Here's what I do:
First - I see an example of what it looks like in the final product - or I wouldn't be interested it in the first place.
Second - I open the tool and play around with it.
Third - If I can't figure something out, I google a video or look for a bulleted list of steps. Then I stop and start that video while I have the app open for myself. Or I go back and forth from the list to the tool and try one thing at a time. I try out the step or re-watch/re-read when it doesn't work.
If we are going to model how to do new things on a google meets - live, we aren't meeting the needs of how people learn if we just barrel through all the clicks. We are going to have to use different methods to show folks how to take notes, or practice with us. Here are some ideas:
* Show a model of the finished product. This takes care of the big picture folks and promotes relevance - which we know is one of the only ways to get through the hippocampus to long term memory.
*If you are going to model a new tool, tell students beforehand, so they can have it downloaded or play around with it before the meeting.
* If you are going to model an entire process, tell students that you are recording it so they can start and stop later. This will lower the affective filter and limit panic.
* Give students a little "inquiry" time to explore the tool to see what they can figure out on their own and share back before you model the extra stuff. It is likely that the students will show most of the things you want to teach and you will be able to focus on the deeper, more nuanced features or have more time for application and response. This will increase critical thinking, transfer, and application.
* Create a step by step click list and show on a split screen as you model. This will reduce the cognitive load and become a placeholder for memory until the process is automatic.
* Have a student share their screen and slowly walk through the process. This is like what you would do in a classroom with the fishbowl strategy - you try it out with a student and everyone watches. Then you can debrief about the learning. A wise person always told me that when you are teaching technology, you keep your hands off the mouse and keyboard so you don't take over their learning. This will allow you as the teacher to see common struggles in using the tool that you didn't anticipate. As such, you will be able to teach problem solving skills, such as RTWS (Read the Whole Screen) or ctrl+z to undo things that didn't work.
* Have students open the product in another tab or window while you are still live. Model one step, then wait for students to apply the skill and give opportunities to ask questions. This allows you to follow the principles of ZPD (Zone of Proximal Development) and Guided Practice (Gradual Release of Responsibility) to ensure that students are active and involved in trying out the skills while you are still there to support them.
