These days I tend not to lose much sleep over some of the wackier government edicts that come our way. However, a recent one suggesting that reading tests for six-year-olds should include “non-words” set me thinking. Apparently the rationale is that including non-words allows testing of whether or not pupils can decode using the phonics system that is prevalent in our primary schools these days. The counter argument, to which I admit I subscribe, is that reading is about obtaining meaning not simply translating symbols on a page into vocal utterances.
So, why am I writing about this in a personal effectiveness blog? Well, it seems to me that the debate centres on the whole issue of the relevance of context in learning. It is widely accepted that if a learner understands how to apply a new piece of learning and, better still, has an opportunity to practice that learning within a very short timescale then the learning will be much more effective. How, I wonder, does your average six-year-old understand the concept of or use a non-word?
I think this question of context poses interesting challenges for us trainers and our trainees. As a facilitator of learning (I am really not very keen on the word’ trainer’) my challenge is to be constantly anchoring new material in the current reality of my learners. It is no good just talking about the concept of personal responsibility or networking, I must help my learner identify a specific situation in which they can try out/practice the ideas to which I am introducing them.
So what happens when we turn the tables and I think about this topic of context and immediacy as a learner? I remember, many many years ago, being sent on a short course to learn how to use spreadsheets. My boss at the time thought this was a good idea and in the long term it probably was, however what he had missed was that neither he nor I had any immediate application for this new knowledge that I was acquiring. I came back with all this wonderful stuff in my head and got on with my day job while what I had learned slowly decayed to the point at which when I finally did need to use a spreadsheet I had to start almost from scratch in my learning. From that point onwards, I only ever went on training courses when I either had or could create an immediate application for the new knowledge.
When I apply this thinking to my current field of helping others in their personal development, the challenge is all too apparent. I can sit down and draw pretty diagrams of elephants in circles of Completions Gestalts and lots of other theoretical models, but it is only when my client goes out and actually does something different every day or rewards themself for completing a task that they really understand the power of the ideas I would like to get across. To my coaching clients – please remember that your home play is extremely important! To anyone else reading this blog, just takes 30 seconds to think about the implications of what you have read for your own situation and how you are going to put into practice this context of context and immediacy in learning.
It is not the sound of words that is important, it is their meaning.
