Bull's Eye Workbook - Teaching Method

Bullseye:
How to Target All Learners

Simultaneously
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Bullseye: “How to Target All Learners Simultaneously”
Bullseye
How to Target All Learners Simultaneously
BULLSEYE ................................................................................................................ 3
THE PROGRAM ........................................................................................................ 4
WHAT MAKES AN EFFECTIVE FACILITATOR? ...................................................... 5
DISCOVER HOW ADULTS LEARN ............................................................................ 6
STAGES OF LEARNING .............................................................................................. 6
HOW ADULTS LEARN BEST ...................................................................................... 6
LEARNING STYLES.................................................................................................... 7
IDENTIFY YOUR LEARNING STYLE....................................................................... 11
TAKE THE TEST ...................................................................................................... 11
SCORE YOUR TEST ................................................................................................. 11
INTERPRET YOUR RESULTS .................................................................................... 11
THE TWELVE TEACHING TOOLS .......................................................................... 12
THE 7/20 RULE ....................................................................................................... 12
CAPTURE EVERY LEARNER IMMEDIATELY ......................................................... 13
CIRCLE OF KNOWLEDGE ......................................................................................... 13
BIG PICTURE ........................................................................................................... 14
BUDDY SYSTEM...................................................................................................... 15
KEEP EVERY LEARNER ENGAGED ....................................................................... 17
TOPIC HOOKS ......................................................................................................... 17
DIRECTIONAL STATEMENTS ................................................................................... 18
APPLICATION QUESTIONS ....................................................................................... 19
TEACH EVERY LEARNER SIMULTANEOUSLY ....................................................... 21
LEADING QUESTIONS.............................................................................................. 21
ETCH-A-SKETCH .................................................................................................... 22
VISUAL ORGANIZERS ............................................................................................. 23
ENSURE EVERY LEARNER “GETS IT” .................................................................. 26
AGREE…SEE IF I’M RIGHT ..................................................................................... 26
BENCHMARK CHECKS............................................................................................. 27
ORAL REVIEW ........................................................................................................ 28
STUDY CHECKLIST ................................................................................................ 30
APPENDIX: LEARNING STYLE ASSESSMENT ........................................................ 31
WHICH TYPE OF LEARNER ARE YOU? ...................................................................... 31
SCORE YOUR RESULTS ............................................................................................ 32
INTERPRET YOUR RESULTS...................................................................................... 33
ANALYZE YOUR LEARNING STYLE… ..................................................................... 34
©2012 Rule The Room, LLC, All Rights Reserved. Bullseye: “How to Target All Learners Simultaneously”
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Bullseye
By the End of This Program, You Will Be Able
to…
• Understand Your Learners
• Explain What Makes an Effective Presenter/Facilitator
• Discover How Adults Learn
• Identify Your Learning Style
• Identify the Twelve Teaching Tools to Reach Every Learner
• Capture Every Learner Immediately
• Keep Every Learner Engaged
• Teach Every Learner Simultaneously
• Ensure Every Learner “Gets It”
©2012 Rule The Room, LLC, All Rights Reserved. Bullseye: “How to Target All Learners Simultaneously“
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The Program
You’re about to learn how to reach every learner every time. You’re going to
discover exactly how adults learn and how you can use twelve amazing tools to
ensure every one of them leaves your room with the exact information you
wanted to get across.
Make a clear picture in your mind of what you want to get out of this program.
Even though you don’t know exactly what you’re going to learn, you have an idea
of what you came here to get. Take a minute right now, and think about why
you’re listening to me right now…what led you to this point…and make a picture
of exactly what you want to get out of this program.
The Top 3 List…
Take two minutes and write down the top 3 things you want to get out of this
program. Put a star next to the one that is THE most important to you.
1.
2.
3.
Focus on getting your outcome as we work together, learning how to reach every
learner in your room
The first part of this program is about you. I’m going to talk about a lot of things
that make you think and challenge your assumptions and current paradigm. You
might be thinking: “How is he going to help me reach EVERY learner?” That’s
good. That’s exactly where you’re supposed to be.
In my typical style, I’m going to paint a lot of broad strokes to begin with, and
then wrap up with some hard-hitting ultra useful things for you to take and use.
Will you make a commitment to stay with me?
• Take notes during and after this presentation. It will be harder, but you
will get more out of it. (Imagine learning to ride a bike without actually
taking the training wheels off and doing it yourself…the notes will
provide you a means to achieve that.)
• Review this program a minimum of once per month for three months, so
you HEAR it all.
• Work with the material and activities at least one hour per week for 12
weeks in a row to build a solid habit
• Make a personal commitment to get the most from your investment…you
spent the money and time and you deserve to get back as much as you can
for it
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What Makes An Effective Facilitator?

