creative learning events or same old, same old

7/29/2019 Creative Learning Events or Same Old, Same Old

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LearningtoListen,

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Global Learning Partners, Inc. 888-432-2763 www.globalearning.com

June 2011~P a g e | 1

October 4-7, 2011Washington, DCwith Valerie Uccellani([email protected])Early Bird deadline: August 9

November 1-4, 2011Toronto, ONwith Jeanette Romkema

([email protected])Early Bird deadline: September 6

November 16-18, 2011Montpelier, VTwith Peter Perkins([email protected])

Early Bird deadline: October 5

Creative Learning Events or Same Old, Same Old?

Its A Choice! Its a Process!

OvertheyearstherehasbeenmuchdebateaboutthefollowingsequenceofTheEightStepsofDesign:

1. Who?2. Why?3. SoThat?(Transfer)4. Where?5. When?6. What?7. Whatfor?(Achievement-basedObjectives)8. How?(LearningTasks)

ManypeoplecometotherecognitionthatwithoutfairlycompleteanswerstothefirstsixSteps,anddefinitelytheseventh(Whatfor,Achievement-basedobjectives), the eighth, How,maynot lead to thelearningor thelevelof learningsought.Todaysissuewillpresentanewconsiderationforthisdiscussion:Thatthissequencealsocanenhancecreativityindesign-ing.I suggest that by thoughtfully and knowingly exploring the places whereopposingneedsanddesires(forces)arise,youcanpurposelyusethisen-ergytobirthnewinsightsandflexibilityinLearningTasksandinlearningbyall.Readonforonesimpleexample.
mailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Washingtonmailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Washingtonmailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Torontomailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Torontomailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Vermontmailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Vermonthttp://www.globalearning.com/download/8-Steps-of-Design.pdfhttp://www.addthis.com/bookmark.php?v=15&winname=addthis&pub=addthis&s=more&url=http://www.globalearning.com/download/Tips&Tools/Tips&Tools-June2011.pdfhttp://twitter.com/?status=RT:%20@DialogEducation%20new%20Tips%20and%20Tools%20-%20Creative%20Learning%20Events%20http://bit.ly/lfhjdQhttp://www.facebook.com/sharer/sharer.php?u=http%3A%2F%2Fwww.globalearning.com%2FTips-and-Tools.htm%23.TfZg-Du7j1o%3Bfacebookhttp://www.globalearning.com/download/8-Steps-of-Design.pdfhttp://www.regonline.com/ALD101119http://www.regonline.com/LTL51005mailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Vermonthttp://www.regonline.com/LTL111101http://www.regonline.com/LTL101104http://www.regonline.com/LTL41013mailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Torontohttp://www.regonline.com/LTL41013mailto:[email protected]?subject=Learning%20to%20Listen,%20Learning%20to%20Teach%20in%20Washington


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June 2011~P a g e 2

Attitudes: Resentment vs. Enthusiasm

A percentage of people are being sent to training unwillingly; others are enthusias-

tic. When we embrace the opposites or opposing forces, we can come up with ques-

tions like:

What learning tasks or actions, might bring the greatest appreciation for the contents work and life value given

the nature of these two attitudes?

What content will be most useful to each group?

See the section: Using strategies from creative writing to increase creativity in designing learning events, for strategies for

tapping into creative answers and ideas for these and other considerations.

One Simple Example

Juxtaposition

Juxtapositionofpolaritiesoranytwoormoredistinctitemshaslongbeenusedtoraiseawarenessandchangebe-liefswithinpsychology,philosophy,andWisdomteachingtraditions(Zen,Christianity,Tao,andothers);DialogueEducationoftenincludescomparisoninLearningTasks .Holdingtheopposites(Jung)canincreasecreativitydur-ingthedesignprocesstoo.Byrecognizing,honoring,andexploringopposingforces,designersactuallycreatethespaceforinsightsandnewideas.

How does this relate to The Eight Steps and designing?

Tooofteninstructors,designersandeducatorstendtosketchouttheactivitiesorLearningTasks(How)priorto

eithercompletingaLearningNeedsandResourceAssessment(LNRA)and/orwritingouttheirAchievement-basedObjectives(ABOs). Inaddition,eventhemostexperiencedDialogueEducatorscanusejuxtaposition to increasecreativity,andpersonalandstudentdialogueandthereforelearning,aswell.

