Title: Instructions

Giving Instructions

Poor instructions can...

In what other ways might poorly given instructions impact on the lesson, the student and the lecturer?

make the task seems harder than it actually is

waste time

cause students' to feel "stupid"

create confusion

create a negative mood in the classroom

reduce the confidence students have in the lecturer

reduce students' attention and focus

Critical View of Instructions

Watch section: 1.46-4.00. How could his instructions be improved?

Tips to improve his instructions:

1. Get all students’ eyes / ears attention.
2. Check understanding of instructions
3. Don’t repeat instructions
4. Use a full demo
5. Get students to demo
6. Use upbeat, authoritative voice
7. Use positive language to students to reward and encourage effort (not “You don’t seem to have got it”)

Choose the correct statement.

Watch section: 1.46-4.00. How could his instructions be improved?

Examples of Poor Instructions 1

Watch the one-minute video.

Look out for the while-watching task on the video.

Why would a class have issues with these instructions?

OK everyone, would you, John, sit down. Now what you have to do is, when you, you take this handout that I’m giving out just now and keep that a secret, and some of you are “in the A Team, it’s written at the top of the handout, and some are in the B Team. OK, can you see that? Don’t show your handout to anyone and then you have to describe to your partner, sit face to face. Could you move your chairs around and describe what’s on your handout so that your partner can find out what information is wrong and you must agree, when you find something, write it on the handout, ok? Do you understand?

Watch the one-minute video on how NOT to give instructions.

What are the key rules for good instructions?

Think of the last time you gave instructions for a task to a group of learners?

How effective were these instructions?

What was it about your instructions that made them effective or ineffective?
- Think of the last time you gave instructions for a task to a group of learners?
- How effective were these instructions?
- What was it about your instructions that made them effective or ineffective?

Choose the correct statement.

Delete the unnecessary language and write out the instructions in the right order.

Giving Instructions: Tips

Break tasks up into manageable chunks: Give instructions for one part of the task only, then students do task, then give instructions for next part, then they do that part of task.

Be clear, concise and unambiguous

Talk to your students about the kind of behaviour that will show you they are listening - ears open, standing still and eyes on you.

Don't start until you have total attention. Get silent, fully focused attention before you begin to explain an activity.

Have a clear signal such as a certain phrase to ensure that no one starts until you've finished your explanation e.g. "IN A MINUTE, NOT YET! YOU ARE GOING TO XXXX"    "GO!"

Introduce step by step and check understanding at each stage.

Pause after each sentence, to allow processing time.

Give them in writing to group leader to brief the group

Demonstrate it.

Get a small group of students to demonstrate it.

Get instructions right first time (Monitor early to check everyone on task)

Get a student to tell the class what to do.

Use "Instruction Checking Questions"

Instruction Checking Questions

To get evidence that all students understand the instructions of the task. What has to be done and how is it to be done.

Instructions for how to come alongside single handed in a small yacht (You are outside the marina now)

4. Instruction check question: How many lines do you have to have ready?

5. Instructions: You have entered the marina. Make the final approach into the berth at under 1 knot.This is to maintain steerage and give thinking time. Step off holding the midship line once parallel to, and touching the pontoon. Stop the boat with your hands.

1. Instructions: Put 3 fenders on port. None on starboard as there are fenders already attached to the pontoon.

6. Instruction check questions: What is your berth approach speed and why? Why should the boat be touching the pontoon when you step off.

2. Instruction check questions: How many fenders will you put out? What side will you put the fenders on?  Why?

7. Instructions: Attach the stern line to the cleat to stop the bow from hitting the pontoon. Attach the bow line.

3. Instructions: Rig one bow and one stern line. Have a midship line attached and ready.Open mid ship gate. Enter marina.

8. Instruction check and extension questions: What could happen if you attach the bow line first?  Why?

Giving Instructions: Quiz 1

STEP 1: tutor holds up worksheet

STEP 2: “Now, I want you to match these 8 words…”

STEP 3: Tutor points to the left hand side of the worksheet.

STEP 4: “…to the definitions on the right.”

STEP 5: Tutor points to the phrases

STEP 6: “There’s one extra definition which doesn’t have a word”

STEP 7:  “I want you to do this alone and check in pairs after.”

STEP 8: “OK then. How many words are there?” (Students= “8”)

STEP 9:  “How many definitions are there?” (Students= “9”). Good

STEP 10:  “And finally, are you going to do this together?” (Students= “no”)

STEP 11: Tutor hands out the worksheet. Students start task.

Giving Instructions: Quiz

Q: 2. Steps 1-7 check understanding of instructions.
A: false

Steps 1-7 give instructions. Steps 8-10 check instructions.

Q: 1. Steps 8-10 give instructions.
A: false

Steps 8-10 check that students understand the instructions.

