“LightBulbs”: How to Make

Things Easy to Understand

Table of Contents:
I. What does it mean to “Make Things Easy to Understand”?
II. How to Identify Light Bulbs
III. How to Present Small Light Bulbs
IV. How to Present Large Light Bulbs
V. How to Write a Lesson Plan to Present Small Light Bulbs
VI. How to Write a Lesson Plan to Present Large Light Bulbs

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 I. What does it mean to “Make things easy to
understand?”
Engagement is getting trainees to pay attention (hook) and keep their attention.
Getting engagement does not ensure trainees can follow along.

Making things easy to follow along with is getting trainees to follow along with
the screen, visual aids, the companion, and what the trainer says. Making things
easy to follow along with does not ensure trainees are understanding.

Making things easy to understand means making concepts easy to understand.

It’s easier to make non-conceptual algorithms and conventions easy to
understand. Concepts are the things that are challenging for trainees to
understand. There are 3 ways to break up concepts that may be helpful :

• Non light-bulbs: A non-trainer can explain the concept in 1-2 sentences

and most everyone will understand it.

• Small light-bulbs: With a good explanation, trainer can tell the concept
in 1-2 sentences and most everyone will understand. This can usually be
done with no (or very few) leading or review questions or directionals
that require synthesis. (We’ll define this later)

• Large light-bulbs: everything else.

o Trainer feels a gut-level need to either review, lead or get

synthesis before the trainees will understand the concept.

o Trainer explains concept clearly in 1-2 sentences and some

trainees still didn’t get it.

o Not possible to explain in 1-2 sentences

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Making things easy to understand can be divided up into two parts:

• Making small bulbs easy to understand

• Making large bulbs easy to understand.

The first step, then, in making things easy to understand is to identify the light
bulbs that are not easy to understand (Small & Large)…

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 II. How to Identify Light Bulbs
Step 1: Identify Tough Topics
Identify the topics in class that are hard to teach or hard to understand.

Example:

o Adding Multi-Digit Numbers

Step 2: Identify Potential Light bulbs

Go through your lesson and try to articulate or write down all of the things are going to be hard to
understand for your trainees

Identifying Potential Light bulbs

Here’s an easy way to determine which concepts that you teach are hard to
understand…Whenever you find yourself saying:

 “Does that make sense?”

Examples:
o Why the columns for base nine are 81, 9, and 1?

o Why do we have columns?

o Which column to start adding?

o What each column means?

o Why are the columns 100, 10 and 1?

o Why we carry a one?

o How to figure out what number to put down and what number to carry?

o What ‘carry’ even means?

o Why do I start from the right hand side?

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 o How to add bases other than 10?

Step 3: Write Light bulbs in Conceptual Format

Rewrite those “potential light bulbs” in a conceptual format using one of the
following phrasings below:

Concept Objectives
If it is a concept, then it can be written in one of these formats:

“Explain what it means to…”

“Explain why…”

“Describe the effect of…”

“Describe the difference between <doing something one

way> and <doing it another way>”

“Explain who can…”

“Describe where <x> is coming from.”

“Explain when <something will happen>”

“Explain when <you would want to do something one way

vs. another>”

“Describe what happens when…”

“Describe where/how <a particular action will appear in the

system to another user>”

Examples:

o Explain why the columns for addition are 100, 10 & 1.

o Explain why the columns for base nine are 81, 9, and 1.

o Explain why we have columns.

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 o Explain why the columns for base 10 are ones, tens and hundreds.

o Describe the difference between starting on the right column vs. the left
column.

o Describe where each column is coming from.

o Explain why we carry a one.

o Explain when to carry the 1 and when not to carry the one.

o Describe where the final number on the right is coming from.

o Describe what happens when you ‘carry’ the one.

o Explain why you start adding from the right hand side.
o Explain when you would carry the 1 in bases other than 10.

Step 4: Distinguish between Large & Small Light bulbs.

Remember: Light bulbs require synthesis. Non-light bulbs do not.

