Teacher Learning Facilitator test

Toward the high end, people tend to break a complex topic into simple steps and keep to them, even when a learner is confused. A learner can take one step at a time, though someone who wants the whole topic first may not see where the steps lead. Toward the low end, people tend to answer confusion by explaining everything at once. That shows the whole shape of the topic, but a learner who is already lost can find it hard to pick out the step they need.

Gives the full picture

When a learner is confused, you tend to explain the whole topic at once, which leaves nothing out but can bury the step they are stuck on.

In your next explanation, stop after the first step and ask the learner to say it back in their own words before you add more.

Mixes steps and detail

You break some topics into simple steps, and sometimes answer a confused learner by explaining everything at once.

Before your next tricky explanation, write its steps down in order, and keep to that list if the learner gets confused.

Explains step by step

You tend to break complex topics into simple steps, even with a confused learner, which keeps each step manageable but can hide how the steps fit together.

After your next step-by-step explanation, take one minute to show the learner how the steps connect to the whole task.

Toward the high end, people tend to reach for a new example as soon as a learner is not connecting. That can open a way in, though a learner may hear several examples before any one of them takes hold. Toward the low end, people tend to repeat the method they started with, even when it is not working. Repetition can give an approach time to land, but a learner who missed it the first time may miss it again.

Keeps one method

You tend to stay with the method you started with, even when it is not working, which gives it a fair run but can leave a stuck learner hearing the same thing again.

For one topic you teach this week, prepare a second example and use it the first time a learner looks lost.

Sometimes changes tack

You change the example for some learners who are not connecting, and at other times you repeat your first approach even when it is not landing.

After each session this week, note one moment a learner was not connecting, what you did, and what you would try next time.

Changes the example

You tend to switch to a new example quickly when a learner is not connecting, which can help them find a way in but leaves little time for one explanation to settle.

Next time you switch examples, first ask the learner which part of the last one made sense, and build from there.

Toward the high end, people tend to point out what has improved while they correct a mistake, so the learner hears progress alongside the fix. That can keep a learner going, though the correction itself may not stand out. Toward the low end, people tend to name what is still missing before what has improved. That makes the next step plain, but a learner can come away thinking they have not moved.

Starts with the gaps

You tend to name what is missing before what has improved, which makes the next fix clear but can leave a learner unsure whether they are getting anywhere.

In your next piece of feedback, name one specific thing that has improved before you point to what is still missing.

Varies what comes first

You sometimes show learners their progress as you correct a mistake, and at other times you go straight to what is still missing.

Before each piece of feedback this week, note one specific improvement and one correction, and make sure the learner hears both.

Leads with progress

You tend to show learners how far they have come while you correct a mistake, which can keep them willing to try but may make the correction easy to miss.

After your next correction, ask the learner what they will change, to check that the correction was heard.