The ONLY Four ToolsYou Need

To Teach Anyone, Anything(tacit)

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The Goals

Not have to do everything ourselves

Convey useful knowledge in a succinct and meaningful way

High Ropes

Balloon Animals

PlaystationTeambuilding

Leadership

Evening Programs

Knowledge Management

Success Counseling

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Why Care?

Lots (most?) trainings are not very effective

Frameworks build understanding and foster thoroughness Example: the 6 spectrums of light

– Ultraviolet – Infrared – Normal – Radio

– Gamma– X-ray

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Training MenuKnowledge (explicit/information)

Attitude Care Attention

Behavior (tacit/skill) Role plays Self-study (bootstrapping) Modeling Scaffolding (coaching)

4 tools

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Knowledge PitfallBelieve and assume you’ve transferred attitude and ability

with explicit knowledge

In Great Britain, 3,435 new cases of HIV infection

were reported in 2000 --14% more than in 1999

Fresh _______ (doctor, teacher, consultant)

50% of heart attack and stroke survivors don’t make

enough changes to prevent a future attack

This is how to do this clinic . . .

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7 + / - 2 for working memory

012345678910

2 3 4 5 6 7 8 9 10 11 12

Age

ADULTS

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7 + / - 2 for working memory

Telephone numbers (chunked)Magazine lists for you to rememberRecite a Top 10 listAlphabetize ten first names by 3rd letterSticky notes and lists

Under stress, it goes downRed Cross – ABCEmergency – 911

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Attitude

Care Seat belts – 68%

D.A.R.E.

Attention Enthusiasm Unusual methods

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Behavior - Outline

Knowledge + Attitude = Dedicated Novice

Role plays

Self-study (bootstrapping)

Jumping with a bungee cord Modeling Scaffolding (coaching)

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K + A = DN (1 of 2)

Child learning to ride a bikeTeacher of your childSurgeon for your heartFreshly minted MBA

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K + A = DN (2 of 2)

Improving emotional intelligence Teachers Medical doctors Counseling psychologists Most sports Drivers’ education

Best practice – Apprenticeships / Mentor

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Playing dice with role plays (1 of 2)

Breaking up lecture

Making learning more fun

Creating “ah-ha” moments

Providing pseudo practice

Facilitating understanding

Changing attitudes

Low risk

Scenarios/simulations are really good for. .

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Playing dice with role plays (2 of 2)

Small amount of actual practice time Intuiting the periodic table from a few chemical elements Time consuming

Aren’t real practice President Teacher Surgeon MBA

Scenarios/simulations are limited

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Jumping with a bungee cord

Option A Self-study

School of hard knocks Bootstrapping

Option B Modeling Scaffolding

(coaching)

Problems with self-study Requires enormous attitude

Pain and frustration

Wrong turns – maze without a map

Slow

Costly

{Brainstorming and Post Mortems are examples}

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ModelingModel

Expertly demonstrates skill Process the experience afterward (“?’s”)

Student learns when . . . Has seen it “enough” Attitude to learn and use is strong Knowledge behind skill is present Difficulty of the task (“easy”) Student is already close to mastering

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Scaffolding (1 of 4)

“Coaching” by helping

Help as little as possible

Goal is independence

Why that word?

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Scaffolding (2 of 4)Mediums of coaching

Storytelling Case studies SWOT 1:1 meetings Small group

meetings On the fly Partnering / mentor Media Skill maps / tests

Qualities of coach

Trustworthy Knowledgeable or

even experts Desire to teach Mutual respect Encouraging

Situation & Person Facilitators

Time / Built into process

Personality match Rewarded / supported Possibility of goal

These are not “tools” . . . what you actually DO when you are teaching/coaching/mentoring/scaffolding

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Scaffolding (3 of 4)Three Principles

Temporary support to achieve specific goal Limited assistance ONLY when required Design the experience (Multiple methods/situations)

Four Tools

Define the task // Obfusce clarity // Attention

Have student think it through

Praise and understanding

Modify task so it is within the student’s grasp

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Scaffolding Examples (4 of 4)

Archery

Behavior management with children

Training a CIT to lead a hike

Training high-ropes skills

Balloon animals

That relationship you had / have

Define // Attend

Think

P&U

Modify

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Problems with Straight Feedback

What did they pay attention to? What were they thinking about? What is their level of understanding? What holes

exist in their scope? How is their motivation? Are they ready for more? If you’re wrong about their experience, will you

come off as arrogant and clueless?

Instead of sharing and examining “brain nodes,” you’re making a deposit . . . in the right place? Will it stick?

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Training MenuKnowledge (explicit/information)

Attitude Care Attention

Behavior (tacit/skill) Role plays Self-study (bootstrapping) Modeling Scaffolding (coaching)

4 tools

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Framework

Frameworks build understanding and foster thoroughness Example: the 6 wavelengths of light

Define the taskHave student think it throughPraise and understandingModifies task so it is within grasp

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