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The ONLY Four Tools You Need To Teach Anyone, Anything (tacit)

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Presentation on theme: "The ONLY Four Tools You Need To Teach Anyone, Anything (tacit)"— Presentation transcript:

1 The ONLY Four Tools You Need To Teach Anyone, Anything (tacit)

2 2 The Goals Not have to do everything ourselves Convey useful knowledge in a succinct and meaningful way High Ropes Balloon Animals PlaystationTeambuilding Leadership Evening Programs Knowledge Management Success Counseling

3 3 Why Care? Lots (most?) trainings are not very effective Frameworks build understanding and foster thoroughness Example: the 6 spectrums of light –Ultraviolet –Infrared –Normal –Radio –Gamma –X-ray

4 4 Training Menu Knowledge (explicit/information) Attitude Care Attention Behavior (tacit/skill) Role plays Self-study (bootstrapping) Modeling Scaffolding (coaching) 4 tools

5 5 Knowledge Pitfall Believe and assume youve transferred attitude and ability with explicit knowledge In Great Britain, 3,435 new cases of HIV infection were reported in % more than in 1999 Fresh _______ (doctor, teacher, consultant) 50% of heart attack and stroke survivors dont make enough changes to prevent a future attack This is how to do this clinic...

6 6 7 + / - 2 for working memory Age ADULTSADULTS

7 7 7 + / - 2 for working memory Telephone numbers (chunked) Magazine lists for you to remember Recite a Top 10 list Alphabetize ten first names by 3 rd letter Sticky notes and lists Under stress, it goes down Red Cross – ABC Emergency – 911

8 8 Attitude Care Seat belts – 68% D.A.R.E. Attention Enthusiasm Unusual methods

9 9 Behavior - Outline Knowledge + Attitude = Dedicated Novice Role plays Self-study (bootstrapping) Jumping with a bungee cord Modeling Scaffolding (coaching)

10 10 K + A = DN (1 of 2) Child learning to ride a bike Teacher of your child Surgeon for your heart Freshly minted MBA

11 11 K + A = DN (2 of 2) Improving emotional intelligence Teachers Medical doctors Counseling psychologists Most sports Drivers education Best practice – Apprenticeships / Mentor

12 12 Playing dice with role plays (1 of 2) Breaking up lecture Making learning more fun Creating ah-ha moments Providing pseudo practice Facilitating understanding Changing attitudes Low risk Scenarios/simulations are really good for..

13 13 Playing dice with role plays (2 of 2) Small amount of actual practice time Intuiting the periodic table from a few chemical elements Time consuming Arent real practice President Teacher Surgeon MBA Scenarios/simulations are limited

14 14 Jumping with a bungee cord Option A Self-study School of hard knocks Bootstrapping Option B Modeling Scaffolding (coaching) Problems with self-study Requires enormous attitude Pain and frustration Wrong turns – maze without a map Slow Costly {Brainstorming and Post Mortems are examples}

15 15 Modeling Model Expertly demonstrates skill Process the experience afterward (?s) Student learns when... Has seen it enough Attitude to learn and use is strong Knowledge behind skill is present Difficulty of the task (easy) Student is already close to mastering

16 16 Scaffolding (1 of 4) Coaching by helping Help as little as possible Goal is independence Why that word?

17 17 Scaffolding (2 of 4) Mediums of coaching Storytelling Case studies SWOT 1:1 meetings Small group meetings On the fly Partnering / mentor Media Skill maps / tests Qualities of coach Trustworthy Knowledgeable or even experts Desire to teach Mutual respect Encouraging Situation & Person Facilitators Time / Built into process Personality match Rewarded / supported Possibility of goal These are not tools... what you actually DO when you are teaching/coaching/mentoring/scaffolding

18 18 Scaffolding (3 of 4) Three Principles Temporary support to achieve specific goal Limited assistance ONLY when required Design the experience (Multiple methods/situations) Four Tools Define the task // Obfusce clarity // Attention Have student think it through Praise and understanding Modify task so it is within the students grasp

19 19 Scaffolding Examples (4 of 4) Archery Behavior management with children Training a CIT to lead a hike Training high-ropes skills Balloon animals That relationship you had / have Define // Attend Think P&U Modify

20 20 Problems with Straight Feedback What did they pay attention to? What were they thinking about? What is their level of understanding? What holes exist in their scope? How is their motivation? Are they ready for more? If youre wrong about their experience, will you come off as arrogant and clueless? Instead of sharing and examining brain nodes, youre making a deposit... in the right place? Will it stick?

21 21 Training Menu Knowledge (explicit/information) Attitude Care Attention Behavior (tacit/skill) Role plays Self-study (bootstrapping) Modeling Scaffolding (coaching) 4 tools

22 22 Framework Frameworks build understanding and foster thoroughness Example: the 6 wavelengths of light Define the task Have student think it through Praise and understanding Modifies task so it is within grasp

23 23 Fade to black

24 24 Fade t black


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