Tip #98: Lesson Planning

There is a comprehensive nine step LESSON PLANning Process that has served me very well as I have designed a variety of training programs for clients:

1. L OOK at the TRAINING NEEDS.
2. E STABLISH the TRAINING GOALS.
3. S ELECT the KEY CONTENT.
4. S ET the desired LEARNING LEVELS.
5. O RGANIZE the LEARNING OBJECTIVES.
6. N EGOTIATE the AGENDA.
7. P ROPOSE the TRAINING METHODS.
8. L IST the necessary TRAINING RESOURCES.
9. A RRANGE to EVALUATE if the training need has been met.

N OW CREATE the TRAINING MATERIALS!

If a diagram is useful for you, here is a very basic depiction of the lesson design process:

Tip #98: Needs Assessment

The first step in the comprehensive nine step LESSON PLANning Process is:

Step 1. Look at the Training Needs.

a. Identify the performance issue that needs to be addressed.

b. Identify how this issue impacts the organization.

c. Determine that training is the appropriate remedy.

d. Identify the target audience.

e. Identify the general content that needs to be covered.

f. Determine the participants’ receptivity to this content.

g. Assess their skill or knowledge level in this content area.

h. Identify why this training is important to them from their perspective.

i. Identify the amount of time available for training.

j. Identify pre- and post-training reinforcement necessary and available to the participants.

Tip #100: Training Goals

The second step in the comprehensive nine step LESSON PLANning Process is:

Step 2. ESTABLISH THE TRAINING GOALS.

There are always two stated goals: what the learners will learn and why it is important to them.

1. Determine the purpose of the training program, based on the training needs assessment.
2. Identify what learning is expected as the first goal.
3. Identify why the learning is important from the learners’ perspective as the second goal.
4. Create a title for the training program that reflects these goals.

Tip #101: Training Content

The third step in the comprehensive nine step LESSON PLANning Process is:

STEP 3. SELECT THE KEY CONTENT TO BE COVERED.

This process is often referred to as a Task Analysis:

1. Identify the skill and knowledge factors necessary to accomplish each of the training goals.*
2. Differentiate the essential from the non-essential skill and knowledge factors, based on the training goals.
3. Remedy any inconsistencies between factors that should be essential and the training goals by rewriting the goals.*
4. Place the essential factors in a logical sequence.
5. Remedy any gaps in the logical sequence of events by adding in the missing factors.

Another note: although the lesson plan will be built around the essential content identified in (b), you may still want to keep notes on the content that was considered interesting but not essential. In the event that you need additional content for a training program, you can add exercises related to this “non” essential content.

Tip #103: Learning Objectives

The fifth step in the comprehensive nine step LESSON PLANning Process is:

STEP 5. ORGANIZE THE LEARNING OBJECTIVES.

Learning objectives explain in specific and measurable terms what the learner will do as a result of the class instruction to: (a) learn specific knowledge or skills and (b) demonstrate that they have learned them.

Objectives are behavioral, which means that they involve specific actions or behaviors that can be observed and measured.

The effectiveness of the training will be determined based on whether or not the participants exhibit these behaviors during and after the training session.

When we add an active verb (appropriate for the learning level) to the essential content, we need to be sure that it is specific, observable, and measurable. For example, the following verbs are inappropriate because they are too vague and unclear to be particularly useful: process, care, learn, worry, understand, sense, believe, be aware, empathize, think, remember, feel, perceive, assume, try, focus, see, consider, and be familiar with. A more active verb will better describe the participant behavior and make it easier to measure or validate their performance.

At this step, we:

1. Select action verbs appropriate for the identified learning levels. *
2. Convert the essential factors into learner actions which are specific, observable, and measurable, using the learning level-appropriate action verbs. (These learner actions are the learning objectives).
3. Ensure that there are sufficient learning objectives to accomplish all of the training goals.
4. Ensure that the sequence of learner actions progresses through the levels of learning, where appropriate.
5. If safety is a consideration, ensure that there is a learning objective that checks for comprehension prior to a learning objective that provides for application.
6. Remedy any gaps in the logical sequence of events by adding in the missing learning objectives.

Knowledge	Comprehension	Application
cite	associate	apply
count	compare	calculate
define	contrast	classify
identify	convert	change
indicate	defend	complete
label	describe	compute
list	differentiate	demonstrate
match	discuss	illustrate
name	distinguish	manipulate
outline	estimate	modify
recognize	explain	operate
record	extend	predict
reproduce	extrapolate	prepare
select	generalize	produce
state	give	relate
tabulate	exemplify	show
trace	infer	solve
write	interpret	tabulate
	interpolate	transcribe
	paraphrase	use
	predict	utilize
	translate
Analysis	Synthesis	Evaluation
analyze	arrange	appraise
break down	categorize	assess
detect	combine	compare
diagram	compile	conclude
differentiate	compose	contrast
discriminate	construct	criticize
distinguish	create	critique
group	devise	discriminate
illustrate	design	evaluate
infer	generate	grade
outline	modify	justify
point out	organize	interpret
relate	outline	measure
select	plan	predict
separate	rearrange	prescribe
subdivide	reconstruct	rank
summarize	relate	test
transform	reorganize	recommend
	revise	validate
	rewrite	verify
	summarize

Tip #104: Agenda

The sixth step in the comprehensive nine step LESSON PLANning Process is:

STEP 6. NEGOTIATE THE AGENDA FOR THE TRAINING PROGRAM.

1. Define a training segment or module for each learning objective or group of related learning objectives.
2. Create a title for each module.
3. Ensure that the modules follow the same sequence as the learning objectives.
4. Determine the amount of time necessary and appropriate for each module. (Those modules which involve new learning for the participants and/or require application exercises should probably be allocated the greatest amount of time.)

Tip #105: Training Methods

The seventh step in the comprehensive nine step LESSON PLANning Process is:

STEP 7. PROPOSE THE TRAINING METHODS.

1. Identify the training methods for each module, including the time necessary for each activity. (Ensure that the methods are compatible with the level of learning for the learning objective.)
2. Build in a variety of instructional methods. (Ensure multi-modality to maximize learning and meet the needs of all learning styles.)
3. Develop a plan to hold the participants accountable for learning. (A participant learning contract is one approach.)
4. Ensure that participants have an opportunity to apply new skills that they have learned. (If they don’t apply the new skills during the training session, it is unlikely that they will apply them after the session. We want to build their confidence in their competence.)

Tip #106: Training Resources

The eighth step in the comprehensive nine step LESSON PLANning Process is:

STEP 8. LIST THE NECESSARY TRAINING RESOURCES.

1. Identify the necessary participant exercises and reference materials.
2. Identify the necessary audiovisual aids and props.
3. Determine the most appropriate room arrangement to accommodate the instructional methods.