Light bulb Examples:

o Explain why the columns for base nine are 81, 9, and 1. (Large)

o Explain why the columns for base 10 are ones, tens and hundreds. (Small)
o Describe the difference between starting on the right column vs. the left
column. (Large)

o Describe where each column is coming from. (Large)

o Explain why we carry a one. (Large)

o Explain when to carry the 1 and when not to carry the one. (Small)

o Describe where the final number on the right is coming from. (Small)
o Describe what happens when you ‘carry’ the one. (Small)

o Explain why you start adding from the right hand side. (Large)

o Explain when you would carry the 1 in bases other than 10. (Large)

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Activity: Identify Light bulbs For One Of Your Topics

Now, it’s your turn. Think of a topic in one of your classes that is really
hard to understand. Use it to fill out the table below and find the light
bulbs:

Identify Tough Topic

Identify the topics in class that are hard to teach or hard to

understand.

Identify Potential Light bulbs

Go through your lesson in your head and try to articulate or

write down all of the things are going to be hard to understand
for your trainees

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 Write Light bulbs in Conceptual Format

Rewrite those “potential light bulbs” in a conceptual format

using one of the following phrasings below:

Distinguish Between Light bulbs & Non-Light bulbs

Remember: Light bulbs require synthesis. Non-light bulbs do

not.

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 III. How to Present Small Light Bulbs
 Trainer Says Answer… If the trainer can simply state the concept, and the majority of
trainees will understand, it does not require synthesis.
 Trainee Says Answer… If in order to understand the concept, the trainee will need to say,
write, or think about it in their own words, then it does require synthesis.
□ 1. If needed, lead the trainees to the point where they will be able say/write/think
about the answer to the concept on their own.
 The rule of thumb here is that the trainer cannot answer the concept for the trainees.
 Give a directional statement to read something
• Ex: “Turn to page 2-4 and read the very first paragraph as well as the
scenario.”
• Ex: “Look at your three choices in the lower right corner of your page.”
 Tell the trainees something (other than the answer to the concept)
 Ask a question(s)
• Review
• Ex: “Do you remember why we use the column on the right?”
• Expert
• Ex: “Teachers, what does review stand for?”
• Leading
• Ex: “How did we get to this point? What two numbers do we add?”
• Ex: “Are we finished with the entire problem or just this step?”
□ 2. Give a synthesis directional that will require the trainees to answer the concept in
their own words.
 Give 30 seconds minimum for them to do this.
 Write it down
• Suggestion: include an Etch-a-Sketch box to do this in your companion
• Ex: “Take 60 seconds and explain in your own words why the columns in
base nine are 81, 9, and 1.”
 Discuss with a buddy
• Ex: “When you’re finished, I want you to turn to the person next to you
and agree.”
 Think about it
□ 3. Reiterate the answer to the concept, pause, and give them time to think about it.

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  Vary inflections and pace, such that you slow down at important parts of the 1-2 sentence
concept.
 To practice this:
1. Write down a small bulb on a piece of paper (1-2 sentences)
2. Circle the words that make the bulb important and somewhat challenging to
understand.
3. Try restating it with varied pace and inflections so that you can make it
“slower” and easier to follow along with.
□ 4. Update your lesson plan based on how it went:
 If trainees say "I can't do it" you didn't led them enough. Update your lesson plan
accordingly.
 If trainees had to think but most got it, you have hit the sweet spot.
 If trainees say "Duh! This is easy" and refuse to write it down, then you led them too
much. Update your lesson plan accordingly.

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 IV. How to Present Large Light Bulbs
Step 1: State a concept directional
The idea here is to get them to recognize the importance and need for the
concept by asking them to do something.

Examples:

o Turn to page 6 and write down: ‘It’s really important that you all
understand the difference these columns and why we have them in the first
place. Write that down.”

Step 2: State Concept Hook

This tells trainees WHY they would want to learn this concept…What’s in it for
me?

Examples:
o “If you know this, you’ll be able to add any number any time and I won’t
make you do 50 problems a day…I’ll just make you do 1 or 2, and you’ll
never ever forget it.”
o “The ACT is going to have this, and if you can pass it, you can get into
college and I’m going to show you how to do this so that no matter what the
ACT throws at you, you’ll get it right. You interested?”

o “You’re going to have to go live with patients in front of you and if you
understand this concept, no matter what the patient presents for (whether
it’s pneumonia…) you’re going to be able to handle this and look like an
expert in front of your patients. You interested in learning how to do this?”

