The 8 Steps and 4 I’s: Planning a Learning Event Scott Grogan Faculty 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.”
Learner Retention • How much do learners retain? • 5-50% retention in typical lectures Whooooooosh
Retention Pyramid Average 24 hr Retention Rate Active Learning Source: Adapted from E. Dale, Audiovisual Methods in Teaching, 1969, NY: Dryden Press.
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
The First Four Steps of Planning • Who? • Why? • When? • Where?
Step 1: Who? • Number of attendees • Profile of participants • Who are your learners? • What do they know? • How do they learn best?
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?”
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 Pepto? Where’s the beef?
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 demonstratedcommon 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? • 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 Tasks Learn something new
Implementation Tasks Practice what they learn Ideas?
Integration Task Take it home and use it
The 8th Step SO WHAT?
The 8th Step: So What? Learning Transfer 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?
The Final Blueprint So What? How? What for? What? Where? When? Why? Who? Impact Transfer Learning Integration tasks Implementation tasks Input tasks Induction tasks
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@example.com