Teach Anybody Anything: Reach Any Learner Anywhere | Jason Teteak | Skillshare

Teach Anybody Anything: Reach Any Learner Anywhere

Jason Teteak

Play Speed
  • 0.5x
  • 1x (Normal)
  • 1.25x
  • 1.5x
  • 2x
8 Lessons (1h 49m)
    • 1. Introduction and Welcome to the Course

    • 2. Discover How Adults Learn: Part 1

    • 3. Discover How Adults Learn: Part 2

    • 4. Identify Your Learning Style

    • 5. Capture Every Learner Immediately

    • 6. Keep Every Learner Engaged

    • 7. Teach Every Learner Simultaneously

    • 8. Ensure Every Learner "Gets It"


About This Class

Why should you take this course? 

You probably know Bloom’s domains of learning: cognitive, affective, psychomotor.  But are you aware of the four new adult learning styles: the step learner, the research learner, the talk learner and the create learner?

        If you’ve taught a class and one learner said, “That was amazing!” but another said, “You missed me entirely,” you have seen the result of different learning styles.

        Learn the tools you can use to engage all four learning styles every time you teach or train and save your company thousand of dollars and hundreds of hours by getting it right the first time.

        In this 2 hour program you will learn what universities and training teams nationwide are just beginning to understand about effective adult learning.   

What is 'Teach Anybody Anything'? 

        A Proven System to Reach Any Learner Anywhere

12-tool system you can use to pick the right teaching tool, discover how your students really learn, and be certain your training will reach every learner (before you train it)

Discover exactly how adults learn and how you can use twelve amazing tools to ensure every one of them leaves your room with the understanding you wanted to get across.

       All 12 Of Our Training Research Techniques In One Program

Just follow along with these 12-easy-to-use teaching tools in our 2 hour video training and 39-page learner workbook and you’ll know exactly what to look for and what tools to use when training your next class.

What’s Inside The Teach Anybody Anything Program?

Discover How Adults Learn

  • 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

Capture Every Learner Immediately

  • 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

Keep Every Learn Engaged

  • 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

Bonus! You’ll receive a 37 page workbook to follow along with the video program and an instrument to determine your learning style (because that’s the style in which you naturally teach).  You'll also get practical tools to effectively engage and teach all of the other styles. If you want to improve your results and save valuable time, you have found what you’re looking for. 

This Stuff Works…See What Our Customers Have To Say!

    "I attended this two-hour workshop (Bullseye) where Jason demonstrated the principles of his Rule the Room approach for teaching adults. Jason did an excellent job of demonstrating the difference in adult learning styles and how it's possible for both non-educators and educators plus those with presentation experience to fulfill an educational role with adult students. His material has great application possibilities for a wide variety of situations--classes, presentations to adult audiences, interviews--his work is terrific!" 

  - Sondra Retzlaff- Senior Marketing Coordinator and Copy Crafter at Mead & Hunt 

    "It's pretty simple. Jason Teteak walks the talk. In this day and age, finding a true thought leader amongst many is the key to getting to new levels. Listening to Jason and benefitting from his teachings will take you to that new level you seek. He is cutting edge, extremely practical and connects in a way that is motivating, informing and memorable. Some of the biggest benefits received from Jason are tactics, ideas and methods that are immediately implementable. Watch Jason’s program before your competition does." 

  - Al Lautenslager- Best-selling Author, Guerrilla Marketing in 30 Days 

    “The most important take-away I had from your class was learning about my own style. Knowing how I like to learn influences how I will teach, facilitate meetings, and grow my staff. It also made me cognizant of learners who prefer different styles than my personal preference. Overall, that made me a more effective presenter since I knew exactly what I needed to work on to capture the attention of those learners—who are diametrically different from my personal learning/teaching style.” 

         “What I like most is that you emulate all the exercises we should do. In the back of my mind, I know that you have a personal learning/teaching style that you prefer—but you’re able to cultivate those skills so that you can adapt to your audience. That’s my ultimate goal as I move to the Training role: to be a chameleon of the classroom/meeting room."

  - Brittany Crosby- Project Manager & Corporate Trainer

About Your Instructor

Jason Teteak is the Founder and CEO of Rule the Room Train the Trainer. Jason first made a reputation in the medical training industry, where he was known as “the Epic trainer of trainers.” In response to many requests, he began to offer personalized services and quickly developed a following as a private training coach and training consultant whose clientele includes elite institutions, universities, and top corporations.

In 20 years of working as a trainer and a trainer coach, he has helped more than 15,000 training professionals to “Rule the Room” and has appeared before more than 200,000 people. He’s won praise and a wide following for his original methods, his engaging style, and his knack for transferring training skills via practical, simple, universal and immediately actionable techniques. Or as he puts it “No theoretical fluff”.

He founded Rule the Room Train the Trainer with a mission to DOUBLE the impact of 10,000 training professionals in the next 5 years. The Rule the Room Train the Trainer team, under Jason’s management, has flipped the model and changed the approach to great training and instruction for even the most seasoned veterans.


