Our Biggest Fear…. The Eight Steps of Planning: Designing a Successful Learning Event Scott Grogan, DO MAJ, MC Faculty Development Fellow Madigan Army.

Our Biggest Fear…

The Eight Steps of Planning:

Designing a Successful Learning Event

Scott Grogan, DOMAJ, MC

Faculty Development FellowMadigan Army Medical Center

Objectives

• Reviewed the 8 steps of planning

• Reviewed the 4 I’s of active learning

• Applied 8 steps to a future activity

• How much do learners retain?• 5-50% retention in typical lectures

Learner Retention

Retention PyramidAverage 24 hr Retention Rate

Lecture(5%)

Reading(10%)

Audiovisual (20%)

Demonstration (30%)

Discussion Group (50%)

Practice By Doing (75%)

Teach Others / Immediate Use of Learning (90%)

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 from works of Jane Vella–Learning to Listen, Learning to Teach–Taking Learning to Task

Activity #1

In groups of 2-3, review the first 6 steps on your handout

• What could each step mean to you?

• Which two steps are most important?

• We will hear a sampling of answers

1. Who?

2. Why?

3. When?

4. Where?

5. What?

6. What for?

The First Six Steps of Planning

Step 1: Who?

• Number of attendees

• Profile of participants

– It’s about your learners–Students, residents, staff

• What do they know?• How do they learn best?

Step 1: Who?

• Perform learning needs assessment

(LNA)

– Information gathering process

–Shows respect : learner focused

–Learners participate in the planning

–Assists in forming the 8 steps

Example of LNA

• In your experience, what has been the most difficult aspect of planning an effective educational presentation?

• What barriers do you perceive to designing an active learning presentation?

Step 2: Why?

• Why is this lecture important?

• Why are you here?

• Identified 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?

• Site: classroom, lecture hall, etc…

• Convenient & accessible

• Facilitates small-groups

• AV support as needed

• Lighting and sound

Step 5: What?

• Content of the course• Informed by the LNA• Addresses needs

–Skills–Knowledge–Attitudes

• Relates to the objectives

Step 6: What for?

• What learners will do with content

• Learning objectives of the course–Specific, measurable–Expressed by verbs– “By the end of this session, we will have

reviewed common CHF symptoms.”

Objectives – An Example

• Reviewed common symptoms of CHF

• Discussed physical findings of CHF

• Reviewed CHF diagnostic tools

• Applied CHF therapy options to cases

Activity #2

• Apply first 6 steps to your own activity

considering definitions of each step

• We will hear a sampling

Step 7: How?

• Remember the retention pyramid

• Active learning (dialogue education)

• Learning tasks - not an afterthought

• Takes planning & materials

• Teacher is facilitator

Activity # 3

Read the descriptions of each of the four “I” tasks. As a group:

• Design four I’s for a chosen topic

• 2-3 Examples of each

• We will hear a sampling of ideas

The Sequence of 4 I’s

• Induction task

• Input task

• Implementation task

• Integration task

Induction

• Helps related topic to learner’s experiences / knowledge

• Examples– “Grabbers” (pictures or videos)–Articles–Discussion about personal experience

Induction Input Implementation Integration

Induction example

• In groups, discuss a patient you diagnosed with CHF–Discuss what led you to the diagnosis–Review how you treated the patient–What were some of your challenges–Be ready to share with group

Induction Input Implementation Integration

Input Tasks

• Learner input of information / knowledge• Examples

–PowerPoint (visual and audio)–Short handouts summarizing topic–Small groups–Live demonstrations–Let learners teach

Induction Input Implementation Integration

Input example

• Read short handout on CHF–Highlight important diagnostic pearls

•Physical exam and labs–Highlight key treatment modalities

•Medical and lifestyle changes–Be ready to share with group

Induction Input Implementation Integration

Implementation Tasks

• Practice using new knowledge• Examples

–Quizzes–Case scenarios–Perform / demonstrate task

Induction Input Implementation Integration

Implementation Example

• Read the case given to you

• In pairs, decide what symptoms & signs support a diagnosis of CHF

• Determine what medications to use

• Be ready to share with group

Induction Input Implementation Integration

Integration Task

• How will learners use the knowledge?

• Example

– Identify when, where and how they will

apply new knowledge

–How will it change their behavior?

Induction Input Implementation Integration

Integration Example

• Write down the CHF symptoms & signs

you will watch for in clinic next week

• Write down the medications you will use

for the next patient you see with CHF

• Write / discuss how you will approach a

CHF patient differently

Induction Input Implementation Integration

The 8th Step

The 8th Step: So What

Learning

Transfer

Impact

Learning, Transfer, Impact

Staff know how to use planning steps

Staff use planning steps for future active learning

Improved knowledge retention by learners

What are ways we can monitor this?

Activity # 4

With your group, review Step 8:• List ways you can ensure

– Learning– Transfer– Impact

• We will hear all ideas

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

• Active learning works!

• Your learners deserve it!

• Use the 8 Steps for planning talks

• PowerPoint is only one “Input”

• Use all 4 I’s Active learning

Integration Task For You!

• Use 8 Steps of Planning to develop your next presentation

• Be a champion for active learning in Family Medicine

• Email me your 8 steps and 4 I’s–[email protected]

Ultimate Goal

Questions / Comments?

References

Vella, J. (2002). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults, San Francisco: John Wiley & Sons, Inc.

Vella, J. (2000). Taking Learning To Task. San Francisco: Jossey-Bass.

Berardinelli, P. “Theory of Impact”. How Do They Know They Know?: Evaluating Adult Learning. Jane Vella, Paula Berardinelli, Jim Burrow. ISBN: 978-0-7879-1047-1. November 1997, Jossey-Bass.