We have all participated in required training
before. Whether we like the topic or not, being told we have to attend can
sometimes dry out our enthusiasm and enjoyment. Lee vs. Macon training comes
to mind for me. Lee vs. Macon is loaded with excellent tools and graphic
organizers, but being forced to participate in a poorly developed curriculum
was not a fun experience. It gave me a negative attitude even though the
material was very useful. My extrinsic motivation completely overshadowed any intrinsic
reward (Dempsey & Reiser, 2017, p. 79).
So what can
we do to ensure that our training sessions do not feel like a jail sentence for
learners? The correct use of learning strategies can work with professionals
just like it does with students. There are hundreds of different strategies and
strategy variations available for you to use and adjust to fit your training
needs. I will give you a couple of suggestions that have really enhanced
meetings I have attended.
Graphic organizers can go either in a lesson.
Used correctly they can simplify data and present information in an easy to
understand format. There are literally thousands of ways to organize your
information graphically. You can use a T-Chart, Venn Diagram, Chain of Events,
Flow Diagram, Concept Map, and numerous other varieties. The good thing about
graphic organizers is that they are customizable to fit your individual needs, such
as this graphic organizer depicting the benefits of graphic organizers.
Find
more information on graphic organizers here:
Jigsaw is another effective method I
have seen in instructional training. Jigsaw allows you to break information
into groups, each group then shares their information back to the whole. This
allows small groups to digest bits of information. This can help improve
engagement with the participants. Learners can be motivated to learn what the
other groups say about the topic. As stated in the text, “Motivation to learn
is promoted when a learner’s curiosity is aroused due to a perceived gap in
current knowledge,” (Dempsey & Reiser, 2017, p. 80). Jigsaw helps to build that
curiosity. They learn their section and want to know what the other groups
learned to help fill the gap.
Find more information on Jigsaw here:
You can use either of these two methods
or one of the hundreds of other learning strategies out there. Always remember
that the age of your learner does not change their desire to be motivated in
what they are learning. No one wants to listen to you stand in the front and
read a power point. “Instructors and instructional designers try to create
conditions for meaningful learning in classrooms and courses, and on the job,” (Dempsey & Reiser, 2017, p. 61) Make
sure however you present lessons or training that you make it meaningful,
without that your learners will have no motivation.
References
Dempsey, J. and Reiser,
R. (2017) Trends and Issues in Instructional Design and Technology. Pearson, New
York, NY.
Cult of Pedagogy. (2015,
April 15). The Jigsaw Method. [Youtube video] Retrieved from https://www.youtube.com/watch?v=euhtXUgBEts
I have taken part in the Jigsaw method in numerous trainings and classwork during my educational career, although I did not realize it was termed Jigsaw. From my experience with this method, students tend to learn great things from their peers and most tend to listen more attentively to peers than teachers. Reiser and Dempsey (2018) talk about the term scaffolding in noninstructivist learning. This type of learning allows students "room for exploration and self-directed learning." (p. 73). One way to support scaffolding is socially (Reiser & Dempsey, 2018). I feel that both of these learning strategies can scaffold student learning, especially the Jigsaw method in which students teach each other.
ReplyDeleteI have also participated in the Jigsaw strategy in several trainings. I enjoy this strategy as it allows me to gain knowledge in small sections instead of at one time. The movement from large group to small group helps me have a chance to open my mind a little bit. Reiser and Dempsey (2018) mention "motivation to learn is promoted when learners believe they can succeed in mastering the learning task" (p. 81). Students like having responsibility and this method allows them to take ownership in their learning.
ReplyDeleteReferences:
DeleteReiser, R., & Dempsey, J. (2018). Trends and Issues in Instructional Design and Technology.
The jigsaw method is an interesting one to me and one that I wish I would use more often honestly. I like your explanation of it, and it reminds me of how I can better implement it in my class. It would give the students more ownership of what they are learning and then give them responsibility in knowing that they are going to have to share what they have learned with another group of peers. I have noticed that the more their peers rely on them they more they are motivated to do a good job because its their friends who are counting on them for the information. Also, I think the jigsaw method helps to mix up the learning to where to students do not get bored with the normal lecturing of information. Reiser & Dempsey (2018) state that "boredom results from being in an environment that is filled with uniform, unchanging, stimuli" (p. 80). The jigsaw strategy helps the stimuli change up a bit.
ReplyDeleteDempsey, J. and Reiser, R. (2018) Trends and Issues in Instructional Design and Technology. Pearson, New York, NY.