1. Introduction and Welcome to the Course: 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. And here's the kicker. You will teach the way you learn. What I'm gonna 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've been to dozens and dozens of sessions all over the country that try to explain learning styles. They give you a few little practical is, but they never give you 12 things that you can use tomorrow that take it hits exactly which learners they hit and why, and how you can use it to. Now some of you are saying these 12 to is you been telling Jason, what are they? Well, here they are. These are the 12 tools. In the next hour, I'm going to show you these 12 tools and specifically tell you three things how you can use them in your rooms with your students. I'm going to show you the types of things that you can do with these in your room. Specific techniques and I'm gonna show you which learners like him in which ones don't and how to supplement the ones that don't. 2. Discover How Adults Learn: Part 1: welcome. All my name is Jason T. Dick, and I'm gonna show you tonight some of the things that you can do to reach every learner nearly every time that you teach. Now, 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 an educator. My father was actually an elementary principle. He's one of the ones who started the sage program, Wisconsin. So he got the teacher, heard the teacher's 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. 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, implementer, zoo project managers, quality assurance, people, technical service, people in I, T and health care 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 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 where 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 gonna do it in the following way. I'm gonna model for you everything that I suggest you do. I'm going to give you 12 of the most amazing tools that I have ever seen that teach every learner in any capacity. And I'm ready to do this is 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 gonna get 12 tools that you can use tomorrow to do that. One of the things that I discovered as I my graduate degrees in education as well as my undergrad and one of the things I discovered it 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 gotta show credibility and build report and keep their attention. You got to be able to manage pace and get follow along and answer questions and handle distractions. The experts, the quiet types, the Drypers, the hecklers, the res enters all those people. But they wouldn't tell me how to do it. And then the most numerous situations where that I can imagine that you can imagine off how they do this is with learners. They say you have to reach every learner But then the way they taught me only reached 25% of the class and I wasn't in it. And so you're going to discover today a couple of things. You're gonna find out what you're learning style is you're gonna 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 gonna give you strategies that hit 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 studying to use him. I'm going to give you specific activities today, 12 of them that you can do with a partner with group and 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 gonna model each one as I go, I always start off with a little theory. And then we were going to get into the practical. Remember, I'm gonna give you 12 practical things today, but before I could do that, I need to explain to you why these work. So over 20 years of education as well as teaching, I'm gonna 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 gonna give you five minutes. I want you to get into groups of four. Before you do this, let me give you the specifics. You're gonna today have a learner hat in a facilitator or teacher hat. I want you to imagine yourself as the teacher, as you're 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 gonna do 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, 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 1st 2 I'm gonna put you into groups, and as soon as I do this, most adults in the room maybe 75% say, uh, I don't want to get into groups. Here's the second rule of thumb. You may want to make a note of this. Write 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 is a big group. Now. I'm not saying you can't have a big group discussion. That's great. But if you're gonna put him into a small group for a moment group of 2 to 4, 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 gonna as a learner. You're gonna wear a lot of hats today, but you're gonna specifically watch what I do. Analyze it. Some of the things I'm going to give you will take your leave. All the things you're gonna use tomorrow, I guarantee, 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 gonna sign rolls notice up. Here we have four rolls. There's a facilitator, writer, timekeeper and re layer the facilitator. You're responsible for making sure the group's on task and getting this done. Timekeeper, you keep time at two checkpoints, 2.5 minutes and four minutes. Really? Or you're going to tell us what you came up with. And writer, you're going to write all of this down in your book now, Before we do this, let me 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 five 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. I want. First of all, I want you to start the number one if you have one. What's the number one thing you want to get today? If you had to pick, put 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. It 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 your number one and just say yes or no uncomfortable with you sharing this. Go ahead. Okay. Let us begin here now, before we get started. Before we actually have you share 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 56 years old. You show him 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 what, 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, they know 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 star there? Number one, by the way, that's the first of about 48 things you're gonna get for 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 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. Then 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 gonna write a few of them up on the board here where the top things you want to get out of today's program? Yeah. To speak to all the ability to speak toe all types of learning. Nice. What else? Thank you. Share information and boring. So how to be not boring. Thank you. What else? How to inspire confidence. You want Ah so have confidence in the teacher in the facilitator. Thank you. Others It eso draw out the quiet. Did you notice, by the way, that I'm not ever seen. Good answer. That's praise, praises. Manipulative. Not everyone wants the praise they met. You may think it's a good answer, but if they don't think so, if they're weary about answering this, we'll meet you immediately. Lose some report instead. What am I saying to each response? Thank you. That's a warm, a warm greeting. What else have you got? I'll take two more. Yeah, Manager. So how to manage your present to a larger audience? Others? Yeah. Yes, eso how to teach in the style. It's not natural. And I had one more hand over here, so I'll take that. I see one more. Yeah, so how to communicate thoughts and ideas more effectively if you look up here, This is what your peers, I 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. I need a pattern broken for themselves every 10 minutes where they start to drift in. One of the best ways to break a pattern is to relate it to themselves, to the audience. So every time I teach you something, I'm gonna immediately say And here's what you can do you want to write? Write this down 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 boomed, everybody's 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 gonna do. How can you apply what we've just done? I've done two things. The 1st 1 is I had you getting together with groups and I had you tell me afterwards all these things that you broke down in the 2nd 1 is ahead. You write down your top three things. How can you apply those two 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, write 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. 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 wanted not boring. You want to inspire confidence in the instructor and you want to draw out 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 food 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. No. 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, cause they could be what they could be wrong. But here I got 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 67 sessions every session. You can start with this. It immediately engages people because the real layer is going to speak on behalf of who the group, and it's less. Oh, that's what they think related will 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 timekeeper to also be the re layer. 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. Okay, let's go ahead and find your original spot and we'll have you look back up here. No, I I want before he gets your answers here, I want to give you a quote from. It's very interesting quote that I read recently from Sir Richard Livingstone. 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 people 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 you got re layers now? 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 gonna find that by the end of today, you're going to be taking a lot of notes. You're just gonna have to. And I'm gonna teach you how to get your students to do that too. Right down next to knowledgeable of the words 90 10 when you're constructing someone, 90% 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 gonna teach next practice it three times in real time and you'll be at 90 10. That's how you get there. What else have you got? Re layers Heard. Knowledgeable? Yes. Engaged. Others yours Punctual, Responded responsible and organized. What else? 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. Is 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 they're Stop. I'm gonna 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 report one of the best ways to build reports to meet your learner's needs. And you? Did you notice I already found out what your needs. Where I've got him right over here. These are the top seven needs that you this class has. Do you know your learner's needs or they're your needs. That you want to have is an agenda because they're different. Their needs are different from yours. What else have you got? Keep him involved. Others admit you made knowledgeable. So admit that you don't know. Admit when you're not sure. Very nice. Eight things on what you think makes an effective facilitator. Teacher, trainer 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 gonna 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 report or credibility, 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. The model. This is from Seymour Papert. In 1998. He did it a lecture in the Colin Cherry Memorial in London. Here's what he said. The model that says learn while you're at school while you're young, with 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 is in 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 that 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 two questions about what you were taught in school, but to make the right response to situations that are outside the scope of what you were taught. Isn't that 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% of your learns crave it. It's their lifeline. It tells you where we are Any given moment. Look at the next slide. The 1st 1 turns red. That's what we're going to start with. This shows 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 their actually occurring notice that each one of these starts with a what kind of a grammatical word in action verb? Because know, 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 gonna 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 an elusively obvious concept, elusively obvious means everyone says when they see this ghost will dodge Ace and I know that. But they don't apply it. They assumed that if they know their content really well, everybody else will 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 of 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 effective teachers. Isn't that interesting? This is one of the things that inspired my father to create sage program in Wisconsin because he knew how important this was for his kids as an elementary principle. 