With regard to our audiovisual aids, here we decide whether we want to use a prepared flip chart, so that the answers can be posted and placed around the room as a constant peripheral reinforcement for the content. Perhaps we want to use Power Point slides to provide a brief visual of each question, and another slide to provide the answer after the participants have reported what they consider to be the answer. Perhaps we’ll use a simple cartoon to introduce the exercise with bullet points of the answers as a closing slide for the exercise.

If we have chosen a metaphor for our training, then there will be props to support it. Suppose our topic is coaching. Our metaphor may be that coaching is like gardening. The seed has all the capabilities, but the gardener must prepare the soil, tend to the emerging plant’s needs with water, fertilizer, etc. Our prop might be a packet of seeds. I’ve even used tomato seedlings when they were available!

Additional props might include peripherals of growing plants or posters with quotes about nurturing or coaching. You might want to use watering cans for the participants’ water at their tables or colorful children’s plastic rakes and trowels as decorations on the tables. I’m sure that you’re getting the picture. If we chose a metaphor, we want to mine all of its richness as we decorate the room.

As for the most appropriate room arrangement, what we desire may be very different than what we can accomplish. However, assuming ideal circumstances with sufficient room and resources- perhaps we need at least five per table, with extra chairs available for times when we will need six or seven at a table for an exercise. Do we need a flat surface so that the participants can write or work on a hands on project? Do we need tables and chairs at all, or is the exercise something they can do with masking tape on the floor?

Clearly, this is where the true fun begins!

Tip #107: Evaluation

The ninth and last step in the comprehensive nine step LESSON PLANning Process is:

STEP 9. ARRANGE TO EVALUATE IF THE TRAINING NEED HAS BEEN MET.

1. Build in participant application exercises that will show both the participants and the trainer that the necessary learning has occurred.
2. Decide appropriate formal participant evaluation method(s).
3. Identify necessary follow-up support to reinforce learning.
4. Identify necessary ROI measures and procedures.

To evaluate Level I, participant reaction, we may want to use a written evaluation or have each participant report one a key learning from the workshop.

At Level III, we evaluate if the new learning has transferred to the work site and the participants are exhibiting new behaviors as a result of the training.

We may engage supervisors to reinforce the learning on the job and provide feedback regarding the desired change in behavior. We may send periodic job aids or email reminders regarding key aspects of the new learning. We may even have the participants write an action plan during the training session and then discuss it with their supervisors, to incorporate the new learning into performance criteria.

At Level IV, we are concerned about evaluating the business impact resulting from the application of new skills on the job. Beyond individual performance, can we now measure increased productivity or customer service satisfaction, for example.

If we can convert these metrics into time or money saved, we can move into measuring the actual Return on Investment (ROI) from the training. This is where we provide proof that workplace learning translates into improved employee performance that results in true cost savings for the organization.

Training does not occur in a vacuum. Our needs assessment reveals skill, attitude, or performance gaps that can be addressed through training. Our entire training design is intended to remediate these identified gaps. To most effectively evaluate whether or not the training is effective, we need to partner with managers to obtain meaningful pre-training and post-training performance and productivity measurements.

Once our lesson plan is designed, we have one more task ahead of us- to create the actual training materials and audiovisual resources. We simply follow the recipe in our lesson plan. Either we draw the necessary information from subject matter experts or we have sufficient knowledge of the content areas ourselves. We reformat that information into the various training methods we have identified in the lesson plan or incorporate it into reference materials.

Tip #108: Participant Materials

There are many options for organizing participant materials. I am going to share my own preferences and you can feel free to respond with your own.

First of all, I prefer to have all materials that the participants will need for a training session included in one participant packet. This means that the worksheets, exercises and the reference materials are in the same packet, rather than separated into different packets.

All of the pages are numbered and identified by document title in the table of contents. I like to ensure that the materials can be used later with ease of reference- and many participants have told me that they continue to refer to the materials for years.

In the table of contents, italicized print identifies the interactive exercises and regular print identifies the reference materials. This way I can easily annotate the table of contents as a quick reference lesson plan.

My computer mentor, Kathleen Cummings, has just taught me to number the participant pages so that the odd numbered pages have the number on the upper right header and the even numbered pages have the number on the upper left header. If you print your materials on both sides as I do, this makes it much easier to see the numbers. If you don’t handle the numbering in this fashion, then the numbers for half of the pages are generally under the staple! :-)

I know that there are some trainers who prefer to print the participant materials only on one side, to provide sufficient room for them to take notes. I use 1 inch margins and ensure sufficient space on the worksheets to provide that room. Clearly, this choice and all of the other choices are entirely up to you.

The font style I prefer is Ariel, which is sans serif. At fourteen point for the text and eighteen point for the titles, it is very easy to read. Since my own sight is poor, that is very important! I like to include the title of the training program (and chapter titles, if applicable) in the header at 10 point, and my business name and copyright date in the footer, also at 10 point.

If the training program is more than one day, I prefer to print each day’s materials in a separate color, three hole punch them, and place them behind tabs in a three-hole binder. Although my materials often are at least 50 pages per day, I find that the materials for a four day workshop will actually fit comfortably in a 1 inch binder.

Speaking of binders, it is very useful to have binders with pockets on the inside flaps (for additional handouts and participant notes) and a clear plastic cover on the outside, so you can slip a training program title page underneath it.

Color is also very useful to distinguish between different handout, reference, or answer key documents. It makes it much easier for participants to find them if they can search for them by color.

If there are specific worksheets or checklists that the participants may want to use after the workshop, I like to duplicate these in a separate resource packet with its own table of contents. If the participants are expected to complete these worksheets during the training, it is nice to provide them with clean copies to use later. I can also include resource lists (reading materials, websites, etc.) as an added value.

I have only recently started to insert some clip art onto the pages of my training materials, but I think it is a very good idea to add interest to the page. I would love to hear any suggestions about when and where to place clip art, as well as recommended sizes and sources for the clip art!

Tip #109: Using an iPod

For years, I have lugged around a cd player. It was very cool at the beginning, because I could put three different cds into it and change the cd and volume with the click of a handheld remote. It endured very cold weather in the trunk of my car and the indignity of being dropped several feet onto concrete on more than one occasion. It was scuffed and battered, and the remote was long gone, but I loved it. Without music, the training room feels empty, the air too heavy.

Since my training modules are generally 50 minutes long (and so are many cds!), I had a perfect set up. If the training was all day, my first cd would be very upbeat, possibly The Chenille Sisters, to greet the participants with joyful melodies as they entered the training room and waited for the training to begin.

My second cd would be the Lind Institute’s Classical Melodies, to relax everyone and create a pleasant and comfortable feel to the room. I would play it very very quietly, so the music was subliminal. Few if any participants would know it was playing, but it would have the desired effect.

The third cd holder would have a different upbeat cd, perhaps Jazzy Tunes for Trainers or Everybody Dance! from The Trainer’s Warehouse, to carry us through a ten minute break. During this time, I would need to remember to change the first two cds- the first to the Lind Institute’s Classical Harmonies for subliminal music that was uplifting and the second to a different upbeat cd for the next break. Since I wanted to be an equal opportunity music player, I would try to select music from different upbeat genres for each break.