Step 3: Get Trainees Ready for Synthesis Directional

This involves questions and statements by the trainer to the trainees that are like
little hints that get them closer and closer to be able to answer the synthesis
directional later on and get their light bulb to turn on.

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 Rule of Thumb: Trainer cannot answer the concept for the
trainees. Trainees are ready to be able say/write/think about
the answer to the concept on their own.

Options to do this include:

Give a directional statement to read something

Tell the trainees something (other than the answer to the

concept)

Ask a question(s)

Review

Expert

Leading

Examples:
o Directional: “Look at these two numbers here.”
o Leading: “How many ones are in 14?”

o Leading “How many ones are in 18?”

o Leading: “What do you get when you add them together?”

o Directional: “Check this out…this number is in fact…this many.”

o Leading: “If I added 14, I would have how much?”

o Leading: “If I add that to 18, what do I have?”

o Leading: “What do I get when I add these?”

o Leading: “Do you see an easier way?”

o Directional: “Now watch this…14 + 18,,”

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 o Review: “14 is really how much?”

o Review: “18 is really how much?”

o Leading: “So, really, this 4 here is really 4 of the what?”

o Leading: “And this 1 here is really 1 of the what?”

o Leading: “So this column is really not tens at all, it’s what?”
o Leading: “This column is really not ones at all, it’s the what?”

o Review: “How much is 52?”

o Review: “How much is 49?”
o Leading: “Which column would you start with?”

o Leading: “Two of those and 9 more gives me what?”

o Leading: “And how much is this?”

o Directional: “Now watch this, I’m going to add these two numbers
together.”

o Review: “How do we do it?”

o Directional: “Use the symbols to tell me what these are.”
o Leading: “How many arches are there?”
o Leading: “Are these arches or are these sticks?”

o Leading: “I can put a 1 up here and now how many arches do I have?”

o Review: “What column is this?”

Step 4: Give Synthesis Directional

This is the part where their light bulbs go on….the part where the trainees are
required to answer the concept in their own words without being told the
answer.

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 Rule: Trainer cannot give them the answer…only the
directional for them to figure out the answer.

Example:

o Synthesis Directional: “Take 2 minutes on your own and write down why
columns for adding are 100, 10 and 1.”

o Synthesis Answer: “It’s easier…It saves us writing on the walls of the caves.
It’s smarter instead of harder.”

o Synthesis Directional: “Take 2 minutes on your own and write down why
you think we chose base 10.”

o Synthesis Answer: “10 ones is equal to a 10, and when the zero goes away,
we have 1 of those left…it’s easier to cheat.”
o Synthesis Directional: “Take 60 seconds and write down why we have
columns when we add.
o Synthesis Answer: “Making it easier to add by grouping.”

Write-it-Down Box for Synthesis Answer

If you decide to ask the trainees to write down their answer to

the synthesis directional,

• Give them a Write-it-Down Box to write their answer it.

This will:

 Make it seem more important and

 Allow you to more easily check their answer later

for understanding

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Step 5: Go Over The Answer:
Now it’s time to give trainees the correct answer. Options to do this:

Find someone with the right answer and ask them to share it with the class

Tell them the answer

Display the answer on a visual aid

Display the answer in an answer key (in the companion)

Example:

Synthesis Directional: “I want to know what you think.”

Step 6: Check for Understanding:

Walk around and look at each paper/screen

Thumbs Up/Down

Have Trainees Raise Hands

Step 7: Update Lesson Plan:

If your light bulb worked, great! If not, you may need to do some tweaks.

When you present in class, there are 3 possible reactions that trainees will have
to your Synthesis Directional. Here’s what they are, why they occurred, and what
you should do about them:

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Activity: Write The Script To Present Your Light Bulb

Write a script to teach your light bulb tomorrow.

State The Concept Directional

The idea here is to get them to recognize the importance and

need for the concept by asking them to do something.

State Concept Hook

This tells trainees WHY they would want to learn this

concept…What’s in it for me?

