Page 152 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 04 11/20/02 12:00 PM Page 141
Opening With a Bang 141
What are some startling techniques that you have used or experienced in the past?

Were the strategies you experienced successful or not? Explain?

Relate ’Em
In Chapter 3, you read about analogies and other similar techniques that are useful for
helping learners relate current knowledge to new material or concepts. Through use of
such techniques you can potentially assist participants in recognizing that all of what
they are about to experience is not new or foreign to them. This can help relieve anxiety
or potential frustrations that can possibly impact learning.
To better recognize the power of relating learners to current knowledge, think of
training or education classes in which you felt initially overwhelmed because you did
not think you knew anything about the topic (e.g., algebra, math, a foreign language, or
science in school, introduction to computers, or a technical skills course). If the instruc-
tor was effective, he or she likely tried to help relieve your tension by stressing your
ability, and emphasizing how you likely already unconsciously knew some of the basics.
For example, in a foreign language class, the instructor may have had you list different
ways that you already knew how to say hello in other languages. Many people know sev-
eral that they have learned through life, but do not consciously realize this fact. Or, you
may have been shown a number of English terms derived from foreign base words (e.g.,
the word attachment is derived from the French word attaché meaning one attached to
an embassy, or the word educate derived from the Latin word educo, meaning to lead
forth). By helping you mentally bridge knowledge and learning, you were probably
more successful at assimilating information. If, on the other hand, the instructor incor-
rectly assumed that you knew certain pieces of information, or took a superior approach
in which he or she used terminology unfamiliar to you, you likely shut down and gave
up. For example, assume that you are an adult learner with no previous computer knowl-
edge or experience who has enrolled in an introductory computer course. After arriving,
your instructor says, “Okay, let’s get started by booting up your computers. Go ahead
and turn on your PC and monitor, then take a look at your desktop.” She then proceeds
to tell you how exciting and easy computers are to operate, and shares a story of how
her 6-year-old son uses his all the time. How do you think you might feel at that point?
Now ask yourself if you have made similar assumptions in sessions you have taught. Such
comments typically intimidate or frustrate learners and ultimately create an environment
where, even it they do not know something, they will not ask out of fear of appearing
stupid. After all, if a 6-year old can do it, they should be able to also!