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, is your writing these down? I'm gonna 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 facilitated 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 two. I see what the instructors talking about. Stage three I couldn't do this myself with guidance. Some of your 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 for I can do it without guidance in stage five, 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 okay to say any of these, except for number one. But if your goal is to get him to stage two, that's just fine. Your goal is to get in a state street. But what's not okay is that you don't know. You must know when you go in front of your students, which stage you're going to get 3. Discover How Adults Learn: Part 2: I'm gonna give you three learning style theories right now. This is the first that you can use with your adult learners. The 2nd 1 is this. I want you to take a moment. I want you to take too quiet minutes, 120 seconds. And I want you to think about a time in the last 10 years when you have learned something extraordinarily well, I want you to write down on page eight at the top. Why? You got it? What was it that helped you get this so well, write that down and I'm gonna ask some of you to share with with us What you came up with two minutes right down. One thing that you learn really well as an adult could be even in the last 20 years. 30 years had to be over the age of 13. What did you learn? Really? Well, 120 seconds. Ask yourself right now. Did you enjoy what I just had you do, or did you loathe it? Or were you somewhere in between? What is it you're enjoying? What is your not what do you not enjoying? I'm pushing you to all the different learning styles and you don't even know it. You'll learn about this in a second. I want you to think about this. What do you enjoying that I'm doing? Rarely. Do you get an opportunity as a learner to analyze a learner. You're getting that right now, amazingly powerful for you as a teacher to know how you felt during each of these situations. Because you can apply that to your learners in a moment. I'm gonna have you write down the top four ways adults learn best. We're gonna get them from what you tell me. So who would like to volunteer to just share the story of how they got it? Yeah, right. I right. Okay, sure. Hi. So this is mortgage disclosure rules, you said. And you said you knew you had to be an expert in a short period of time. And why did you have to be an expert in a short period of time? They were paying you for it. So you had to have this good. And you also said you had to be a good communicator, right? What was that? Tell me more about that. Eso you had to talk about the rules. You couldn't just look out. What did talking about the rules do for you? It Really? Yeah. So you said he felt comfortable going from one situation to the other when he talked about the rules. One of the learners out there is, in fact, a talk learner. They learn best by talking about their learning, not as a facilitator and a teacher. This is crucial for you because some of you are not talk learners. When you learn, you go by yourself. I I actually have. I trained a lot of people and I trained trainers and how to train. And one of the things elephant happens is I get a call that says, Jason, we've got somebody who we just hired who is failing all the test. We need to get them up to speed, and we need to get him up to speed fast. I need you to work with this person. And it almost always is a talk lor because talk learners rarely get that opportunity in a setting like this. I rarely get it. They usually become teachers. They love to talk. But that's a really good point. So thank you for that. Did you notice. By the way, he said, I was. I had to be an expert in a short period of time. That's the number one way adults learn best. They know why they're learning something. You can write that down. His number one and the number two way that, he said, is they see immediate value for it. Adults learn best when they know why they're gonna learn it, and they can see that it's immediately valuable. Did you notice I played off that at the beginning of this session when I told you I'm going to give you 12 tools that you can use when in five years? Tomorrow? And some of you are? 00 boy, that's good. Let's hear another one. Thank you. Yeah, it's learn. So learn how to program program deep brain stimulators, t treat people with movement disorders. And how did you how what made that work for you and hands on and you taught how to do it and me and you had to read it and then you had to do it like with. And so the reading went right over the head with hands on. Doing is where you really got it. Number three adults like problem solving. That's what Nancy's describing. Number two is that they want to see the immediate value of what they're learning in Number one was what? Why? They're learning it now. Did you notice that I've made you problem solve three times already today? How did I make you problem self so far? We just did one. Nancy had to write down something and she had to think about that. She had just think about how she learned it. And what was it that helped her learn? That solving a problem, isn't it? She had to come up with that. I didn't tell her to write that. Also, you came up with this. What makes an effective facilitator? I didn't tell you these. You had to solve this question. And the 3rd 1 was where I had you write down the top three things you wanted. For some of you, that was a problem. You weren't sure. And then you solved it. This is called a create learner. Create learners need to create to get it. This is my predominant learning style. My brother and I room together in college. He's not a create learner. he's what's called a research learner. He gets things by reading things, debating and discussing them after he's become an expert on it but not talking about anyone until he in fact, has become an expert on it and certainly not creating in order to get it but me. I needed to create to get it. So one time in college I was learning. I had just got done with a math lecture. My major in college for education was math and English. That's what I talked to students. And he looks at me and he goes, Jason, what are you doing? And I said, I'm rewriting all of my notes. Why? He said, it's because it helps me learn it doesn't look anything like the notes he took. I know exactly. I'm recreating it to get it. He goes. That seems really inefficient. I said, Well, Jim, how do you get this? And he says, Well, I have someone go to class for me and take notes. I read it and then I aced the test and I thought to myself, Wow, I wish I could do that. He's a very different learning style than me, but if I was teaching him in my room. I can guarantee you that he'd be reading and you will be too today. And he would be debating with me to get it in discussing with me and with others. We're to talk about the beautiful thing about this When I write teach, this is people say to me, Jason, I can't keep track all these learners. And what if I can't tell who's who Doesn't matter The tools I'm gonna give you today, I'm gonna tell you exactly what they are, which learners they hit and how you can hit everybody at once. So you don't have to worry about who's in your room. Because I can all but guarantee you that every session you teach all of the learners air represented and they're probably a little different than you. Number four adults compare their new learning Two other previous experiences they learned by prior experience. Have you ever watched an adult learn a foreign language? How is that different from a two year old that learns a foreign language? The adult compares it to all the previous words they've learned. But the child, they don't even think about the English word they're just learning it. This has ramifications for you. That's the second theory. So far, we've got two theories now. We got the five stages and we've got one. Adults learn best. Here's the last one. And by the way, these are the four. If you want them, they know why they're learning prior experience. Problem solving an immediate value. I just pulled in 1/4 learner just now, the one that's been a little annoyed so far today. They're called the step learner. The step learner wants all the steps right up front. They don't want to have to think about all this stuff. They certainly don't want to talk with other people. They just want to be told how to do it modeled. And then they want to do it on their own in practice it. And just now, when I showed this slide, they went Finally, you should know that in the style I'm gonna teach you those step. Alors will always get their fix, but sometimes they'll have to be patient for it because which learner do I need to pull in first? Which lunar needs to figure it out on their own? The create learner And if I take that away from the crate under, they're cut off from their learning. Everyone has a lifeline. This is the stuff, learners. Lifeline. All right, let's get let's really get into this. Here we go. I'm on page nine right now. You're gonna look at page nine, an activity. I'm going to give you a total of six minutes to do this activity. You should know. The reason we're taking two hours to do this program is because I'm modeling specific things you can do in your rooms. And right now we're going to get together with groups. And here's what I want you to do. I'm going to assign each of you a learning style. One of these four learners Step, talk, research and create. I've talked about all four, but I want you to take two minutes and research. Which letter is gonna love this research? Learn. I want you to research this style on that page. And on the next page, whatever style I signed you and then look at number two. By the way, did you notice? What did I do for the step loners here? I gave him exactly the steps. They're going to go through right now And they're like, 00 boy, thank you. Because I'm about to be off on my own and I'm a little scared right now, So first thing you're gonna do is take two minutes. Readers sign style number to take two more minutes and I want you to, in your own words, summarize the top 123 ways you think this learn learns which learn loves this part. The create learner loves this. Next one, take two minutes to agree with the person next to you on the top 1 2/3 of the person next to you will get the same learning style is you. You're going to agree with them And what you think the top one of three things are, by the way, which learning style like this, the talk learner and also you should know the research learn Alexis, cause they like to debate after they've become a what? The next pay? You guys are getting this. Did you notice people are talking a lot? Look up here. You guys said you wanted to draw quiet students. This is a really cool trick that you can use whenever you teach is you can write down what they wanted and check it off is you teach it? What does that make them feel like when you do that? How? He's meeting my what? What we call that. You said you wanted that too. What we call that when you teaching the style that's not your own and inspire people call that. Uh oh. Here it is. You guys told me the report. Powerful stuff. And the last thing I want you to do is assigned one of you to be the re layer and share with us what you've come up with. So I'm gonna right now sign the person next to you and you the same Lauren style. You're gonna take two minutes and research it another two and agree on the top three things . Step learners, talk. Lerner's research learners create learners. Have you be the step learners? Talk learners? Research learners create learners. Step learners. Talk. Lear's two minutes on your own. Not with a partner, just on your own research. These things read them. Okay. Ask yourself. Did you just love what I just did for you? If you did, you're a research learner. If you love to the fact that it was quiet. You didn't have to talkto anybody. And you got to read a little bit. You're probably a research learn. We'll find out in a moment I want you did not turn back to page nine at the top, and I want you to look, work with the person next to you and agree on the top. 123 ways in your own words that you think this person learns Page nine, number two two minutes. I want you to take one more minute and assign one of you the re layer to come up with number one or two things you came up with one of one more minute assigned one person, the re layer to tell us what you came up with. If you look on the board, you will see the four learners here, and in a moment I'm gonna have you tell me what you came up with. Now I don't want you to fall into the trap of learning so much for me that you forget to analyze what I'm doing. I want you to think about what we just did and what I'm about to do. with you and I'm gonna break a pattern with you. Just like the book brain rules that I talked about says you should do and say right now, how could you use what I'm doing with your students? What am I doing right now? I'm giving you a noxious sketch where you can write stuff with me that at your sketch, by the way, is on page 11 at the top. Some of you step learners won't want to write the answers in there yet because you're not sure there, Right in a moment. I'm gonna give you the right answers, but if you don't want to write them in there, just draw another grid like this. You can capture what the class said. But notice that this actress