Teaching and Reflecting

Teaching
Reflecting

Being a teacher is about making meaningful connections with and for learners, guiding them toward your learning objectives.

To be effective, teachers must not only incorporate proven pedagogical practices but be willing to reflect, opening themselves up to opportunities for continuous improvement.

In this section, we cover a few teaching best practices, particularly approaches to and methods of delivery, as well as common strategies for thoughtful reflection.

Teaching

You’ve identified your audience and learning objectives, crafted your narrative, and developed your slide deck; you’re ready.

Whether you're in a boardroom, a conference hall, or even in virtual environments, your goals for delivering instructional content to adults should remain the same: You need to engage (and perhaps inspire!) your learners, convey your content effectively, and leave a lasting impression on them that contributes to their professional skills and ultimately impacts their performance as a practitioner in the RMI industry.

Below you’ll find a series of tips and techniques to help prepare you for the classroom.

First and foremost, it’s important to stick to the learning objectives you established early in your introduction. You identified those as key takeaways for your learners in the planning stages—these are skills you want them to be able to apply as working professionals in the industry—and if you find yourself straying from them, you’ll need to course correct.

The trick, then, is to balance a rigid focus on your learning objectives with a variety of instructional methods. Research suggests that adults’ attention spans begin to wane around the 20-minute mark (Cooper & Richards, 2016). As such, regularly pivoting to different modalities of instruction over the course of a session can help keep your learners present and engaged. Simply put, dynamic instruction (incorporating lecture, knowledge checks, discussion questions, etc.) improves learning outcomes because it regularly demands engagement from the learner.

Framing instruction around common problems and experiences in the industry is critical for adult learners. They thrive when instruction is pragmatic, significant and relevant to the position they’re in or the position they’re looking to grow into, and are eager to connect existing knowledge with your instructional content.

While learning objectives for adults address why they should learn something, instructional content should regularly reinforce how learners can apply it in the industry. Below are a few strategies to get at that how.

  • Simple rhetorical devices can go a long way in recognizing your learners’ current contributions to and experiences in the profession. Variations of “You’ve probably” statements (e.g., “You’ve probably worked with a client who…”), for instance, help anchor learners in context they’re familiar with, allowing them to make more meaningful connections between old content and new content.

  • Providing examples, or better yet, working through real-world scenarios (e.g., “Let’s say Thomas is approached by a competitor…”) helps adult learners bind key concepts to familiar workplace responsibilities. That ready-to-perform assurance can make instruction more engaging, memorable, and meaningful.

    When it comes to incorporating examples into instruction, Harrington and Zakrajsek (2017) are prescriptive: Each big idea (e.g., learning objective) should be accompanied by two examples, and each can be made more effective when paired with a strong visual aid.

  • Modeling works particularly well for process- and operationally-oriented instruction. While examples direct the instructor and learners to a real or hypothetical scenario using third-person pronouns (e.g., she, it, they), modeling positions the instructor within the scenario using first-person pronouns (e.g., I, me). In this instance, the instructor is completing a task and showcasing a skillset in front of learners who will be expected to complete a similar task in their professional careers.

Above all, it’s important to be you. Best practices can help you refine your existing approach to adult education, but they shouldn’t replace who you are, your personality, your values, your experiences as a professional in the field.

At times, however, our desire to appear credible and authoritative in a professional setting can hinder our ability to be effective instructors. Below are a few tips and tricks to keep it real.

  • Simple, conversational language has been proven to yield more effective learning outcomes than formal language (Mayer, 2009, as cited in Harrington & Zakrajsek, 2017). Simply put, concepts can be complex, but it’s up to you to explain them in the simplest terms possible. That means eliminating jargon, most acronyms and initialisms, business speak (e.g., “synergies,” “core competencies”), and even some industry terminology that may be exclusive to specific areas of the business.

