Discover How Adults Learn - Part 1

Jason Teteak
A free video tutorial from Jason Teteak
Author, Keynote & TEDx Speaker, CEO Rule the Room
4.4 instructor rating • 55 courses • 56,745 students

Learn more from the full course

Teach Anybody Anything: Reach Any Learner Anywhere

Learn the tools you can use to engage every time you teach or train and save your company thousands of dollars.

01:48:48 of on-demand video • Updated August 2020

  • A simple 5-step model that unravels the mystery of how adults learn, and how you can apply this theory to easily reach every learner you work with
  • The crucial components of each adult learning style, and why you absolutely MUST know them to successfully reach every learner
  • Why most trainers are only able to teach others using their own learning style, and how to be sure you aren’t missing the other 75% of learners in your classroom
  • How adults learn differently than children and the reason why that difference will change your entire approach to teaching and training
  • The secret to discovering what trainees REALLY want to know about your material without them even knowing you did it
  • How to use the “Big Picture” technique: A simple tool that demonstrates to trainees why current subject matter is so important because of how it fits in with what is to come
  • The REAL keys to successfully “break the ice” in your classroom including the things you must avoid to do it well
  • The #1 reason trainees dread group work, and an EASY method to turn the table and get them to enjoy it
  • A proven method for HOOKING your trainees that makes them think your class has been tailored to THEIR needs
  • An easy, effective method called “Application Questions” for KEEPING trainees engaged and participating in your class at all times
  • A simple “directional method” to get EVERYONE in the room following along simultaneously without ever getting lost
  • 3 ways to make your teaching CAPTIVATING so they can’t wait to hear what you have to say next
English [Auto] Welcome all. My name's Jason Tudyk and I'm going to show you tonight some of the things that you can do to reach every learner nearly every time that you teach all the things I'm going to show you are things I've learned over the last 20 years. So just to let you know a little bit of my history. I started off as an educator. My father was actually an elementary principal. He's one of the ones who started the sage program in Wisconsin. So he got to teach the teachers class sizes down 15 in each of the rooms and I watched him as a kid and I knew that I wanted to do that and I knew that I wanted to teach. So I decided to teach junior high school for a while and then high school I did this for about eight years and then for 10 years I trained adults. So I taught people for 10 years in all sorts of different roles and capacities CEOs physicians implementers project managers quality assurance people technical service people in I.T. and healthcare and all sorts of other industries. And then for five years I decided I wanted to start teaching people how to do what I've learned how to do in the classroom. So I started teaching teachers and I started training trainers and helping people be effective. My mission in it as an educator is to help other educators be successful. I just love that because I get a twofer for that. The students get a lot out of their classrooms. And so did the teachers and trainers. One of the things that I've discovered is that learning styles the way in which you learn is critical in how you teach. What's more the students in your room don't learn the way you do. Some of them do but not all of them. And here's the kicker. You will teach the way you learn. You'll find it very comfortable to teach the way you learn. What I'm going to teach you today is how to reach every learner in your room regardless of whether they learn like you or whether they learn like someone else. And I'm going to do it in the following way. I'm going to model for you everything that I suggest you do. I'm going to give you 12 of the the most amazing tools that I have ever seen that teach every learner in any capacity. And Emory do this as a facilitator or as a teacher or as a trainer. A lot of you are facilitators so you actually facilitate small group sessions. You're going to get 12 tools that you can use tomorrow to do that. One of the things that I discovered as I my graduate degree is in education as well as my undergrad. And one of the things I discovered that was really frustrating for me is when I went to school to learn how to be a teacher they would tell me to do things like you got to reach every learner you've got to show credibility and build rapport and keep their attention you've got to be able to manage pace and get follow along and answer questions and handle distractions the experts the quiet types the gripers the heckler's the designers all those people but they wouldn't tell me how to do it. And then the most numerous situations that I can imagine that you can imagine of how they do this is with learners. They have to reach every learner. But then the way they taught me only reached 25 percent of the class and I wasn't in it. And so you're going to discover today a couple of things you're going to find out what your learning style is you're going to find out what the learners are in your room and how to tell I'll teach you how to cold read them and I'll also teach you how to not even worry about what they are. Because I'm going to give you strategies I hate everybody all at once. And you'll be able to use these 12 strategies literally next week. You won't have to do a bunch of study and to use them. I'm going to give you specific activities today 12 of them that you can do with a partner with the group in with me that you can apply then next week to your groups. So let's get started. The first thing I'm going to do and I'm going to model each one as I go. I always start off with a little theory and then we're going to we're going to get into practical. Remember I'm going to give you 12 practical things today but before I can do that I need to explain to you why these work. So over 20 years of education as well as teaching I'm going to give you the theory of why this works. And then we're going to immediately