d4m2d4m2 knowledgestar© 2010. part one: some deep background d4m2d4m2 knowledgestar© 2010
TRANSCRIPT
KnowledgeStar© 2010
If we really want to teach adults, then we really need to know
how-to reach adults.
D4M2
KnowledgeStar© 2010
That means looking into the past when we first became learners, and our brains were hardwired
for learning.
D4M2
KnowledgeStar© 2010
“The brain appears to be designed to solve problems related to survival in an unstable outdoor environment, and to do so in nearly constant motion .”
Brain Rules by Dr. John Medina
D4M2
KnowledgeStar© 2010
The keys to learning and teaching adults are hidden in that statement … solving problems … related to survival … in an
unstable environment …
D4M2
KnowledgeStar© 2010
That means that we learn what we need to learn , and we are always re-learning, since
the world is always changing.
D4M2
KnowledgeStar© 2010
This tells us that experience has always been the Best Teacher, and that practice, practice,
and more practice is the way adults learn new ways of doing things.
D4M2
This program will show you many of the hints, tips (and recently discovered tricks) for creating the most amazing
adult learning experiences.
KnowledgeStar© 2010
Okay, that’s not entirely true, but it got your attention and that’s half the battle … and a lot of what you will learn in this course is new and
is part of a proven and better way to put together adult learning programs.
D4M2
The New Development Model
The new model for creating an adult learning program is easy to remember –
D4M2(pronounced D 4 M Squared)
D4M2 Defined
1. Define who needs to learn what2. Design using the rules and ideas you learn today3. Develop so you are creating an E=MC2 course (we’ll
cover that later – for now just remember E=MC2)4. Deliver a course with a short shelf life – one that can
be used right away
5. Manage the box in which you are creating the course6. Measure before during and after – way after - the
program ends
D4M2
D4M2 comprises the titles of the modules for this course. Follow the method
and you’ll find yourself scoring the winning goal in no time
Learning Objectives - Define
At the end of this module you will be able to• Define clearly what you want people to know
or do as the first step• Understand the importance of knowing who
your adult learners are
1. Define
• Will you be teaching your adult learners as smart adults who know how to learn?
• What are the language issues and how do you plan to overcome them?
• Can you describe everything in simple easy-to-understand terms
1. Define
• Can you clearly see how the lives of the people taking your program would be better after the training?
• Is your language going to be informal?• Do you know how you are perceived by the
people in your program?
1. Define
• Do you know exactly what people already know?
• Are you aware of what people are actually doing?
• Can you clearly define what they need (not want) to learn?
1. Define
• Do you plan to build a community of learners after the training program?
• How will you define what they know?• How will you define what they can do?• Do you know how ready and able they are to
learn and use something new?
1. Define
• Are you planning to use the most useful tools for the learners?
• How will you support the training AFTER the initial learning experience?
• Do you understand why you have been successful with this group in the past?
1. Define
• Do you know why your training programs have been successful?
• Are you making sure to learn from those successful programs?
• Is your passion a big part of the program?
Remember - Define
Defining a program for adults is the first step - answer the questions that define your learners
Adults need to be treated like adults with adult brains – they already know how to learn
Develop a program that enables that learning process – treat everyone as brilliant - and you and your adult learners win!
Learning Objectives - Design
At the end of this module you will be able to• Understand that the design of a program is
the key to really solid adult learning• Know the basic strategies and rules for
designing great educational experiences
2. Design
• What is the best way to transfer the knowledge?
• What tools can your adult learners use?• What has worked for them in the past?
2. Design
• What influence does the culture have?• What disables their learning?• What enables their learning?