sketch, which is another of the 12 tools I'm going to share with you, is powerful. It lets you capture the most important stuff that we've determined in the class you need to use. So let's do it. Step learners, whoever the re layer is, there's no right or wrong here because it's what you think. That's another trick, by the way. Never, ever ask them to tell you what they think of something unless you first say there's no right or wrong because they're afraid they're gonna look what foolish. I'm gonna give you the right answers, right? Answers here later. But they're not really right there. Just what I think. I want to know what you think. So step learners. Let's see what you got. You could just shout him out. You have a plan being like a plan. What else do they like? Eso. She said they like the hook. If they know the central idea, they can apply it to multiple situations and handle the monkey wrenches. So I put the hook. They like to know why they're learning stuff. And they also like the expectations off what it is that they're learning. By the way, if you do this with your students, if you start writing down what they say, you can add a few things as you go. That's facilitation, isn't it? We're facilitating right now. I've been facilitating this whole time. A lot of you are wondering. Well, Jason, what if I'm a facilitator and not a teacher? Am I going to get stuff I can use today? Oh, yeah. I'm facilitating this whole time. What if I'm a teacher and not a facility you're going to get it to? Because these these tools apply to all of these situations. What else you got? Stuff. Where is anything else? They're very organized. Did you notice I gave you a workbook? Some of you thought when you first walked in. I bet you thought what I thought when I first got one of these 20 years ago. And it didn't work really well for me. You thought why I need this. But then some of you are seeing right now. Oh, now I can see why. It's a lot of paper, isn't it? But it's a really powerful. I facilitated the same things that you facilitated. I've taught the same times of students you've taught. And I can tell you that every time I do it, I print up at least one page front or back where they can capture stuff. That's a workbook. You need to do that. If you're not doing it right now, consider it talk learners. Would you come up with for your for your group? What do they like? Cheers. They like lectures. Where? Who's talking, though, where they get to talk so they don't like lectures where they sit and listen. They like lectures were they get to talk? What else? Issues? Yeah, so they like to put it in their own words. This is the learner that when you're talking to them, they say, Hey, I have a question. Have a question and it may bring you over in this. Okay, So here's my question is did it and Oh, actually, I figured it out. Thanks for that. And you go. But I could help. They talked it through. They got it. Is that you? How about the research learner? Would you? By the way, that's it. They do it in their own words, and they talk. If they can talk, even if it's to their stuffed animals at home, or their dog or another student their golden. They need to talk it out. Get it? I got it, they say. And that's how they do it. What about the research of research learners? Would you come up with take the information? Yeah, So they like to learn. They take it in solo. They like to be by themselves. When I let you read for two minutes, the research letters for the first time today, said, Oh, I'm back in my in my saddle here. They love to read. I'm not a research Leonard, and a lot of people say, Jason, you seem to have a lot of knowledge about students. Do you read a lot of books? And I said, Not really. I'm more of a create talk Larry said, Well, how do you know all this? Well, I do listen to books on tape. I listen all my books on tape because I like to listen, and I like to talk about it in my own words. And so I talked to myself in the car. It's probably not a good idea for the other drivers, but it works pretty well for me. What else do you do? The research letters like they like to take in stuff on their own. What else? Yeah, they like to debate, he said, argumentative. I'm going to change that to debate and discuss, but you should know that he's actually more right than me. And here's why. Ah, lot of times you're going to hear these learners argue with you in your sessions, and you're going to say how rude, but after today, you're going to say good for them. They were trying to get it. They were engaged with you. They were arguing with you to get it. And I've talked to a lot of these folks and they say, Hey, Jason, I hope you don't mind that I was kind of arguing with you during your session is I don't mind at all, because I really agree with what you're saying, but I just want to play Devil's Advocate so that I could see if you really knew what you're talking about. I looked at that person, said Your search learner is totally What about the create learners? What do they like? Well, by the way, I'll adhere. They like to read because they love to read. But what about the, uh Oh, sorry. The create learns what do they like these air? A very strange breed. By the way, if you're not a create letter, you probably think these people are really weird. I'm one of these people, so I can say that. What do you got? What do they like to dio? Yeah, going to be allowed to. So they analyze on their own and then what do they like to do after they've analyzed it? They like to regurgitate it and they like to regurgitate it, but it looks different. It's a completely different form. The last thing these people like to do is say OK, memorize this and say it back to me exactly how I said it. It doesn't work for them. They need to recreate it in their own words. So they actually create something to learn. Think about the kids in school that get tutors. You should know. I tutored at Barnes and Noble for five years. Parents would bring their kid in kid after kid would come in with a different parent. Every hour they bring in another student. In the first thing I do. He's figure out how they learn and almost always guess which two learners their parents sent to me. The talk and create learners because traditionally, what a classrooms cater to step in research learners. Everybody listen to me and then you try one and then listen to me again. And then you try one, but rarely your they told. Ok, go figure this out on your own as you. If you have questions, let me know. By the way, some of you step on research owners of seeing yourself. Oh, my goodness. If if that happened to me, somebody told me toe research in my own and then figure it out, I would probably not be able to survive. Well, welcome to the talk and create learners worlds in traditional schools. That's how they feel. I want you to develop that empathy so that you can start to realize how important it is to target all of these. All right, stop learners. You're gonna get your fixed. Now, here's how adults learn. This is what I came up with. That you can put in the box if you want is a step ladder. If you've already put this boxing, you can go ahead and add to it. If you want to step alors like steps, they like expectations. And it has to be practical, real similar to what you came up with. Talk. Alors, like talking with other people. Pretty simple. Creators like to create to learn and research learns like to read debate and they love the big picture. What did I call the big picture? I called it the what? What's this thing that I've been running through all the way through its the agenda, right? If you don't have an agenda for your sessions, the research learners air bummed out, they want an agenda. They want to know exactly where they are in the agenda. You can see right now we're about halfway through, and I'm gonna give you an agenda to second to show you where we are before I do. Just in case you're interested on page 11 at the bottom. If you were to tutor these people in some of you don't tutor individuals. That's fine. You don't need to worry about this box. But if you do, or if you're interested in how these people learn, here's what I would do if I'm working with just a step learner or if I'm just answering a question from someone who is a step learn. And I told you I could teach you how to cold read. Um, all they have to do is go up to them when you're asking, asking them a question to say so I'm gonna give you some steps in a minute. Do you want to write these down or do you want me to. If they're a step learner, they'll probably want me to. If they're a great wonder, what will he say? I want to write him down myself. Anyway. Step learns like quick sheets. Expectations. They want you to relate it to their world. Talk. Lear's Let them talk. Ask yourself with your students in your rooms. Are they talking or are they not talking? And they like questions. They like it if you ask them questions and find a body for them. Did you notice I gave each of you a body today? You've had a partner you've been working with all day long talk. Alors, love this great learners. Let them show you. When I was a kid, if somebody showed me how to do stuff and they say, OK, here's what you do. You get on the bike and just and I would look at them and I'm looking. I'm like, OK, got it, got it, got it. And then I couldn't do it when I had to do it. I just went scuba diving last week for the first time, and I did it in ocean in Mexico, and I don't know if you know this, but you actually can't learn how to scuba dive in the ocean in the United States. But in Mexico, they let you do it. So my brother and I did this and the scoop of the guys instructor said to us, Okay, 15 minutes. I'm gonna teach you everything you need to know about scuba diving. He showed me all this stuff, and I'm thinking to myself, Jim's gonna be great. I'm gonna be in trouble. Because what do I need to do to learn it? I need to create do it. So I'm at the bottom of the ocean and all this water is coming in. Both my mouth. Salt water, by the way. And my eyes And I looked at the instructor and I went like this because he gave me these signals and I said, I need to go back up. So we go back up six feet up. We have to unplug our nose to do this. My brother still down at the bottom thinking, Where did everybody go? Because he's already got this. And I had to ask him again. Okay. How do I do this again? And he showed me quick. I went back down and I was fine, but I had to experience it to get it. That's the way these folks are. So you gotta let them show you. It would have been better if the Scoop instructor would have said to me. Okay. Now, before we go down in the ocean, I want you to both to put on your masks and show me how you're gonna do this. Even better. Put some water in my mask and then show me how to do it. Ask yourself, how can you apply this to your students? How can you let them show you in your sessions? Did you notice I just broke a pattern again. You can do that with them, too. You can ask him a question about how they can apply it in their life. Research learns. Give him reading. Let him discuss related back to the big picture to let them show you. If you're looking at this going, Jason, this is too confusing me. Just tell me how to do it. That's what we gonna do now. 4. Identify Your Learning Style: Here's where we are at the agenda. You should know we are exactly halfway. It looks like we're only six of the waste of the two step players are saying How are we going to get this done? It's OK. We're going to get this done exactly where I plan to be. But now I'm gonna teach you five things with 12 tools off how to research any or how to hit any of these owners where the research step create. And we're gonna do it with 12 tools that you can use tomorrow. Before we do that, Let's take a five minute break. Take a look up here. This is the agenda. We've just discovered how adults learn. We just spent the last hour learning how adults learn. But I've given you nothing practical yet other than the specific things I told you that I gave you. But now we're gonna make it really structured specific practical things. 