Get Trainees Ready For Synthesis Directional

This involves questions and statements by the trainer to the

trainees that are like little hints that get them closer and closer
to be able to answer the synthesis directional later on and get
their light bulb to turn on.

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 Give Synthesis Directional

This is the part where their light bulbs go on….the part where
the trainees are required to answer the concept in their own
words without being told the answer.

Decide How You Will Go Over Answer

Now it’s time to give trainees the correct answer. Options to

do this:

Find someone with the right answer and ask them to

share it with the class

Tell them the answer

Display the answer on a visual aid

Display the answer in an answer key (in the companion)

Decide How You Will Check For Understanding

Options to do this:

Walk around and look at each person’s screen/paper

Thumbs Up/Down approach

Have trainees raise hands

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 V. How to write a lesson plan to present small light
bulbs
 Trainer Says Answer… If the trainer can simply state the concept, and the majority of
trainees will understand, it does not require synthesis.
 Trainee Says Answer… If in order to understand the concept, the trainee will need to say,
write, or think about it in their own words, then it does require synthesis.

Trainee Says Answer…

□ 1. Write the concept (not the answer to the concept).

o Example: Explain why columns for base 9 are 81, 9 and 1.

□ 2. Write the synthesis question/directional (and the answer) that you will use after the
concept has been taught.
• This is a final leading question/directional that is a restatement of concept in
question/directional form that brings the discussion back to the concept objective we
stated originally – basically getting trainees to tell you through this last leading
synthesis question/directional, the answer to the concept.
• If you ask the last leading synthesis question/directional and trainees will likely get it
wrong, then you need to go back and ask more leading questions that will get them
more apt to get the final synthesis leading question correct.
• Choices for how to ask final synthesis question
• Direct them to write it down (etch a sketch) – own words
• “Take 60 seconds and write down in your own words… <insert
concept here>”
• Ex: “Take 60 seconds and write down in your own word why
columns for base 9 are 81, 9 and 1.
• Direct them to think about on own
• “Take 60 seconds and think about <insert concept here>.”
• Direct them to talk with Buddy and Agree (reason to work with buddy)
• “Take 60 seconds and discuss with your buddy and agree on
<insert concept here>.”

□ 3. Determine whether the original concept you wrote is in fact what you want the class to
be able to answer.
• If not, revise the original concept and/or synthesis directional

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□ 4. Write statements and questions to lead trainees to answer the synthesis directional
correctly.
1. Use Leading/Review/Expert questions, statements, or a non-lecture activity
 Use Review or Expert question to draw on prior knowledge in
order to set up subsequent leading questions/synthesis question.
o Include the words “do you remember” in this question.
 Use Leading Questions (Series or just one) that will lead the
trainees to the point where they can answer the final synthesis
question
o Definition of a leading Question
 There is a right answer
 Trainees do not currently know answer
 Trainees are capable, through your leading, of
figuring it out
 Typically has the words “do you think”
o Choices for how to ask leading questions depending on
their complexity:
 Ask for volunteers to answer question
 Direct them to think about on own
 Direct them to talk with Buddy and Agree (reason
to work with buddy)
 Direct them to write it down (etch a sketch) – own
words
2. Decide if you led trainees too much
 You can tell if this is the case, if the answer to the concept
becomes patronizing
o If so, refine/remove the questions/activity.
3. Decide whether the trainees are ready to understand the answer to the concept.
 If so, present the concept
 If not, add an additional question/activity until they are

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 VI. How to write a lesson plan to present large light
bulbs
Once you have identified the large light bulbs, the next step is to prepare your
lesson plan. Here’s how to do it:

Step 1: Write the concept

Write the conceptual objective… (NOT the answer to the concept)

Example:

o Explain why we have columns.

Step 2: Write the synthesis directional (and the answer)

What is a Synthesis Directional?

This is a final leading question/directional that is a restatement of

concept in question/directional form.

Why Ask a Synthesis Directional?

By bringing the discussion back to the concept objective we stated

originally, it GETS TRAINEES TO TELL YOU THE ANSWER TO THE CONCEPT.
Benefits of this include:

 Trainees get to learn the concept in their learning style

 Create an answer, talk it out, discuss it, and then figure

out the final take away, all on their own.

 Trainees are forced to think rather than just listen and regurgitate
information.