    A good way to keep things conversational is to recognize and respond to your audience with snap polls, temperature checks, and rhetorical and non-rhetorical questions (e.g., “How might you handle a situation like that? How would that make you feel?”) to ensure that learners feel actively seen and heard. Providing time for learners to contribute to a session or even just self-reflect gives learners agency; they are active participants, not passive observers.

  • Invoking your professional experiences, particularly times when you’ve found a solution to a common professional challenge, is a perfect way to position yourself as an ally and fellow practitioner. You’re not teaching from a book but from lived experience, and for many learners, that will create an immediate connection between them, their experience, you, and your content.

  • Your passion for the industry can be infectious; it inspires learners and encourages them to connect with your content. As noted by Harrington and Zakrajsek (2017), enthusiasm and positive energy can keep your learners, particularly those whose experience with the content is limited, engaged, attentive, and better positioned to learn.

  • It’s OK to be explicit and even editorialize. If something is critical for your learners to meet your learning objectives, say so (e.g., “This is important!”, “If you’re going to achieve learning objective x, you need to understand this!”; Harrington & Zakrajsek, 2017).

By reflecting on their teaching methods, approaches, experiences, and outcomes, instructors can continuously refine their strategies, make informed decisions, and create more meaningful learning experiences. Carefully scrutinizing successes as well as challenges, free from bias or regret, enables instructors to grow and develop as professionals and, when implementing lessons learned, undoubtedly improve future learning outcomes.

Reflecting With Others

  • Learner feedback: Learner feedback is a valuable reflection tool for instructors. It provides insights into instructional practices and teaching methods. By listening to feedback, instructors can recognize strengths, identify areas for improvement, and adapt strategies accordingly. This fosters continuous learning, growth, and the creation of impactful learning experiences. Incorporating learner feedback into reflection empowers instructors to refine their teaching and better serve students' needs.

  • Collaborative Colleague Reflection: Collaborative colleague reflection benefits instructors by creating a supportive environment for exchanging insights, perspectives, and experiences. It fosters self-awareness, encourages continuous improvement, and expands knowledge and skills. Through collaborative reflection, instructors gain new perspectives, challenge assumptions, and explore alternative approaches. Collaborative colleague reflection enhances effectiveness, fosters professional growth, and builds a community of practice.

  • Reflecting with Industry Leaders: Instructors can seek guidance from industry leaders to gain valuable insights and reflect on their instructional success. Engaging with experienced professionals provides access to a wealth of knowledge and expertise, allowing instructors to improve instructional techniques, content relevance, participant engagement, and evaluation methods. Collaborative reflection with industry leaders enhances instructors’ understanding of successful practices and areas for improvement, empowering them to deliver impactful instructional programs with confidence.

Self-Reflecting

Goal Setting Session: Goal setting is a valuable reflective practice for instructors to enhance their teaching. By setting specific and measurable goals, instructors can assess their performance, identify areas for improvement, and establish a clear direction for professional development. Reflecting on past experiences, evaluating strengths and weaknesses, and aligning goals with desired outcomes allow instructors to critically analyze their methods, strategies, engagement techniques, and evaluation approaches. This reflective process deepens their understanding and enables informed decisions to improve future instruction, empowering instructors to take ownership of growth and strive for excellence.

Goal Setting Form:

Reflective Journaling Form:

Goal Setting Session Steps:

  • Begin by reflecting on your past teaching experiences. Consider the successes, challenges, and lessons learned from previous instructional sessions. Analyze what worked well and areas where improvement is needed. This reflection will provide a foundation for setting meaningful goals.

  • Conduct a self-assessment to identify your strengths and weaknesses as an instructor. Assess your teaching methods, communication skills, content knowledge, classroom management, and student engagement strategies. This evaluation will help you understand your areas of expertise and areas that require development.

  • Based on your reflections and self-assessment, define specific and measurable goals. Ensure that your goals are clear, actionable, and realistic. Break them down into smaller milestones or objectives that can be easily tracked and measured. For example, instead of setting a broad goal like "improve student engagement," set a specific goal like "implement interactive activities in every class session to increase student participation by 20%."

