Crafting Your Message - Tammy Heflebower

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concepts or skills.

      In sum, adult learners approach learning in different ways than younger learners. They are more self-guided in their learning, they require learning to make sense, and they avoid learning activities that are simply about compliance. Because adult learners typically have more life experience than younger learners, when they are confronted with new knowledge or an experience, adult learners construe new meaning based on their life experiences and are more motivated to implement it into practice.

      As you plan your message, you will need to know and provide critical components of the information you are sharing. This often involves defining key terms and concepts as well as providing context or relevant background information. Read. Listen. Learn. Explore the topic in depth. You must be the person in the room who has studied the topic the most. It may not mean that you know everything there is to know, but it will be blatantly obvious to the members of your audience if you lack content expertise. They have come to hear you teach them. You’d best know it well.

      You might decide to use the age-old six questions: (1) who, (2) what, (3) where, (4) when, (5) why, and (6) how—to begin or guide your content planning. Explain your motivation to engage in a specific topic. Who needs to know? What is the educational innovation? Where will this work? When might you use it? Why is this important? How might you do this? Answering these questions will help you think about the clarity and comprehensiveness of your message. It may also surface the cost–benefit analysis of resources like essential personnel, system readiness, and possible unknowns. Thinking through your message in this manner will also assist in anticipating possible questions from your audience.

      Another way to exemplify your content knowledge is to know which experts and resources to credit and be ready to provide them as examples. It helps to not only know others in the field who write about the topic at hand but also offer tools to support the implementation of shared concepts or practices within your message. In other words, you have lived it, and you can provide examples of practice to your audience. Be certain to use virtual professional learning networks to augment your understanding as well. You may use a common Facebook group or Twitter chat by creating or using an existing hashtag that connects others with similar interests. For example, I am part of a presenters Facebook group. It is a closed group to those who are accepted, and the discussion is specific to presenter topics. Consider using direct quotes, pictures, or examples of successful implementation of your idea or topic in other schools or districts for additional relevance.

      It is also important to ensure accuracy of the concepts you present. One way to do so is to support the current learning with research, when applicable. Use applied research and empirical evidence for substantiation. For example, you may use anecdotes or real-world observations that answered a question or helped obtain information. An example might be to share pictures or videos of teachers using or explaining the strategy you are teaching. Another way to augment accuracy is to provide real-life examples of research into action. When you can share examples of actual educators from various grade levels implementing your ideas, you strengthen your credibility. Consider personalizing the information to the location and the audience, strengthening concepts with personal or location-specific examples and stories.

      Augment your substantial content knowledge with some form of quality message design. Heflebower (2018a) summarizes a training format that helps you think thoughtfully about your topic. This format recommends the following.

      • Identify the purpose and outcomes of the presentation clearly and at early stages.

      • Develop key ideas early.

      • Use and organize appropriate materials to support your message.

      • Use meaningful, purposeful, and engaging activities and interactive learning strategies.

      • Check for audience understanding and input on a regular basis; provide a means for adults to ask questions in a public or private manner.

      • Allow time for application and reflection.

      • Provide adequate closure and effective summary.

      Applying these suggestions helps you design a learning experience that has a natural flow, and accounts for how adult brains often absorb, sort, and apply information (Brookfield, 2006).

      Audiences have some similar, basic needs. One is to be respected as adult learners. Adults come with knowledge and experiences that should be drawn on and cultivated. What will you do or say to honor that? Consider touching on what your audience brings to the table early on, during your introduction to the topic. Honoring your audience early pays dividends later. For example, asking groups to total the years of experience represented at their table, then totaling those for an entire amount of experiences represented in the room, is a wonderful way to encourage others to share and realize they have ideas to offer throughout the training.

      Although audiences have comparable needs, they also have some distinct differences. Some presenters will consider using one of the many products or processes for ascertaining the differences about how adults learn and consider information. You may have heard of or experienced these yourself. These include, but are not limited to, True Colors (Adamo, 2014), CliftonStrengths (Rath, 2007), Emergenetics (Browning, 2006), and Compass Points (School Reform Initiative, n.d.a).

      Although these types of categorizations all have unique characteristics and can jumpstart many great team-building activities, in this book I opt for a detailed construct more specific to training adult learners, modified from Weller and Hermann (1996, 2015). This classification serves as a great planning tool and gives insights that a presenter may often overlook.

      Weller and Herrmann (1996), and Herrmann and Herrmann-Nehdi (1996, 2015) identify four types of unique audience members presenters should consider.

      1. The first group is logical and methodical. These learners need the facts, the numbers, the research, the data. They require you to answer the question, Why?

      2. The second important audience type includes creative and imaginative learners. They appreciate pictures, metaphors, and the big picture. They thrive on knowing how things connect and ways in which to visualize it.

      3. The third type includes the more relational and emotional listeners. They appreciate your stories and having a chance to interact with others about the topic.

      4. The fourth is the relevant and practical group. Most adults appreciate practicality and relevance, as I mentioned previously; however, some audience members thrive in this area of application, examples, and details.

      As you read more about these four distinct audiences (presented in figure 1.2, page 12), consider which bulleted characteristics are most indicative of you, as an adult learner. Interestingly, that is the very type you will often plan for first and amplify naturally when conveying your message. You may notice you have some needs in all areas of the quadrant, yet one type is often most dominant. Pay close attention to the words and phrases that describe that audience type. Plan accordingly. Closely consider the category diagonally from your strength area, as it consists of characteristics more opposite of you. It is the one you are most likely to overlook or even forgo when you are pressed for time. Consequently, paying particular attention to your message so that you address each quadrant helps enhance your message for all types of audience members. It is helpful to ensure that each portion of the quadrant is acknowledged for each major point or chunk of content. In fact, using the planning quadrant depicted in figure 1.2 will augment your preparation (and, later, your delivery) of an effective message.

      These variations in audience member characteristics and corresponding suggested phrases will help you in planning an all-inclusive message.

      Not only are there various types of learners within an adult audience, but there is also a suggested process—an audience planning cycle—for

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