apply it and we're going to start with a thing called the circle of knowledge. I'm going to give you five minutes I want you to get into groups of four. And before you do this let me give you the specifics. You're going to have a learner hat and a facilitator or teacher hat. I want you to imagine yourself as the teacher as you are the learner. So I'm going to do some things today that you're going to say that was really cool I love that and I'm going to use some other things where you're going to say oh that made me a little uncomfortable. The number one rule of thumb is it's not about you as the teacher or the facilitator. It's about your students. Does it make them feel comfortable. That's what you need to ask yourself. So I'm about to do with the first two I'm going to put you into groups and as soon as I do this most adults in the room will be 75 percent say I don't want to get into groups. And here's the second rule of thumb. You may want to make a note of this right on your cover page. Never put people into groups unless there's a reason to do it. And here's the reason. It enhances everyone's learning. If it doesn't enhance everyone's learning don't put them into little little groups. Stay as a big group. And I'm not saying you can't have a big group discussion that's great but if you're going to put them into a small group for a moment group or 3:58 it needs to enhance everyone's learning not just a few of them. So let me show you how I'm going to do this. Remember I'm going to as a learner you're going to wear a lot of hats today. You're going to specifically watch what I do. Analyze it. Some of the things I'm going to give you. You'll take it or leave other things you're going to use tomorrow. I guarantee you though you're going to get at least a dozen. Some of you get three or four dozen things you've never heard of before that you can take away from today and use in your small group sessions and in your training teaching. So first thing I want to do is I'm going to assign roles notice up here we have four roles. There's a facilitator writer timekeeper and they're the facilitator you're responsible for making sure the groups on task and getting this done timekeeper you keep time at two checkpoints 2.5 minutes and four minutes. Really you're going to tell us what you came up with in writer. You're going to write all of this down in your book. Now before we do this we talk about your book for a second. You all have a workbook in front of you. If you looked on page six writers This is where you're going to write this information. But before we do that we're all going to write for a moment turn back to page 5 and let's talk for a moment about this program. I want you to take 60 quiet seconds and I want you to write down and think about right now what are the top three things you want to get out of this program and here's how I want you to do this. If you got these three things even one if you can't think of three it would make your trip here worthwhile tonight. Take 60 seconds and write down the top three things that if you got it you'd feel like today was a worthwhile experience for you. Now I'd like you to take 30 more seconds and I want you to share. First of all I want you to star the number one if you have one what's the number one thing you want to get today. If you had to pick a star next to it. And then I want you to look at the person next to you and tell them whether you're comfortable with them sharing yours. They won't say your name but they'll just tell you. Tell me what it is that you wanted. I want you to take 30 seconds. Tell them you're number one and just say yes or no I'm comfortable with you sharing this. Go ahead OK. Let us begin here now before we get started. Before we actually have you shared these I want to tell you three critical theories of adults that are far different from kids under the age of 13. Number one adults have to know why they're learning it or they won't want to. Kids aren't this way. I have a lot of kids that I have taught that are five six years old. You show them a grasshopper an earthworm and if it's scurries around a little bit and they think it's pretty cool. They can't wait to learn it and they never say no. Hold on. How is this going to affect my college education. They never say that. But you do a lot of you to have very busy schedules and you took a lot of time out today. This better be worth your while. Your while this is what you're thinking right now what I just did is what you can do. Every time you teach start if you do a number of sessions and a lot of you teach 10 12 sessions first time you do that. Ask the people what they want to get out of this session what's the top three and then have them start their number one by the way that's the first of about 48 things you're going to get from me today that are practical. But let me tell you another theory. The number one fear of an adult learner is looking foolish in front of their peers. Have you noticed I have not asked anyone to raise their hand and randomly tell me an answer yet I've put you in a very safe partner situation and I've allowed you to out if you want to know. But I have also allowed someone else to speak on behalf of you because it's much easier to speak on behalf of someone else than it is to speak on behalf of ourselves. So if any of your partners agreed to allow you to share Let's hear what you've got I'm just going to write a few of them up on the board here. Where are the top things you want to get out of today's program. The ability to speak to all types of learning you're nice What else. Thank you so how to be not boring. Thank you. What else do inspire confidence. Ah so have confidence in the teacher and the facilitator. Thank think others so draw the quiet. Did you notice by the way that I'm not ever seen. Good answer. That's praise. Praise is manipulative. Not everyone wants the praise. They might. You may think it's a good answer but if they don't think so. If they're weary about answering this they'll Meteo immediately lose some rapport Instead what am I saying to each response. Thank you. That's a warm warm greeting. What else have you got. I'll take two more. So how to manage your present to a larger audience. Others Yeah. So how to teach in a style that's not