12. Before we dio, I'm gonna teach you how to identify your own learning style. And here's how I'm gonna do it. First thing I want you to do right now is in the back of this workbook. There's an appendix on a learning style assessment. I want you to take that right now, all right, now that you've taken your test, here's Here's what you're gonna do, you're gonna score it. And when you score it, it'll actually have you add up all the numbers and plotted on a graph. This is what happened when I plotted my learning style assessment on a graph. Remember, I talked how I was a create learner, and I was also a talk learner. You could see those in my number one in two, but as you can see from this polygon, there's actually it's possible for me to learn is a step learner, and it's possible for me to learn is a research lunar. But I'm just not very good at it now. This has huge ramifications for my teachers. If I run into a teacher and I've run into dozens of them that are on, Lee stepped teachers because they're stop learners. I really struggle in their classrooms. If I run into a teacher that's an on Leah research teacher. I somewhat struggle in their classrooms. If I run to a teacher that hits all these learning styles, I can succeed in their classrooms and soak in all the other students. Don't forget what I read you earlier. Do you remember what Seymour said in his lecture in 1998? Said, The only really competitive skill is the skill of being able to learn not to give the right answer to questions about what you were taught, but to make the right response to situations that are out of scope that you can then apply from what you're taught. This is how you do it. So if you haven't yet, go ahead and score your assessment now and find out how you learn. And when you do that, when you want to interpret your results, graft them just like I did and then draw your polygon to get a picture of what you look like. Why would you do this? Because you can't possibly effectively teach your students if you don't know how you are biasing them and you can't center yourself as a teacher unless you know where you need to be centered. You can see how I need to be centered here. I need to hit the step learners in the research learners more than I would do naturally when I first taught this class, I think the first time I ever taught learning styles was about 10 or 15 years ago. It wasn't all the techniques I'm showing you, but I did teach the learning styles and I'll never forget. The first time I taught this. A couple of people came up to me afterwards and they said, Jason, really cool session. But I got to tell you was completely unorganized. I said, What do you mean? I didn't know where to write any of this stuff. You were talking about all this great stuff. I had no place to write and no idea where to put it. And I didn't know what was most important. What wasn't. What kind of learners were saying this to me? Step learners. It's my least natural learning style. And I did not incorporate it. I had some other people say to me, Jason, there was no you said all this stuff and you let us talking groups. But there was no chance for me to question what you said. I don't buy some of the stuff you told me, and I wanted to debate it with you. What kind of learners were these, they were the talk and what else? The research. So the research letters didn't get their fix. So I over the years I have centered myself. In other words, I've moved to the middle, so I hit all my learner's. That's what I'm going to show you how to do today. And here's the coolest part of all. It is not something that takes years for you to figure out. I've done all that well for you. I've taken the last 10 years and figured out how to make this elegantly simple and elegantly simple means You can apply tomorrow, and you don't have to figure out a bunch of things. You can literally use it immediately, no matter what application you need to use this for. So let's get started. In order to do that, we're gonna go to the agenda again. And here's the 12 teaching tools I'm about to show you which learners love this slide. Neither actually makes Todd just raised his hand. I dio what kind of learner you Todd? He's a step learner. And what other lunar probably likes this slide? You want the research learner. Now some of you are saying these 12 to is You been talking? Jason? What are they? Well, here they are. These are the 12 tools. In the next hour, I'm going to show you these 12 tools and specifically tell you three things. How you can use them in your rooms with your students. I'm going to show you the types of things that you can do with these in your room. Specific techniques. And I'm gonna show you which learners like him and which ones don't and how to supplement the ones that don't. So we're going to start on the bottom of page 13 with the 7 20 rule. If you've never heard this take 30 seconds and read it to yourself. Are you guys on to me yet? What Lerner did I just hit research, Leonard. Just love me for that. Let's look at this. 7 20 rule states that every seven minutes the facilitator that presented the trainer should change what he's doing or she is doing in every 20 minutes, the audience or the students should change what they're doing. Are you doing this? Are you changing to a different tool at least every seven minutes. The really good ones do it at least every minute. But seven minutes is the minimal 5. Capture Every Learner Immediately: Here we are. Captivate. Capture every learner immediately. I'm gonna show you how to make sure that every learner craves what you have to say. You mentioned earlier that you wanted people to be engaged. You wanted flexibility. You want to command attention? You wanted it to not be boring. Speak to all learners, draught, quiet students. That's what this is going to do. There's three ways to do it there. The 1st 3 of the 12 tools Number one is the circle of knowledge, and we did it earlier. You can do this at the beginning of for sure your first session and I recommend doing this at the beginning of every session, Every 50 minute session. You could do this. It doesn't have to be five minutes. It could just be one minute with a partner. The key, though, is that they have roles which learned loves rolls. You can capture this, by the way, at the bottom of page 14 See the four lawyers at the bottom of 14 and why they like the circle of Knowledge. Which of these learners are gonna love the fact that they've been given a role? The step learner and you know who else will love it. The quiet students. What happens in most groups? To the quiet students. They don't do anything. It's not that they don't want to. They're not apathetic or lazy, but nobody asks them anything. Now they have a job, and sometimes the quiet students don't want to do it. They don't want to be a part of the discussion, but they want a role. They might right. They may keep time. They'll choose that. I want you to take a moment and think back to this activity We did. And I want you to do this right now. I want you to write down, in your opinion what the three phases were to this circle of knowledge. Recall what we did. Here it is. I put you in groups of four. And we did this once. You, in your own words, to write down. What are the three phases that you think make up the circle of knowledge? Write those down. Now, looking around the room right now, you should know in about 30% of your done, some of you are still on number one. I'm going to stop when most of you are done, which is about right now. And I want to ask you something I could have in a moment. I'm going to say to you. Okay, what are the three? But I didn't say that yet, and I'm gonna say it now. I could have said to you. Okay, what are the three stuffs we did before? And what would have probably happened? Like what happens in most sessions? What would have happened? Crickets. Awkward silence. Why? What's the reason? Let's review this. Why will no one respond to me if I do that right away? They don't want look foolish. And yet just right now, seven people responded immediately. Why did you respond Just there. We're gonna learn that in a second. That's another tool. But I didn't ask you these three things yet because I wanted you to feel safe to ride him down. Now, if I really wanted to make you feel safe, what would I do now? I would have you'd agree with a partner and assigned one of you. The what? The Realtors. Are you speaking on behalf of the group rather than yourself? But let's just try this. Let's just see what you come up with now what you come up with for phase one assign roles and present them with a what? What's this thing up here? A task I call this u can write this in number one. Ah, focus Question. It's a question that focuses them on the very thing that you want to teach him. If you're gonna teach him about flowers, that's your focus question. You're gonna teach him about stars. That's your focus Question. If you're gonna teach him about teaching or facilitating, that's my focus. Question. What do we do? Second, after I presented this and we signed the roles what we do. Second, we had to get together in a group. And what we have you do this rainstorm and discuss, and what did we do? Third, we shared that stuff. Is a whole group discussion This? These are precisely the steps you need to use with your students. And let's talk about why it works. Look at the bottom of Page 14. Create learners, get to create when, when they brainstorm, talk. Lear's get to talk when, when they brainstorm, step learners get the key takeaways when, at the very end, remember while they get their fix and talk and the research learners get to during the brainstorm debate with other people. Oh, I don't think that's what makes a great facility rethink its this. You'd be amazed when people start to get comfortable with this. I know you have groups, growth groups that you work with. When those folks get to be comfortable with each other, they will start to debate in very cool ways with this. This if you do it every time, if they know it's coming, you could do this in the middle of your sessions to I had a teacher one time that said me, Jason, I'm in the middle of teaching and everybody's I'm asking this amazing question and they all just look at me in silence and I said, Well, try the circle of knowledge and the teacher said to me, I thought you had to use at the beginning. I said, No, you can use it in the middle to stimulate discussion. Three clock in the afternoon. Primetime Sleepy time for adults. Great time for this, or maybe 40 minutes into recession, and people are starting starting to lose him. Use the circle of knowledge. Ask yourself Here comes the breaking of a pattern. Applying it back to you. How can you use this with your next teaching session? How can you use this tomorrow? Number two the big picture. This is on page 15. Make a note. I want you to highlight this halfway down on 15. The big picture is an agenda that tells them what it is they will get in your presentation or in your class. It tells them what they're going to get if you're not telling them this. Look at these air. The six things you're going to get from today's session. If you're not telling them this, the research learners can immediately check out because they have to know it drives them crazy not to know what it is that's going to get covered. Some of you say I don't need to print out an agenda will be fine. I'll let him know what it is going to get there. Careful, you got to center yourself. Just cause it doesn't work for you doesn't mean it doesn't necessary for them. You should have a big picture in every one of your teaching sessions and they should know what it is before you even start and then you should be able to notice. As I've been going through, I've made each of these red. You can have power points and if you don't have power points, you can have a handout. And if you don't have a handout, you can have a sticky note that can show this and then you As you go through each next one , you're showing where you're at now they love this. Take a look. Notice each one of these starts with what? Again in action verb. So it's actionable. Why does it work? Says here the big picture gives the audience a roadmap, a visual representation of it. Your research learners crave this. Let's make a note. I want you to take a moment right now in circle which learners crave. The big picture already gave you the 1st 1 which learners crave the big picture circle that now the bottom of page 15. Then look up here, see where it says involved. Have you noticed you can't possibly fall asleep in here? And every time you start to think, I'm gonna not make you do something, I make you do something else. If you got paid for how active your neurons were firing versus how active your learners neurons were firing. Who would get more money at the end of your teaching sessions? If you get paid more, something's wrong. They need to get paid more than you. You already know this stuff. You spent hours the night before getting ready. They're the ones that need to get the fire firing of their neurons, Which, which learns. Did you circle research I gave you? What else? Step learners. Well, let's write down What? Why did the researcher learners like this? Because it gives them a visual big picture. That's why you can write that there. Why did the step learners like this? It gives him a plan expectations number. We said that I can't tell you how many years I spent knowing these learning styles, and by the way, there's at least two dozen theories out there in learning styles. But when I gave you today, in my opinion over the last 20 years, is the most applicable to adults. In every single session I go to, and I've been to dozens and dozens of sessions all over the country that try to explain learning styles. They give you a few little practical is, but they never give you 12 things that you can use tomorrow that take it hits exactly which learners they hit. Why and how you can use it to. This is the big picture. It's called an agenda. You can use this tomorrow. Number three, the buddy system. The body system is on page 16 and whenever I show this, it never fails. Some