|
Greetings
"Making mental connections is our
most
crucial learning tool, the essence of human
intelligence; to forge links; to go beyond the
given; to
see patterns, relationships, context"
Marilyn
Ferguson
| Link Forward, Link Back |
 |
|
On any journey it's important to know where you're
going and where you've been. The learning journey is
no different. In the classroom, applying lessons
learned all along the journey is key to getting to your
destination. Linking to where you've been and
to
where you are going creates greater understanding
and gives the learner more context around the
subject.
For any learning to stick, participants need to
understand why they need to know it and what they will
do with it. When we teach, we follow a logical path,
adding knowledge and skills in the order that the
learner will use them - just in time. In any sport, the
basic mechanics of the game are taught before more
complex plays are introduced. The coach will teach
the skill and link forward and paint a picture of
how
they will use the skill. When more complexity is added,
the coach will consistently link back to the
particular
fundamental skill that was taught earlier. We do the
same in teaching business skills. When we teach
adult learners, it is especially important to employ
techniques to keep them focused and bought in.
Why? Adults take fewer risks and they don't like to
stray far beyond their comfort zone. Adults have to see
the need for the skill, why they should spend time
learning to do something new or something
differently. Adults also like to integrate what they
already know with the new information being taught.
This makes them feel like the knowledge that they
currently possess still holds value. The technique of
linking helps learners see the big picture and where
each piece of the learning fits.
|
| Instructor Academy |
|
|
Both Subject Matter Experts and Instructors
have taken advantage of these workshops to
improve their
classroom presentation skills. Schedule a workshop
for your team today.
"It helps facilitators realize that effective teaching
is
about more than saying words out loud - it's about
making the content applicable and useful and making
sure the students are engaged."
Written by a
participant from a
Transamerica Workshop
Click here to learn more
|
|
| Ask Vernon |
|
|
|
| NEED A SPEAKER FOR YOUR CONFERENCE? |
|
|
Have Vernon speak or run a workshop for your
meeting, conference, off-site or brainstorming
session.
Contact Vernon for more information @ 704-845-
9080 option 2 or vernonroberts@evokelearning.com.
Click here to see Vernon in action!
|
|
|
The Ask-Tell Gauge |
|
|
|
Telling isn't teaching. In the act of teaching there must
learning. How do you gauge if learning in happening?
Simple - ask the participants all along the way.
You've got to have a sense for how fast and how
deeply your participants are processing information.
Some might say, I lecture and test them at the end.
Well that's one method; however, if they didn't get it,
you've just wasted your time. Why not ask questions
along the way that help your participants' process
what the content means to them. Their responses to
your questions allow you to gauge their
understanding? If they didn't get it, try again from a
different angle, if the got it - move on.
All facilitators should utilize their knowledge of the
content to draw the learning out from participants
rather than "telling." Connecting with adult learners is
two fold: First, ask open-ended questions and listen to
the answers. This may seem simple but it's critical
that you stay in the moment and just listen. Don't think
about your next question until they have finished
talking. Second, ask follow-up questions that guide
participants to come to their own conclusions.
Although asking requires you to think more deeply, it
makes your job easier because it takes the focus off
of you and puts it squarely on the participant. Think of
the "Ask vs. Tell" gauge (similar to the full/empty fuel
gauge on your vehicle). The goal is to move the
needle to the left - to the "Ask" side. This visual may
help in that effort. After teaching a module each
facilitator should ask him or herself, who spoke more
- the participants or the facilitator.
Click to see the Ask-Tell gauge
|
|