Giving Instructions: Quiz 2

Giving Instructions: Quiz

Q: 3. The tutor waits to hand out the worksheet as it ensures students attention are on the tutor.
A: true

If you give out the handout, the studnents will read it and not listen as attentively to the tutor.

Q: 5. If you want students to change seats to do the task, get them to move during the instructions.
A: false

Give the instructions for the task. Tell them that “in a minute you will move to form groups of 3. Don’t move yet.  In your groups of 3 you will do XXXX. Now move!”

Q: 4. The tutor should adopt an authoritative tone when giving instructions, and use set phrases or verbal signals to indicate that all attention is to be focused on the tutor at that point.
A: true

E.g. “OK. All eyes on me thanks. Just elbow anyone who isn’t turned round yet. Thank you. Right…”

Examples of Poor Instructions 2

Well, that wasn’t really what I was hoping you’d say when I asked you that question. I was actually looking for the name of the object not an example, but what you gave me was fine, only does anyone I wonder have the answer I’m looking for?

Now actually, I would really like you, if you could, now stand up, yes everyone, please.

If I were to ask you for your opinion on smoking, what do you think you might say to me in reply?

Would you like to tell everyone the answer you were thinking of again because I don’t think they heard it when you spoke so quietly and I’m sure we’d all be interested in hearing it if you could, please?

It’s the unit on, er, travel, somewhere- it’s near the middle, pages 49 and 50, can you find that? Have you got it? No, not that one, the next unit,  and take a look at the introduction, read it through quickly and jot down your answers to the questions at the top of the page over there, above the illustration.

Giving Clearer Instructions

Become aware of your own instruction giving (audio record yourself on your phone, ask others to watch/ listen to you and give you feedback)

Demonstrate rather than explain, where possible

Separate instructions from other chit chat by creating silence before instructions, getting eye contact, using authoritative tone, use silence and gesture to pace instructions)

Check students have understood. Get concrete evidence e.g. get students to tell class what they have to do.

Pre-plan essential instructions (use short sentences, don’t say things which are commentary e.g. “I’m giving you a piece of paper now”, don’t give them instructions that they don’t need to know right now i.e. what they’ll do after they finish this)

Getting Silence before Giving Instructions

Shake hands in the air (like in a revival meeting), but in silence. Sts see this and when they do they must do the same. This spreads and eventually all sts are silent.

Spray “Quiet Spray” into the air!

Use a small music box. Wind the music box at the beginning of each day. OR keep a tab open of a  song online to use instead. When students get noisy or off-task, the music goes on. If the box runs out before the end of the day, a treat is taken away.

A toy rooster that screams and crows with the push of a button.

Giving Instructions in Writing

Put the instructions on screen e.g.

Give instructions in writing to group leaders. The group leaders brief own groups.

More ways to generate evidence of understanding

Give the list of steps with one or more missing. Groups discuss and work out which are missing.

Give small groups of students sets of instructions, cut into strips with one instruction per strip i.e. “Here are the steps.  Put them in order.”

In pairs, you have 5 minutes to memorise the steps. Now cover over the steps. Teach your partner the steps. Now swap.

Instructing through gestures

what gestures could you use to convey this information in class?

1. Stand up
2. Work on your own
3. Five minutes left
4. Quieten down
5. Listen to me
6. Listen to her
7. Give a longer answer
8. Stop talking now
9. Stop a noisy student talking (to let someone else speak).

10. Sit down

11. Yes, you can go to the loo

12. All eyes on me now

13. Get your fellow student to turn round and look at me.

14. Excellent work

15. That could be improved

16. Go and get help / peer teaching from that student

17. This students’ work is great- come and have a look at it and learn from it.

"Good" and "Bad" Instructions

- These videos come from the field of English language teaching.
- What ideas can you take onboard to improve your own instructions?
- Look out for video links and questions during these short interactive videos.

Q: How could these instructions have been improved?
- Repeat each step several times and have students write down each step.
- Get the answer from a pair of students after each step (waiting til the end is too late). OR get them to write down their step by step answers and go round and monitor them. OR have each step on screen too - so it is not a memory test. (correct)

Q: What could he do here to make this clearer?
- Hold up page 38 or show it on the big screen. (correct)
- Repeat what he said several times.
- Ask students if they understand.

Q: How could he better ensure that students do the task right first time?
- Do all the gaps on the big screen with all students looking at the screen and answering when asked. (This is very tutor-centred. The amount of talking time and required engagement from each student is low. Once one student has been asked a question, they can switch off for the rest of the activity as the tutor will probably not ask the same person again.)
- Show the gap fill on the big screen. Tell pairs to try the first gap. Then ask one pair to give you the answer. (correct)

Q: When a tutor asks "Has anyone got any questions?" There is normally no answer. This doesn't mean there are no questions. It does not provide any evidence that students understand what to do.  What could he do to get evidence that they understand what to do?
- Ask instruction check questions e.g. " Is everything clear?", "Do you know what you are doing?"
- Ask instruction check questions e.g. " Who are you going to work with?", "What page are you going to put the answers on?" (correct)
- Encourage on-task clarification e.g. "If you are unsure, ask me when I come round".

