Recently, as I finished reading a book to my almost-2-year-old, I encountered something strange.  Now, she loves to be read to.  Normally, finishing a book is followed by loud cheering and prompt demands for a repeat performance.  This time, though, she just sat there, waiting expectantly.  After a minute or two, it dawned on me that this particular story didn’t include “…and they lived happily ever after” - she was still waiting for the rest of the story.

This got me thinking about how the vast majority of books I read as a child began with “Once upon a time” and ended with “…and they lived happily ever after.”  Now, I’m not sure how this started or why it is, but someone somewhere decided (once upon a time) that it was important to frame stories within this standard beginning and end.  And for my little girl, this establishes her story time comfort zone - the “once upon a time” lets her know it’s time to sit and listen, and the “happily ever after” is her cue it’s over.

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Being born in the ’70s, teaching computer skills was an idea that was not yet in vogue by the time I entered junior high. Nevertheless, I went to one of the few schools that offered a class in computer programming, and I can remember hovering for hours over my workstation, glued to the glowing green type. I meticulously followed the directions to write my very own program, which would eventually - with only the click of a button - add up 2 + 2 on its own and produce the answer. (The fact that we already had calculators to perform this function did nothing to dampen my enthusiasm at the time.)

Ah, how times have changed! Technology has since become a runaway train - you can either hop on or be left in the dust.

No longer the novel idea it was in the ’80s, technology is now embedded as an integral part of almost every course offering, regardless of the subject matter. We teach students how to use the Internet and tailor their Web content to stay on top of current market trends and reach today’s consumers. What’s interesting is that we’re just now starting to apply the approaches we’ve been telling our students about to how our own courses are designed, taught and offered.

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I had thought through, many times, all of the points I wanted and needed to make. It was good material. Moreover, the PowerPoint slides were top-notch. Minimal text and attention-getting graphics, well-matched to the key points in my presentation. And I had timed it almost perfectly. I wrapped up my talk within a few minutes of when I had planned.

All in all, it was a good package. And yet, while my delivery was (objectively speaking) probably a little better than average, I knew from watching the eyes in my audience that something just wasn’t right.

It wasn’t the presentation I SHOULD have made…

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The classic question from the back seat concerning the destination and the estimated time of arrival is one that we have all experienced. Imagine the reply from the driver is something like, “Well…to tell you the truth, I am not even sure where we are going.” It might be time to get out of that vehicle.

Some instructors are content to just “drive around” within a topic without a specific destination in mind. Example: If the class is on Fair Housing, it’s not enough for the instructor to just fill the allotted time with information related to the topic. He needs to have an objective in mind. The objective should be specific and measurable.

Here is a simple and effective template for writing objectives and focusing on the learning.

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The term “Job Aid” might be new to some instructors, but we’ve used them for a long time!

A job aid can be any kind of performance support tool or reference document that you use to carry out a task. After all, we don’t have to commit everything to memory. Much of life is an open-book test!

To help out instructors and trainers — as you design and prepare your courses and presentations — we’ve created a new section of Job Aids on this site …and we’ve posted TWO that you are free to use! More will be added later. To access the new Job Aids section, click HERE!

First, a couple of definitions from Wikipedia:

A digital native is a person who has grown up with digital technology such as computers, the Internet, mobile phones and MP3. A digital immigrant is an individual who grew up without digital technology and adopted it later. A digital native might refer to their new “camera”; a digital immigrant might refer to their new “digital camera”.

Digital natives do more than just look at web pages and exchange occasional emails with others. They are participants, creators, and collaborators in an ever-changing digital world, learning and working – together – in ways that we couldn’t envision just a few years ago!

I recently heard a presentation that emphasized the difference. I couldn’t help thinking about what this means for education in real estate.

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Years ago, my Association Executive, Francie, informed me that as the newly elected President of the local Association of Realtors, I was automatically slated to give a speech to the Homebuilders Association. Accurately reading the “nobody told me about this part” look in my eyes, she proffered a book that she said was written for people like me. Two simultaneous thoughts entered my head: 1. How odd that someone would write a book for “Self-Inflicted Signer-Uppers”  2. I now understand at least one reason why I ran unopposed for this office.

Next, my mind is conjuring up possible titles for this yet to be seen book. It was a rather long list all ending with “…for Dummies”.Finally, I shake loose my inner-thoughts long enough to accept her offer of help. It was a book designed to help speakers overcome nervousness and prepare for a successful presentation. Opening the book, the first page I read says, “No matter what you do, 2% of the audience will hate you.”

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In the past couple of weeks, we’ve seen two major accidents/disasters involving cranes collapsing …in Miami and New York City. What do cranes have to do with good instruction? Well, for me, these two incidents underscore the importance of putting a student’s learning experience on a good foundation, and then building it from the ground up!

In February at the ASTD TechKnowledge Conference in San Antonio, one of the speakers referenced “scaffolding” — a technique we can use to sequence training or instruction so that our lessons actually produce results!

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Monday night in Nashville, the waiter takes my dinner order and then asked if I would like to order a salad with my entree. Thinking that an affirmative response would be the healthful response, I ordered the salad in addition to the steak and vegetables. Everything that was brought out and put before me was of high quality and well-prepared. The only problem was that there was too much to digest. I would have benefited more had I been more selective. Instead, I left feeling a bit bloated by too much of a good thing.

How many times have my students felt stuffed by my content rich (at least in my mind) delivery of morsel after morsel of “good” information?

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Case studies have a unique application in REALTOR® training. Not only are they particularly useful in adult learning settings, they are arguably one of the best vehicles for building problem-solving skills among students – a primary objective in professional training programs.

But WHY can’t I just tell them what I want them to know? Well, you can – but don’t expect them to remember much.

Case studies, when properly used, allow the students to reach their own conclusions, increasing their retention of the material presented. Think about it – which do you most clearly remember: the first time you saw someone ride a bike or the first time you learned to ride your own?

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