All of this entailed carrying lots and lots of cds with me (particularly for multi-day programs!), plus the boom box. But, I had a system and it worked for me.

When I started to do national and international training, the boom box was no longer an option. Sometimes clients were able to accommodate my need for a cd player, but it was usually set up for only one-cd at a time, which added significant complexity to my planning. This was especially true if participants wanted to chat with me over the break, when I would typically be setting up the cds.

Then I discovered the Apple iPod!! This tiny 2.5” x 4” musical wizard has made my life SO much easier! With the help of iTunes, I was able to upload all of my considerable cds into my laptop. Then, all I had to do was simply plug my iPod into my laptop- and it magically took care of transferring all of the music into my iPod. All that remained was to find something slim and easily portable to amplify the iPod's sound- and Altec Lansing’s inMotion completely fit the bill! It neatly folds into a 5.4” x 8” package that fits nicely into my laptop carrying case! And wow, you should hear the quality and volume of sound it can generate! It can operate on batteries or plugged in, and when it is plugged in, it continually recharges the iPod! How cool is that??? I’ve even been able to let participants recharge their iPods for their trips home!

Now, I keep everything I need: laptop, iPod and inMotion, in my laptop carrying case- and I’m good to go!

Tip #110: Creating Playlists

I suppose I should begin by saying that I use a Mac computer and laptop, which may make it somewhat easier to create playlists using iTunes. Those of you on PCs will have to let me know if you have access to iTunes. I hope you do!

With iTunes, all you do is insert a music CD, have iTunes get the track names and create a Smart Playlist by the artist or by the album name.

All of the tracks then become part of the general library as well as the relevant genre library, such as jazz, classical, country, easy listening, folk, R&B, pop, new age, rock, world, blues, holiday, or soundtrack.

To create a playlist, you just drag all the songs you want from the library. You can search by a word, such as “dance,” and iTunes will give you any song with “dance” in the title or any song from an album with “dance” in the title. To show you how eclectic my musical tastes run, my “dance” playlist includes: Phil Collins’ “Dance into the Light,” Joe Cocker’s “Unchain My Heart,” Carly Simon’s “Attitude Dancing,” “Purple People Eater,” “Achy Breaky Heart,” “Dirty Dancing,” Bill Haley’s “Whole Lotta Shakin’ Goin’ On,” Bee Gee’s “Jive Talking,” and “Staying Alive.”

It is really a lot of fun to find music that reinforces a theme or metaphor for a training program. I created a “magic” playlist for a program titled “Inspire Magic,” to help managers develop a positive and productive work environment. It has a number of different musical genres: “He’s the Wizard” from “The Wiz” soundtrack, Eric Clapton’s rock “Take a Chance,” The Chenille Sister’s jazz “I Want to Be Happy,” Aretha Franklin’s R&B “Respect,” Jim Brickman’s new age “If You Believe,” and Four Bitchin’ Babes’ folk “Little Stars.”

The fact that iTunes automatically creates the musical genre lists is very convenient. As a result, the iPod can sort by music, playlists, artists, albums, songs, genres, and composers! It makes any song that is in your library instantly available! During a program in New York, one of the participants asked me if I could play a blues song at the next break. Quite honestly, I wasn’t even sure what a blues song was. But, lo and behold, when I searched my iPod under genre, I found I could instantly offer him songs by Bonnie Raitt, Groove Criminals, Natalie Cole, and Ray Charles. We were both very pleased!

If you like to preplan your music, you can create a playlist for every theme, every break, and every learning time (since they would require different types of musical genres). If you prefer to be more spontaneous, you can play whatever strikes your or your participants’ fancy.

So, that’s my relatively new toy and I won’t EVER leave the office without it! I’m sure that I’ve barely scratched the surface regarding the possibilities, but you get the idea.

Tip #111: Employee Orientation

I recently received an inspiring example of what can be done to bring learning alive in an employee orientation program.

As some of you may know, I frequently facilitate the three-day Training Certificate Program for the American Society for Training and Development. As a matter of fact, in the next four weeks I’ll be conducting the program in Boston, Massachusetts, Tallahassee, Florida, and Irvine, California!

Debbie Fisher attended the Training Certificate Program in Irvine last year. She is the Manager of User Support in Information Technology Services at The Citadel in Charleston, South Carolina. She has kindly agreed to allow me to share her letter with you.

Here is Debbie’s success story:

“I have been employing the skills I learned during the Training Certificate Program these many months and have drastically overhauled the training seminars our cadets attend for academic orientation based upon the skills I learned with your help.

You would be so proud to see the flip-charts, wall posters, and various visual-aids I have created to supplement the computer materials we use. I thought you might find it interesting to hear a 'success story'.

The former cadet computer training class, which was mainly a lecture by an IT professional (dry, boring, and lifeless in an auditorium with low-lighting) has morphed into a fully interactive setting facilitated by the IT professional.

Instead of lecturing cadets about the policies, tasks, or computer-related accounts required, the cadets are now assigned to a group designated by color (red team, blue team, orange team, etc.) as they enter the computer lab. Each team is assigned a list of objectives. Each student uses his own computer to help the rest of the team locate the correct answers/procedures, etc. required to complete the team's objectives.

A time period is established for students to research the objectives together and when the time is up, a member from each team participates in a random drawing to determine the order of the presentations. Each team takes a turn moving to the front of the classroom to teach the other teams how to perform the skills they learned during the study/research period. We use a combination of flip-charts, wall-posters, etc. to help each team stay on-target and ensure they cover all the objectives assigned during their presentations.

The cadets laugh a lot and pay a lot more attention to their peer presenters than they would to us. We keep the momentum moving and step in to clarify if questions arise about the particular skills. The session mainly runs itself after the first team gets the session rolling.”

Dave Meier, the wonderful accelerated learning guru (and also a wonderful man!) says: “Never do for learners what learners can do for themselves and for each other.”

I love what Debbie has done to spice up the training and launch the cadets on their own voyage of discovery!

I would be delighted to hear any other success stories out there!

Tip #112: Employee Orientation

When an organization experiences a merger or when divisions within that organization need to intermesh, both seasoned as well as new employees may require an orientation to the new situation. Not only do they need to understand the new interrelationships, they also need to understand the separate functions and services provided by the contributing organizational components.