Get into groups of four and assign each person one of the following roles.
• Facilitator – keeps all group members involved and generates discussion.
• Writer – documents the important points that will be presented at the end.
• Timekeeper – keeps the discussion at 5 minutes. Shares key time checkpoints.
• Relayer – shares the group’s information with the class.
Using the following table below, take notes on your group’s thoughts to share
with the class, and to record additional ideas presented during the video.
What Makes an Effective Presenter/Facilitator?
Group Notes:
What Makes a Good Presenter/Facilitator?

Class Notes:
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Discover How Adults Learn

After you have hooked your audience into the lesson, established your credibility,
begun building rapport, you need to actually begin teaching them the content of
the lesson. The success of any lesson depends on numerous factors, including the
general process of how knowledge is acquired, the abilities and learning
preferences of your audience, and the content of your lesson. In this section you
will learn about the stages of adult learning and the learning styles that shape how
well your audience acquires the material you are teaching.
Stages of Learning
There are five stages to the adult learning process.
Five Stages of Learning
1.
2.
3.
4.
5.
What is the difference between Stages 3 and 4?

Stage 3: Being able to do something with assistance means that the learner
can accomplish an objective by following along with either the presenter
or with steps in an activity.
Stage 4: Being able to do something without assistance means that the
learner can accomplish the objective on her own, without the presenter
present and without any steps being provided to her.
Where do you want to get YOUR audience by the end of your presentation? Most
presenters don’t think about this. You need to know. Below, you’ll learn exactly
how to ensure they get to whatever stage you wish.
How Adults Learn Best
In addition to the stages of learning explained above, adults process and
categorize new material in ways that are different from how children learn.
Keeping these in mind will help you provide the necessary context and
understanding when presenting to adults.
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What Is It Like To Be A Learner?

Write about a time when you learned something. Describe what you
learned and what enabled you to learn it well.
Adults learn best when they can compare the new learning to prior experience.
They also need to know why they are learning something. You cannot expect an
adult learner to be content learning something just for the sake of knowing it, like
a child might. Adults also learn through problem solving, so provide hands-on
activities to give them opportunities to work through scenarios and solve realistic
problems. The last key thing to know about adult learning is that adults need to
see immediate value in what they are learning.
Adults learn best when:
1.
2.
3.
4.
Learning Styles
There are four learning styles that individuals use to absorb new information.
Each learner tends to be naturally good at learning AND teaching in one or two of
these styles. Thus, the goal of all good presenters is to learn to center oneself so
that the presenter can learn to teach to ALL styles of learning, even if the
presenter isn’t comfortable with that style.
Keep in mind that learning styles describe how people learn and not the
ways in which they are intelligent.
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Activity: Researching Learning Styles

1. Take 2 minutes to read your assigned learning style. (The instructor will
assign you a learning style to research below.)
2. Take 2 more minutes to summarize in the blanks below the top 1-3 ways
you think this learner learns. Write those down below. (If you finish early,
research the next learning style)
a.
b.
c.
3. Take 2 minutes to agree with the person next to you on the top 1-3 ways
you think this learning style learns best.
4. Assign one of you to be the relayer to share with the group what you came
up with…We’ll go over your answers as a group together.
Step Learners
The Step Learners learn most effectively by:
• Using a structured workbook companion with predefined flows that have
sections, subsections to capture key ‘take-aways’.
• Having an agenda to know exactly where they are in the presentation and stay
organized.
• Writing down the steps to accomplish each of the “how to’s” that are taught in
presentation.
• Practicing what they have learned first with guidance, and then on their own.
• Hearing compelling hooks that explain WHY the presentation, each topic, and
each concept is useful to them as an adult learner.
Create Learners
The Create Learners learn most effectively by:

• Creating the answers to key concepts/steps/definitions in which they figure
out things on their own through presenter leading.
• Writing down important “take-aways” that aren’t just copying down
information, but instead require synthesis (putting the information in their own
words) to take notes in class while listening to the presenter.
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• Answering leading questions that the audience does not know the answer to
up front, but can figure it out with presenter “leading”. As long as the
questions aren’t too obvious, these learners get to create their own answer and
use their imagination, something they appreciate it in an otherwise structured
classroom.
• Working on a project on their own where they create the outcome, but are
allowed to ask creative questions along the way, whenever they get stuck
Research Learners
The Research Learners learn most effectively by:

• Doing what you are doing right now: researching and investigating on your
own, using this companion.
• Debating & discussing the information in small groups after they have read
and built up some expertise on the subject.
• Answering questions that spark ideas and thinking that requires the learner to
explore ideas and discuss them with others.
• Participating in follow-up discussions with the entire class, so that audience
can come to their own conclusions with the guidance of the presenter,
• Using visual aids throughout class to see and write about the big picture,
especially those that address multiple tasks or chapters at once to show the
relationship between them all.
Talk Learners
The Talk Learners learn most effectively by:

• Talking through ideas, experiences, and concepts in groups in order to process
information verbally with others.
• Working with a buddy to talk about key teaching points throughout the lesson.
• Answering questions that the presenter asks which are not obvious questions,
but instead require synthesis (putting the information in their own words).
• Answering ‘application’ questions that allow the learner to have a ‘silent’ 1 on
1 conversation with the presenter in their minds about their world. (Think
alouds). This acts almost like a tutoring session for the talk learner in that
they can answer question after question and talk through the presentation
rather than feel isolated by lecture.
• Asking questions of the presenter and other audience members in order to talk
through the answer on their own.
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Table 1: Summary of Learning Styles: How do adults learn?

Use this table to help you visualize the relationship between how adults learn
through each of the learning styles.
Step Learner Talk Learner
• •
•
•
Research Learner Create Learner
• •
•
•
Table 2: Summary Learning Styles: How to tutor each style?

If you are tutoring someone, there are many things you can do to address the
unique preferences and needs of their individual learning styles. The table below
highlights the main things you can do to easily meet the basic needs of the
different learning styles.
Use this table to help you visualize the relationship between tutoring (1 on 1) each
of the learning styles individually.
Step Learner Talk Learner
• •
• •
• •
Research Learner Create Learner
• •
• •
• •
•
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Identify Your Learning Style

Take the Test
Did you know that presenters tend to teach in the same way that they learn? This
is a dangerous tendency, as you could miss up to 75% of your learners if they are
not of the same learning style. Understanding your own learning style will be
invaluable when you decide how to teach your curriculum, so that you are aware
of your preferences and can pay extra attention to meeting the needs of
contrasting learning styles. As an appendix to this companion, we have included a
Learning Style Assessment for you to complete to assess your own learning
preferences and styles. Take that now.
Score Your Test
When you are finished taking the test, score the results in the appendix and then
plot them on the graph at the end of the assessment.
Interpret Your Results
Below is a sample mapping of Jason’s personal learning styles. Notice that Jason
is predominantly a “Create & Talk” Learner. He has the ability (ever so slight) to
learn in all 4 styles, but he much prefers the “Create” and the “Talk” styles.
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The Twelve Teaching Tools

Does your lesson target all four types of learners? If not, you need to do
something to ensure all four styles are targeted. Teaching tools are powerful ways
to supplement your lesson and make a bigger impact on your audience, especially
if they are of a learning style that is not commonly addressed by the strategy
selected for the lesson.
It is not possible to target all learning styles all of the time, but it is possible to
target all learning styles in every topic at some point. It is very important that
every learning style be addressed in each topic.
If you have chosen a primary teaching strategy that does not address all four
learning styles, it is your responsibility to incorporate tools that will address those
remaining styles. Below are the twelve teaching tools that will help you reach
each and every learner in your room:
• Circle of Knowledge
• Big Picture
• The Buddy System
• Topic Hooks
• Directional Statements
• Application Questions
• Leading Questions
• Etch-A-Sketch
• Visual Organizers
• Agree…See if I’m Right
• Benchmark Checks
• Oral Review
The 7/20 Rule
The 7/20 Rule states that every 7 minutes the presenter should change what he is
doing and that every 20 minutes the audience should change what they are doing.
Apply this to your use of teaching tools to keep the interest, involvement and
understanding up throughout your presentation or class. Change your tools at least
every seven minutes to round out a topic so that it addresses all four learning
styles.
Read on to find out exactly how to do it…
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Capture Every Learner Immediately

Circle of Knowledge
WHAT is it?
The circle of knowledge is a group brainstorming activity based using audience
expertise to help stimulate discussion and credibility with your audience.
Here’s what it looks like:
In Groups of 4: Facilitator, Writer, Timekeeper, Relayer
• What makes a good presenter/facilitator? (5 minutes)
Think back to this activity that we did at the beginning of this program. Do you
remember the phases we went through? What did we do first, second and third?
Capture them below…
The 3 Phases of the Circle of Knowledge:
1.
2.
3.
WHY does it work?