natural. And I had one more hand over here saw take that I see one more so how to communicate thoughts and ideas more effectively. If you look up here this is what your peers think make you exceptional with other learners. I'm going to show you how to do these things today. I want to stop though I'm always going to stop after I do something and we're going to reflect on it so that you can apply it immediately to your situation. There's a book called Brain rules that talks about this people's adult brains need a pattern broken for themselves every 10 minutes. Or they start to drift in one of the best ways to break a pattern is to relate it to them up to the audience. So every time I teach you something I'm going immediately say here's what you can do. You want to write write this down and on the cover again. How would this work for your situation. How would this work for your class how this works with your students. And as soon as I say that everybody is back because they all want to know what's in it for me. That's what teachers need to get across to their students. The students want to know what can I learn. Teacher So here's what we're going to do. How can you apply what we've just done I've done two things. The first one is I had you getting together with groups and I had you tell me afterwards all these things that you broke down in the second one as I had you write down your top three things. How can you apply those to your specific classrooms to your specific students for example could you at the very first session say to them I want you to take one minute right down the top three things you want to get out of this. Another example could you after that or even before that say I want you to take five minutes to get together with a group of four and tell me what makes X Y Z effective. Let's say I was speaking to people on flowers who we're teaching them how to have beautiful flowers. My focus question would be what makes flowers beautiful. Now I don't know if you noticed this but I have one of the things that you said here was you want not boring you want to inspire confidence in the instructor and you want to draw the quiet people let's handle all three of those right now. I just got seven responses up here in one minute. And I didn't have to work for it. I didn't have to beg you to respond and no one was fool. Feeling foolish. But I've been in other situations when I was a student and the teacher said so tell me what you think makes an effective facilitator. And nobody responds. How did that happen. Why did that happen. Did you notice just now. Nobody responded. But before everybody responded. Now why. I already told this to you what was the theory I said number one fear is what looking foolish. So the one I just asked why did that happen. Nobody wanted to go like this and go Well here's why Jason because they could be why they could be wrong. But here I get seven answers within 30 seconds. I actually struggled to write fast enough. Did you notice that you can use this. This is called the circle of knowledge it's the first of 12 tools I'm going to share with you in the last half of this program and it's just a fantastic tool. A number of you teach 10 12 six seven sessions every session you can start with this it immediately engages people because the Relayer is going to speak on behalf of who the group it's less That's what they think. Reeler they say it's not what I think. And then if they're wrong of course they don't look what. Let's try this. I want you to get into groups of four. You can get into a group of three if you want to if you don't have four people if you do get into a group of three please assign the time keeper to also be the Relayer. I want you to take five minutes and come up with everything you can think of for what makes an amazing facilitator or teacher with your students five minutes OK let's go ahead and when find your original spot and we'll have you look back up here. Now I want before we get your answers here I want to give you a quote from its very interesting quote that I read recently from Sir Richard Livingstone and he wrote a book in 1941 called the future of education. And here's what he said. By the way 1941 is quite a while ago. So this is a visionary. The test of successful education is not the amount of knowledge that a pupil takes away. But his appetite to know in his capacity to learn. That's what this module is about. By the time you finish I'm going to show you how to increase the appetite to know and their capacity to learn so that they can get the knowledge themselves when they're with you and when they're not with you. Teaching them to fish. That's what we're going to get today in order to do that. I want you to tell me what makes someone good at that. What do you got. Relearns good knowledgeable about the subject. I want you to write something next to this the rest of you can take notes on Page Six in the bottom box. Those of you who aren't interested in taking notes and some of you. That's true for you. You don't really like taking notes. You're going to find that by the end of today you're going to be taking a lot of notes. Just going to have to and I'm going to teach you how to get your students to do that to write down next to knowledgeable the words 90 10 when you're instructing someone 90 percent of your neurons in your brain during that time need to be focused on who the learners or the content. The learners. Which means how well do you need to know your content. Really really well if you're wondering how to do that. Whichever lesson you're going to teach next. Practice it three times in real time and you'll be at 90 that's how you get there. What else have you got. Relearns I heard knowledgeable Yes engage others punctual responsive responsible and organized. What. Flexibility. It's amazing how fast people can tell me these adjectives but they don't know how to do it. My professors in college were this way they could tell me you need to be flexible as a teacher need to be organized but they wouldn't tell me how to do it and if they did they always told to me in whose style their staff I'm going to teach you universal style today others they can command attention. I call this being able to hear a pin drop when they talk others so they can build rapport. One