Feb 23, 2016
Our Biggest Fear…
The 8 Steps and 4 I’s: Planning a Learning Event
Scott GroganFaculty Development Fellow
Madigan Army Medical Center
Objectives
• Defined the 8 steps of planning• Identified the 4 I’s of active learning• Applied steps to a future activity
Confucius
“What I hear, I forget.
What I see, I remember.
What I do, I understand.”
• How much do learners retain?• 5-50% retention in typical lectures
Learner Retention
Retention PyramidAverage 24 hr Retention Rate
Source: Adapted from E. Dale, Audiovisual Methods in Teaching, 1969, NY: Dryden Press.
Active Learning
An Approach to Active Learning
• The 8 steps of planning
• The 4 I’s
• Influenced by works of Jane Vella–Learning to Listen, Learning to Teach–Taking Learning to Task
1. Who?
2. Why?
3. When?
4. Where?
The First Four Steps of Planning
Step 1: Who?
• Number of attendees• Profile of participants
–Who are your learners?–What do they know?–How do they learn best?
Seminar Profile
PhysicianPsychologistNurse PractitionerRegistered NursePharmacist
Seminar Profile
ClownKnightElfWizardAlchemistJester
Step 1: Who?
Perform learning needs assessment– Information gathering process–Learner-focused–Learners participate in the planning–Assists in forming your 8 steps
Example of LNA
“In your experience, what has been the most difficult aspect of planning an effective educational presentation?”
33%
13%
47%
7% Time
Volume of material
Uneasiness with topic/technique
Gaining participation
Step 2: Why?
• Why is this lecture important?
• Why are you here?
• Identify need vs. requirement
Step 3: When?
• Time of day
• Length of session
–How much can be taught
–Respect for learner’s time
• How much time to prepare
Step 4: Where?
Consider…• Site: classroom, lecture hall, etc…• Convenience & accessibility• Small-group facilitation• AV support as needed• Lighting and sound
Activity #1
• In groups of 2-3, complete and discuss first FOUR steps on handout for an upcoming learning event
• We will hear samples
5 Minutes
Step 5: What?
Where’s the beef?
Where’s the Pepto?
Step 5: What?
• Content of the course• Informed by the LNA• Addresses needs
–Skills (psychomotor)–Knowledge (cognitive)–Attitudes (affective)
• Relates to the objectives
Activity #2: Matching
• In groups, complete the matching exercise for Step 5: What?
• We will hear answers
3 Minutes
Step 6: What for?
• What learners will do with content
• Learning objectives of the course–Specific and measurable–Expressed by verbs– “By the end of this session, learners will
have demonstrated common exams.”
Objectives: Examples
• Reviewed common symptoms of HF
• Described physical findings of HF
• Contrasted HF diagnostic tools
• Applied HF therapy options to cases
Activity #3: Writing Objectives
• Individually, write at least one objective for an upcoming presentation
• We will hear a sample
3 Minutes
Step 7: How?
Step 7: How?
• Learning tasks not an afterthought
• Takes planning & materials
• Teacher is facilitator
The Sequence of 4 I’s
• Induction task
• Input task
• Implementation task
• Integration task
Induction
Connect with what they know
“What feelings does this scene evoke from you as educators? As learners?”
Input TasksLearn something new
Implementation Tasks
Practice what they learn
Ideas?
Integration Task
Take it home and use it
The 8th Step
The 8th Step: So What?
LearningTransfer
Impact
Learning, Transfer, Impact
Teachers know how to use planning steps
Teachers use planning steps for future active learning
Improved knowledge retention by learners
What are ways we can measure this?
So What? How? What for? What? Where?
When? Why?Who?
The Final Blueprint
Input tasks
Implementation tasks
Integration tasks
Induction tasks
Learning
Transfer
Impact
Take Home Points
• Learning needs assessment• Directed, specific material • Use the 8 Steps for planning talks• Your learners deserve it!
Integration Task
• Use 8 Steps of Planning to develop your next presentation
• Email me your 8 Steps and 4 I’s at [email protected]
Ultimate Goal
Questions / Comments?