The use of relevant examples can ensure that learning occurs more quickly and is retained longer. This is because they already have meaning to the learner.
Creating
Last week, we looked at four criteria involved in creating effective examples. These criteria are according to Dr. Hunter, who created the UCLA Mastery Teaching Model:
- Identify the essence of what is to be learned.
- Use examples from the learners’ own experience.
- Check examples to avoid ambiguity.
- Avoid emotional or controversial overtones that can distract attention from the critical attribute.
Presenting
Dr. Hunter also has suggestions for how to present them.
Offer Non Exemplars
Highlight critical attributes by offering obvious “non exemplars.” Half of knowing what something is, is knowing what it isn’t. A “non exemplar” is an example that is similar but lacks the critical attribute or essence of the example being taught.
Prepare in Advance
Analyze each example in advance. It is difficult to come up with an excellent example off the cuff. It is more likely to be effective if it is carefully thought out and validated against the four criteria mentioned above.
Present First
Introduce trainer-generated examples first. To ensure quality control, it is best if the trainer gives most, if not all, of the examples at the beginning of new learning. After the concept is very clear, it is then useful to have the learners generate additional ones to check their comprehension.
Dr. Hunter concludes: “Generating interesting or humorous examples that use students’ past knowledge and highlight the essence or critical attribute without ambiguous or emotional overtones is a manifestation of artistry in teaching.”
If your trainers are interested in using the UCLA Mastery Teaching Model in their curriculum design, please book a call to discuss a tailored train-the-trainer program. https://laurelandassociates.com/contact/