of people in the room go. Oh, I don't want to do this one. The body system. Yeah, I don't want to put him with bodies. Well, that person is not a talk learner. Then If they say that because the talk learners know that they need bodies, it's their lifeline. Big picture is a lifeline for research learner, body systems, the lifeline for a talk learner and did use the buddy system. Here is the thing that you need to do, by the way, before I tell you that, I just want you to know that for the circle of knowledge in the big picture, there's a spot for you to capture exactly how you're gonna use those. And I suggest after this session that you go and fill those out for yourself. Don't neglect that. That's how you're going to apply this on Monday. Let's go back to the buddy system. Here's what it looks like. I recommended the very beginning. A lot of you have sessions where you teach 10 different sessions, but you work with the same people all the way through on the very first session. Look at all the people in the in the room and you say to them, the person next to you is your buddy. My favorite humor on this is I've met them. They're very nice. In a lot of times, you'll get people to relax a bit. If you feel a little lost, check with them, see where they are. They'll come in handy. When would your students get lost? Do you ever ask them to read anything? Do you ever ask them to figure something out in their own or discuss? They need a body to do that stuff? Do you ever ask them to look at a screen and follow along on that screen? Sometimes they get lost. This is my lifeline as a talk. Learn my 2nd 1 and then if you haven't met them. Take a second. Induce yourself. Take a look at my screen. Take a look at my reading. Take a look at my book. Whatever it is that you're gonna have them follow along on, ask them to use their body. For that. I look on the on the next page. It says, Why does this work circle? Which learning styles like this Do that now, would you guys come up with? I see everybody circled. The talk learner. Is there any other learning that likes this? Working with a buddy? Yeah. The create learner they like what they like to restate it in their own words. Exactly. Mark, you came up with that too? Yeah. So the create and talk learners love this. And yet in normal classrooms, you hardly ever see body systems. And remember I told you which to learners don't really succeed in those normal classroom. I was one of them. I'm a talking great. And I had to do a lot of things in college and high school to get by and to succeed. I don't want your students toe have to do that too. How can you apply this? I want you to make a note right now. I want you to write down a buddy system boilerplate. You can use mine if you want, where you come up with your own. But I want you to write a buddy system boilerplate that you can use to introduce this. You may not even want to use the word buddy. You could use the word partner. Whatever you want. Come up with a boilerplate that you can say to your students. This is number three. By the way, those three things that I just gave you are how you capture your learners. If you use the circle of knowledge, the big picture in the buddy system, your learners will be captured. Letters that would never have been captured before all of a sudden. Going to say this is different than the sessions I've been to before. He's catering to me. 6. Keep Every Learner Engaged: keep every learner engaged. Did you notice the agenda here? Remember what we call this? This is the what? How or why? Which one is this? It's the what they're going to get. If you look at this every time I move to a different agenda item I say something to you that gets you to want to listen to it. Let me let me try this. Here is the one I'm going to say for this one. Keep every learner engaged. Here comes the get you to listen to it so that their minds never wander. Now, that wasn't the what. So the minds never wander. Was the which part that what, how or why the why Turns out. Remember the top four ways adults learn best. The why is number one. They have to know why they're learning. It's not what they learn as much as why they're learning. I was in line to buy an iPad, and I looked at the person I said, I see you're buying an iPad in the person's. Yep. I said, What does it do? Is I don't know. Has never seen it before. Well, then why you buying? Because I have to have it. It's gonna change my life. It's gonna make me organized. It's going to explain all the wise and I'm thinking he doesn't even know what it does yet, But he was in line to buy it. But why is compelling? People need to know why First, before the what to. So before I teach you anything about how to keep every learner engaged, I'm going to tell you why you need to learn it. And then you're in. And remember, every 10 minutes, the brain starts to wander. You need one of these hooks. I call him every 10 minutes, and I call those topic cooks. Every one of you teaches a 50 minute session every 10 minutes, you need another hook or they'll stop listening to you. Some of them they won't actually stop by, you know, checking their emails or stop listening to you by not looking to you anymore. But their minds will wander and you won't even know it. Ill nod when you're they're supposed to Not, but they're not listening to. Some of you have done it today. But then I do something. One of these 12 tools and your back and It's late at night. Some of you, it's it's quarter to 9 p.m. Some of you are thinking how in the world of my paying attention in its quarter tonight because I'm using these tools. So take a look. Look on page 18 you can see them up here. Here's my agenda. This is what you're going to get. And here's all the top of cooks I've been using with you off. Why you would want them. Some of you are looking at this gun with Jason. How does this affect my world? I want you to do this for your next session. I want you to write down an agenda of everything they're gonna learn in 50 minutes, maybe the top five things. Every 10 minutes. There's a different one. And next to each one, I wonder I want you to write down why they would want it. And specifically, you say, Well, Jason, what I write for, why they want it, how will it help them with what you want them to be doing when they're done listening to you? How can they apply it? In this case, you're gonna apply it by getting their minds to not wander, but how can they apply what you're teaching them If they can't apply it? Number Nancy's story. She could apply it by problems some, and if they can't problem solving, apply it. They're not gonna learn it very well. Page 18 At the bottom. I want you to fill in something for me, it says. Topic. Cooks keep adults engaged by giving them a reason to keep listening and by breaking a pattern from topic to topic, sometimes something that every human brain needs to keep it paying attention. Look what it says. All learning styles find topic cooks attractive and beneficial because write down the answer. What is it, by the way, which learner Loved loves what I just did the create learner. I just made them create something you should know in a normal class, and I would never constantly make you reflect like this. But I want you to be putting the trainer hat on as well as the learner had on. Would you right? By the way, what's the answer application? They know what why they're learning it. That was Tool number four, and it's the first tool on how to keep them engaged The second tool is called a directional statement. Have you noticed? I don't know if you've noticed this, but I've been counting as I've been working with you. Those who watch this video later, you can go back and count, but I have used at least half a dozen. Directional is already in the last hour. There are three kinds, and here's what I want you to do it and actually use one with you. Right now. I want you to turn to Page 19 and I want you to read the last half of Page 19. Read where it says, What is it? Take a moment and read that section on your own notice. I just gave you a directional to read about direction. ALS. There's three kinds of direction. ALS. There's the read. It's the write downs and the look up. Here's when would I use a look up here when I want you to? I've used it a couple times. I said, Look up here and you all looked up here and you looked at this. I never said Would you mind? Look up here now. It's not that I don't want to be polite. I do very humble about this, but I use the word look read right, because the first word your brain hears is the action I want you to do. And you're much more efficient at that action when they give you that word first called a directional statement, it's not in polite Leave me. I trained hundreds of people how to do this, and you should know that 7% of communication is the words. Are were the words that you say 38% to tone that you use in 55% of your body language and facial expressions. So if I say to you, look up here, does that sound in play? All right, If I sake, I think look on page six. Does that sound in polite? No, it sounds because I'm using my what? My tone. It's not the words so much as the tone that you use. So when you use a directional statement, I'm going to suggest that you soften your tone a little bit. Take a look on Page six. I won't do that. Soften it up. Take a look at Page six. Almost a little quieter. Not quite such an abbreviated first syllable little settlers first syllable and at the very end, take a look on page. Take a little, uh, not at Anoeta your my reflections starting up and goes down. It's much more polite when you do that. The other thing I want you to do is turn to page 20 and looking. Why this works. I'm gonna actually read these with you. Take a look at page 20 at the top. Read this with me. Did you hear? The two directions allows you to drive home a point or get the audience to think. That's what read this. Does write this down solidifies critical concept. Look up here captures your learners Anytime's Kirkaldy Syria You're visual eight which learning styles love this create learners get to create When they write research learners get to read and then they research stepladders get to follow along with structured statements and tell them exactly where to turn and they love that and talk learners get to interact with you when you ask them to write something down because FTS and write something down What do you say next? Tell me what you wrote and they get all excited. Isn't this amazing? It's six specifically telling you why this works and you can apply this tomorrow. I want you to do it right now. I want you to write down the three places where you're going to use read, right, and look in your next session. Where you going to use it? Take a couple of minutes. Write that down now. All right. The very last one. I want to show you our application. Questions I have been. Don't forget. Here's the big picture. Those of you who are big picture people, here's where we are. How do you keep everywhere? Engage topic cooks, directional statements, application questions. Here's the 3rd 1 What you do with an application question we get to their here is you apply it to their world with the prone on you notice both of these. Say you were your These are my favorite to that work in any situation. What would that look like for you? You can use this in any off the classes that you teach. I guarantee it. Here's another one. How would this apply to your life when I watch amazing sermons or amazing classes or amazing anything with an audience? At one point in that amazing. Whatever it ISS, they've used this, and as soon as they do, everyone in the room looks up. Everyone I know because I have a new 10 month old baby, and it's hard for me to pay attention sometimes when he's sitting on my lap. But when this question comes, I look up. Why? Why does this work? What is it about adult learning theory? Remember the four ways adults learn best they know why and what was the 2nd 1? It's of immediate what there it is. They can apply it to their life. It's valuable for them. That's why adults listen. Did you notice, by the way, that every single one look on Page 21 By the way, take a moment and write down all the times I have used application questions in this program so far. If you're watching the video, go back and watch it and write them all down. Did you notice every single tool I'm giving you? I'm giving you a specific spot to write how you'd apply it in your life. How can you do this with your students? You can't do it without a workbook. Or maybe you could you could just ask the question, but in any event, you need to do it. I'm gonna stop for a second. We just finished keeping every learner engaged in. I'm gonna ask you what questions do you have about the 1st 6 tools on how to hit every learner in your classroom or in your room? One quick tip when you ask that question, I just asked When you ask for questions, give them seven seconds to respond. That's how long I just gave you. It takes them 1 to 2 seconds to process what you said 2 to 3 seconds to come up with an answer. Another 1 to 2 seconds to get the courage to share it in