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Facilitation Focus a newsletter from evoke learning, inc.
May 2006

Greetings

in this issue
  • Tip of the Month:
    Tell a Story ... It's the best example
  • 3 Steps to Telling a Good Story
  • Next Month: Tips for new instructors

  • 3 Steps to Telling a Good Story
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    An engaging story has three parts - the set- up, the meat, and the message. When building a story we’re going to start at a place where you might not expect - with the message. The message is where you “land the learning”. When I say land the learning, I’m describing a point where the key learning is revealed to the participants - it’s like an AH HA moment. I like to use “land the learning” so store it in your memory.

    3. The Message: Begin at the end.Think about the teaching point that you want to make through your story. This point will be the core of your message. Once you know the core message you can work backward to determine all the important data points that are critical to creating that message.

    I was facilitating a sales workshop several years ago where the module that particular afternoon dealt with setting proper expectations when dealing with a client. I wanted to tell a story that showed the importance of setting proper expectations and decided the best way to do this was to tell a story where expectations weren’t properly set. The reason that I chose a reverse story was that people are more motivated to act when they are faced with avoiding a negative situation rather than to create a positive one. In this case the negative situation would be making the client angry. The message or punch line in the story would be -“So, you can see what happens when you fail to set proper expectations. What could I have done differently to avoid this situation?” Here is where the Ah Ha! moment occurs for the participants. Earlier I told them why setting expectations was important and now they’ve connected with that “why” through a story. At this point in the workshop I have the participants engaged in a brief discussion around one of the learning points in the module. They are teaching themselves!

    1. The Set-up: Ok, now you’ve seen my message. Now we need to back up and create the set-up and choose the data points. A short set-up might sound like this ...


    Next Month: Tips for new instructors

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    Tip of the Month:
    Tell a Story ... It's the best example
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    Participants bring valuable life experiences into the classroom. The variety and depth of experience is as abundant as the number of participants in the room. Learning happens in the classroom when the participant takes the information from a lecture, group discussion or activity and applies it to an experience that they had in the past. This is how a participant makes meaning of the content. They take in the data and provide their own context. A facilitator can assist the learning by providing an example in the form of a story to help create a framework for the learning.

    For hundreds of years stories have been used to relay information or to share an account of the teller’s experiences. Adults learn better when they can immediately link the learning to something that they will do on the job. Providing an example by telling a story helps the participants connect the dots from theory to application. Story telling is an art. A great story is one that provides both context and content. Context is the environment that surrounds an experience and gives it meaning. It is the setting for the experience. Content is the data. The art is blending the two.

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