Deconstruct: Kaufman's first step is breaking a big skill into its smallest, useful pieces.
How do you begin to deconstruct your topic from the New Brunswick science curriculum in designing a new Quick Hitter? Describe your process.
Learn enough to self-correct: Kaufman argues you don't need expert-level mastery, just enough to notice and fix your own mistakes as you go.
What would “learning enough to self-correct" look like for you on this topic? How might this influence your learning and planning moving forward?
Your next 20 hours of practice: The discomfort of not being an expert yet is normal.
Using, refining, and building on your Quick Hitter is one way to improve your teaching of a given topic. What other tools or strategies work for you?
Removing barriers to practice: The Quick Hitter is a low-stakes rehearsal tool that removes the emotional barrier of "I don't know where to start". It's a pre-built entry point you can return to and refine.
Can you think of additional ways to remove barriers to practice when it comes to teaching material that is less familiar to you?
If time remains, begin creating a new quick hitter for your chosen topic.
Either send what you have to carlie.dunbar@unb.ca, or hand it in to us in-person.
Please share any additional insights that came up in your group conversation on mastering the science content you are responsible to teach.