A Learner’s Way

If you know how a PR student’s brain works you can predict how he or she will learn.  Then, you can design classes or training sessions that appeal to his or her brain.  That’s what I concluded after participating in a fascinating presentation by Bob Aitken, an education and training consultant with Vancouver Community College.

Bob provided faculty and staff at Centennial College with some fascinating information about teaching and learning with the brain in mind. He cautioned us to avoid The Trivial Pursuit Model of Education.  This occurs when the instructor places an emphasis on factual knowledge, includes lots of tests that focus on facts and procedures and uses textbooks with little “language of thinking.”

Worst of all, it’s when educators are more concerned about covering the material than engaging their learners.

We now know the brain attends to things that involve emotion and meaning.  Bob says, “Anything that captures learners’ attention and gets their minds engaged, has the potential to produce learning.” No attention and no engagement? No learning occurs.

My 20-something students thrive on having their brains engaged. A memorable Media Relations class last semester involved an in-basket exercise with randomly selected students role playing reporters and PR people fielding that unexpected media call. 

Lots of hearts pounded. Students got tongue-tied and tripped over their words.  Others displayed impressive confidence and knowledge. Audience members observed with keen attention (perhaps fearful they might be called upon to participate?) Two months later, some students remembered all of the details of that exercise. Far better retention then after a lecture about the importance of being prepared for a reporter’s call.

If you’re an educator, what do you do to engage your students’ brains?  If you’re a practitioner, how do you do this with your teams? 

Eight days before my new crop of postgraduate students arrives for day one, class one. As I prepare my course outlines,  I frequently review two quotes posted in front of my computer: “Good teaching and learning is not about covering the material; it’s about uncovering the meaning.” (author unknown) and “Telling is not talking; learning is not listening” by Dr. Idahlynn Karre.  She created Busy, Noisy and Powerfully Effective: Cooperative Learning in the College Classroom, an excellent resource for interactive classes.  

As with brilliant PR campaigns, memorable courses begin with planning.  For adult educators, that means planning courses built around specific learning objectives you’re trying to meet.  Understanding exactly where you want to get your learners, at the end of the class and, ultimately, at the end of the course is critical. 

Here’s where Bloom’s Taxonomy, developed by Benjamin Bloom, really helps in crafting learning outcomes that satisfy the cognitive, affective and psycho-motor needs of your learners. 

Many adult educators falter when they design courses that demand their students work only in the cognitive domain—to just acquire knowledge and comprehend certain facts.  If each of your assignments require students define, describe, identify, list or discuss, explain, report, or review, then you’re likely just dealing with the cognitive.  Much more complex learning involves  students to engaging in synthesis and evaluation. 

Using the 80/20 rule helps.  I exert 80% of my intellectual muscles writing precise learning outcome and the other 20% on planning individual lessons.  It’s especially challenging in course like Introduction to Public Relations and Media Relations.  What tips do you have for creating effective learning objectives, especially for foundation courses?