In 1999, the Wisconsin Department of Transportation determined that three divisions had an integral relationship that needed to be made clear to new employees. The initial needs assessment asked the three division administrators the following questions:

New Employee Orientation Needs Assessment Questions

1. What division activities and services do you consider most significant? Why?
2. The orientation regarding your division should accomplish what goals?
3. What key information would you like the new employees to have about your division?
4. Assuming 100% of the time, what percentage of time would you allocate to each key area?
5. Why is it important for new employees to have this information?
6. How does it affect them or the work they do?
7. What information do they already have, either due to personal or job-related reasons?
8. What services have they already experienced, either due to personal or job-related reasons?
9. Are there any metaphors that are useful in explaining the nature of specific activities and services provided?
10. What was done for the Take Your Children to Work Day?
11. Could any of those activities be used for new employees?
12. Are there other types of activities or participant exercises that you believe would engage and involve the new employees?
13. What resources or reference sheets would be useful to include in the new employees' orientation materials?
14. Is a tour a good idea? If so, why, where, how long?
15. What would you like a tour to specifically demonstrate?
16. What information would you want to be covered during the tour?
17. Can you recommend specific staff who are technically knowledgeable, as well as accessible and responsive, to serve as a resource during the orientation training design phase?
18. What role would you prefer to play in the training design and presentation stages?
19. What assistance, if any, can we provide in the design of the training or in the training of the trainers, that you would consider useful for staff, and/or useful for you, personally?
20. Additional comments, recommendations, or concerns:

Tip #113: Employee Orientation

When an organization experiences a merger or when divisions within that organization need to intermesh, both seasoned as well as new employees may require an orientation to the new situation. Not only do they need to understand the new interrelationships, they also need to understand the separate functions and services provided by the contributing organizational components.

In 1999, the Wisconsin Department of Transportation determined that three divisions had an integral relationship that needed to be made clear to new employees. As a result of the needs assessment, a two day program was created by a wonderfully creative team of representatives from each of the three divisions. Here are the learning objectives and the activities for the morning of the first day. The activities are underlined.

Title: Intermodal Interactions

Workshop Description: Using interactive exercises, this two day basic orientation session is designed to acquaint the participants with the three modal divisions and how they interface with each other. On the first day, the focus is on what it means to be involved in an intermodal division partnership. On the second day, the focus is on the variety of functions and services provided by the three modal divisions.

Day One: Making the Intermodal Connections [morning]

Learning Objectives: During this session, the participants will:

1. define the modal divisions;
2. experience the interconnections between the three divisions;
3. review the partnering agreement;

Objective Methods

9:45 Pre-Workshop Session (15 minutes)
As the participants walk into the training room, they are bombarded with audio recording of various modes of transportation [cars on a highway, a bicycle bell, railway crossing, boats in a harbor, jogger, etc.] as well as visual stimuli of colored pictures of the different services and publics served by the modal divisions.

The participants are given a long piece of colored yarn (green for DTID employees, burgundy for DTD, and yellow for DTIM) and assigned to small tables (in a manner that ensures representatives from different divisions at each table). Their first "team" assignment, after introducing themselves to each other, is to list all of the transportation modes they can identify from the audio tape.

[Goal: Expand awareness of the various transportation modes.]

(a) 10:00 Welcome (25 minutes)
Introduce the workshop format, schedule, objectives, and trainers. (10 minutes)

Ask the participants to brainstorm what a "modal division" is, posting their responses on a flip chart. Validate or refine the definition, referring to" clues" from the pre-workshop exercise. (5 minutes)

Conduct a pre-test: have the participants respond with their thumbs (up for yes, down for no) to a questionnaire related to the key content areas covered throughout the orientation session. Reward with candy the participants with the correct answers, and indicate great hope and expectations for those who do not know the answers- yet. Post the results of the pre-test on a flip chart, for later reference. (10 minutes)

[Goal: Assess current knowledge, introduce key content areas, and create a "learning checklist" that can be checked off as content is covered during the session.]

(b) 10:25 Making Connections (25 minutes)
Have the participants introduce themselves: name, division, classification or work title, one key responsibility- and how it relates to one of the other modal divisions. After the first person speaks, someone from a different division should be next- indicating how his or her job interfaces (either directly or indirectly) with that of the preceding person- and tying his or her yarn to the first person's yarn. {This means that the participants will have to stand up and move together as they tie their pieces of yarn together.} Each multi-colored knot will indicate an intermodal connection. The completed yarn length should be draped in the front of the room, for later reference.

[Goal: Begin awareness of individual job interfaces within the modal divisions.]

10:50 Break (10 minutes)

(b) 11:00 Putting the Pieces Together (45 minutes)
(c) Each small table "team" works together to complete an intermodal puzzle (a framed puzzle which has the intermodal divisions' logo at the bottom, into which different functional pieces of the divisions fit- creating three intersecting circles.) (10 minutes)

[Goal: Provide a visual reference point for the organizational functional areas: sections, bureaus, and business areas.]

[Note: This "puzzle" motif can be duplicated on mouse pads, mugs, buttons, or other "take home" items that will reinforce the concept of the intermodal connections.]

The division administrators are introduced (hopefully wearing their division "colors"!!) and, in a panel, provide an overview of the modal divisions, using the puzzle and interlocking circles motif. This includes the philosophy, vision, culture, and values. (30 minutes)

[Note: As each administrator is introduced, a two minute slide show runs, depicting division staff engaged in the variety of functions and services of that division, accompanied by division "theme music." There should also be pictures of key division management. (It can be thought of an a two minute marketing or public relations piece.) The administrator then has 8 minutes to make key points. As a result, each division will have 10 minutes of time, for a total of 30 minutes.]

[Goal: Visually introduce the variety of modal services, with pictures of actual staff and activities from each division.]

Then, building on the metaphor of the knotted yarn from the previous exercise, they explain key aspects of the partnering agreement using the "knot" exercise.

They ask all of the participants to stand up and create a tight oval, with their shoulders touching. [Note: Individuals with back problems are advised not to participate.] The instructions involve having the participants reach out to grab one of the hands of two different people, who are neither directly across from them or next to them. This creates a "human knot."

The participants are then asked if they think they can untie this "human knot" without unclasping their hands. They are challenged to try- and then asked at the end (after they have been successful) what it took to untie this knot.

The qualities that they identify (flexibility, cooperation, varying leadership, different perspectives, positive attitude, etc.) can be related to the key aspects of the partnering agreement. Summarize by pointing out that the modal divisions can "untie any transportation system knot by working together." (5 minutes)

[Goal: Create a partnering experience and memory, with a resulting metaphor that can be referred to during the sessions.]

11:45 Lunch Break (60 minutes)

Tip #114: Employee Orientation

When an organization experiences a merger or when divisions within that organization need to intermesh, both seasoned as well as new employees may require an orientation to the new situation. Not only do they need to understand the new interrelationships, they also need to understand the separate functions and services provided by the contributing organizational components.

In 1999, the Wisconsin Department of Transportation determined that three divisions had an integral relationship that needed to be made clear to new employees. As a result of the needs assessment, a two day program was created by a wonderfully creative team of representatives from each of the three divisions. Here are the learning objectives and the activities for the afternoon of the first day. The activities are underlined.