 Trainees can understand the concept better as a result of the light

bulb going off on their own

 Trainees can remember it better if they thought of it themselves

 Trainer can determine if they understand the concept or not

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 When to ask a Synthesis Directional?

After the concept has been taught to get the trainee to say the answer.

How Can you Tell if it’s Right?

If you ask the last leading synthesis question/directional and trainees will
likely get it wrong, then you need to go back and ask more leading
questions that will get them more apt to get the final synthesis leading
question correct.

How Long Should They Get For Each Directional?

• Give 30 seconds if the concept is small and you think it

won’t take them as long to answer this.

• Give 60 seconds if the concept is large and you think it

will take them a little longer to answer this.

Either way, the directional should require them to THINK to

come up with the answer.

Example:

o Synthesis Directional: “Take 2 minutes on your own and write down why we
have columns in western civilization.”

o Synthesis Answer: “Columns make it easier for us to add because 10 ones is

equal to 1 ten and 10 tens is equal to 100.”

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 Writing Tip

Based on the answer to the synthesis directional above, you

may need to revise the original concept you wrote in order to
get the class to be able to answer.

Step 3: Write leading/review statements and questions

Here’s where you write questions and statements that will lead trainees to
answer the synthesis directional correctly. Options include

 Review or Expert Questions to draw on prior knowledge in order to set up

subsequent leading questions/synthesis question.

Review Questions

Remember to include the words: “do you remember” in this

question.

 Leading Questions (Series or just one) that will lead the trainees to the
point where they can answer the final synthesis question. Options include:

Ask for volunteers to answer question

Direct them to think about on own

Direct them to talk with Buddy and Agree (reason to work with
buddy)

Direct them to write it down (etch a sketch) – own words

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 Leading Questions

Your leading question should contain 3 components:

 Trainees do not currently know answer to.

 Trainees are capable, through your leading, of figuring it

out

 Typically includes the words “do you think”

Examples:

o Action: Write down14 + 18 on the board.

o Directional: “Look up here.”
o Leading: “How would I write out 14?”

o Leading: “How would I write out 18?”

o Leading: “How do you think you would add these together?”

o Leading: “Do you think there’s an easier way?”

o Review: “How much do each of these stand for?”

o Statement: “Let’s let 10 of these strokes equal an arch.”

o Leading: “Would that be easier to do it this way?”

o Action: Have them add a really big number with the arches.
o Hook: “Do you want to know an easier way?”

o Review: “What did we do here to make this easier?”

o Leading: “What do you think we would do to make this easier now?”

o Leading: “If we did that, do you think that would help make it easier?”

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 o Directional: “I want you to take 60 seconds and think about how you think
we could user the arches and the strokes to make this easier.”

o Review: “How many arches are in this?”

o Review: “How many arches is this?”

o Leading: “How many do we have left?”

Step 4: Decide If You Led Too Much or Too Little

Did I Lead Too Much, Too Little, Or Just Right?

Too Much

If the synthesis directional becomes patronizing, you led

them too much.

 If so, refine/remove some of the leading questions

above.

Too Little

If the synthesis directional is too hard for them to

answer on their own, you led them too little.

 If so, add some more leading questions above.

Just Right

If the trainees are each able to answer the synthesis

directional on their own WITH SOME THINKING, then
you led them just right.

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Activity: Write A Lesson Plan For One Of Your Light Bulbs

Now, it’s your turn. Think of a light bulb in one of your classes that is really
hard to understand. Use it to fill out the table below:

Write The Concept

Write the conceptual objective… (NOT the answer to the

concept)

Write The Synthesis Directional (and answer)

Write Leading/Review Statements & Questions

Here’s where you write questions and statements that will

lead trainees to answer the synthesis directional correctly.

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 Decide If You Led Too Much Or Too Little

Too Much

If the synthesis directional becomes patronizing, you led

them too much.

 If so, refine/remove some of the leading

questions above.

Too Little

If the synthesis directional is too hard for them to

answer on their own, you led them too little.

 If so, add some more leading questions above.

Just Right

If the trainees are each able to answer the synthesis

directional on their own WITH SOME THINKING, then
you led them just right.

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