Last Blog Ch.11 and 12

Final Posting for “From Telling to Teaching.” Ch. 11 & 12 .

Ch. 11 is brief and discusses the use of graphic organizers to help learners organize their thoughts and any new information. Norris reminds us that 4/5 of the brain processes visually, while 1/5^th processes words. The example she uses is how many of us have said,” I never forget a face but I’m not very good with names.” This example shows the importance of using graphic organizers.

Ch. 12 concludes this book with three facilitation skills that help to keep your class/training in the dialogue approach mode.

Wait time: Norris expounds on wait time, counting to five when asking open ended questions.  She is still adamant that she does not call on people in a bigger group unless she uses “invitational language”. Examples of this could be questions like “who would like to share?” I invite someone to give us an example.”

Did you know “silent” rearranged spells “listen”?

Affirming all voices:  A simple thank you and possibly using the speaker’s name is straightforward effective technique. It is good to add why you are thanking them: “I am glad you added that thought”......and repeat what the student said.

Overall Norris stressed that giving a voice to affirmations works well versus silent nods.

Weaving: Teacher becomes the “thread that holds the tapestry together. “ This suggested seemed harder. It requires the teacher have the ability to summarize what has been learned.

It is important to use weaving language to tie concepts together. Here is the final example from Norris, “We’ve heard so many great examples of adults as decision makers in their own learning. Hold these examples in your hearts and minds as we begin to examine some classroom strategies.”

In concluding my blog I must say I have learned a lot from the book I read, “From Telling to Teaching.”  Yes, I like the dialogue approach to learning and the use of open ended questions. In many ways Norris’s teaching suggestions reflect a lot of the theory I am learning in the AET program; in addition, this type of teaching is what I strive to do and I have added new ideas and techniques to my repertoire. Overall, I would highly recommend this book if you spend time teaching or training.