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

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

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. 1.Who?Who? 2.Why?Why? 3.When?When? 4.Where?Where? 5.What?What? 6.What for?What for? The First Six Steps of Planning

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 reviewed common 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

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

21. 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

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

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

24. 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 Induction Input Implementation Integration

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

26. 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 Induction Input Implementation Integration

27. Implementation Tasks Practice using new knowledge Examples –Quizzes –Case scenarios –Perform / demonstrate task Induction Input Implementation Integration

28. 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 Induction Input Implementation Integration

29. 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? Induction Input Implementation Integration

30. 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 Induction Input Implementation Integration

31. The 8 th Step

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

33. 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?

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

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

36. 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

37. 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.milScott.grogan@us.army.mil

38. Ultimate Goal

39. Questions / Comments?

40. 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.