The circle of knowledge gets the audience to talk about things THEY want to talk
about right away. It’s also useful if you have an audience that is very quiet and
simply won’t participate or answer questions that you pose to them. Finally, it
can help you overcome nervousness in the first 5 minutes of the session by taking
the focus off of you and putting it onto the audience.
Which learning style(s) find the circle of knowledge attractive and beneficial?
• Create Learner – They get to create when they brainstorm.
• Research Learner – They get to debate and discuss their expertise.
• Step Learner – They get key take-aways at the end with a structured place
to write them.
• Talk Learner – They get to talk with other group members.
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HOW can you apply it?
My Circle of Knowledge
Write down a focus question YOU could use for a circle of knowledge at
the beginning of YOUR next presentation or class.
Big Picture
WHAT is it?
The big picture is an agenda that tells them WHAT it is they will get in your
presentation. It is generally placed in the very first part of the lesson plan, before
the presentation of any content and then referred to throughout the presentation.
Agenda
• Discover How Adults Learn
• Identify Your Learning Style
• Capture Every Learner Immediately
• Keep Every Learner Engaged
• Teach Every Learner Simultaneously
• Ensure Every Learner “Gets it”
WHY does it work?
The big picture gives the audience a roadmap of the course before and during the
presentation. It provides an overarching definition or visual representation of
either the course as a whole or several pieces of the course. As the audience
references it throughout the session, it allows them to see how each new topic
they are learning fits into that big picture and puts their learning into context.
Circle which learning style(s) CRAVES the big picture?
• Create Learner
• Research Learner
• Step Learner
• Talk Learner
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My Big Picture
Write down a big picture YOU could use at the beginning of YOUR next
presentation or class.
•
•
•
•
•
•
•
•
Buddy System
WHAT is it?
The buddy system is a tool to that assigns a partner to each audience member. As
you present the steps to a crucial concept, ask everyone to check their reference
materials (workbook or screen) for key features, as determined by your lesson.
Then, ask each person to compare those materials with their partner to make sure
they match.
• Introduction: “The person next to you is your buddy. If you feel a little
lost, check them, see where they are – they’ll come in handy. If you
haven’t met them yet, take a second and introduce yourself.”
• Facilitation: “Take a look at my screen. Now, make sure you and your
buddy are both here, and if not, help get them there.”
WHY does it work?

The buddy system keeps audience members following along and helps manage
pace. It can be used whenever the presentation involves multiple key steps that
will impact what you do or what your audience does later in the lesson. They have
a partner to help them get caught up and back on track if they are behind or no
following along.
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Circle which learning style(s) CRAVES the buddy system?

• Create Learner
• Step Learner
• Talk Learner
My Buddy System
Write down a buddy system “boilerplate” YOU could use for YOUR next
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Keep Every Learner Engaged

Topic Hooks
WHAT is it?
Topic hooks are statements that tell the learners WHY they would want to listen
learn each of the topics in your agenda. They are typically said by the presenter at
the beginning of each topic.
Here’s what they look like:
Agenda Topic Hooks
• Discover How Adults Learn “So that you understand the learners
that sit in your audience.”
• Identify Your Learning Style “So that you can translate that learning
style to your audience.”
• Capture Every Learner “So that every learner craves what you
Immediately have to say.”
• Keep Every Learner Engaged “So that their minds never wander.”
• Teach Every Learner “So that every learner feels like it’s
Simultaneously customized for their learning style.”
• Ensure Every Learner “Gets it” “So that every learner comes away
with exactly what you want them to
know.”
WHY does it work?

Topic hooks keep adults engaged by giving them a reason to keep listening and by
breaking a pattern from topic to topic (something that every human brain needs to
keep paying attention.)
ALL learning style(s) find topic hooks attractive and beneficial because:
__________________________________________________________________
__________________________________________________________________
(Hint: Think back to the 4 reasons Adults learn best…)
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My Topic Hooks
Write down the topic hooks YOU could use at the beginning of each topic
for YOUR next presentation or class.
1.
2.
3.
4.
5.
6.
7.
8.
Directional Statements
WHAT is it?
Take a moment and read this “What is it?” section on your own:
A directional statement is a simple command asking your learners to perform an
action. They always start with an action verb to call the learners to action quickly
and efficiently. There are three basic types of directional statement: read this,
write this down, and look up here.
• Read this: tells the learners to read scenarios, guidelines, important
information, or anything else that will enhance a learner’s experience in a
handout or a workbook.
• Write this down: tells the learners to write something down or highlight
something in a specific place in their workbook or notes.
• Look up here: tells the learners to direct their attention to a specific task
or area of the room, for example the presenter’s screen.