Choose the correct statement.

- Give instructions for the first step of the task. Show the handout on the screen (magnified). Get evidence that all understand the instructions. Give the students the handout that they need to do the task. (correct)
- Give the students the handout that they need to do the task. Show the handout on the screen (magnified). Give instructions for the whole task. Get evidence that all understand the instructions.

- Give instructions for the first step of the task. Give the students the handout that they need to do the task. Give the remaining instructions. Show the handout on the screen (magnified), Get evidence that all understand the instructions. (correct)

Watch the video for 15 golden rules for giving instructions.

Which will you try out with your classes?

- It doesn't matter what you said, it matters what the students' think you said!!
- Checking for understanding is a key technique that is often missing from our practice. We assume that our instructions are clear and unambiguous. Of course, they are...to us!
- Or we use questions such as, 'Do you understand?', 'Is that clear?'. These kinds of questions tend to generate the same response, 'Yes'!!  This seems to be the programmed response to those types of questions,  irrespective of whether the instructions are understood or not!
- It is important we develop effective ways of checking for understanding and incorporate these into our practice.

Choose the correct statement.

- Give instructions for the first step of the task. Show the handout on the screen (magnified). Get evidence that all understand the instructions. Give the students the handout that they need to do the task. (correct)
- Give the students the handout that they need to do the task. Show the handout on the screen (magnified). Give instructions for the whole task. Get evidence that all understand the instructions.

- Give instructions for the first step of the task. Give the students the handout that they need to do the task. Give the remaining instructions. Show the handout on the screen (magnified), Get evidence that all understand the instructions. (correct)

Examples of Poor Instructions 1 (solution)

Examples of Poor Instructions 1 (solution) with checks (in yellow)

1. “Get into pairs” (use gestures to pair up people)
2. “Sit opposite your partner”
3. Wait until they move
4. “In your pair, one is A” (gesture to “A” handout)
5. “One is B” (gesture to B handout)
6. “Hands up As”
7. “Hands up Bs”

8. Some information on sheet A is different from sheet B.

9. Don’t show your handout to anyone!   (Mime keeping secret)

10. Describe your information to your partner. When you find some information which is different, write it down.

11. Choose a student and demo with them.

12. What are you going to do?

13. Give out handouts

Examples of Poor Instructions 2 (solution)

Now actually, I would really like you, if you could, now stand up, yes everyone, please. (Gesture or "Stand up")

It’s the unit on, er, travel, somewhere- it’s near the middle, pages 49 and 50, can you find that? Have you got it? No, not that one, the next unit,  and take a look at the introduction, read it through quickly and jot down your answers to the questions at the top of the page over there, above the illustration. ("Page 49" - wait til they have found it, "Read these questions" -show questions on screen or page, "Read this" -show text).

If I were to ask you for your opinion on smoking, what do you think you might say to me in reply? ("what do you think about smoking? Discuss with your group.)

Would you like to tell everyone the answer you were thinking of again because I don’t think they heard it when you spoke so quietly and I’m sure we’d all be interested in hearing it if you could, please? ("Louder")

Well, that wasn’t really what I was hoping you’d say when I asked you that question. I was actually looking for the name of the object not an example, but what you gave me was fine, only does anyone I wonder have the answer I’m looking for? ("What's the name of the object?)

Wait Time

Q: Reasons to use task-appropriate wait time (select all that apply)
- Decreases educator talking time and increases student talking time (correct)
- More time to reply = more thoughtful answers (correct)
- Short wait time denies some the cognitive challenge of working out the answer. (correct)
- Questions that require computation need 4-6 seconds of wait time. (correct)
- Questions that require deeper / higher level thinking need 6-10 seconds of wait time (correct)
- Allows the planned activities to take more time each.

What are the results when wait time increases? (choose the best response)

- Students give longer answers, volunteer more appropriate answers, fail to respond less frequently, ask more questions, give higher level responses and  are more confident. In addition, achievement is higher and weaker learners offer more questions and responses. (correct)
- Students give quicker answers, volunteer more appropriate answers,  respond less frequently, give higher level responses and are more confident. In addition, achievement is higher and weaker learners offer more questions.

- More intelligent students give longer answers, some students volunteer more appropriate answers, give higher level responses and  are more confident. In addition, achievement is the same and weaker learners offer more questions and responses. (correct)