front of all these people. What a most teachers, presenters, trainers, facilitators do. When they asked this question, they give about 1 to 2 seconds. I know I observe hundreds of them every day. I watch them do this, and it's not enough time. If you really want to move on, you don't have time. You just say what questions? Do you have? A. Okay, let's keep going, and that's how you move on. But if you want to really get these questions. Give them a time. It's really uncomfortable for you to stand here and have everyone look at you, but they're not just looking at you. What are they doing? You're thinking it's OK. It's not about you. Remember? Who is it about your students? Let's look at the next. Oh, by the way, Right down. Same thing. I want you to write down three application questions you could use at the beginning of your next session. What are three of these questions that you could use? What would that look like for you? How this write those down. Now I'm forcing you to apply this in your world. It's so easy to listen to me. But remember, what stage of Lorraine do I want to get you to where you can do it yourself? Stage three and four 7. Teach Every Learner Simultaneously: All right, Here we are. We're now to the point where were teach every learner simultaneously. Some of you have been waiting for this one, Jason Hado. I hit every learner all at once. Even when it's difficult to pay attention and there's really hard content. How do I teach all others without even having to worry about what learning style they are? There's three ways leading questions at your sketch Visual organizer's. The 1st 1 in my opinion, is the most powerful. This is one of the most misunderstood concepts on the planet. I know because I watch a lot of teeth train. The trainers try to teach this, and they don't know how to do it. I'm gonna show you how to exactly how to do a leading question right now, and in order to do this, I want you to circle something for me. Second sentence on this Page 22 says, I call this synthesis. Leading question is a question that learners do not currently know the answer to, but they can figure it out with some thought. Please write those down in numbers one and two in the box number one. It's a question that they do not currently know the answer to that's number one. They do not currently. No. The answer. In other words, what you've never what you've never told him? The answer. It's off limits. That's the rule here. Number two. What does it say they can? What? Figure it out with some thought. That's number two. Number three. I'm just gonna give this one to you. There is a right answer. Number four. Number three, There is a right answer. Number four. It requires thinking. Three. There is a right answer. Four. Requires thinking Number two, they haven't. Now here's Here's the deal. I want you to put a star next to number four, the one that says it requires thinking, because that's the rule that most people break. Watch this. Here's the human brain, and if you look at the human brain, there's a left side on the right side. The left side is responsible for the past retrieval of information. The right side is responsible for the future, creating new information on your own without being told. Which brain do you think we're accessing with leading questions? The right side. Did you notice that most of you in the room answered that question for me because I didn't break any of the rules. It required thinking you'd never been taught that answer before. There's a right answer and you could figure it out. I said to you, Which side of the brain do you think we're accessing? For a leading question? And immediately some of you answered it in your heads. Some of you answered it out loud. You said the right side. Which side of the brain do you think we access during a review? Question the left side. But if I said to you now, what do you think we would wanna wear outside in the wintertime when it's really cold on our shoulders? You think we'd want to wear a coat? You would all stare at me and never answered. Which rule did I break? Yeah, I broke number four. It doesn't require thinking. And if I said you Hey, what do you think NASA was thinking in 1996 30 seconds before launch? Nobody would answer, actually, something the know it alls might answer. But nobody else would. And the reason they won't answer is because what world that break? Yeah, there's there's a right answer. You don't and you and you never been. You couldn't possibly figure it out. And yet I've done hundreds of observations, and I can tell you that the number one most misused question that I have ever observed is this one the leading question because they break these rules. If you don't want to break this rule, here's what I want you to do. On Page 23 I want you to write down three leading questions that you could use in your next session with your students. It doesn't break any of these rules. And if you do, this could be one of the most powerful of the 12 tools that you've learned. This is the number one way to get with Socrates. Call what I call Socratic method synthesis, getting your students to think, remember what Seymour said, He said. It's not about being able to regurgitate what you were taught. It's about being able to apply it. The only way you can get that is through synthesis. Getting them to think. Look on Page 22 at the bottom circle for a moment, which learners crave leading questions. Let's do it together. Do the create learners like these. Yes, it's their lifeline. Why? Because they have to think about something they've never been taught. Do you know how many times I've been in classrooms where they just give me everything and this Tell me to regurgitate it. It is a create lunar. I check out I'm done with those. I can't learn that way. But if they use leading questions on back in, just questions is all you have to do. You know, if you all 12 tools on Monday, you could, but you don't have to pick one. You in February pick the next one in March, next one in April. Do all 12 to us throughout the year and recycling, and I'm in about a couple of months. You'll have this or once a week. Research letters love these because they get to debate with you. Which side of the brain do you think? And somebody says the left in a reacher Slitter ago. I don't know if I agree with that. I think it's the right and and we've got a debate, and that's great step winners. Not so much. They don't really dig leading questions, but that's okay because they're going to get their fix in other ways. And finally, the talk learners love leading questions because they get the same answer. Let's look at this next one at your sketch I've been doing at your sketch with you this whole time. This is what it looks like. Look on Page 23 Net Just sketch is simply a place to write key ideas. Ask yourself, Are you giving your students places to write key ideas? They need them, and you can't just give him the answers. Noticed Today I've had dozens of situations where I've made you come up with the answers. So here's what I want you to do. It says. Why does it work on the bottom? I want you to circle these number one. It helps learners remember important points. Number two. It helps them synthesize it in their own words. A lot of people send me Jason. When should I use a nexus sketch? I'm making a workbook, and I don't know what to do in a tree sketching when you just have the content written. Here's how you can tell if it's very, very, very important, and they need to be able to say it back in their own words, and or they need to say it back in their own words. Either one of those situations you need a natural sketch. Or at least it's eligible for one again. Take two minutes on page 24 write down three examples off when you would want to use an actress sketch in your sessions. And by the way, which lures like this? Here's the good news for Etch A Sketch. All four learners like this. Let's quickly go through why you can write these with me. Kreindler is this is easy. What do they get to do with that? Just sketch. They had to write their own answer. That's totally. But what about research? Lear's again. They get to what one When they write it down. Where did after they write it? What do we do? We go over it. We talk about and they get to what? Debate it. Of course, the talk lawyers get to talk about it and the step winners. What do they like about this? They're the ones that came up to me, said Jason. You got no place to write stuff. They get a list. They get a structured list. Some of you right now there step Lear's air saying plainly, Jason, slow down. I want to get those again. That's cause they're step owner. I'll give him to you one more time. Create Lear's, Create their answers. Research owners debate step Learners get a structured place to write. Talk. Lawyers get to talk the answer out. Every lender gets hit. Last one. The visual organizer. Another elusive, obvious. Everybody says, Oh, Jason, you don't need to go over this one with me. I know there's a board and a power point in a workbook. I get that. I don't need to worry about Visual Organizer's. Well, let's really get into this. I'm gonna suggest there's three places you can use. A visual organizer. It says Whiteboard. Workbooks lighter. But let's get into the theory of this for why these work? You need a visual organizer. If the following things air true, you can write these in the margin number one If you have a complex image that you couldn't draw on the board quickly, this is a complex image that is way easier for me to put on a power point. Then it would be to draw on a board. But if I only have a board, I could still draw it. I did it right here. I could just doomed, doomed do and draw this thing. And there it is. But this is a complex image. I can't get this across to you verbally as well as I can. Visually, some ever seen yet, but I working sessions where there's no boards, well, then drawing on a little piece of paper. And if you're doing a small group session drawing on a piece paper and show it to him, it's visual organizer. Over 70% of your learners learn visually rather than auditory. Lee. You've heard the auditory kinesthetic and visual modalities notice. I didn't use the word modality, not learning style. If somebody tells you their auditory visual kinesthetic learning styles, in my opinion, that's not accurate. Those air modalities of learning I have taught you today the learning styles. That's how people learn. Number two. Use a visual organizer if you need to get synthesis, that's number two. You can just write this on your own in the margin. I need to get synthesis. I need you If you want to know. Jason you keep using this word synthesis. What's that? I call it the ah ha moment where people go. Oh, the lightbulb moment that synthesis. And if you need to get that, a visual organizer can get it more quickly. Number three. If you want something to impart some really important information, use a visual organizer. 8. Ensure Every Learner "Gets It": it's critical that you know the six things I'm teaching you. It's critical that you know where we are at any given point. Right now. You can see I'm on the last topic of the day. You need to know that. So you know it. Some of you're looking. Your watch is he's going to be done, so you need to know that's what a visual organizer does. So take a moment and write down the three ways three times this is on page 26 or the two times in your next session where you could use a visual organizer. When could you use a board or a piece of paper? When could use the power point? Or, if you don't have one? When could you use a workbook or just a piece of paper? Last time I did a session where I facilitated with six people. I just made one piece of paper front and back with a couple places, blank ones for them to write what we're going to talk about. And bam I had all for learners doesn't have to be fancy. Here's the last thing some of you are saying to me right now. Oh, Jason's got one more topic. It's gonna take five more minutes to do this. I don't know if I want to listen to this. What I need right now. Ah, hook your dance. So to do that, I'm gonna give you my topic. Cook. Here it is. Actually wrote. Mary wrote my topic cooks right next to my topic so I could say these and I know here, here it comes. And sure, every learner gets it so that every learner comes away with exactly what you want them to know. That's my topic. Cook. Is that cool? I thought about that for, like 20 minutes because I really wanted to come up with Why would they want every learning to get it? Because I want you want your learns to leave with exactly what you want in part with them, right? You want to get your message across? Well, there's three ways to do this. The agree, See, if I'm right, the benchmark checks in the aural review. Well, I'm gonna give you a a quote on the bottom of page 27 from a real person. A real trainer who sent this to me in an email after I showed him the agree and see if I'm right. Look what he said. I knew I was son Page 27. I knew I was going to get some tips on things that I had not previously considered in probably a few tools here and there. He