Title: Intermodal Interactions

Workshop Description: Using interactive exercises, this two day basic orientation session is designed to acquaint the participants with the three modal divisions and how they interface with each other. On the first day, the focus is on what it means to be involved in an intermodal division partnership. On the second day, the focus is on the variety of functions and services provided by the three modal divisions.

Day One: Making the Intermodal Connections [afternoon]

Learning Objectives: During this session, the participants will:

d. locate key offices at Hill Farms;
e. participate in the transportation systems development cycle; and
f. discuss expectations and issues with the division administrators and deputies.

Lesson Plan/ Methods:

Objective Methods

(d) 12:45 Getting a Sense of Hill Farms (45 minutes)
The teams are given floor plans for all of the specific floors of the building that have relevance to the modal divisions, and a checklist of questions to answer about certain sites in the building.

[Note: The sites they are asked to locate will be tied to the reasons why they would typically contact or visit that site in the course of performing their work. Sites in each division continue the color coding introduced in the yarn exercise: green for DTID, burgundy for DTD, and yellow for DTIM. Areas of the floor plans that are not relevant to their mission will be labeled and shaded out.]

They are given 35 minutes to visit the sites, enter them on the floor plan, and answer the questions.

[Note: The questions should include: Where is the Secretary's Office? What is the room number? What is on the plaque outside the Secretary's Office? Where is the lab? What is on the window wall of the DTID Administrator's office? What route do you have to follow to find the DTD Administrator's office? etc.]

[Goal: Gain a sense of the layout of the building and locate offices that they may need to visit in the future. Also, ensure that the participants now have "maps" to assist them in locating sites if and when they need to visit Hill Farms in the future.]

The teams reconvene to report their answers and to discuss the reasons why they might need to visit that site. Reinforce the idea that the participants now not only have a sense of place, they also can attach faces to names of people at Hill Farms.

1:30 Break (10 minutes)

(e) 1:40 Following the Winding Path (50 minutes)
The transportation systems development cycle is introduced, to prepare the participants to play a board game which duplicates the decisions, issues, and consequences of this process.

As a game and job aid, the participants are also alerted to their "secret decoder ring," which provides definitions for basic terms and acronyms used by the divisions.

[Note: This "decoder ring" will be made of several layered paper discs, with a space for the term and the corresponding definition. It will contain basic terms and acronyms necessary for the game. The participants will be referred to the dot.net as an additional reference source for terms.]

[Note: The game board "path" will be the transportation systems development cycle- planning, setting priorities, developing projects, etc. (an expanded and amended version of the "Long and Winding Road," now designed to include all three divisions' responsibilities). The game pieces will be different modes of transportation (a la Monopoly). Reality cards would identify issues, or choices. The intent of this game is to give the participants a real sense of who is involved, when, and what they have to (decide to) do in different situations.}

[Goal: Provide real-life examples of the complexity of transportation system decision-making, with the diversity of services, modes, customers, and interests. Also provide instances where intermodal connections and partnering occur.]

2:30 Break (10 minutes)

(e) 2:40 Following the Winding Path (50 minutes)
Brief debriefing, to have the participants highlight key points or issues that have come to their attention as they have played the game.

The teams discuss their findings and conclusions, referring to a summary questionnaire. Key points in the cycle are emphasized, with anecdotes of real situations. (20 minutes) 3:30 Break (10 minutes)

(f) 3:40 Creating Mutual Expectations (40 minutes)
Working in four groups, the participants are asked to identify what they expect from their management, posting their ideas on flip charts. (10 minutes)

The groups report out, so that their ideas can be categorized in preparation for discussion with their administrators. (10 minutes)

The administrators and their deputies rejoin the session, to hear what the participants have identified as their expectations. (5 minutes)

The administrators then discuss what they need in return from their employees in order to fulfill the employees' expectations. (10 minutes)

General question and answer and discussion period. (5 minutes)

Goal: Establish productive dialogue between management and supervisors regarding respective goals and expectations.]

4:20 Closing Up Shop (10 minutes)
Summary statement of key content covered in the session. The participants then complete an evaluation sheet for this session.

4:30 Adjourn.

Tip #115: Employee Orientation

When an organization experiences a merger or when divisions within that organization need to intermesh, both seasoned as well as new employees may require an orientation to the new situation. Not only do they need to understand the new interrelationships, they also need to understand the separate functions and services provided by the contributing organizational components.

In 1999, the Wisconsin Department of Transportation determined that three divisions had an integral relationship that needed to be made clear to new employees. As a result of the needs assessment, a two day program was created by a wonderfully creative team of representatives from each of the three divisions. Here are the learning objectives and the activities for the morning of the second day. The activities are underlined.

Title: Intermodal Interactions

Workshop Description: Using interactive exercises, this two day basic orientation session is designed to acquaint the participants with the three modal divisions and how they interface with each other. On the first day, the focus is on what it means to be involved in an intermodal division partnership. On the second day, the focus is on the variety of functions and services provided by the three modal divisions.

Day Two: Getting to Know the Modal Divisions

Learning Objectives: During this session, the participants will:

1. identify the three different modal divisions;
2. explain the key functions and services of each division;
3. explain how to locate necessary divisional resources;
4. participate in key division activities;

Total Length: 6 hours

Objective Methods

8:30 Welcome (15 minutes)
As the participants walk in, they are given new seat assignments- to create an intermodal "team" with new people. They introduce themselves to each other. Introduce the session format, schedule, objectives, and trainers.

(a) 8:45 Recognizing the Variety of Services (30 minutes)
The participants work in their new intermodal "teams" to organize clippings and pictures from a central "work basket" by division and even by bureau, referring to divisional brochures. They tack the appropriate clippings and pictures onto a felt board under the appropriate division column: DTD, DTIM, and DTID. (15 minutes)

Drawing from each "team," make a list of the activities and services provided by each division- using three different flip charts, one for each division. (15 minutes)

[Goal: Reinforce what the participants have already learned about the diversity of services provided by each modal division.]

(b) 9:15 Sorting Out the Players: DTD (20 minutes)
(c) Individual participants complete a questionnaire regarding key points about DTD. (5 minutes)

[Note: These key points would include:

• links to local government
• non-highway responsibilities
• size and geographic arrangement
• level of financial responsibility
• concept that it is not possible to build our way out of transportation problems
• responsibility to external entities
• functional responsibilities of each business area
• critical role in supporting the economy
• diversity of public served ]

[Goal: Expand the perception of DTD as doing more than highways, by increasing awareness of the scope and diversity of services provided by the four business areas.]

9:35 Break (10 minutes)

(b) 9:45 Sorting Out the Players: DTD (20 minutes)
(c) The "teams" complete a matching exercise, in which they try to match one column of duties with the correct DTD business area. Whichever team gets the most correct answers wins a jar of M& M's. (15 minutes)

[Goal: Reinforce learning about the services provided by the four DTD business areas.]