• “Turn to page 6. Read the 1st paragraph on your own.”
• “Write this down – the #1 need of any learning is feeling safe.”
• “Look up here…which learning style do you think you are?”
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WHY does it work?

Directionals help keep your learners actively involved and focused on what is
going on. Specifically….
• Read this: Allows you to drive home a point or get the audience to think
about or review a topic they read about.
• Write this down: Solidifies critical concepts they need to remember or
understand.
• Look up here: Captures your learners anytime it’s critical that they see
you or a visual aid first before they do something on their own.
Which learning style(s) find directional statements attractive and beneficial?

• Create Learner – They get to create when they write.
• Research Learner – They get to read (research)
• Step Learner – They follow along with structured statements
• Talk Learner – They get to interact with you
My Directional Statements
Write down three directional statements YOU could use during YOUR
next presentation or class.
1.
2.
3.
Application Questions
WHAT is it?
Application questions are questions that take whatever you are teaching and ask
the learner to imagine how they would apply it to their situation or world.
• “What would that look like for YOU?”
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• “How would this apply to YOUR situation?”
Take a moment and write down all the times I have used application questions in
this program so far?
__________________________________________________________________
__________________________________________________________________
WHY does it work?

Application questions break a pattern with the learner by changing the focus from
the presenter to the learner. This is one of the most powerful “brain concepts” for
keeping attention and getting synthesis & understanding with adult learners
because it answers the question: “What’s in it for me?”
Circle which learning style(s) find application questions attractive and beneficial?
• Create Learner – Create an answer to the question.
• Research Learner – Debate the question in their head as to whether it
applies to them.
• Step Learner – They get a practical nugget to take home.
• Talk Learner – Answer the question out loud.
My Application Questions
Write down three application questions YOU could use at the beginning
of YOUR next presentation or class.
1.
2.
3.
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Teach Every Learner Simultaneously

Leading Questions
WHAT is it?
A leading question is a question that learners do not currently know the answer to,
but can figure it out with some thought. I call this synthesis. Leading questions
often contain the words: “Do you think…” so that the learners realize they need to
THINK about the answer on their own (i.e. they have not learned it yet).
4 Criteria to Leading Questions
EFFECTIVE leading question pass 4 very important criteria:
1.
2.
3.
4.

• Leading too much -- “What do you think NASA was thinking 30 seconds
before launch?”
• Leading too little -- “Do you think it’s a good idea to wear a coat outside
in the winter?”
• Leading JUST RIGHT – “Which side of the brain do you think a leading
question accesses?”
WHY does it work?
A leading question gets learners to think about and understand what it is you are
saying in their own words. Use one when you will lead the audience to something
you want them to understand, without actually telling them the answer outright.
This causes an “Aha!” moment for the learner.
Which learning style(s) CRAVES leading questions?
• Create Learner
• Step Learner
• Talk Learner
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My Leading Questions
Write down 3 leading questions YOU could use during YOUR next
1.
2.
3.
Etch-A-Sketch
WHAT is it?
An etch-a-sketch is a note-taking feature of presenting materials for key ideas and
important details presented during a lesson. Instead of having learners take notes
in the margins and whitespace of companion and workbook pages, etch-a-sketch
gives them specific locations to take notes.
The format of an etch-a-sketch is very flexible, including a set of lines with a
heading to indicate a topic, a set of lines for a group to records notes on, fill-in-
the-blank screen shots, or a table or chart to complete. The key is that the
presenting materials are visually depicting what and where things should be
written down and how these notes relate to the accompanying information in the
lesson, thereby making the notes audience more valuable and useful afterwards.
Adults learn best when:
1.
2.
3.
4.
WHY does it work?

Etch-a-sketch is useful for two reasons:
1. Helps learners remember important points
2. Helps learners synthesize information in their own words
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Which learning style(s) find the etch-a-sketch attractive and beneficial?

