I really love teaching! Not just being in the classroom, but also preparing for the class. I love thinking and working through creative ways to present concepts; I can totally get lost in developing activities that will engage every part of the learner’s brains and pull on past experiences to give context to new learning. It’s one of the few things that will make me forget about having lunch…until I discover that putting two thoughts together is becoming a bit of a challenge!
Take today for example…I have spent the better part of the day at my computer designing a power point presentation on The Anatomy of a Lesson Plan. But that’s not where the creation ended…I then imported it to Explain Everything, recorded a voice over, and am now ready to upload it to Moodle for use in an on-line course for instructors. It’s not perfect, but I’m pretty proud of my first attempt using a new application!
I haven’t always been this excited about learning new things…especially during my elementary years in Ireland, and then on to junior and high in Canada. Going to school was something that I had to do, and any learning was an unexpected by-product of being there…except for music classes, those I loved, and really didn’t think much about learning, I simply enjoyed the music! But then there was history and geography…neither a favourite. Memorizing dates and places was beyond me, and grasping why I needed to know anything about anything that happened hundreds of years ago seemed like a royal waste of my time. Fast forward many years; walking the cobbled streets of Ancient Greece and Turkey suddenly gave the relevance I needed to study both geography and history!
Now the tables are turned and I am most concerned about the success of my learners. What can I do to help them engage in a way that invites excitement about learning…how does external motivation get transformed into intrinsic motivation? I have a couple of ideas formulating in my brain as a result of reflecting on my own learning journey.
A few words come to mind: purpose, relevancy, ownership, autonomy.
I know that most learners have a difficult time engaging if they don’t see the relevancy in the material content, which makes them question the purpose of extending their mental
energies. As a facilitator I need to make sure that content is linked to desired outcomes, and delivered in a learner-centred way. I also believe that part of facilitating learning is to help move my students from a consumer mentality to an ownership mentality.
We identify adult learners as those being 18 years and over, but how do we help transition young people from a pedagogical model into the world of androgogical learning autonomy? With my current class, it will start with a one on one conversation…
More about this next time…then we’ll talk about autonomy in the workplace!
My mind is full! The last 2 days I attended a conference on the flipped classroom. www.techsmith.com/education-flipped-classroom.html It’s a great practice that has already proven to be effective in all levels of education; however, flipping a classroom isn’t as easy as flipping a switch! It takes time and a lot of preparation. Let me paint a picture of what ‘flipping’ might look like in the course of living and learning.
We love traveling (you probably figured that out already!). One of the things I’ve learned about the individuals we travel with is that we all prepare for a trip differently. Let me give you an example. A few years ago we took a trip to Europe that brought us to such amazing
places as Florence, Cinque Terre, Rome, Santorini, and Barcelona. Together we decided where we wanted to go for a holiday, and the general mode of travel (flights, trains, hikes, cruise ship…).
Once the dates were decided, some of us took a back seat and simply dreamed of what we would experience. However, two of the guys dedicated hours of research time looking at and planning where we would visit, must see attractions, restaurants, and even the best places to buy certain local products. When we arrived at the destinations, Dennis and Dennis (we named them D ‘n D Travel) were prepped and ready to learn the secrets of the historical wonders we visited. They knew the history, the stories behind the cultural landmarks, and were able to deepen their discoveries by adding their prior knowledge to the in-person experience.
The rest of us still had a fantastic vacation, at times weary from sensory overload, but I feel fairly confident in saying that the two who spent time gaining a base knowledge before going, walked away with even greater appreciation of our experience. Their learning was ‘flipped’…rather than waiting for the travel experience to learn about the culture and attractions, they watched Rick Steeves www.ricksteves.com, did Internet research, talked to others who had visited Europe previously, and even created our personal travel itinerary! They laid the foundation for experiential learning to build on, and helped the rest of us appreciate elements that we may have overlooked.
Back to training and development. My formal teaching context is in post secondary, but I am also involved with training and development in business; this happens in boardrooms, or even in coffee shops! Does this idea of ‘flipped’ apply in those non-traditional settings? I would say so. At the start of the conference participants were reminded to ask a very important question: What should students be doing inside the classroom, and what should they be doing outside the classroom?
With our employees and teams, what T & D can take place on their own through reading, webinars, or on-line courses, and what skills need the face-to-face interaction with a facilitator or trainer? We need to think about the hardest thing (skill, ability…) that will be required of them, and make sure face-to-face time is dedicated to help facilitate that learning. If the learning calls for face-to-face interaction, what learning activity can they do ahead of time so that they come prepared for full engagement?
Let me offer a simple example. You have a team that is experiencing conflict, but is at a loss for how to effectively resolve it. How can ‘flipped’ learning be applied?
- You invite everyone to a short team building session aimed addressing conflict resolution.
- One week prior, you send a link describing a conflict resolution process that you have found to be effective, or a YouTube video that demonstrates that process.
- You ask that everyone take time to look at these resources before coming to the team building session.
- In the face-to-face time have participants summarize what they read/watched, and then put the process into role-play action, providing examples of conflict areas experienced in the industry.
- Make the training time long enough for participants to become comfortable with the process, but short enough to make good use of their valuable time.
- Don’t forget follow-up…close the loop by soliciting feedback on the effectiveness of the whole training experience.
So what has happened here? Your team members learned the ‘theory’ outside of the ‘classroom’, allowing the face-to-face experience to focus on the application of the learning; you ‘flipped’ the training.
