| While it is not necessary
to plan instructional activities for all three Learning Styles
for all five Instructional Areas, the matrix acts as a reminder
to ensure all three Learning Styles are addressed at some point
for each learning objective. For the key areas of Add Knowledge
and Go Deep, however, I do encourage course designers to plan
training which addresses all three Learning Styles at least
once.
Planning using the matrix allows for reinforcement
through repetition (the "mother" of all learning),
without becoming repetitive (which is sure to kill the enthusiasm
of any trainee!). While I do introduce trainers to left /
right brain concepts during Train-The-Trainer sessions, I
find it unnecessary to formally integrate whole brain theory
into this process, as my experience has been that both hemispheres
emerge rather nicely when trainers use the matrix.
USING VISUAL & KINESTHETIC TECHNIQUES
TO ADD MAGIC
As the two Learning Styles most often neglected
are Visual and Kinesthetic, following is an assortment of
ideas for incorporating these styles into each of the five
Instructional Areas. Hopefully you’ll find at least one
new idea, or will be stimulated to create some of your own,
to add fresh life to your training!
Make a Connection
Startling statistics or thought provoking
quotes, supported by visuals, are good attention getters at
the beginning of a course segment.
Topic related "video breaks" can
be a great way to start off a day or segment. While videos
may seem somewhat costly, top quality video breaks are a worthwhile
investment in terms of engaging the learner.
In small doses, topic related music can
add a lot in terms of energy. I’ve been known to use
Marvin Gaye’s "Grapevine" to support a "grapevine
rumor" activity used to introduce communication skills,
or "Locomotive Breath" for an activity in a "train"-ing
workshop.
And at the beginning of the day itself,
approaches as simple as cartoon posters or an unusual warm-up
activity can say "this will be different" while
kick-starting the topic.
Add Knowledge
While acquisition often takes place during
a lecture presentation, there are other, often more effective,
methods. Often it’s best to let trainees get involved
up front, and take a first stab at acquiring information themselves,
then filling in the gaps during debriefing.
Posing a question to trainees for discussion,
then having groups present their responses using flipcharts
is a classic, yet very effective acquisition technique. I
use a number of variations, often using on Post-It® Notes
(I buy the super-colorful ones!). For example, pose questions,
and have participants or groups write their responses on Post-It®
Notes. During debriefing, responses can be posted, or "stuck",
below each question on a flipchart.
For wall questions – posted on the
wall as participants arrive – felt-pens on strings also
work well (and only "Mr. Sketch" brand smelly-felts
will do!).
When introducing a key model, I make sure
the supporting slide visual is eye-catching, with appropriate
graphics to reinforce the concepts. I then support this through
a matching handout and 11" x 17" posters (both using
colored stock, as it has been proven that people actually
retain more from documents on colored paper).
To provide easier in-class and back-on-the-job
reference, I use a different colored handout stock for each
main segment of each course. For example, in a performance
management workshop: all handouts for coaching skills on orange,
all handouts on performance reviews on blue, etc.
An interesting object can help aid in the
acquisition of new knowledge. While not necessarily suitable
in every environment, here's an example of what I did with
one client: When I introduced the three Learning Styles in
a Train-The-Trainer workshop, I intentionally lectured initially,
with a slide for visual support – then I asked the class
which style had been missed in this segment so far. When they
identify "Kinesthetic", I introduced them to Trevor,
a small, neon colored stuffed dinosaur with little signs sewn
onto his eyes, ears and hands (to emphasize the three Learning
Styles), and gave a wonderful squeak when squeezed.
Go Deep
While application exercises tend to be Kinesthetic
by nature (by allowing participants a chance to explore a
subject independent of the instructor), I often add an extra
piece for greater appeal to Visual and Kinesthetic learners.
For example, in a problem-solving exercise, key data can be
provided via colorful "clue envelopes" (with the
added bonus of allowing trainees greater autonomy over their
learning, always a big plus!).
Bringing in subject-related objects can
increase the Kinesthetic element. For example, one front-line
manager, who instructs a supervisory skills workshop for one
of my clients, uses a potato like a talking-stick when debriefing
a case study (which is based on horseplay involving potatoes
in a restaurant kitchen).
On a simpler note, I often post exercise
instructions using colorful posters in different areas of
the room to lend a Visual element.
Integrate Learning
While quizzes, tests, and observation are
still the best tools for the instructor to assess individual
learning, methods which assess group learning, while using
Visual and Kinesthetic elements, have the potential to end
the day on an energetic note.
The more time goes on, the more I use games.
10-30 minutes of relevant game time at the end of the course
serves well to assess overall learning, provide reinforcement
and ensure a dynamic workshop wrap-up. I have been delighted
to find that that adults respond wonderfully to an appropriate,
well designed game.
Subject-matter-expert trainers whom I have
had the privilege to coach through the design of their own
workshops have found enthusiastic response to their games,
which have included: baseball, Top 10, adaptations of popular
games, crosswords, puzzle solving, drawing, custom board games,
and more.
Change the Future
Only through action can learners change
the future. An individual written action plan is a tried-and-true
Kinesthetic exercise which allows participants time to set
goals and plan improvements before they leave the classroom.
Building in time for reflection and action planning is an
essential element of effective instructional design.
"Back-on-the-job action" can be
aided through quick reference job aids. I find trainees are
delighted to receive these thoughtful extras.
Mathematical formulas or models steps can
easily be provided in a pocket sized format. For example,
printed then laminated, or simply laser-printed on sheets
of blank business cards.
A series of steps or key models can also
be nicely formatted into a small booklet.
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