• Create Learner – ______________________________________
• Research Learner – ____________________________________
• Step Learner – ________________________________________
• Talk Learner – ________________________________________
My Etch-A-Sketch
Write down a description of an etch-a-sketch YOU could use at the
beginning of YOUR next presentation or class.
Visual Organizers
WHAT is it?
Visual organizers are tools used to diagram objectives that are otherwise difficult
to explain or understand with discussion or text alone. I recommend three ways
to present visual organizers:
1. Whiteboard (or large sticky notes)
2. Workbook (or handout)
3. Slideshow presentation
Use visual organizers only when they are needed and will be most effective in
aiding learning. If you overuse visual organizers, audience will doubt the
usefulness and meaning of even the good ones. For example, creating 80 slides in
PowerPoint to explain everything you want to say is going overboard.
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WHY does it work?

Visual organizers are effective because the majority of your audience needs visual
instruction; by some estimates, only 15-20% of people can learn through an
auditory mode alone. Using visual organizers immediately reaches out to the
remaining 80-85% of learners.
A visual organizer helps capture the important information presented to the
audience so that they can focus on the learning and content, without having to
worry about how or when to take notes, or about missing much of what you have
to say.
Write down all the examples you can of visual organizers I have used so far in
this program.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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My Visual Organizers
Write down the descriptions of two visual organizers YOU could use
during YOUR next presentation or class.
1.
2.
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Ensure Every Learner “Gets It”

Agree…See If I’m Right
WHAT is it?
The “agree…see if I’m right” is an activity that gives the learners a chance to
think about a leading question on their own (and then with a partner) before
sharing their answer with the rest of the class. There are 3 phases:
1. Ask each person to write down or think about the answer to a leading
question or concept on their own (30 seconds)
2. Ask each person to agree with his or her buddy. (30 seconds)
3. Find out what they came up with and tell them your answer. (60 seconds)
1. “Use the space below to write down why you think each learner will
benefit from the ‘agree…see if I’m right’ tool” (30 seconds)
a. Create Learner –
b. Research Learner –
c. Step Learner –
d. Talk Learner –
2. Agree with the person sitting next to you on your answer (30 seconds)
3. Assign one person the relayer to share what you came up with
WHY does it work?
Here’s a quote from a trainer that used this technique with his class:
“I knew I was going to get some tips on things that I’d not previous
considered, and probably a few tools here and there to improve this or
that aspect of my classes. But I was really blown away by one technique
in particular, which was presenting the class with some kind of “light
bulb” question, then having them take ~60 seconds to write down their
response, then speak with a neighbor to agree on an answer, and then
discuss it as a class afterward. People eat this up! Even the very reticent
and closed off folks leap right into the discussion... clearly they want to
talk it through and arrive at the answer on their own. I will be using this a
lot in the future.”
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My “Agree…See if I’m Right”

Write down an example of an “agree…see if I’m right” YOU could use
during YOUR next presentation or class.
Benchmark Checks
WHAT is it?
Benchmark checks are “probe questions” asked of the learners at various stages of
an exercise or activity to ensure that they are understanding the key objectives of
the lesson before moving on to future topics. The key is that they are not asking
for regurgitation of material, but rather the learner’s own words to check for
understanding.
Benchmark Checks
• Write a one-sentence elevator story explaining your learning style to a
stranger. (Yes/No)
_________________________________________________________
_________________________________________________________
• Explain why the “agree…see if I’m right” tool targets all 4 learners.
(Yes/No)
_________________________________________________________
_________________________________________________________
• Explain how a leading question is different than a benchmark check.
(Yes/No)
_________________________________________________________
_________________________________________________________
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WHY does it work?

Used effectively, benchmark checks are probes to see if the audience understands
what you are teaching them. The presenter can even use the responses to these
questions to assess whether the learners need one-on-one help.
EVERY LEARNING STYLE needs benchmark because everyone needs to leave
the session understanding the key objectives of the lesson.
My Benchmark Checks
Write down the benchmark checks YOU could use during YOUR next
1.
2.
3.
4.
Oral Review
WHAT is it?
A review question asks the learners to remember prior learning. An oral review is
a series of review questions that the presenter conducts out loud and rather
informally.
• “Which learning style likes to debate?”
• “What are the 5 stages of learning?”
• “When do adults learn best?”
• “What are the criteria for a good leading question?”
0•29
WHY does it work?