of the best ways to build rapport is to meet your learners needs. And you notice I already found out what your needs were. I've got them right over here. These are the top seven needs that this class has. Do you know your learners needs or your needs that you want to have as an agenda because there are different their needs are different from yours. What else do you get. Keep them involved. Others. So admit that you don't know Mitt when you're not sure very nice things on what you think makes an effective facilitator teacher trainer or presenter. These are powerful and the reason they're powerful and I wanted to write them down is I'm going to show you how to do all of those today. And I'm going to show you from the starting point of what makes effective teachers and facilitators learning styles is where it all starts. It's where everything begins. And the reason for this is because if you don't know how people learn it doesn't matter whether you've built rapport or credibility or whether you can keep their attention. What matters is whether they're getting it. Listen to this second quote that I wanted to share with you. Model This is from Seymour Papert in 1998. He did a lecture in the culinary memorial in London. Here's what he said. The model that says learn while you're at school while you're young. The skills that you will apply during your lifetime is no longer tenable. The skills that you can learn when you're at school will not be applicable. This isn't 1998. They will be obsolete by the time you get into the workplace and need them except for one skill the one really competitive skill is the skill of being able to learn. This is this is it. This is where it all starts. He goes on to say if this skill if it is the skill of being able not just to give the right answer to questions about what you were taught in school or to make the right response to situations that are outside the scope of what you were taught is not what you want your students to do to go out and apply what it is you're teaching them. We need to produce people who know how to act when they're faced with situations for which they were not specifically prepared. That's what we're going to do today. That's a lot of motivation to show why learning styles is where it all begins. So let's get started. Here's what I'm going to show you by the way this is Tool Number two. This is called The Big Picture. Do you have one of these for every one of your sessions. You should because 25 percent of your learners crave it. It's their lifeline. It tells you where we are at any given moment. Look at the next slide. The first one turns red. That's what we're going to start with. This show is you everything I'm going to show you today all six things and it tells you exactly where we're going to begin. I don't worry in the last half of this program I'm going to tell you how to do all this stuff but I want to point out as I'm doing them that they're actually occurring. Notice that each one of these starts with a what kind of a grammatical word in-action verb because no none of your learners can actually apply something unless it's actionable. So your agenda should be actionable. Let's get started with the next part. Notice the next big picture is the subset of what I'm going to teach you. This is what you're going to learn next. I'm going to show you these three things. Never ever read this stuff to your learners. They're adults. They can handle that. But show it to them so they know where you're at. So let's talk about this. Here's a quote that I really love from Confucius I hear and I forget I see and I remember I do and I understand. And then it says information is not instruction. Now this is in elusively obvious concept. Elusively obvious means everyone says when they see this goes what dodgiest and I know that but they don't apply it. They assume that if they know their content really well everybody else and get it you should know that every week I observe dozens of people in classrooms and with audiences I give them feedback. I spend two hours observing them and then I write 25 pages of feedback for each one 13 pages or more of all their strengths and the rest are the goals they wanted to work on that I can help them be successful with and I can tell you that the number one thing that people have trouble with is assuming that if they know their content well they can teach it well it's just not true. And that's exactly what Seymour said in 1998. They actually did a study in Tennessee and they found that students given the most effective teachers for three years in a row made over twice the gains of comparable students assigned to the least effect. Isn't that interesting. This is one of the things that inspired my father to create the sage program in Wisconsin because he knew how important this was for his kids. As an elementary principal. All right. I think we've got enough motivation to get started so let's do this. Here we go. These are the five stages of learning and you can write these down with me on page seven. Now as you're writing these down are going to talk about them the first stage of learning and this is universal no matter who you teach whether you're a facilitator a trainer a teacher whatever you are. The first stage is always what in the world is that facilitator talking about I don't get it. I know that for me when I facilitate a session when I teach a session there is always that moment where I look out and I can tell they don't get it. Stage 2 I see what the instructor is talking about. Stage 3 I can do this myself with guidance. So if you're saying what do you mean do it themselves. Jason I'm just giving them information. They don't really do anything with it. Well that's a problem. They should be doing something with it should be actionable. Stage 4. I can do it without guidance and Stage 5 which is the stage I'm getting you today I can teach this to others. Which stage do you think you need to get your students to. By the way the answer is up to you. It's OK to say any of these except for number one. But if your goal is to get them to stage two that's just fine. Your goal is to get into Stage 3. But what's not OK is that you don't know. You must know when you go in front of your students which stage you're going to get the.