Three concrete examples

InmyrecentdesigningofWisdom,WellnessandWonderforBusyWomen:ItsaChoice ,therewerethreeareas(piecesofcontent)wheretheopportunityforcreativityintheuseofseemingpolaritiescanbeseen:

Busynessleadstoburnoutandisrewardedinmanyways

Culturebuildscohesivenessandpunishesnon-conformers

Rolesarefulfillingandengenderstereotyping

IfIheldoneortheotherattitudeimpliedintheabove,whatmightbetheimplicationsbefortheAchievement-basedObjectivesorLearningTasksthatIcreated?Howdoyoucheckyourselfforyourassumptions?Itisthecapacitytoholdbothpossibilitiesthatbirthsnewoptions.

Using strategies from creative writing to increase creativity in designing learning events

InWritingtheWave,andWritingtheNaturalWay,byElizabethAyersandGabrieleRicorespectively,readersandwritersareinvitedtotapintotheirlinear and imaginalbraincapacities.ThefollowingJuxtapositionExercisesbuildontheintentionalintegration of linearthinkingand theimagination,anduse juxtaposition to increasecreativere-sponses.

Creative Learning Events or Same Old, Same Old?...continued from page 1
http://www.globalearning.com/download/A-sample-learning-task.pdfhttp://www.globalearning.com/download/A-sample-learning-task.pdfhttp://www.globalearning.com/download/A-sample-learning-task.pdf


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June 2011~P a g e 3

Option 1: What I Imagine

Createat-chart,writeonepolarityontherightandtheotherontheleft.Setyourtimerfor7minutes,and immediately beginlistingeveryconsideration(phrase, feeling, synonym,etc.)thatcomesupforyou.

Attheendofthe7minutes,rereadyourlistsandrespondtothefollowingquestions:

1. WhatdidIdiscoveraboutmyassumptions,valuesandattitudesbyengaginginthisexercise?

2. Whatismytakeawayfromthiswork?

3. Ifallthesethingsexist,whatdoesitmeanforthislearningevent(contentpiece,group,situation,etc.)?

Juxtaposition Exercises: Two Options

Thefollowingaretwocreativityexercises,followedbyanexam-pleofuseforeachone.

Next: Examples for each of the above from one learning event design

Eco-focusedbusinessowners,similartotheBoardandleadershipofsomenot-for-profitorgani-zations,canhaveconflictingattitudesaboutmoneyandtheneedtomakemoney.Asignifi-cantportionoftheLNRAhasbeencompleted.ForbothoftheexamplesthecontentpiecewasWealth.

Option 2: Whats Different? Whats Similar?

InthisexerciseyouwilluseaVennDiagramwithtwothreeintersectingcircles(dependinguponhowmanycomparisonsyouaregoingtomakeatonetime).Makesuretomakeitlargeenoughsothatdifferencescanbewrittenintherightortheleftside(top/bottom)ofeachcir-

clerespectively,leavingtheverycenterforthoseitemsthatarethesame.Writeoneitemintoeachofthenon-intersectingsectionofeachSeetheexamplethatfollowsifthedirectionsarenotclear.Timeyourselfforjustfiveminutes.Theideaistojusttakethosefirstreactions/thoughtsintothecontaineryouvecreated(thevendiagram).Fromthere,decide: Whatisthedifferencethatwillmakethegreatestdifference?


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June 2011~P a g e 4

Example for Option 1: What I Imagine

Thechallenge:Grapplingwithpolaritieswithin thegroupcomingtothispubliclearningevent(theWho).Myexperienceandinter-

views(partoftheLNRA)indicatethatsomepeopleinthegroupwillbecomfortablewiththewordwealth,andforothersitmaybechargedoraturn-off.Iamusingwealthonpurpose,becausetheextent towhicheachpersonhasanddevelopshealthy attitudesaboutmoneyisdirectlyrelatedtotheirbusinesssustainability.Thepolarity:wealthisbad----wealthisgood.

