Sunday, May 27, 2007

Tip #171: Involving the Senses: Model #1

The Chinese philosopher Lao Tse understood how learning occurs hundreds of years ago when he so wisely said: "Tell me, I may listen. Teach me, I may remember. Involve me, I will do it."

It has been proven that the more senses that are engaged in the learning process, the greater the likelihood that new learning will be retained. The more we involve learners, the more senses are engaged, thereby increasing the probability that they will learn, retain, and apply what they have learned.

This principle is supported by four different research findings and models. As you will see, each model builds upon the previous model.

The first model is the Cone of Experience and Learning, which Edgar Dale discovered in 1946. He found that after two weeks, we tend to remember only 10% of what we read, 20% of what we hear, and 30% of what we see.

However, once we start to involve more than one sense at a time- having learners both hear and see, we increase retention to 50%. Therefore, if the training method is lecture supported by PowerPoint, the possible learning retention is 50%. However, this is still very passive learning. The learner is simply sitting there, supposedly taking in content.

The minute we actively engage the learner by having the learner say something about the content, we increase the likelihood of retention to 70%! The percentage geometrically increases to 90% when the learner has the opportunity to both say and do!

That is why it is so important to actively involve participants in learning activities that require them to verbally interact and to physically apply their new learning.

Sunday, May 6, 2007

Tip #170: Interactive versus Experiential Learning, Part Three

6. Problem Solving: Any activity that involves analyzing a situation and recommending alternative solutions.

  • Small groups work on case studies of prepared scenarios or situations identified by the participants.

  • Small groups brainstorm solutions to identified challenges.

  • Individual participants apply learned content to resolve self-identified issues.

7. Reading: Any activity that involves interacting with the written word.

  • Participants read aloud key content in training reference materials.

  • Participants read off group conclusions as posted on flipcharts or worksheets.

  • Participants engage in a scavenger hunt to seek out specific information by reading reference materials to discover what would otherwise be provided through lecture.

8. HANDS ON: Any activity that involves practicing or applying what has been learned.

  • Participants practice using a learned skill in a simulation: i.e., conduct a mock interview.

  • Participants demonstrate new learning: i.e., facilitate a training module they have designed.

  • Individual participants apply what they have learned to a real life situation: i.e., create a delegation plan.

9. Visualization: Any activity that results in a mental picture, often accompanied by emotions or sensations.

  • Participants are asked to remember how it felt to be in a situation related to the training content.

  • Participants are asked to imagine a situation and experience it in their minds.

  • The participants are emotionally drawn into a vivid story.

10. Writing: Any activity that focuses on creating a written record.

  • Participants create a written log of activities.

  • Participants write a personal action plan.

  • Participants complete an individual assessment or questionnaire.

  • Small groups post their conclusions to a discussion on a flipchart.

Wednesday, May 2, 2007

Tip #169: Interactive versus Experiential Learning, Part Two

here are approximately ten broad categories of interactive or experiential learning strategies. The first five categories are identified below, along with some specific examples. Please note that these categories often overlap. Scavenger hunt is actually listed under physical movement and reading, to emphasize this point. Many activities involve reading, writing, and discussion. A relay race is a game that also involves physical movement, writing, problem solving, and discussion, etc.

1. Art: Any creative design activity intended to embody training concepts in a visual or tactile manner.

  • Draw a picture of themselves as either a food, a vehicle, or a pet- and label their characteristics.

  • Use art supplies to create an image of the training essence or metaphor (bridge, fruit tree, etc.).

  • Create a mind map.

2. Discussion: Any activity involving verbalization of thoughts, questions, or experiences related to the training content.

  • Directed large group discussion.

  • Small group discussion.

  • Question and answer session.

3. Dramatization: Any activity that involves acting out some aspect of the training content.

  • Role play.

  • Skit.

  • Debate.

4. Game: Any activity that is enjoyable, interesting, often timed or competitive, and carried out by its own rules.

  • Crossword puzzle or board game.

  • Ice breaker.

  • Relay race, either physical or oral.

  • Competitive brainstorming, where groups compete against each other and the clock to come up with the best responses.

5. Physical Movement: Any activity that is primarily kinesthetic, intended to get the body moving.

  • Gallery walk, in which groups of participants walk from flipchart to flipchart, posting their answers to questions.

  • Pop ups, where participants pop up out of their chairs to give an answer.

  • Walkabout, in which pairs walk and talk together.

  • Ropes course involving various physical challenges.

  • Ice breaker or energizer, such as a Koosh toss.

  • Scavenger hunt to obtain ideas from other participants.