The participants then highlight with yellow marker the key programs, staff names and phone numbers on the division brochure. (5 minutes)

[Goal: Ensure a useful reference source.]

(d) 10:05 Playing on the DTD Team (25 minutes)
The teams review a case study of a regional transportation plan, in which they act as DTD district office staff faced with looking at where growth is expected and what transportation system changes are needed to meet them. Each team will consider what should go into the regional plan to make it useful, considering the different perspectives of the various locals and the need for compromise. (10 minutes)

The teams report out their findings and conclusions, for general discussion. (15 minutes)

[Goal: Experience a typical DTD activity that reinforces key concepts regarding the complexity of decision making involved in developing and maintaining a transportation system- as well as the need to be able to compromise rationally in order to achieve objectives.]

10:30 Break (10 minutes)

(b) 10:40 Sorting Out the Players: DTIM (20 minutes)
(c) The deputy administrator provides a brief overview of the responsibilities of DTIM, using balls or koosh balls of different colors and sizes among the participants to illustrate the complexity of the finance planning cycles, and the different expectations and constraints of the players involved. (10 minutes)

[Goal: Provide a visual metaphor of the difficulty of keeping all of the "balls" in the air, since each funding source has a different scope and time cycle.]

Walk the participants through the division brochure, having them highlight with yellow marker the key programs, staff names and phone numbers. (10 minutes)

[Goal: Ensure a useful reference source.]

(d) 11:00 Playing on the DTIM Team (45 minutes)
The teams are given a fact sheet regarding how the transportation fund is sliced up in the budget process. Then, within their teams, the participants assume the roles of different interest groups (such as the rural legislator, the county board chair, the director of the road builders, and the advocate for the elderly and handicapped, etc.) Their goal is to slice up the transportation fund to meet the interests of these various groups. (30 minutes) Directed discussion of their decisions and conclusions. (15 minutes)

[Goal: Reinforce the complexity of the transportation fund, including the 41 different programs covered by the fund and the dynamics involved in slicing up the fund in the budget process. Also, provide increased awareness of other perspectives.]

11:45 Lunch Break (60 minutes)

Tip #116: Employee Orientation

When an organization experiences a merger or when divisions within that organization need to intermesh, both seasoned as well as new employees may require an orientation to the new situation. Not only do they need to understand the new interrelationships, they also need to understand the separate functions and services provided by the contributing organizational components.

In 1999, the Wisconsin Department of Transportation determined that three divisions had an integral relationship that needed to be made clear to new employees. As a result of the needs assessment, a two day program was created by a wonderfully creative team of representatives from each of the three divisions. Here are the learning objectives and the activities for the afternoon of the second day. The activities are underlined.

Title: Intermodal Interactions

Workshop Description: Using interactive exercises, this two day basic orientation session is designed to acquaint the participants with the three modal divisions and how they interface with each other. On the first day, the focus is on what it means to be involved in an intermodal division partnership. On the second day, the focus is on the variety of functions and services provided by the three modal divisions.

Day Two: Getting to Know the Modal Divisions

Learning Objectives: During this session, the participants will:

e. "tour" a transportation issue; and
f. identify personal linkages within the modal divisions.

Lesson Plan/ Methods:

Objective Methods

(b) 12:45 Sorting Out the Players: DTID (15 minutes)
The participants individually complete a worksheet in which they are given a list of activities and asked to check off all of the activities that would be included in infrastructure development. (5 minutes)

[Goal: Check participants' current awareness of DTID functions.]

The deputy administrator provides a brief overview of the responsibilities of DTID, to define what infrastructure development means and includes, asking if anyone would like to revise their worksheet on the basis of the overview. Debrief the responses to the worksheet, providing validation and/or correction. (10 minutes)

[Goal: Clarify the concept, mission, and functions of DTID, while acknowledging that the division name may contribute to its identity crisis.]

(d) 1:00 Playing on the DTID Team (30 minutes)
All of the teams are assigned to review the same case study regarding context sensitive design. However, each team member reviews the case study from the perspective of an assigned interest group (such as the local community, the truckers, highway engineers, environmentalists, etc.) The team members then meet for a small group discussion to attempt to create compromise standards to meet their social objective.

[Goal: Experience a typical DTID activity that reinforces key concepts.]

1:30 Break (10 minutes)

(c) 1:40 Playing on the DTID Team (20 minutes)
(d) The groups report out, for general summary discussion of the compromises involved in developing standards for context sensitive design. (15 minutes)

The deputy administrator walks the participants through the division brochure, having them highlight with yellow marker the key programs, staff names, and phone numbers. (5 minutes)

[Goal: Ensure a useful reference source.]

(e) 2:00 Touring a Transportation Issue (30 minutes)
Show a video tape of interviews with various groups who have different perspectives on what has to happen with the transportation system to meet the needs of the aging baby boomers with increasing impaired eyesight, hearing, and response times). This should include representatives from the agency as well as from the modal units- to reinforce the fact that the entire agency is involved with and affected by the work of the intermodal divisions. Therefore, the interviews should include talks with: a traffic engineer, a safety person, ITS staff, design engineer, state patrol sergeant, someone involved in driver licensing, construction, maintenance, etc.

[Goal: Provide a real-life "tour" of a transportation issue that exemplifies aspects of intermodal connections and partnering, and reflects the results of funding (DTIM), planning (DTD), and standard development (DTID) actions and decisions the participants experienced in previous exercises.]

2:30 Break (10 minutes)

(f) 2:40 Finding Intermodal Linkages (30 minutes)
The individual participants complete a worksheet in which they identify how, when, where , and how long they personally might interface with programs or offices in the other divisions, based upon where they work and what they do. (10 minutes)

Volunteers report out the nature and type of linkages that they have identified for themselves, for general discussion. (20 minutes)

[Goal: Personalize the idea that the modal divisions are connected. Also, provide closure to the "yarn exercise" metaphor introduced at the very beginning of the orientation. The participants are now able to specifically identify the "knots" as they relate to what they personally do on their jobs.]

3:10 Closing Up Shop (20 minutes)
The participants individually complete a post-test that covers the key content of the orientation program, then discuss the answers. (10 minutes)

[Note: This test will involve the same key content as the initial pre-test, however, the questions will be phrased differently or take a slightly different tact on each key concept. The process can be similar to that used for the pre-test- a thumbs up or down response, which will give the trainers an immediate visual assessment of the learning that has occurred.]

[Goal: Assess the degree to which the key content has been learned by the participants.]

Each participant reports out one new piece of information s/he received as a result of the session. The participants then complete an evaluation sheet for this session.

3:30 Adjourn.

Tip #117: Learning Styles

A few weeks ago, W. Gene Coburn, who is a wonderful trainer and a very funny man, got frustrated with a group of training participants. He asked them to turn their left hands palm up, take their right middle finger and place it over the vein on their left wrists. Then, with a deadpan expression, he asked them to check, “Are you still alive?”

