SE Choose one response, C ICK then click to the next slide. A ND CL Concrete Practice is: A. When the trainer demonstrates the skill being learned. B. When the learners themselves practice a skill or participate in an activity to review important content. C. When the instructor asks questions for the learners to answer.
  • 9. Did you choose the correct answer? Concrete Practice is: B. When the learners themselves practice a skill or participate in an activity to review important content.
  • 10. Concrete practice is w hen ALL lear ner s actively practice a skill they have just lear ned AND/OR …
  • 11. ALL lear ner s par ticipate in an active r eview of impor tant infor mation they just lear ned. ALL learners, not some learners. LEARNERS practice and participate, not the trainer. The practice is done DURING the class, not just afterwards.
  • 12. WHY is Concr ete Pr actice so impor tant?
  • 13. An ounce of experience is worth a ton of theory. Ben Franklin
  • 14. Concrete Pr actice reinforces the skills being lear ned or the infor mation that has been taught.
  • 15. If we want learners to create a strong memory, they need to store the information using ALL of their senses. When they’ve heard it, said it, seen it, and done it, they’ve got it! Colin Rose
  • 16. Learning is more effective if it requires ACTION on the part of the learner. Clark Quinn
  • 17. You don’t learn to swim, or play the piano, by reading a book about it. Patricia Wolfe
  • 18. In other wor ds: Lear ning is NOT a spectator spor t!
  • 19. QU I CK WR ITE #1 In your own words, list at least two reasons why Concrete Practice is important for adult learning.
  • 20. Here ar e three elements of ef fective Concr ete Pr actice:
  • 21. 1. Active Participation
  • 22. ALL learners – not just a few – participate in practicing the skills or actively reviewing the content. 1. Active Participation
  • 23. 2. Collabor ative Inter dependence
  • 24. Learners work together to practice skills, review content, and give each other feedback and encouragement. 2. Collabor ative Inter dependence
  • 26. Each learner knows what he or she is responsible for practicing and learning. 3. Individual Accountability
  • 27. C HO OSE CL ICK Choose the BEST example A ND of Concrete Practice that includes all three elements. A. With their table groups, each learner helps create a content-related demonstration to present to the class. B. The learners watch a video of the skill they are learning about. C. The learners take a written test.
  • 28. Yes, Sentence A is the best example of Concrete Practice because it includes all three elements. A. With their table groups, each learner helps create a content-related demonstration to present to the class.
  • 29. OO SE CH Do one more: Which CL ICK Concrete Practice below AND has all three elements? A. On their own, learners practice the computer keyboarding procedure they are learning about. B. Learners watch a teacher-led demonstration of the keyboarding procedure. C. Learners pair up at each computer and alternately practice the procedure while giving each other feedback and suggestions.
  • 30. Yes, Sentence C has all three elements. C. Learners pair up at each computer and alternately practice the procedure while giving each other feedback and suggestions.
  • 31. QU I CK WR ITE #2 Write down the three elements of effective Concrete Practice.
  • 32. Her e are six examples of ef fective Concrete Practice:
  • 33. Paired Teach Backs Learners teach each other what they know and correct any mistakes that might come up.
  • 34. Triad Teach Backs Learners take turns helping each other practice the new skill and giving each other feedback.
  • 35. Table Teach Backs Learners present information to their table groups and receive feedback about the content presented.
  • 36. Skill Demonstrations Learners demonstrate the new skill, with helpful suggestions from others, if needed.
  • 37. Review Games Together, learners play a game to review information they just learned.
  • 38. Learner-Created Quizzes Learners quiz each other about the information that the trainer presented.
  • 39. acks Tools for Your Tea ch B Pa ired Trainer’s Toolbox Triad Teach Backs cks eac h Ba Ta ble T Skill Demonstrations Review Game s Learner-Created Quizzes
  • 40. QU I CK WR ITE #3 Choose two tools you plan to use from your Trainer’s Toolbox on the previous slide and write them down.
  • 41. S TA ND AND RET CH ST After reading this slide, stand up, stretch, and take a deep breath. More oxygen is now flowing to your brain. Think: What have you learned about Concrete Practice so far?