The All Important C-B-E’s
• A lesson must cover the following elements: • Cognitive – I Know• Behavioral – I Can Do• Experiential – I Can Adopt and Adapt
• The game of football is a great example of making sure each 10-minute lesson covers either one or more of the C-B-E’s
Knowing and Doing
Learning to play the game … You can read about football and say “I know”
how to play the game” but you can’t really play football
You can use a football computer game, practice passing or shooting a goal and say “I can” play football, but you still can’t play the game
Adopting and Adapting
Only when you go out for your first game where every ball and every kick and every day is different … when the sun shines, the rain falls, the wind blows, and the sky gets dark early …
Adopting and Adapting
… with every kick you take can you finally say
“I can adopt and adapt” what I know and can do under all these constantly changing circumstances … then you’re really learning to play football...
2. Some Design Rules
Each lesson must be no longer than 10-minutes.
(That is the maximum length of time thatthe brain can focus on a lesson.)
2. Some Design Rules
The learning goals of each module must be SMARTER
• Specific• Measurable• Achievable• Realistic• Time-based• Exciting• Recorded
2. Some Design Rules
All exercises find out who learned the lesson OR who missed the point – not who is right or wrong
2. Great Design
“Great design for adult learning is like building
a beautiful and strong web … it starts as a simple and strong thread between your brain and the brain of the learner, and then weaves every brain to every other brain.”
David Grebow Adult Learning Expert
2. More Design Rules
The benefits people will get from the course must be directly related to the
learning objectives
LO + B
2. More Design Rules
Learning Objective
At the end of this course you will be able todevelop a small business plan
2. More Design Rules
Benefit
At the end of this course you will be able todevelop a small business plan that will help you
find the funding you need to get started
2. More Design Rules
Good LO + B
At the end of this course you will be able todevelop a small business plan that will help you
find the funding you need to get started
2. A New Design Idea
Every 10-minute lesson starts and ends with a related emotional story. that helps adults enter the lesson and transition to the next one
Soap opera in and soap opera out
2. A New Design Idea
Why emotional? Our memory works best when there is an
emotion that anchors the lesson(Why? Not sure but we have an idea that it has
something to do with remembering to run back to the village really fast when you hear
the roar of a saber toothed tiger)
2. A New Design Idea
In other words , Emotion puts the “re” into remember…
(maybe we should have called it “remotion”?)
2. More On Design
• We’ve all heard that a picture is worth a thousand words. We’ve all heard a thousand words that weren’t worth 2¢, and a few words that were invaluable.
Whatever they are worth, use pictures• We’re not sure why pictures work so well in
adult learning programs, but they do. Graphics too (here’s an example …)
2. Design Law One
PowerPoint slides are NOT a course• If you use PowerPoint, here are the rules:
• You should always talk around a slide not use it as a script
• There is only enough room for three main bullets• A slide has a time limit of 1-minute before it blows-up
Death by PowerPoint is a pandemic! Each year millions die from the deadly PowerPoint Slide
Deck masquerading as a learning program!
2. Design Law Two
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit2. Reinforce3. Re-teach4. Refocus
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit2. Reinforce
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit2. Reinforce3. Re-teach
2. Design
• It is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4
1. Revisit2. Reinforce3. Re-teach4. Refocus
2. Design Litmus Test
Here’s a litmus test for your program
Are you designing a course for adults that is more facilitating & discovering
and less leading & teaching?
2. Design Litmus Test
Here’s a litmus test for your program
Are you designing a course for adults that is more facilitating & discovering
and less leading & teaching?Yes?
2. Design Litmus Test
Here’s a litmus test for your program
Are you designing a course for adults that is more facilitating & discovering
and less leading & teaching?No?
2. Design Litmus Test
The correct answer is alwaysYes.
Adult learning experiences are always more about facilitation and discovery
Remember - Design
Adults need to be treated like adults with adult brains – they already know how to learn
When you design a program, be sure it enables that learning process – treat everyone as brilliant - and you and your adult learners win!