Whether you are a teacher or a person tasked with leading a team, training and development is a key element in the growth of your people. Let me challenge you to try something that may be a little bit outside of the box…flip the learning experience!
ps In the previous blog I promised more about self-directed T & D…next time…I just had to blog about this conference when it was fresh on my mind! Oh yes, this was part of my own self-directed learning 🙂
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I saw a basketball camp poster a couple of weeks ago that really got my attention…so much so that I went back yesterday and took a picture of it!
Can you read the caption?
“The two most important days of your life are the day you were born and the day you find out why.”
Think about the impact of this statement; your parent’s life was changed the day you loudly announced your arrival into their world, and your own life was (hopefully) changed the day you found out why your presence in this world has such incredible value!
I always seem to keep coming back to ‘why?’ Such a simple word, but the mysteries it uncovers are endless.
So, once again, what does this have to do with training and development? Everything! In fact, answering your ‘why’, leads to a greater sense of autonomy, and that leads to intentionality in training and development.
I think I’m getting ahead of myself. Let’s start with a conversation I had with my son around the area of autonomy. Our eldest grand daughter is 10, and she is demonstrating a beautiful aptitude for art; in fact she can get lost in her creations. When a piece is completed she shows it off with great pride and satisfaction. Faith’s life is inevitably going to be in the world of arts, so how can we help with her development and success? By helping her develop autonomy. At this young age she can already describe what she would like to do (granted, this will be fine-tuned over time), so why not work backwards from that end goal? What patterns of behavior, what activities, what mentors, what books, what travel…can Faith be exposed to that will grow and develop this innate talent that is emerging? What questions can we ask her to help her make decisions that will bring her closer to her goals? Can she already be taught that the decisions she makes at various stages of her life regarding activities, studies, healthy living, friendships, values, and so on, will give her a greater sense of mastery and control over what she can achieve? I believe so.
You see, as individuals, self directed training and development is something that each of us needs to take responsibility for, and then act upon. This same process can be applied in the workplace, and in the classroom…more about that in the next blog.
However, for now, you probably don’t remember much about that first ‘most important day’, but perhaps you can reflect on the second most important day of your life…why you were born. What is it that you can do to take responsibility to develop that amazing creation that is you into the person you were put on earth to be?
Hmmm, lots to probe and ponder around that!
If you were asked to identify one question that you have asked the most over the course of your life, what would that question be? For me that question would be ‘why?’. This question got me into the most trouble as a kid…and as a teenager, giving me the reputation in our family as being challenging and rebellious. In fact, it wasn’t until I hit my 40s that my parents finally realized that I wasn’t rebelling but truly wanted to know ‘why’; what was the purpose of doing the things I was asked to do.
I still ask that question, and find that it brings the greatest critical thinking challenges to me as I continue to work in the field of training and development. I also use it often in my coaching practice. However, I’ve added another question…it’s like a follow up question…’how?’
Let me give you an example of some of the questions I’m currently asking regarding my business students.
- Why do some students choose to come to class only when it’s convenient?
- Why do so many students struggle with thinking critically?
- Why do we still get the question ‘will this be on the test?’
- Why do so many students leave college still not knowing what they want to do with their life?
I believe the first step in responding to these questions is to change the questions…
- How do we motivate students to choose to come to class even when it’s inconvenient?
- How do we encourage students to think critically?
- How do we change the question from ‘will this be on the test?’ to how will I use this in my life and career?
- How do we help students discover their passion, their personal ‘why?’ in order to enter careers they will enjoy?
When I take this same thinking into the workplace, the follow up ‘how’ questions become:
- How do we motivate employees to be more engaged…to take more ownership?
- How do we create environments that encourage critical thinking?
- How do we help employees connect what they do at work with why they do it?
- How do we help employees realize their greatest contribution?
What do you think?
Author Daniel Pink believes it has a lot to do with autonomy; you may want to get your hands on his book ‘Drive’. Lots of ‘hmmm moments’ to probe and ponder.
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Do you ever get to the point when you simply need to de-clutter? It could mean de-cluttering your home, your car, your office…or your mind. Throughout the year my mind flips from one course of study prep to the next, from classes to contracts, from strategy to application, from delivery to review. What I long for now is to let my mind be still, to reflect, to let it wander and wonder, and to learn. Actually, I think that perhaps now is the time to develop more than learn.
Have you ever considered what the difference is between training and development? For many years I have used the terms interchangeably, but now realize that while both are vital, they each have their own focus. The way I see the two is that training focuses on the skills I need to do the ‘job’ right now, while development is more about learning new skills and techniques for the future. I love the element of past, present and future that comes into play here; we consider what skills we have used to be successful in the past, tweak them for efficiency in the present, and creatively consider what skills will carry us into the endless possibilities of the future.
This idea of learning and developing took on a new meaning to me when visiting Il Duomo di Firenze in Florence. Do you know that they built the cathedral with the skills they currently had, but counted on the development of new skills to complete the dome? That’s what I call blue sky thinking! And…history proves their optimism paid off, the result is breathtaking!
That’s what this blog is all about…looking back on what I have learned from past experiences, reflecting on what I am learning today, and challenging my mind as I prepare for the possibilities of tomorrow.
I really appreciate this quote from philosopher and educator Mortimer J. Adler…
“There is a strange fact about the human mind, a fact that differentiates the mind from the body. The body is limited in ways the mind is not. One sign of this is that the body does not continue indefinitely to grow in strength and develop in skill and grace. By the time most people are 30 years old, their bodies are as good as they will ever be; in fact, many person’s bodies have begun to determinate by that time. But there is no limit to the amount of growth and development that the mind can sustain. The mind does not stop growing at any particular age.”
I hope you’ll join me in the exploration.