the only four tools you need to teach anyone, anything (tacit)
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The ONLY Four ToolsYou Need
To Teach Anyone, Anything(tacit)
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
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
Training MenuKnowledge (explicit/information)
Attitude Care Attention
Behavior (tacit/skill) Role plays Self-study (bootstrapping) Modeling Scaffolding (coaching)
4 tools
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Knowledge PitfallBelieve and assume you’ve transferred attitude and ability
with explicit knowledge
In Great Britain, 3,435 new cases of HIV infection
were reported in 2000 --14% more than in 1999
Fresh _______ (doctor, teacher, consultant)
50% of heart attack and stroke survivors don’t make
enough changes to prevent a future attack
This is how to do this clinic . . .
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7 + / - 2 for working memory
012345678910
2 3 4 5 6 7 8 9 10 11 12
Age
ADULTS
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7 + / - 2 for working memory
Telephone numbers (chunked)Magazine lists for you to rememberRecite a Top 10 listAlphabetize ten first names by 3rd letterSticky notes and lists
Under stress, it goes downRed Cross – ABCEmergency – 911
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Attitude
Care Seat belts – 68%
D.A.R.E.
Attention Enthusiasm Unusual methods
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Behavior - Outline
Knowledge + Attitude = Dedicated Novice
Role plays
Self-study (bootstrapping)
Jumping with a bungee cord Modeling Scaffolding (coaching)
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K + A = DN (1 of 2)
Child learning to ride a bikeTeacher of your childSurgeon for your heartFreshly minted MBA
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K + A = DN (2 of 2)
Improving emotional intelligence Teachers Medical doctors Counseling psychologists Most sports Drivers’ education
Best practice – Apprenticeships / Mentor
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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. .
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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
Aren’t real practice President Teacher Surgeon MBA
Scenarios/simulations are limited
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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}
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ModelingModel
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
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Scaffolding (1 of 4)
“Coaching” by helping
Help as little as possible
Goal is independence
Why that word?
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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
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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 student’s grasp
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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
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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 you’re wrong about their experience, will you
come off as arrogant and clueless?
Instead of sharing and examining “brain nodes,” you’re making a deposit . . . in the right place? Will it stick?
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Training MenuKnowledge (explicit/information)
Attitude Care Attention
Behavior (tacit/skill) Role plays Self-study (bootstrapping) Modeling Scaffolding (coaching)
4 tools
22
Framework
Frameworks build understanding and foster thoroughness Example: the 6 wavelengths of light
Define the taskHave student think it throughPraise and understandingModifies task so it is within grasp
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Fade to black
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Fade t black
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