What Will I Teach And How Will I Teach?
Based on the work you did unpacking your lessons by:
  1. 1.
    Working out the key points you want to emphasise,
  2. 2.
    The order in which things should go in each lesson,
and by creating your learning outcomes; you should be able to fill in ‘Learning Outcomes’ column of your lesson plans and it should be relatively simple enough for you to also fill in the "What I Will Teach" column with details of the content you will cover.

How Will I Teach it?

The next challenge to think about is how will I teach it? To keep your learners engaged, it can be beneficial to vary the way you deliver your content. If you’re new to making lessons online, it can be difficult to think of different methods of delivery and what each method might be useful for. To help, we have listed some different methods of delivery for you to get ideas from.

Methods Of Delivery

There are many methods you can use to present your content, some popular methods include:
  • Storytelling: By incorporating stories in your lesson content, you can achieve many positive learning benefits:
    • Share your own stories: sharing stories of your own learning/working/life experiences and the learning outcomes of those can help build learner-instructor relationships that are hard to develop in an online environment. When learners feel like you’re a relatable, authentic person they begin to trust your content and can feel more motivated to complete your course and any activities you set.
    • Develop authentic stories: create authentic, relatable stories that illustrate real-life. Scenarios are ideal for this kind of content delivery and can help bridge the gap between theory and practice. They set a context for your content, and show learners how they can apply their learnings in real-life. Use the narrative of a software testing dilemma, setting a specific context using supporting materials (e.g. data, statements, documents etc.) and set tasks for individuals to undertake, or guiding questions to lead them to solve the problem. This strategy can result in more engaged and motivated learners that find your content more meaningful and enjoyable.
  • Demonstrating: This allows you to show learners how to complete tasks using sequential instructions. Teaching by showing is very prevalent in online courses. This method is even enhanced by being online, learners can review your video as often as necessary to master the task. During demonstrating, you should show learners examples of what is expected as an end product of their learning. Key aspects can be explained through labelling, categorising, comparing etc.
  • Modelling: This method is excellent for representing complex ideas, concepts, processes or systems as much simpler concepts, thus aiding your learners understanding. It’s important to highlight that models are flawed thinking tools that often change over time as our understanding changes, they only need to be 'good enough' to explain a particular concept or idea at that time. It can be a useful strategy to encourage learners to actively apply and challenge models in their own context, so they fully understand the value and limitations of them.
  • Interview Clips: Including interview clips from other expert tester buddies can add a lot of value to a course. This method can provide learners with different points of view and experiences, all of which gives learners a broader understanding of a topic. Interview clips are particularly useful for opinion pieces or for sharing top tips. The best interviews are ones that feel like conversations, so try and keep your questions open and encourage interviewees to elaborate freely on their answers.
  • Lecturing: This is probably the most common method of content delivery used in online courses. Instructors can use lectures to transmit information quickly, promote key points, and have control over the content learners encounter. However, using lectures alone can result in your learners finding your course unstimulating as learners take on a passive role in this setting. On the other hand, a lecture here and there can give learners a welcome break from all the active learning. Lecturing is still a useful and valid method of content delivery and can be used in conjunction with more active methods.
  • Discussions: Guided and structured discussions between learners, whether used in conjunction with lectures or as a separate lesson, can support active learning. Learners enjoy hearing the viewpoints, thoughts and experiences of other learners. What’s even better is that learners can develop and deepen their own understanding through their online interactions with their peers. This is otherwise known as ‘peer learning’ and will work well using The Club, our online forum. Peer learning requires well designed online activities that encourage peers to share thoughts, findings, feelings, feedback with one another and to co-construct knowledge. You will get your own area of The Club to develop discussions in and to answer questions from learners.
  • Gamification: You can turn a lesson into a game by incorporating challenges, rewards (these don’t have to be tangible and can be ridiculous!... e.g. a virtual high five!), setting time limits and other gaming methods to introduce friendly competition and motivate learners to master the skills and concepts of the lesson. A key part of many games is having a narrative; creating scenarios is a great way to do this. Scenarios can involve the learners as the first person player and have characters that follow a simple plot or sequence of events.
Don’t let this list limit you, feel free to get creative and come up with your own methods of content delivery, we will be more than happy to try and support you with making your ideas happen.
Have a ponder about the different methods, and don’t worry if using one method throughout would suit your course e.g demonstrating all the things! You do what you think works best for your lessons. Add the most appropriate teaching methods to ‘How I will teach it’ column in your lesson plans.

Materials To Support Your Teaching

Based on your ideas of what you are going to teach and how you are going to teach it, it could be useful for you to consider what materials you might need to create to support your teaching of the content. For example, do you need:
  • A test product: when intending to demonstrate. Will this be sourced or created? Downloadable or hosted? Using existing sites or products that could change, could lead to your course ‘breaking’ or needing to be amended. Creating your own reduces that risk.
  • Code examples: when intending to demonstrate. It quicker and easier to pre create your code than having to type them out during recording the video.
  • Example documentation: when using storytelling, gamification or discussions. For example, good and bad test cases/scenarios or data.
  • Interview questions: when intending to use interview clips.
  • Slides: when intending to lecture etc.
If you have any teaching materials that you need to prep, make a note of this on your lesson plan under ‘Materials And Resources’ column.

Lesson Hooks

You should consider using lesson hooks in your lessons. A hook is a teaching method of grabbing your learners’ attention and get them excited about what they are about to learn! The hook should be given towards the the beginning of your lesson, if not the very beginning, as it’s best to generate interest and motivation from the off.
A good hook should simultaneously spark learners’ interest and link to their existing knowledge on what they are about learn. Hooks delivered online can include the use of video clips, demonstrations, jokes, puzzles, problem solving, stories, polls, rhetorical questions, anagrams, surveys, quizzes, scenarios, analogies, models, facts, statistics, images, video clip… the list goes on! It can be almost anything that promotes intrigue in the subject matter that you’re about to teach.
Your hook should not take up much time in your lesson, it is just there to peak your learners’ interest and to link to existing knowledge. The latter is really important, as recapping existing knowledge primes your learners’ brains ready to take on new knowledge.
Last modified 2yr ago