Results of exercise:Iseefrommyimaginingsthatifpartofmypurposeistohelpfolkscreateasustainableandsuccessfulbusiness,Ineedtocontinuetoholdandmaketransparenttheseseemingpolari-ties.Bycreatingacontainerwhereallcanbeheld,theopportunityfordecidingwhatismostusefultothelearnerslife/workiscreated!Practically, I see that in my marketing, if I use the word, wealth I will need to offset itschargeinawaythatacknowledgetheneedtounpackandreframethewayinwhichitiscur-rentlyunderstood.Inthecourse,IwillcreateaLearningTaskthatprovidesasimilarexperi-encetowhatIjustdid.

.

Wealth is bad Wealth is goodOnlygreedypeoplearewealthy Wealthisanattitude

Onepersonorentityhavingtoogreatofashareofwealthisbad

Wealthisadescriptionofhowmuchmoneyandmaterialgoodsapersonorcompanyhas

Theresonly24hoursinaday,noonecanworkmorethanthat

Ihavefeltwealthyforagoodchunkofmyadultlife

Wealthisadirtyword Wealthisareflectionofinvestment-whereandwhatIhaveputmymoney(andtime)into

Therehasalwaysbeenabitofguiltalongwithmyfeelingsaboutwealth,orwhenIfeellikeIhavemorethan

someoneelse

Wealthisalsoareflectionofhowabusinessisstructured.Areallearningslimitedbythehoursinadaythatpeo-

plecanwork,orbyhourlyrates,or,isitdesignedtoreachthegreatestnumberofpeoplewhowillbenefitfromtheproductsorservices?


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June 2011~P a g e 5

.

Example for Option 2: Whats Different? Whats Similar?

Thechallenge:GrapplingwithoneWhatfor(ABO)andthentheHow.WhatLearningTaskactionswillbestfitforthisABO?

Wealth

Note:Thedatathatwouldbefoundintheover-lappingsectionsisnotshownontheaboveexample.

Results of exercise:WhatInoticedfirstandforemostisthatthisexercisehelpedmetogetcleareronwheretheconnections were between three different ways the concept of wealth can be explored

within.Although,notpolarities,allareconnectedandinfluenceeachother.What Icameawaywithbydoingthisexerciseishowourattitudeaboutwealthistheonlythingistheonlythingwecancontrol,and,thatattitudeormindsetaboutwealthwasinsepa-rablefromtheexperienceofcreatingwealth,whetherpersonalorinabusiness.Ialsointer-nalized agreater respect for the mathand the uncontrollable forces(at leastata single-personlevel)thatweaveinandoutofeachofthethreeareas.


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June 2011~P a g e 6

Perhaps youve taken a Dialogue Education class or two. Youve learned a lot, and have a great arsenalof tools to improve your teaching and facilitation. Youve made some immediate improvements in your train-ing programs, but feel you could do more

You can! Global Learning Partners offers much more than basic and advanced Dialogue Education courses we also offer consulting, coachingand mentoring services to support you as you implement all that youvelearned into your own training programs.

This month, wed like to introduce you to one of Global Learning PartnersCertified Dialogue Education Teachers and experienced coach,DarleneGoetzman([email protected]).

With Darlenes support, her coaching clients have:

assessed and revamped their training programs to increase their effec-

tiveness; deepened their own learning and sharpened their skills; and found themselves working more creatively and with more enjoyment in

their designing and teaching.

Is coaching the right next step for you?

For a limited time, Darlene is offering one free month of coaching with the establishment of a six-monthcoaching agreement. To establish a coaching agreement, contact Joan Dempsey, GLP Programs Direc-tor: 888.432.2763, ext. 101 (toll-free). Not sure if coaching will work for you? Ask about a free trial coachingsession with Darlene.

Ever wish you could have ongoing support from anexperienced Dialogue Education practitioner?
http://www.globalearning.com/darlene-goetzman.htmhttp://www.globalearning.com/darlene-goetzman.htmhttp://www.globalearning.com/darlene-goetzman.htmmailto:[email protected]:[email protected]:[email protected]://www.globalearning.com/darlene-goetzman.htmhttp://www.globalearning.com/darlene-goetzman.htm

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