  • Align your goals with the desired outcomes of your instruction. Consider the learning objectives, desired student outcomes, and overall instructional goals. Ensure that your goals are directly linked to enhancing student learning and achievement. This alignment will help you prioritize your efforts and focus on the areas that have the greatest impact.

  • Develop a detailed action plan to achieve your goals. Break down each goal into actionable steps and set deadlines for completion. Identify the resources, strategies, and support you will need to accomplish each goal. Consider professional development opportunities, collaboration with colleagues, and research-based practices that can contribute to your success. Regularly monitor your progress, make adjustments as needed, and celebrate milestones along the way.

  • Regularly evaluate your progress towards your goals. Assess the effectiveness of the strategies and actions you have implemented. Reflect on the outcomes and adjust your approach if necessary. Be open to feedback from students, colleagues, or mentors, and use it to refine your instructional practices. Continuously assess and modify your goals as you grow and develop as an instructor.

Meditative Reflection: Meditative reflection is a beneficial practice for instructors when reflecting on their instruction. By actively engaging in meditation or mindfulness techniques, instructors create a calm and focused mental space to gain clarity, explore their experiences, and identify insights. This practice cultivates self-awareness, fosters personal growth, and enhances empathy in future instruction. Meditative reflection nurtures a balanced and reflective approach, leading to continuous improvement in training techniques.

Meditative Reflection Checklist:

Meditative Reflection Steps:

  • Find a quiet and comfortable space where you can engage in meditative reflection without distractions. Allocate a specific time in your schedule for this practice. Consider early mornings or evenings when you are less likely to be interrupted. Create a peaceful environment that promotes relaxation and inner focus.

  • Sit in a comfortable position with your back straight and relaxed. Close your eyes or focus your gaze softly. Take a few deep breaths to center yourself and let go of any tension or distractions. Set an intention for your meditation, such as gaining clarity, exploring experiences, or seeking insights related to your instruction.

  • Allow yourself to become fully present in the moment. Observe your thoughts and emotions without judgment, letting them come and go, while maintaining focus on the chosen object of meditation. Work to hold those thoughts in your mind while finding a state of calm.

  • Once you have settled into a state of calm and focused awareness, turn your attention to your instruction. Reflect on specific teaching experiences, training sessions, or interactions with learners. Explore the thoughts, feelings, and sensations that arise as you delve into these experiences. Acknowledge any patterns, behaviors, practices or insights that call for attention or improvement.

  • As you continue to engage in meditative reflection, cultivate self-awareness about your strengths, challenges, and growth areas as an instructor. Acknowledge your successes and celebrate them. Identify areas where you can improve and set intentions for enhancing your instruction. Nurture empathy and compassion towards yourself and your learners, fostering a supportive and inclusive learning environment.

  • When you feel ready to conclude your meditative reflection, take a moment to express gratitude for the opportunity to instruct and make a positive impact on the industry. Gently bring your attention back to your surroundings, slowly opening your eyes if they were closed. Take a few deep breaths, allowing yourself to feel grounded and centered.

Reflective Journaling: Reflective journaling is an excellent practice for instructors to reflect on a specific training. Journaling provides a private space to express reflections, analyze emotions, and identify patterns relevant to that training. It cultivates self-awareness and a better understanding of the effectiveness of teaching methods, participant dynamics, and the overall impact of the training. Documenting successes, challenges, and lessons learned from that training creates a valuable resource for professional development and improvement.

SWOT Analysis Form:

Reflective Journaling Steps:

  • Allocate specific time in your schedule for reflective journaling. Find a quiet and comfortable space where you can focus without distractions. Consider setting a regular journaling routine, such as at the end of each training session or at the end of the day, to ensure consistency.

  • Begin by reflecting on the specific instruction you want to journal about. Recall the details of the training, including the teaching methods used, participant dynamics, and overall impact. Take some time to gather your thoughts and emotions related to that instruction. Feel free to use the reflective journaling form.