Learning Objectives - Develop
At the end of this module you will be able to• Know some of the key elements that go into
developing a great course that will enables the adult learning process
3. Develop
• Stick with what you have learned from the the D4M2 Method as you enter the Develop phase
• Make it as interactive as possible – more facilitating and discovering and less leading
3. Develop
• Make sure to keep in touch after the program and find ways to keep the learners together as a group
3. Develop
The Law of Chunking • “The magic seven, plus or minus two
(7±2) rule of thumb" George A Miller, 1950’s
• The human capacity to process information in short-term memory is limited to 5-9 chunks of information
3. Develop
E=MC2 – The learning must be• Elaborate – which is why adults everywhere scratch
their heads when trying to learn, the brain must be challenged to switch on the learning connections
• Meaningful – they need to be able to take it home and use it immediately or it’s forgotten
• Contextual – most importantly, it needs to fit into their real and current lives!
Review - Develop
Always use the E=MC2 approachMake a lesson no longer than 10 minutesUse chunking as a way to determine the right
amount of information to introduce in those 10 minutes
Make the lesson as interactive as possible
Learning Objectives - Deliver
At the end of this module you will be able to• Know some of the key elements that go into
delivering an interactive course in which adults learn from discovering the answers and from one another
4. Deliver
• Adults like to discover things – that’s why we eat oysters
• Adults like to use their bodies when they learn • Movement stimulates the learning centers of
the brain – sitting is good for things like watching TV
4. Deliver
• Take motion breaks every 10 minutes – I’m counting and there should be at least 3 in this program
• Motion can be practice, breaking into small groups to talk, anything but sitting and listening
• Test the program on the actual learner(s) to see if they get it and if not, why not …
4. Deliver the 4 “C’s”
The program should be more than just a single program … learning is a process … it requires the learners to stay in contact, to connect and communicate, to help one another continue to practice and really learn.
Review - Deliver
If you have done everything needed in the Define, Design and Develop stage the lesson should be able to almost deliver itself
Be sure to add value to the program – know your subject better than your learners
Add more value! Be a tutor, a mentor, a coach ... make yourself available
Learning Objectives - Manage
At the end of this module you will be able to• Use the Best Practices we currently have when
managing a course developed for adults
5. Manage
Every program has limitations which are simply
Creative Opportunities to Manage• Time for development is always in short supply• The need to provide some adults with more help than
others is always a time management issue• Money … staying within budget is a like a Zen koan … I
have no idea what that means I just know it’s hard to do
5. Manage
• The amount of knowledge to be transferred is best broken up into many shorter pieces
• Charles Dickens knew that when he serialized his novels and created “The Cliffhanger” at the end of every episode
• The Cliffhanger is actually a good way to end each 10-minute ‘courselet’ … make them want to come back for more …
Review - Manage
If you follow the D4 steps, you’ll find that the pieces quickly fall into place
Just remember to keep your eyes on the knowledge you want to transfer from your brain to theirs … remember to build the web
Learning Objectives - Measure
At the end of this module you will be able to• Understand why the standard measurements
used for adult learning are outdated and close to useless
• Use the new metrics that show you how much of the learning people have “adopted and adapted” over time.
6. Measure
• The only good measure is to observe what was learned – during AND after the program
• For example, a survey done 6-8 weeks after the program is a good way to measure the impact
6. Measure
Why?You are not measuring how well anyone did
during the program , but how much each individual learned, and whether or not
they are using it
6. Measure
A longer timeframe is always a better measure
of how much the learning is really being used.
A shorter timeframe is not as good since it can only measure how much learning was
memorized, and then regurgitated on a test
6. Measure
Question: Remember all those tests you passed when you were in school?
How many of them could you pass right now?
6. Measure
This is all about the “E” in CBE – Experiential
Guess What? Experience is the best teacher after all
A New Definition
Here’s a new definition of learning to remember when you measure the
effectiveness of your program
Learning (verb)
Learning is the ability to adopt and adapt what you know and can do under an ever-changing
variety of situations.
Review - Measure
The only important outcome of a program to be measured is how well the learner has adopted and adapted the lessons over time
Remember that real learning is not passing a test but learning something that changes the way you live your life every day
Adults don’t really require anything else from a lesson but a starting point, an end point, and a lot of time to practice, practice, practice
“Okay, now let me tell you that funny story about a course that raised the awareness of an entire village. It’s true, listen …”
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