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Our Biggest Fear…

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

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Our Biggest Fear…

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  1. Our Biggest Fear…

  2. The Eight Steps of Planning: Designing a Successful Learning Event Scott Grogan, DO MAJ, MC Faculty Development Fellow Madigan Army Medical Center

  3. Objectives • Reviewed the 8 steps of planning • Reviewed the 4 I’s of active learning • Applied 8 steps to a future activity

  4. Learner Retention • How much do learners retain? • 5-50% retention in typical lectures Whooooooosh

  5. Retention Pyramid Average 24 hr Retention Rate Lecture(5%) Reading(10%) Audiovisual (20%) Active Learning 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.

  6. 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

  7. 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

  8. The First Six Steps of Planning • Who? • Why? • When? • Where? • What? • What for?

  9. 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?

  10. 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

  11. 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?

  12. Step 2: Why? • Why is this lecture important? • Why are you here? • Identified need vs. requirement

  13. Step 3: When? • Time of day • Length of session • How much can be taught • Respect for learner’s time • How much time to prepare

  14. Step 4: Where? • Site: classroom, lecture hall, etc… • Convenient & accessible • Facilitates small-groups • AV support as needed • Lighting and sound

  15. Step 5: What? • Content of the course • Informed by the LNA • Addresses needs • Skills • Knowledge • Attitudes • Relates to the objectives

  16. 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 reviewedcommon CHF symptoms.”

  17. Objectives – An Example • Reviewed common symptoms of CHF • Discussed physical findings of CHF • Reviewed CHF diagnostic tools • Applied CHF therapy options to cases

  18. Activity #2 • Apply first 6 steps to your own activity considering definitions of each step • We will hear a sampling

  19. Step 7: How? • Remember the retention pyramid • Active learning (dialogue education) • Learning tasks - not an afterthought • Takes planning & materials • Teacher is facilitator

  20. 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

  21. The Sequence of 4 I’s • Induction task • Input task • Implementation task • Integration task

  22. Induction • Helps related topic to learner’s experiences / knowledge • Examples • “Grabbers” (pictures or videos) • Articles • Discussion about personal experience InductionInput Implementation Integration

  23. 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 InductionInput Implementation Integration

  24. Input Tasks • Learner input of information / knowledge • Examples • PowerPoint (visual and audio) • Short handouts summarizing topic • Small groups • Live demonstrations • Let learners teach InductionInputImplementation Integration

  25. 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 InductionInputImplementation Integration

  26. Implementation Tasks • Practice using new knowledge • Examples • Quizzes • Case scenarios • Perform / demonstrate task InductionInputImplementationIntegration

  27. 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 InductionInputImplementationIntegration

  28. 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? InductionInputImplementationIntegration

  29. 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 InductionInputImplementationIntegration

  30. The 8th Step SO WHAT?

  31. The 8th Step: So What Learning Transfer Impact

  32. 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?

  33. Activity # 4 With your group, review Step 8: • List ways you can ensure • Learning • Transfer • Impact • We will hear all ideas

  34. The Final Blueprint So What? How? What for? What? Where? When? Why? Who? Impact Transfer Learning Integration tasks Implementation tasks Input tasks Induction tasks

  35. 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

  36. 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 • Scott.grogan@us.army.mil

  37. Ultimate Goal

  38. Questions / Comments?

  39. 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.

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