1. What is a learning event that you need to plan? How do you feel about it? What are your challenges to planning it?

2. Planning a Learning Event Doug Maurer, DO, MPH Amanda Cuda, MD

3. Confucius “What I hear, I forget. What I see, I remember. What I do, I understand.”

4. Objectives Learned one planning system Identified four types of learning tasks Designed four learning tasks Shared your event plan with one individual

5. Take Home A learning event of your creation

6. A System for Planning 8 Steps (and 4 I’s) by Jane Vella Taking Learning to Task Learning to Listen, Learning to Teach On Teaching and Learning

7. Activity 1: The 8 Steps 5. What? 6. What for? 7. How 8. So What? 1. Who? 2. Why? 3. When? 4. Where?

8. Step 1: Who? Number of attendees Number of attendees Who are your learners? Who are your learners? What do they know? What do they know? How do they learn best? How do they learn best?

9. Step 2: Why? Why is this lecture important? Why is this lecture important? Why are you here? Why are you here? Identify need vs. requirement Identify need vs. requirement

10. Step 3: When? Time of day Time of day How much can be taught How much can be taught Respect for learner’s time Respect for learner’s time How much time to prepare How much time to prepare

11. Step 4: Where? Site: classroom, lecture hall, etc Site: classroom, lecture hall, etc Convenience & accessibility Convenience & accessibility Small-group facilitation Small-group facilitation AV support as needed AV support as needed Lighting and sound Lighting and sound

12. Step 5: What? Content of the course Content of the course Informed by the LNA Informed by the LNA Knowledge (cognitive) Knowledge (cognitive) Skills (psychomotor) Skills (psychomotor) Attitudes (affective) Attitudes (affective)

13. Step 6: What for? What learners will do with content What learners will do with content Learning objectives of the course Learning objectives of the course Specific and measurable Specific and measurable Expressed by verbs Expressed by verbs

14. Step 7: How? Timeline Timeline 4 I’s = Learning tasks 4 I’s = Learning tasks Takes planning & materials Takes planning & materials Teacher is facilitator Teacher is facilitator

15. Step 8: So What? Learning: Did they learn it? Learning: Did they learn it? Transfer: Did they use it? Transfer: Did they use it? Impact: Did it make a difference? Impact: Did it make a difference?

16. Activity 2: Your Learning Event On worksheet, complete 8 Steps for YOUR learning event Don’t work on the 4 I’s yet! Share your ideas with 2-3 people around you 10 Minutes

17. 7. How = 4 I’s Inductive: Connect with what they know Input: Learn something new Implementation: Practice what they know Integration: Take it home and use it

18. Activity 3a: The 4 I’s Worksheet page 3 lists 4 I’s for this session No specific order or blend of activities Base your activities on your objectives Best bang for your buck?

19. Activity 3b: What are the 4 I’s again? Form groups of three Match cards 4 I’s, definitions, and examples Two card sets = 1 easy, 1 not-so-easy 5 Minutes

20. Activity 4: How to make a PB&J Form pairs or groups of three: Write 4 tasks for a 4 year old using the 4 I’s

21. PB&J VIDEO

22. Activity 5: Your 4 I’s Collaborate with a group. Design 1 learning activity for each of 4 I’s. 20 Minutes

23. Activity 6: Give your Educational Event Shared details Write down details Give your event, get feedback Attend event, give feedback

24. Learning check Learn one planning system Identify four types of learning tasks Design four learning tasks Share your event plan with one individual

25. Questions?