The oral review helps solidify prior learning and can make the transition into
newer topics easier, allowing you to go at a pace that lets you determine which
stage your learners are at. It also can help show the learners that they are learning
the material, building their confidence, and building some more credibility and
rapport for you.
Which learning style(s) find the oral review attractive and beneficial?
• Create Learner – create answers in their own words.
• Research Learner – debate and discuss things they are knowledgeable
about.
• Step Learner – make sure they are getting key take-aways.
• Talk Learner – talk to answer.
My Oral Review
Write down an oral review YOU could use at the end of a topic in YOUR
next presentation or class.
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Study Checklist
Make sure you can do the following:
ü Identify the five stages of learning
ü Identify the four primary ways that adults learn
ü Identify the four types of learners
ü Identify the key traits of each learning style
ü Identify how to meet the needs of each type of learner
ü Plot your own learning style
ü Identify the twelve most powerful teaching tools you can use to reach every
learner
ü Explain what each teaching tool is
ü Explain when to use each type of teaching tool
ü Describe how each learning style benefits from each teaching tool
ü Give examples of each teaching tool
ü Describe the effect of using each type of teaching tool
ü Apply each teaching tool effectively for your learners
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Appendix: Learning Style

Assessment
Which type of Learner are you?
In the boxes below are groups of words printed horizontally in rows. Read the four
groups of words in each row. Decide which of the groups of words is most like you
when you learn. Next to the letter at the bottom of the groups of words, rank order the
groups in that row from 4 to 1. Score each group of words giving yourself:
4 = For the group of words MOST like you when you learn something new
3 = For the next most like you when you learn something new
2 = For the next most like you when you learn something new
1 = For the group of words the LEAST like you when you learn something new
Use the same process for each row. Be sure to assign a different weighted number to
each group of the descriptors in each set; do not make ties. Please answer every item and
keep in mind there are no right or wrong answers.
Remember: work across each row, comparing the descriptors in each set.
0•32
Arrange Recipe Articulate Judicious

Blend Logical Huddle Diagnostic
1 Develop Structure Role-Play Investigative
A= B= C= D=
Hypothesis Vent Standardize Reconstruct
Explanatory GroupThink Practical Integrate
2 Determining Dialogue Tabulate Synthesize
E= F= G= H=
Regulate Thorough Invent Conversation
Methodize Validate Actualize Interview
3 Consecutive Philosophical Author PowWow
I= J= K= L=
Continuous Establish Verbalize Technical
Follow Build Consult Opinionated
4 Regular Formulate Exchange Testing
M= N= O= P=
Pondering Get Together Spawn Informative
Deduction Mentoring Devise Fine Points
5 Dispute Supportive Contrive Expectations
Q= R= S= T=
Score your results

Total the score for these word groups: A, H, K, N, S = _________ Create
Total the score for these word groups: B, G, I, M, T = _________ Step
Total the score for these word groups: C, F, L, O, R = _________ Talk
Total the score for these word groups: D, E, J, P, Q = __________ Research
Once you have your scores, plot them in the diagonals on the graph below to get a
visual depiction of how you learn best.
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Interpret your results

Remember, everyone is capable of learning in all 4 styles. However, there are
one or two that represent your main style of learning. As a presenter, teacher,
professor or facilitator, you will tend to teach in the way that you learn.
You goal, then, is to harness the ability to teach well not just in your predominant
style, but also in the other 3 styles. Only then, will you become a centered
presenter.
Using the totals you just calculated, refer to the table below to evaluate which
learning preferences you have.
Strengths of Your Learning Styles
16 – 20 Very high learning occurs for you in this style
12 - 15 High learning occurs for you in this style
8 - 11 Moderate learning occurs for you in this style
5-7 Low learning occurs for you in this style
0-4 Very low learning occurs for you in this style
0•34
Analyze Your Learning Style…

I’m A Step Learner
I like to learn by first watching someone else show me the steps, and then trying it
on my own but only if I have guidance first from that teacher. Then, I like to
practice it again and again until I have it. I also like things to be practical. I don’t
want to learn a bunch of theory, only to never apply it to anything. Finally, I want
structured expectations of exactly what is expected of me when I learn something
so that I know what it is I need to accomplish.
As a Step Learner, I learn best by:
• Using a structured workbook companion with predefined flows that have
sections, subsections to capture key ‘take-aways’.
• Having an agenda to know exactly where we are in the presentation and stay
organized.
• Writing down the steps to accomplish each of the “how to’s” that are taught.
• Practicing what I have learned first with guidance, and then on my own.
• Hearing compelling hooks that explain WHY the class, each topic, and each
concept is useful to me as an adult learner.
I’m A Research Learner