took this course and this is what he said to improve this, that these aspects of my classes. But I was really blown away by one technique in particular which was presenting the class with some kind of light bulb question. I'll show you what that is in a moment, then having them take 60 seconds to write down their response, then speak with a neighbor to agree and then discuss it as a class. Afterwards, people eat this up. Even the very reticent in closed off folks, the quiet types leap right into the discussion. Clearly, they want to talk it through and arrive at the answer on their own. I will be using this a lot in the future. I hear this over and over about this. This is why this works. This is one of the coolest things. I figured this eureka out about a year ago. It took me like five years to figure this out. And I'm going to share this with you right now. There's only one thing that hits all learners perfectly. This is the only one notice. All the other ones. There was one lor that didn't quite like it. Every learner likes this. Watch this. Isn't it true that the talk learner and the research learner this one right here do not like learning with each other? The research winner wants to learn on their own. And the talk winner wants to talk. I mean, I had people. I've tutored people where they said, Leave me alone. I'll figure this out of jail and then I'll talk with you in the talk over. Just can't wait. Can't wait. Okay? You ready? Ready Talk. And they're so excited. But there's one thing that both of them like to do. Debate. What about these? This step learner in the create learner. Complete opposites, aren't they? Step Warner wants the steps right up front. Great Lunar wants the stuff after they've wrote him on their own. They don't want to learn together. And a lot of teachers when I show him the stuff they say it's impossible. I can teach these two people at the same time. I'm gonna have to tutor. You don't have to because both of them want to know if they're right, don't they? This is called the Agree. See if I'm right, Tool. I just made that up. That's why it sounds like that. And here's what you do. If I had time, this is what I would do with you. I would say Okay. I want you to use the space below to write down why you think each learner benefits from this Go and I'd give you all 30 seconds on your own. Don't talk with anyone because, of course, who does not want to talk with anyone right now? The research learn then I would say OK, now agree with the person next to you in the talk Later is going to go boiling point. We get to talk about this and then assigned one person to be the re layer. Have already done this with you Totally. And you all liked it at some point. Todd didn't get his fixed till the very end, but he got it. He's smiling back there, but it's true. You all get it. And why you can tell me now? It's the create. Learners. Get to come up with one. I mean, we've gone over this very powerful. How could you use this? Write it down now on page 28th. How could you use this in your next session? You can literally use this every 10 minutes. You can look at the group and say, OK, this thing I'm talking about right now, this passage I want you guys to go ahead and on your own, read this and come up with what you think it means. And then 30 seconds later, agree with the person next to you, Santori, Layer, 30 seconds later, would you guys come up with And you will be amazed at the electricity that this causes in your room. The quiet loners. They'll start talking next one. The benchmark checks. I go up to a lot of teachers at the end of their sessions, and I say to them, I say, Brian, how did session going? Brian will say pretty good. And I say, What did they get it? He says, I think so. How do you know? In the good ones, Ryan will say to me. He'll tell me how you know because he used a benchmark check. What's a benchmark check? It's where you give them one thing at the end, and you can write this with me if you want to put a star next to this. The paragraph on page 28 halfway down. Look what it says. Last sentence. The key is that they're not asking for regurgitation of material. Remember, that's what Seymour said. That's what served. Richard Livingston said. It's not regurgitation, but rather the learner's own words to check for understanding so simple. But we don't do it. Some people, and by the way, you should know. I've gone to a lot of sessions that say this to me, but they don't tell me how. I'm gonna tell you exactly how to do it right now. This session we're in right now. What's something I could ask you to find out if you've got it, but something I could ask you to do. I'll give you three. You're not going to do this, but let's say I told you, do this. I want you to take five minutes right now in righto elevator story explaining your learning style to a stranger. If you could do that, you got it number to explain why the agree See if I'm right. Tool targets all four learners in your own words. Do that now. Number three. Explain how a leading question is different than a benchmark check. By the way, let's try this one. How is a leading question different than a benchmark check? It's the benchmark You've already taught it to them, but you're trying to give him a different application to see if they've got it. The leading question. You've never give him the answer before. He's got it. Now here's how you do this. Look on page 29. Used effectively. I'm gonna read this with you. Benchmark checks air probes to see if the audience or students are understanding what you're teaching them. The presenter, the facilitator, the teacher trainer can even use the responses to assess. You really want to test this? Here's what you do. You ready? This is what you write on Page 29. I want you to come up with three or four of these and right next to each one, I want you to put a yes or no for your students and give them this piece of paper at the beginning of your sessions and you say to them at some point today, we're gonna do benchmark checks. And when you we do that benchmark check, we're going to tell you if you're right, nobody else has to know about you. But I want you to circle yes or no if you got it right. And at the very end, I'm gonna ask some of you to stick around if you got any knows, cause I'll hang out with you and teaching what you need to know. This is called tutoring and research says 5% of your students, No matter how good the teacher is, we'll need to be tutored at the end of every session. I had 100 50 kids I taught in high school in every morning. Seven of them were standing at my door and there were a different seven every time and the reason they were there because the day before, I gave him a what, a benchmark, and they realized they weren't getting it. And that's when they needed to be tutored. You can do this right down right now. Three benchmark questions that you could ask your students your next session to make sure they got it. You should know there is one other way to do this. If you don't want to write it down, If you got no paper, you just do a thumbs up down at the abdomen. I did this with CEOs. I've taught a whole bunch of CEOs. I was asked to teach CEOs about three years ago, and I want to make sure these guys got it. They're all guys, so I can say guys and I looked at him and I said, Right, Well, here's what I'm gonna do. I want to make sure you got this, cause this is for the health care situation with patient's lives on the line. And so I said to them, I want you to give me a thumbs up or thumbs down if you get these right or wrong. And they did this and the ones who got thumbs up, we're really excited because they got it. Last one last tool is the or review. This is one of my favorites. So easy you could do this on the fly and come up with structured things on your own analytical people in the room. You're gonna want to come up with these on your own before this session. Intuitive people like me. You just come wing these things on the spur of the moment. This is a This is an analytical version. I could stop right now and say, Okay, let's review Let's actually do this. I take 30 seconds to do this. Which learning style likes to debate, research? Lunar. What? The five stages of learning stage one. What's he talking about? Stage two Isn't that great? I didn't plan that one. Stage two is what I can see what he's doing. Stage three. I could do it with help stage, for I could do without help Stage five. I could teach to others. When do adults learn best when they know why they're learning when it's of immediate number four? One of the criteria for a good leading question. What's one thing requires thinking they don't know the answer yet. There is a right answer. Hey, did you notice which one was the easiest question of all these four. The 1st 1 start with the easiest one and build confidence hardest. One comes when at the end and at the very end. By the way, these air different from leading questions. Because I've already taught you this. Is this just regurgitation? Yeah, but I want to see if you can what? Not understand. But benchmarks understand these air. What? To see if you remember. Here they are. Those are the 12 tools that you can use tomorrow to get any learner in your classroom to get it. What questions do you have about learning styles? How to reach every learner every time or some of those? Uh, it's so it sounds like you're saying, How do you select the right tools so that everyone gets hit all the time? If some of the tools only hit some learners, is that right? The answer is, remember how the learning styles quadrant looks when I graphed mine, I can learn in all of them. Can't I Just Not really Well, but if you're changing these every seven minutes member, the 7 20 rule and you're switching to a different tool, remember I said the really good ones do it every minute. Notice. I'm using some of these rules simultaneously. You're using the Etch A sketch to write down. You're looking at a visual aid. You're using the buddy system. You're doing the agree. See, if I'm right all at once, you're gonna They're gonna overlap to the point where all four letters are met. And at the very least, even if you just use one of these tools over and over, especially the agree of CF, I'm right. You're gonna hit way more learners than you were before. So don't worry so much about Oh, my gosh, I have to get all these in a row. Don't worry about that. You just go ahead and pick the ones that you feel are appropriate for the situation you're in. And I guarantee you, you will get a lot more engagement. You're gonna get a lot more of commanding attention, knowledge, punctual, flexibility involved. They're just going to say all this stuff on your evils and you won't even know they won't even know why. But you'll know why. Because you're hitting every learner based on these tools. So it's OK. Every one of these tools, you should know, hits at least half the learners. But most of them hit three or four, so you pick the ones that are right in your situation. I recommend, by the way, using each tool multiple times in your session. If you're gonna use an Etch A sketch, don't just do one at your sketch. You a couple? Couple? Agree it. See if I'm writes couple leading questions. Big picture throughout. Couple Circle acknowledges. Whatever you thinks appropriate, you'll you'll get a feel for that as you do it. Other questions? Yeah, feel like you Don't you really tell your meeting? You know, right? They all wanted. It's it's home, right, honey, if you I don't want to say so. That quite sounds like the question is, if you've got a bunch of learns that love to talk, should you shift your your lesson plan so that it hits talk learners only And really, don't worry about the other learners. The answer to that is Did I get that right? By the way, the answer to that is, even if it looks like they're all talk learners, chances are there's a couple underneath that don't say it, but they really want other things. So if you hit all the learners through these methods, you're gonna get more often than not, you're going to make everybody happy, and you should know it in the situations that you're in, where you're facilitating small group sessions. And Dave asked me to ask Talk about this where you're facilitating small groups. I have done this. I facilitated dozens of small groups, and I've I've personally used every single one of these techniques in the small group. Facilitation is that you do and it works. They work. People at the end say, When are you gonna teach another one? And it's not about me, it's about them. But that tells me they got it and they were excited, and that made my day when I made sure that they got their needs. So try some of this stuff out. Some of you are a little scared to use some of this stuff because it's takes some centering to do it, because it's not how you would learn. You got to get over that. Just try it. Pick one a week for three months and you'll get through all 12. Pick one a week. You don't have to do all 12 in one week. Just pick one a week for 12 weeks and you'll if you'll have done it. Other questions. Well, thank you for coming. You