  • 42. Here ar e five MORE examples of ef fective Concrete Practice:
  • 43. Sculpt It Learners build 3-dimensional representations of important concepts and explain their creations to the class.
  • 44. Switching Games Each table group creates a flashcard review game to exchange with another table group.
  • 45. Improvisations Learners create skits, simulations, or role-plays that show the skills they are learning..
  • 46. Draw It Learners create visual displays of the new Information and present the displays to the class.
  • 47. Action Planning Table groups work together to list ways of applying learned information when back at work.
  • 48. More Tools for Your Scu Trainer’s Toolbox lpt It Sw itching Games A c t io io n s n Pla isat nnin Im prov g w It Dra
  • 49. QU I CK WR ITE #4 Choose two more tools that you plan to use for Concrete Practice and write them down.
  • 50. YO U R TURN You are teaching a class on child care curriculum which will help your adult students create a successful child care learning environment, plan appropriate activities, and facilitate children’s growth and development. You present 6 key components of effective child care curriculum while your students take notes. What will you have them do next?
  • 51. Choose the BEST Concrete Practice described below that you will use to follow your presentation. Then click to the next slide. A. Learners work in pairs to complete a visual “web” display of one of the 6 components. They hang their webs on the walls and take turns explaining the displays to the class. The class suggests details to add to the webs. B. Learners watch a video about playground safety. C. Learners read a handout about the 6 components and ask questions afterwards.
  • 52. Yes, Response A is the BEST Concrete Practice because it contains all 3 elements: active participation, collaborative interdependence, and individual accountability. A. Learners work in pairs to complete a visual “web” display of one of the 6 components. They hang their webs on the walls and take turns explaining the displays to the class. The class suggests details to add to the webs.
  • 53. TU RN YO UR You have just completed a short lecture on Dreikurs’ 4 mistaken goals of misbehavior: attention, power, revenge and avoidance of failure. Your trainees took notes on a fill-in-the-blanks graphic organizer. What Concrete Practice should follow?
  • 54. Again, choose the BEST Concrete Practice below to follow your lecture, then click to the next slide. A. Learners make signs with titles of the 4 mistaken goals of behavior. B. Learners take a test on Dreikur’s content. C. Table groups work together to create descriptions of 5 children’s behaviors for a Jeopardy game. Then they play the game with the other groups to practice matching children’s behaviors to the mistaken goals.
  • 55. Did you choose Response C? It is the best Concrete Practice. C. Table groups work together to create descriptions of 5 children’s behaviors for a Jeopardy game. Then they play the game with the other groups to practice matching children’s behaviors to the mistaken goals.
  • 56. QU I CK WR ITE #5 Now write down one fact about Concrete Practice that you’ve learned from this presentation that you didn’t know before.
  • 57. Give your self a high five for your ef for ts!
  • 58. A Note to All Trainers for the South Carolina Center for Child Care Career Development If you have completed this micro-course as part of your requirements for Principles of Adult Learning, please photocopy your Quick Writes #3, #4, #5 and e-mail them to: donna.davies@dss.sc.gov or fax them to 864-250-8690. Be sure to include your name and contact information (email or phone number).
  • 59. This slide set was created for the South Carolina Center for Child Care Career Development. Created by Sharon L. Bowman, M.A. President, Bowperson Publishing & Training, Inc. www.Bowperson.com; SBowperson@gmail.com
  • 60. The content for this micro-course is from the following resources and is used with permission from the author: www.amazon.com for book purchases www.Bowperson.com for free book excerpts
  • 61. Ph o to Cre Copy ww dit righ w s t lice .cli n s e pa r t.co CC m; CC com pe r D a me mis nd rcia sio S. B l n ow ma Lic **** np en *** ho tos sin *** ; us gP erm **** ed wit iss *** h ion **** Att *** You ribut *** i pre may on, N *** d sen c o on o ta py -C in a not d tion , dist omm ny istr pro ribu erci wa ibu vid y. te ed te, di al, No it c tha spla D om t y m e ou y, a eriv a rcia cre nd us tive lly dit t e th Wo no r r a he au is slid ks lte r th thor e e c and on ten t