I want to figure things out on my own. I want to first become an expert at
something, and then I’ll discuss it with someone else, but not until I have had a
chance to really understand the big picture, read what I need to read and
investigate things. I really like to challenge everything I’ve learned to make
absolute sure it’s right. Only then am I willing to really make it a part of me.
As a Research Learner, I learn best by:
• Doing what I’m doing right now: researching and investigating on my own,
using this companion.
• Debating & discussing the information in small groups after I have read up
and built up some expertise on the subject.
• Answering questions that spark ideas and thinking that requires me to explore
ideas and discuss them with others.
• Participating in a follow-up with discussions with the entire class, so that I can
come to my own conclusions with the guidance of the presenter
• Using visual aids throughout the presentation to see and write about the big
picture, especially those that address multiple tasks or chapters at once to
show the relationship between them all.
0•35
I’m A Talk Learner

I just want to talk out loud and bounce my thoughts off another person so that I
can get my intellectual neurons firing. I talk to myself, my dog, my coworkers,
other students, or anybody who will join me and talk about things as I learn them.
That way, I can learn by processing my thoughts out loud. I’m fine listening to
what others have to say, but I need to be able to give my thoughts to them
eventually out loud so that I can really process the information.
As a Talk Learner, I learn best by:
• Talking through ideas, experiences and concepts in groups in order to process
information verbally with others.
• Working with a buddy to talk about key teaching points throughout the lesson.
• Answering questions that the presenter asks which are not obvious questions,
but instead require synthesis (putting the information in my own words).
• Answering ‘application questions that allow me to have a ‘silent’ 1 on 1
conversation with the presenter in my mind. (Think alouds). This acts almost
like a tutoring session for me in that I can answer question after question and
talk through the presentation rather than feel isolated by lecture.
• Asking questions of the presenter and other audience members to talk through
the answer on my own.
I’m A Create Learner

I literally have to create something in order to understand it. When I go to a
presentation, lecture or class, I take notes, and write down everything they say,
but I really don’t understand it until I rewrite all those notes so that it makes sense
to me. People think I’m unique this way, but it’s the only way I can really learn
things. I have to be able to do it myself, and not just do the steps, but actually
create the steps and create the entire learning process. When I make things up, I
learn it. It forces me to get in there, synthesize information by creating it, and
many times, I can come up with new ideas along the way!
As a Create Learner, I learn best by:
• Creating the answers to key concepts/steps/definitions in which I figure out
things on my own through presenter leading.
• Writing down important “take aways” that aren’t just copying down
information, but instead require synthesis (putting the information in my own
words) to take notes in class while listening to the presenter.
0•36
• Answering leading questions that I do not know the answer to up front, but
can figure it out with presenter “leading”. As long as the questions aren’t too
obvious, I get to create my own answer and use my imagination, something I
appreciate in an otherwise structured classroom.
• Working on a project on my own where I create the outcome.
• Asking creative questions along the way, whenever I get stuck

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Bullseye:

How to Target All Learners

What Makes An Effective Facilitator?

What Makes a Good Presenter/Facilitator?

Discover How Adults Learn

What is the difference between Stages 3 and 4?

What Is It Like To Be A Learner?

Activity: Researching Learning Styles

The Create Learners learn most effectively by:

The Research Learners learn most effectively by:

The Talk Learners learn most effectively by:

Table 1: Summary of Learning Styles: How do adults learn?

Step Learner Talk Learner

Research Learner Create Learner

Table 2: Summary Learning Styles: How to tutor each style?

Step Learner Talk Learner

Research Learner Create Learner

Identify Your Learning Style

The Twelve Teaching Tools

Capture Every Learner Immediately

WHY does it work?

HOW can you apply it?

HOW can you apply it?

WHY does it work?

Circle which learning style(s) CRAVES the buddy system?

HOW can you apply it?

Keep Every Learner Engaged

WHY does it work?

HOW can you apply it?

Here’s what they look like:

WHY does it work?

Which learning style(s) find directional statements attractive and beneficial?

HOW can you apply it?

• “How would this apply to YOUR situation?”

WHY does it work?

HOW can you apply it?

Teach Every Learner Simultaneously

Here’s what they look like:

HOW can you apply it?

WHY does it work?

Which learning style(s) find the etch-a-sketch attractive and beneficial?

HOW can you apply it?

WHY does it work?

HOW can you apply it?

Ensure Every Learner “Gets It”

HOW can you apply it?

My “Agree…See if I’m Right”

WHY does it work?

HOW can you apply it?

WHY does it work?

HOW can you apply it?

Appendix: Learning Style

Arrange Recipe Articulate Judicious

Score your results

Interpret your results

Analyze Your Learning Style…

I’m A Research Learner

I’m A Talk Learner

I’m A Create Learner

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Bull's Eye Workbook - Teaching Method

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