After completing your online Session One, please return to this post and answer the Essential Questions below by posting a COMMENT to this blog entry.
- How can understanding of the Style-Cycle relationship help you in designing your CCL courses?
- Where do you need to stretch and improve your 4MAT skills traveling the whole cycle?
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ReplyDeleteTHe style cycle, to me, helps move between idea curiosity and practical action. That's important because the 'action-inclined' may not pause to reflect before-hand, and the 'curiosity-inclined' may not move into action afterwards. It is a nudging cycle imho.
ReplyDeleteYes, Patrick you are exactly right regarding the connection between engagement, the force that moves people to act. The Cycle creates the tension(nudge)necessary for complete learning. Well said.
DeleteMy stretch is two-fold: using 4mat to help people learn from eachother (less from 'the content' or 'CCL' per se); and designing effective single, double, triple loop cycles. Single-loop is the session itself. Double-loop is 'the session in the stage of a journey'. The triple-loop is the overall journey. All of this 'remotely'.
ReplyDeleteA great image, and perhaps not remote at all. Once, the cycle, with the power of the feeling connection works for someone, they find themselves moving to higher levels of "cycling".
DeleteKnowing of our own Learning Style preference it gives us self awareness on our style preference. Personally I am strong in the area of WHY and WHAT and consciously when I design a learning solutions, I need to put more effort on the HOW and WHAT IF. All Styles are important especially when we design an overall journey. I need to put more thinking on the experimentation and multiple ideas of exploration and geared the learner's interest. Creating engagement and passion are also important.
ReplyDeleteMaria, It is unusual when trainers have ease with the Why? That is a plus for you and an important one.
DeleteThe How? and What If? of 4MAT puts the learner in charge, so to speak. The trainer loses some control, as your task is to get them doing what you have taught them in their own way and in their own organizations.
Think of it as the learner taking over. It happens at the line between Quad 3,left and Quad 3, Right. When you plan your lesson/unit start with your hoped for outcome(s). That is what you want to have happen in Quadrant 4.
In Quadrant 3, they practice and then begin planning how they will use what they have just been taught. I encourage peer work at that time, participants helping each other to plan what is the best way to have success when they return to their jobs with their new skills. At that point you become more of a resource, a coach than a teacher.
The engagement and passion will come if the participants can create something new to use that has great promise for success. Your role at the end is that of a cheerleader. Do get back to me if this is not clear or if you have more questions. Dr. Mac
Thank you Bernice
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