The “old saw” is:
“Tell ’em what you’re going to tell ’em,
and then tell ’em what you told ’em.”
With 1 being the Advanced Organizer IMO.
And 3 being the Debriefing IMO.
Your model for this may differ, of course.
These set the learner up. For Learning.
For a Module, or a Course, or an entire Path of Learning… Learning to Perform – hopefully.
And not just a Path of Content Stuff. Stuff that’s not authentic and then effective and efficient. Avoid that.
Or some Learning via Social Interactions with technology alone, and/or with technology and others, or just with others.
Many ways to do this.
Begin with the end in mind.
Know the terminal learning objectives and how they relate to any terminal Performance objectives.
A favorite quote of mine from Thiagi – from decades ago, was/is:
- “All learning happens in the debriefing”
I like that quote. For it is so true. If you don’t consciously reflect on what you have Learned – awareness, knowledge and /or skill – was it really learned? For recall sooner or later?
Can you reflect while doing more applications of what was learned? More and more of greater difficulty and of different scenario diversity?
Always authentic of course, or, why bother?
Focus on the Performance Requirements – and Enable Them
That’s why I start with a big picture view of the Areas of Performance and then detailed data about those big chunks of Performance.
Example 1 – Areas of Performance
Example 1 – Performance Model Chart
Example 2 – Areas of Performance
Example 2 – Performance Model Chart
There is Enough Data in the Examples Above to Construct Both the Bookends
Go ahead and create/derive your Advanced Organizer and Debriefing Points for each example above.
I believe you should find enough info to create one for a Store Manager and a Sales Representative – at the Path level, at the Event/Course level, and even at the Module/Lesson level.
# # #