Our Biggest Fear…

The 8 Steps and 4 I’s: Planning a Learning Event Scott Grogan Faculty Development Fellow Madigan Army Medical Center

Objectives Defined the 8 steps of planningDefined the 8 steps of planning Identified the 4 I’s of active learningIdentified the 4 I’s of active learning Applied steps to a future activityApplied steps to a future activity

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

How much do learners retain?How much do learners retain? 5-50% retention in typical lectures5-50% retention in typical lectures Learner Retention

Lecture 5% Reading 10% Audiovisual 20% Demonstration 30% Discussion Group 50% Practice By Doing 75% Teach Others / Immediate Use of Learning 90% Retention Pyramid Average 24 hr Retention Rate Source: Adapted from E. Dale, Audiovisual Methods in Teaching, 1969, NY: Dryden Press. Active Learning

An Approach to Active Learning The 8 steps of planningThe 8 steps of planning The 4 I’sThe 4 I’s Influenced by works of Jane VellaInfluenced by works of Jane Vella –Learning to Listen, Learning to Teach –Taking Learning to Task

1.Who? 2.Why? 3.When? 4.Where? The First Four Steps of Planning

Step 1: Who? Number of attendeesNumber of attendees Profile of participantsProfile of participants –Who are your learners? –What do they know? –How do they learn best?

Seminar Profile

Step 1: Who? Perform learning needs assessment –Information gathering process –Learner-focused –Learners participate in the planning –Assists in forming your 8 steps

Example of LNA “In your experience, what has been the most difficult aspect of planning an effective educational presentation?”

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

Step 3: When? Time of dayTime of day Length of sessionLength of session –How much can be taught –Respect for learner’s time How much time to prepareHow much time to prepare

Step 4: Where? Consider… Site: classroom, lecture hall, etc…Site: classroom, lecture hall, etc… Convenience & accessibilityConvenience & accessibility Small-group facilitationSmall-group facilitation AV support as neededAV support as needed Lighting and soundLighting and sound

Activity #1 In groups of 2-3, complete and discuss first FOUR steps on handout for an upcoming learning eventIn groups of 2-3, complete and discuss first FOUR steps on handout for an upcoming learning event We will hear samplesWe will hear samples 5 Minutes

Step 5: What? Where’s the beef? Where’s the Pepto?

Step 5: What? Content of the courseContent of the course Informed by the LNAInformed by the LNA Addresses needsAddresses needs –Skills (psychomotor) –Knowledge (cognitive) –Attitudes (affective) Relates to the objectivesRelates to the objectives

Activity #2: Matching In groups, complete the matching exercise for Step 5: What?In groups, complete the matching exercise for Step 5: What? We will hear answersWe will hear answers 3 Minutes

Step 6: What for? What learners will do with contentWhat learners will do with content Learning objectives of the courseLearning objectives of the course –Specific and measurable –Expressed by verbs –“By the end of this session, learners will have demonstrated common exams.”

Objectives: Examples Reviewed common symptoms of HFReviewed common symptoms of HF Described physical findings of HFDescribed physical findings of HF Contrasted HF diagnostic toolsContrasted HF diagnostic tools Applied HF therapy options to casesApplied HF therapy options to cases

Activity #3: Writing Objectives Individually, write at least one objective for an upcoming presentationIndividually, write at least one objective for an upcoming presentation We will hear a sampleWe will hear a sample 3 Minutes

Step 7: How? Lecture 5% Reading 10% Audiovisual 20% Demonstration 30% Discussion Group 50% Practice By Doing 75% Teach Others / Immediate Use of Learning 90%

Step 7: How? Learning tasks not an afterthoughtLearning tasks not an afterthought Takes planning & materialsTakes planning & materials Teacher is facilitatorTeacher is facilitator

The Sequence of 4 I’s Induction taskInduction task Input taskInput task Implementation taskImplementation task Integration taskIntegration task

Induction Connect with what they know Connect with what they know “What feelings does this scene evoke from you as educators? As learners?” “What feelings does this scene evoke from you as educators? As learners?”

Input Tasks Learn something new

Implementation Tasks Practice what they learn Ideas?

Integration Task Take it home and use it

The 8 th Step

The 8 th Step: So What? Learning Transfer Impact

Learning, Transfer, Impact Teachers know how to use planning steps Teachers use planning steps for future active learning Improved knowledge retention by learners What are ways we can measure this?

So What? How? What for? What? Where? When? Why? Who? The Final Blueprint Input tasks Implementation tasks Integration tasks Induction tasks Learning Transfer Impact

Take Home Points Learning needs assessmentLearning needs assessment Directed, specific materialDirected, specific material Use the 8 Steps for planning talksUse the 8 Steps for planning talks Your learners deserve it!Your learners deserve it!

Integration Task Use 8 Steps of Planning to develop your next presentationUse 8 Steps of Planning to develop your next presentation me your 8 Steps and 4 I’s at me your 8 Steps and 4 I’s at

Ultimate Goal

Questions / Comments?