Make a Difference – 6 Times, 6 Ways

Did you learn anything? Well…what did you learn?

Ever been faced with question and suddenly been lost for words, or find yourself opening your mouth but only gobbledy-gook coming out?

Learners need to interact with information in multiple ways for lessons to stick. After talking learning judgements yesterday we talked about how we can deliver training 6 times, 6 ways.

make learning stick

The steps to make learning stick

In self-assessment – accurate or not? we mentioned the first learning step – connection.
Around the walls yesterday were the other 3 of 4 also.
  • Show and Tell – use images.
  • Let them DO IT – let them actively review content and actively practice skills 6 times, 6 different ways
  • Stand Back and Applaud – what you’ve learned, what you’ll do with it

These are the fours steps to learning as recommended by Sharon Bowman. (The club has recently purchased her training books as resources, so if you’d like to read more you can.)

6 Times, 6 Ways

The more actively engaged learners are in the learning process, the better the learning.

To stimulate that thinking, participants were asked to consider what activities used what:
Hear – sharing what we’ve learned, tell me what you mean
Read – read then explain, read then ‘pitch’ to the group
Write – questionnaire, worksheets, brainstorming, mind mapping, summarise in own words
Act – ball toss with what you learned, jigsaw, debate, outdoor physical challenge, teach back
Think – myth/fact, problem solving, sell the idea
See – role plays, video to find things in, game
Other – teach forwards

Adults remember what they write better than what they read.
Adult learners remember what they write better than what the trainer writes.

The idea is, as a Trainer, you need to know many different activities to actively engage your learners to achieve the learning outcomes. We all know the number of exposures to information can govern the recall – it is no different with knowledge and skill delivered through training. The more you make learners think and engage all of their cognitive functions the better the learning outcomes will be.

This poster created some controversy

learning judgements

Fun is not enough

It reads – Learners need to evaluate what they’ve learned, make an action plan to use it and celebrate it all….for good valid judgements of learning. Fun is not enough.

Not everyone agreed with this. The post-it notes attached read – No…need active participation. No…need schedule reviews. No but it’s a good start – this one was solely for the fun is not enough comment!

The reason this was posted was to tie after you’ve run a training session communicating information 6 times, in 6 different ways, meeting the 4 steps of learning, to help bridge the gap between the session and using it in the real world, you need to get learners to tie what they’ve learnt back to their goals and think through their application of the knowledge/skill. That process ensures learners think through the application and have an opportunity to ask final questions about actual knowledge or skill use.

The final two posters – Can evaluating learning be a ‘way’ and a ‘time’? How can we evaluate learning elicited the responses:
Monitor could we apply it
Observing learners’ behaviour

Research has demonstrated that self-evaluation and tech back steps can be very effective tools in the learning process. They require us to think and actively use what we’ve learned.

Some of the activities we used in the session were the:
Think It, Then Ink It – write down everything you know on the subject and share with your partner.
Beat the Clock – after some content delivery, write down 10 points you’ve learnt in 60 seconds – then share.
Learner Created Card Game – where teams had to create a card game based on the content we’d covered, such as 20 questions, true/false etc making the game and the instructions for another team to play.
Four Square Feedback – in which learners complete 4 squares of information
My feelings about what I’ve learned, the most important concepts I’ve learned, what I plan to do with what I’ve learned, a final comment, suggestion or question I still have is.

The Final Word

active learning

Active participation

We need to actively participate in learning. The more actively engaged we are, the more effective the learning. Think 6 times, 6 ways!

When considering active participation think about:
Group size
Complexity of Content

The only suggestion added was prior knowledge.

To sum up this session. Our assessment of our own learning can be incorrect and influenced by how much we’ve enjoyed a session. We know that the most effective learning happens when we are actively participating and exposed to information delivered 6 times, in 6 different ways.

As a trainer you need to be aware of the myriad processes and tools you can use to deliver learning (come to Trainers in May to meet our new tools).

Learners are focussed on a result and to be effective you need to understand what that result is to ensure you use the best activities to achieve it through engagement.

Always be thinking how you can engage your learners in the learning process and tie the evaluation of their learning to their considered application of it.

A final note/h2>
This was the first test of a new format. One concern was whether we could put the training together as a lead trainer in two weeks. For this session we decided to change lead trainers the day before the session. The training was effectively put together the night before.

Sure it could have been better with 2 weeks of planning and preparation but it happened, was well received and demonstrated it is perfectly do-able with this new format to develop training even with as little notice as overnight. We wanted to do this because this can also be a more realistic, real world setting!

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