Practice what you teach


When I’m presenting and sharing my conviction that experiential learning is far superior to broadcast learning, it would be pretty hypocritical for me to lecture. It would also be pretty ineffective. As Stephen Jenkinson says:

“…when expressed properly, teachings don’t function as symbols or metaphors…they are an incarnation of what they are advocating.”
—Stephen Jenkinson, On How We Deny Our Mortality, The Sun Magazine

“Teachings are an incarnation of what they are advocating.” I’m glad to see that this point of view is being championed in the educational community , under the rubric of recursive practice, and I hope to see a wider awareness of its importance as the years pass.

In the meantime, if you come to one of my workshops or presentations you won’t find me talking to you uninterrupted for more than five to ten minutes max. That’s how I practice what I teach.

Ask, tell, ask

12533080763_d037976bea_bIn his beautiful and insightful book “Being Mortal“, surgeon Atul Gawande  describes a mistake clinicians frequently make. They “see their task as just supplying cognitive information—hard, cold facts and descriptions. They want to be Dr. Informative.”

Atul contrasts this with an approach offered by palliative care physician Bob Arnold:

“Arnold … recommended a strategy palliative care physicians use when they have to talk about bad news with people—they ‘ask, tell, ask.’ They ask what you want to hear, then they tell you, and then they ask what you understood.”
—Atul Gawande, Being Mortal, pages 206-7

Reading this, I realize that “ask, tell, ask” is great advice for anyone who wants to connect fruitfully in a learning environment. Personally, over the years, I’ve become better at asking people what they want to learn (ask) before responding (tell), but I still often omit the second ask: “what did you understand?”

The follow-up ask is important for two reasons.

The obvious reason is that without it we do not know if anything we told has been heard/absorbed, and whether the listener’s understanding is complete and/or accurate.

A less obvious reason is that asking the listener’s understanding of what he heard allows him to process his understanding immediately, not only improving the likelihood that it will be retained and remembered longer but also allowing him to respond to what he has heard and deepen the conversation.

Ask, tell, ask” assists transforming a putative one-way information dump from a teacher to a student into a learning conversation. I will work to better incorporate the second ask into my consulting interactions. Perhaps you will too?

Photo attribution: Flickr user mikecogh

What most schools don’t teach (and should)

First, watch the video above.

I learned to code at school when I was 15. No big deal? It was 1966. Learning to program a computer changed my life. Far more important than nearly everything else—facts I have long since forgotten—that I was “taught”.

Learning to code didn’t change my life because I could then make big bucks writing software—though my fourth career, as an IT consultant, was very kind to me. And the important truth of the video’s opening quote by Steve Jobs “Everybody in this country should learn how to program a computer…because it teaches you how to think” isn’t the main reason my life was changed.

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