Improve yourself and learn from the masters: design secrets for creating effective courses
I have heard Ye Junyou (opens in a new tab) senior mention Su Wenhua (opens in a new tab) (Wally) teacher’s [Lecturer Advanced Training Training] hosted by Qingliangyin Institute before. Lecture](https://www.cln.com.tw/school_openclass_info_93_.html (opens in a new tab)) is very impressive, and I admire Teacher Su’s willingness to spend his own money, spending nearly NT$200,000 every year to attend the ATD Conference (opens in a new tab) (Talent Development Association) in the United States for further training.
It’s a pity that I forgot to sign up because I was busy. Fortunately, I had the opportunity to attend today instead of Teacher Zhihua who was traveling abroad. Then I was able to learn from Teacher Su the course design methods of masters such as Sharon Bowman (opens in a new tab) and Bob Pike (opens in a new tab).
Interactive opening and exchange of lesson preparation methods
The scope of today’s lectures mainly revolved around efficient course design methods and case teaching methods, which happened to be the topics I was also interested in, so I listened very carefully. At the beginning of the course, Teacher Su asked students who had taken the class before to introduce the characteristics of the teacher. This was undoubtedly a special opening method, which made everyone deeply impressed by the teacher and quickly entered the atmosphere of the class.
Teacher Su also asked each student to write down their own lesson preparation methods, and asked everyone to interview three students they did not know. Since several of today’s students are lecturers themselves, the results obtained after the interactive interviews are also of great reference value.
During the whole day course, I saw Teacher Su refer to many techniques or theories commonly used by foreign masters, such as learning pyramid, clapping to arouse attention, SCQA, etc. Not only did the lessons flow smoothly, but it also allowed me to understand the meaning behind each set of movements and structures.
Natural learning loop and 4C model
Speaking of the course unit that impressed me most today, it was the Natural Learning Circle (Learning Compass). In particular, he used the learning compass to draw a training map, from opening links, explaining concepts, practicing techniques to the end. Through Teacher Su’s step-by-step dismantling, he unknowingly opened up many of his past blind spots in course design.
In a nutshell, the 4Cs Map (opens in a new tab) is a 4-step instructional design and delivery model that is based on how human beings naturally and normally learn, NOT on outmoded assumptions about human learning. The human brain is hardwired to learn in certain basic ways, regardless of age, gender, nationality, or culture. Here is an overview of the hardwiring.
The process from 4P (Preparation, Presentation, Practice, Performance) to 4C (Connections, Concepts, Concrete Practice, Conclusions) allowed me to see the context of interactive teaching.
How to Map Your Instruction in 4 Simple Steps (opens in a new tab) from Sharon Bowman (opens in a new tab)
Teacher Su also reminded everyone that in the four cycles of teaching preparation, expression, practice and performance, trainers must note that the teaching process is not sequential, so they must assess the situation and strengthen drills and implementations. Teacher Su also told everyone that because people filter what they want to learn, we can use review to formulate action plans for students after they leave the classroom.
Therefore, if the lecturer can design an activity at the end of the course, students can use 30 minutes to recall what they learned today? This link also highlights the importance of summary and induction.
The deep significance of case teaching method
The case teaching method taught in the afternoon is not unfamiliar to me. This is because I have come into contact with many Harvard cases when I was studying at National Taiwan University, so I am very clear about the advantages of case teaching. However, today, through Teacher Su’s guidance, I also understood that the purpose of case discussion is not to find the correct answer, but also to stimulate ideas, think from others’ perspective, break the framework and other more important purposes.
](Learning from partners who teach and learn from each other
After attending the six-hour class, it can be said that I came back with a full load. In addition to thanking Teacher Su for his guidance, I would also like to thank my colleagues in the same group today. We all brainstormed together and came up with many teaching techniques.
Our group includes university professors, media editors, physical coaches and professional lecturers, and everyone’s discussions and feedback are also very exciting. For example, the FLAC teaching method (Focus, Level, Apply and Challenge) shared by Teacher Gary, although originally applied in the field of fitness, can actually be applied in different fields! As the saying goes, “teaching teaches each other,” it is true that every partner is also a great teacher!
Although today’s class is over, I know in my heart that this is actually just the beginning. Well, my journey as a lecturer is just about to start now, come on! ★ Photo Credit: unsplash.com (opens in a new tab)
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Vista Cheng speaks and runs workshops on AI workflows, writing and content systems for companies, schools and public agencies.