All trainers have experienced that very same frustration, where we have no idea if our learners are “getting it” or even breathing! However, as distressing as that is from our perspective, imagine what it must be like from the learners’ perspective! They are frequently subjected to training methods that do not meet their needs.

Many of us are familiar with the idea that, to be effective communicators, we need to package our message differently to meet the communication needs of different personality types. However, some trainers still persist in subjecting their audiences to only one training method, consciously or unconsciously chosen because it is:

• what is most frequently modeled in colleges and universities (by individuals who have attained tenure because of their research, not their teaching ability!);
• how the individual trainer personally learns; or
• what the trainer finds most comfortable to facilitate.

Strictly speaking, lecture, otherwise known as a talking head!, satisfies only the auditory learner. Reading materials satisfy only the visual learner. Hands on exercises satisfy only the kinesthetic learner. A reliance on just one training method can alienate 2/3rds of the learners, unless the trainer consciously ensures that all of their needs are met.

For example, a small group discussion can be structured so that the participants read some information in their handout materials (making the visual learners happy), discuss their ideas (making the auditory learners happy), and stand up to write their conclusions on a flip chart (making the kinesthetic learners happy).

A lecture (favorable to auditory learners) can be enhanced with visual aids (favorable to visual learners) and supplemented with a question and answer session in which participants pop up with the answers (favorable to kinesthetic learners).

A role play can easily meet the needs of all three learning styles, in that there are roles to read (visual), communication to be exchanged (auditory), and interaction- either by moving to work in the role play groups or by standing up to conduct the role play (kinesthetic).

A trainer does not have to use three different training methods to meet the needs of the three different learning styles. Simply using a method that has enough depth and dimension to engage the three senses will suffice. This is important to keep in mind as we consider models with more than three learning styles!

Tip #118: Learning Styles

In response to last week’s discussion, Ralph Schwartz sent in the following Learning Styles Assessment for the three basic learning styles: Visual, Auditory and Kinesthetic. It is taken from Accelerated Learning by Colin Rose, which was published in 1987. I really appreciate Ralph’s contribution and want to share it with you this week.

To take the assessment, you simply read the word(s) in the left column and circle the description that best expresses how you usually handle each situation.

So, how well did this assessment work for you? I know that I am a very visual learner, which this assessment definitely validated.

Tip #119: Learning Styles

This perceptual learning styles model makes some important distinctions between the print and visual learners (grouped together under “visual” in the three style model), between the haptic and the kinesthetic learners (grouped together under “kinesthetic” in the three style model. It retains aural but adds an important new element: that of verbalization.

Perceptual Learning Styles

1. Print: A person who learns best through reading books, journals, or magazines, and writing assignments.
2. Aural: A person who learns best through listening to lectures and audio tapes.
3. Interactive: Individuals who learn best through verbalization in small group discussions, question-and-answer sessions, and debate activities.
4. Visual: A person who learns best through observation of films, videotapes, pictures, slides, graphs, tables, and demonstrations.
5. Haptic: Individuals who learn best through the sense of touch in a "hands on" approach to learning, such as project construction, drawing, and model building.
6. Kinesthetic: A person who learns best while moving, by participating in simulations, physical motion activities, and physical games.

Tip #120: Learning Styles

In the previous weeks, our discussion has centered around learning styles that are essentially based on the senses of sight, hearing, and touch, This week’s learning styles model introduces a cognitive element, the ability to think, reflect, and generate theories.

The two previous models focused on learning input, or how the learners learn. This experiential model introduces an active generative output element. The learner ultimately demonstrates his or her learning by making decisions and solving problems.

In David Kolb’s Experiential Learning Model, learning is conceived as a four-stage cycle: immediate concrete experience (CE), which provides a basis for reflective observation (RO), which can be formulated into a theory known as abstract conceptualization (AC), which can be stated through active experimentation (AE), which results in guides for creating new experiences and repetition of the cycle.

The effective learner must be:

1. totally involved in an experience (CE);
2. able to reflect on and observe the experience from many perspectives (RO);
3. able to integrate personal observations into sound theories (AC); and
4. able to use the theories to make decisions and to solve problems (AE).

Further experimentation with the experimental learning model has led to the identification of four dominant learning styles. They are called: the diverger, the assimilator, the converger, and the accommodator.

1. The diverger. The diverger's greatest strength lies in viewing problems from many perspectives. Ideas can be generated in a short time and with a great deal of creative imagination. The diverger's shortcoming, however, is one of avoiding problem-solving situations or taking action unless forced to do so.

The diverger relies on concrete experience and reflective observation. S/he learns best through exercises, discussion, guest speakers, and lectures.

2. The assimilator. The assimilator excels at creating theoretical models by taking a few facts and fashioning them into a purposeful theory. Like the diverger, the assimilator is not interested in making practical use of theories, but only in being sure theories are logical and sound. The assimilator tends to think before acting, but may fail to act at all.

The assimilator relies on reflective observation and abstract conceptualization. S/he learns best through films, research, and theory building.

3. The converger. The converger is interested in the practical application of ideas to specific problems or situations. This individual seems to be most comfortable in situations where there is a single best way of doing things. The converger's biggest drawback is a rather narrow, single-minded approach.

The converger relies on abstract conceptualization and active experimentation. S/he learns best through writing, case studies, and application.

4. The accommodator. The accommodator likes to get things done, carry out plans, take action, and become involved in new experiences. A risk-taker, the accommodator is willing to adapt readily to any situation; theories that do not fit the facts will be thrown out. The accommodator is impatient to act, and tends to act before thinking.

The accommodator relies on active experimentation and concrete experience. S/he learns best through role playing, speaking, and simulations.

I definitely have an accommodator learning style. What is YOUR learning style?

Tip #121: Learning Styles

In previous weeks, our discussion centered around learning styles that were essentially based on the senses of sight, hearing, and touch. Last week’s learning styles model introduced a cognitive element, the ability to think, reflect, and generate theories.

The first two models focused on learning input, or how the learners learn. Last week’s experiential model introduced an active generative output element. The learner ultimately demonstrates his or her learning by making decisions and solving problems.

In this week’s model of multiple intelligences, Howard Garner provides “a means of mapping the broad range of abilities that humans possess by grouping their capabilities into seven comprehensive categories or ‘intelligences.’” [Thomas Armstrong in Multiple Intelligences in the Classroom, 1994, from whom the following descriptions are drawn].

1. Linguistic Intelligence, or Word Smart: the capacity to use words effectively either orally or in writing. This intelligence includes the ability to manipulate the syntax or structure of language, the sounds of language, the semantics or meanings of language, and the practical uses of language. Some of these uses include rhetoric (using language to convince others to take a specific course of action), mnemonics (using language to remember information), explanation (using language to inform), and metalanguage (using language to talk about itself).