  • Use your journal as a private space to express your reflections and emotions related to the instruction. Write freely and openly, without judgment. Explore your thoughts about what went well, what challenges you encountered, and any suprising insights or observations. Be honest and introspective in your writing.

  • Read through your journal entries and look for patterns and insights that emerge. Analyze recurring themes, emotions, or observations that you have recorded. Identify any patterns that may indicate areas of strength or areas that need improvement in your teaching methods, participant dynamics, or instruction impact. This information will be easy to locate in the “Lessons Learned” section if you decide to use the reflective journaling form.

  • In this final step, document the key successes, challenges, and lessons learned from the training in your journal. Summarize the main takeaways and insights that you gained. Keep in mind, that often your challenges can be remedied by incorporating aspects of those successes you have identified into areas of instruction that may need more support. Capture any action points or areas where you want to focus on future professional development and improvement.

SWOT Analysis: A SWOT analysis is a valuable reflective practice for instructors to assess their instruction. By examining strengths, weaknesses, opportunities, and threats, instructors gain insights into their performance and areas for improvement. It helps instructors leverage strengths, address weaknesses, identify growth opportunities, and mitigate threats. A SWOT analysis enables instructors to optimize their learning content and enhance the quality and impact of their instruction through informed decision-making.

SWOT Analysis Steps:

  • Before conducting a SWOT analysis, instructors should start by clearly defining the objective and scope of the analysis. This involves determining the specific aspect of their instruction they want to assess and improve. By clarifying their goals, whether it's evaluating the effectiveness of instructional materials, refining their delivery style, or measuring the overall impact of their instructional program, instructors can ensure that the analysis is focused and targeted.

  • In this step, instructors need to identify the strengths of their instruction. These strengths are the internal factors that contribute positively to their instruction. Instructors should consider aspects such as their expertise, experience, teaching methods, available resources, and any positive feedback or success stories from their learners. By recognizing and acknowledging their strengths, instructors can leverage these advantages to optimize their instruction and enhance their performance.

  • Next, instructors should turn their attention to recognizing the weaknesses or areas for improvement in their instruction. These weaknesses are the internal factors that hinder their effectiveness or present challenges. Instructors should be honest and critical in this assessment, considering areas where they may lack expertise, resources, or experience. Additionally, they should take into account any feedback they have received that highlights areas of weakness. Identifying these weaknesses provides instructors with opportunities for growth and improvement.

  • In this step, instructors shift their focus to external factors and explore opportunities that can enhance their instruction. They should consider industry trends, emerging technologies, changes in learner preferences, or new markets for their instruction. By identifying potential opportunities that align with their expertise, instructors can broaden their horizons and improve their instructional content and delivery. This may involve forming strategic partnerships, adopting new teaching methods, or embracing innovative approaches to engage learners effectively.

  • The final step involves assessing potential threats or challenges that may impact the instruction. Instructors should consider external factors that could hinder their success or pose risks to their instructional program. This includes competition from other instructors or instructional providers, changes in regulations or industry standards, or any other factors that could negatively affect their instruction. By identifying and understanding these threats, instructors can proactively plan strategies to mitigate or overcome them, thereby safeguarding the effectiveness of their instruction.

By following this five-step process, instructors can conduct a comprehensive SWOT analysis of their instruction. This analysis enables instructors to gain valuable insights into their performance, identify areas for improvement, and capitalize on opportunities. By leveraging their strengths, addressing weaknesses, exploring opportunities, and mitigating threats, instructors can make informed decisions to optimize their learning content and enhance the quality and impact of their instruction. Ultimately, this process helps instructors refine their instructional approach and deliver meaningful learning experiences to their learners.

References

Cooper, A.Z., & Richards, J.B. (2016). Lectures for adult learners: Breaking old habits in graduate medical education. The American Journal of Medicine, 130(3), 376-381. https://www.amjmed.com/article/S0002-9343(16)31217-7/fulltext

Harrington, C., & Zakrajsek, T. (2017). Dynamic lecturing: Research-based strategies to enhance lecture effectiveness. Stylus.