2. Logical-Mathematical Intelligence, or Number or Logic Smart: the capacity to use numbers effectively and to reason well. This intelligence includes sensitivity to logical patterns and relationships, statements, and propositions (if-then, cause-effect), functions, and other related abstractions. The kinds of processes used in the service of logical-mathematical intelligence include: categorization, classification, inference, generalization, calculation, and hypothesis testing.

3. Spatial Intelligence, or Picture Smart: the ability to perceive the visual-spatial world accurately and to perform transformations upon those perceptions. This intelligence involves sensitivity to color, line, shape, form, space, and the relationships that exist between these elements. It includes the capacity to visualize, to graphically represent visual or spatial ideas, and to orient oneself appropriately in a spatial matrix.

4. Bodily-Kinesthetic Intelligence, or Body Smart: expertise in using one’s whole body to express ideas and feelings (e.g., as an actor, a mime, an athlete, or a dancer) and facility in using one’s hands to produce or transform things (e.g., as a craftsperson, sculptor, mechanic, or surgeon). This intelligence includes specific physical skills such as coordination, balance, dexterity, strength,, flexibility, and speed, as well as proprioceptive, tactile, and haptic capacities.

5. Musical Intelligence, or Music Smart: the capacity to perceive (e.g., as a music aficionado), discriminate (e.g., as a music critic), transform (e.g., as a composer), and express (e.g., as a performer) musical forms. This intelligence includes sensitivity to the rhythm, pitch or melody, and timbre or tone color of a musical piece. One can have a figural or “top-down” understanding of music (global, intuitive), a formal or “bottom-up” understanding (analytic, technical), or both.

6. Interpersonal Intelligence, or People Smart: the ability to perceive and make distinctions in the moods, intentions, motivations, and feelings of other people. This can include sensitivity to facial expressions, voice, and gestures; the capacity for discriminating among many different kinds of interpersonal cues; and the ability to respond effectively to those cues in some pragmatic way (e.g., to influence a group of [people to follow a certain line of action).

7. Intrapersonal Intelligence, or Self Smart: self-knowledge and the ability to act adaptively on the basis of that knowledge. This intelligence includes having an accurate picture of oneself (one’s strengths and limitations); awareness of inner moods, intentions, motivations, temperaments, and desires; and the capacity for self-discipline, self-understanding, and self-esteem.

It might be helpful if we looked at examples of how these different learners could be taught and then could demonstrate their learning.

If we wanted to teach our different learners about inventions, we could have the:

• Linguistic learner talk about the basic scientific principles involved in specific inventions
• Logical-Mathematical learner create an hypothesis for the development of a new invention
• Spatial learner draw a new or existing invention showing all working parts
• Bodily-Kinesthetic learner build his or her own invention based on sound scientific principles
• Musical learner study the science behind the invention of electronic music
• Interpersonal learner form a discussion group to study the science behind inventions
• Intrapersonal learner develop a self-study program to examine the scientific basis for a specific invention

• Linguistic learner give an oral interpretation from the novel with commentary
• Logical-Mathematical learner present a sequential cause-effect chart of a character’s development
• Spatial learner develop a flow chart or series of sketches showing the rise and fall of the character
• Bodily-Kinesthetic learner act out the role from the beginning of the novel to the end, showing the changes
• Musical learner present the development of character as a musical score
• Interpersonal learner discuss the underlying motives and moods relating to development
• Intrapersonal learner relate the character’s development to the learner’s own life history

Tip #122: Learning Styles

In last week’s discussion of Howard Gardner’s model of multiple intelligences, my source must have predated Gardner’s determination of an eighth intelligence:

8. Naturalistic intelligence—Naturalistic intelligence allows people to recognize and classify species and other aspects of their environment. Students who enjoy studying the world around them—insects, cars, or stamps— display strength in this intelligence.

I apologize for the omission.

According to J. Diane Jacobs-Connell: Gardner's theory has inspired thousands of teachers to challenge themselves by expanding their instructional approaches and creating lessons that have allowed students to access content through their different intelligence strengths.

Daniel Goleman's emotional intelligence theory, which he describes in Emotional Intelligence New York: Bantam Books, 1995, 1997), is also based on findings in neurological research. According to Goleman, the five dimensions of emotional intelligence are self-awareness, self-regulation, motivation, empathy, and social skills. (Jacobs-Connell finds a strong correlation between Gardner's interpersonal and intrapersonal intelligences and Goleman's five emotional dimensions.)

1 Self-awareness--knowing your emotions, recognizing feelings as they occur, and discriminating between them
2 Self regulation--handling feelings so they're relevant to the current situation and you react appropriately
3 Motivation--"gathering up" your feelings and directing yourself towards a goal, despite self-doubt, inertia, and impulsiveness
4 Empathy--recognizing feelings in others and tuning into their verbal and nonverbal cues
5 Social Skills--handling interpersonal interaction, conflict resolution, and negotiations

Goleman's brain-based research brought public awareness to the need to focus on the emotional climate in our classrooms. Lessons gleaned from brain-based research demonstrate ways that teachers can help set the best emotional climate for students to learn.

According to the site: www.funderstanding.com: Research in brain-based learning suggests that emotional health is fundamental to effective learning. According to a report from the National Center for Clinical Infant Programs, the most critical element for a student's success in school is an understanding of how to learn. (Emotional Intelligence, p. 193.) The key ingredients for this understanding are:

• Confidence
• Curiosity
• Intentionality
• Self-control
• Relatedness
• Capacity to communicate
• Ability to cooperate

Researchers have concluded that people who manage their own feelings well and deal effectively with others are more likely to live contented lives. Plus, happy people are more apt to retain information and do so more effectively than dissatisfied people.

I thought it might be useful to see how a lesson can be taught that incorporates emotional intelligence. The following lesson plan was designed by J. Diane Jacobs-Connell, who describes it below (I have added the bold emphasis):

Literary Fridays
I recently had a golden opportunity to "practice what I preach" with elementary students. Arlene Fisher invited me to teach in her 3rd grade inclusion classroom at the Abbot School in Westford, Massachusetts. From March through June 1999, I designed and implemented a series of brain-based reading lessons. Each of the 90-minute lessons was designed to address as many of the multiple intelligences as possible -- and as many of the five dimensions of emotional intelligence as possible. The central focus of most of the lessons was books that contained rich historical and naturalistic references.

A Sample Lesson: The Bee Tree
In The Bee Tree, written and illustrated by Patricia Pollaco (New York: Philomel Books, 1993), a loving Grampa teaches his granddaughter, Mary Ellen, how to observe and follow four bees in order to find a bee tree. The book is also about the celebration of life with neighbors and food (fresh honey and biscuits). Grampa issued a challenge: he spooned some honey on the cover of a book and asked Mary Ellen to "taste." He explained, "There is such sweetness inside of that book, too... adventure, knowledge, and wisdom.... Just like we ran after the bees to find their tree, so you must also chase these things through the pages of a book!"

Here, now, are some components of the lesson, along with the brain-based theories upon which each component was based.