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Diagnostic Tool

How do you create learning experiences with extraordinary outcomes?

Are you confident that your learning products work AS WELL AS THEY COULD?

Diagnostic Tool

How do you create learning experiences with extraordinary outcomes?

Are you confident that your learning products work AS WELL AS THEY COULD?

Diagnostic
Tool

How do you create learning experiences with extraordinary outcomes?

Are you confident that your learning products work AS WELL AS THEY COULD?

Or not sure whether you would benefit from the ‘Everyone’s a Teacher’ book?

The following diagnostic will pinpoint how you can take your learning experience from ordinary, to extraordinary.

Instructions:

It should take less than 5 minutes to complete.
There are 4 Stages, each with only 5 statements for you to agree or disagree with.
The meaning of your answers will be displayed once you’ve finished all 4 Stages.

Email

Stage 1. Learning Experience Design

Which of the following are you doing already?

1.1 Knowing your learners - their educational, industry and field experience, their personal goals, barriers to learning, and learning styles.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

1.2 Catering to a variety of different generations, learning needs and learning styles, to create a safe, trusted learning environment.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

1.3 Explaining to learners how the training operates (timing, support, communication, assessment and participation) BEFORE they start the training.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

1.4 Replacing the theory on your slides, with a single question, and asking learners to brainstorm their ideas BEFORE providing the answers.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

1.5 Using a combination of reflection (thinking), comprehension (explaining), and application to the real world (doing) activities.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

Stage 2. Curriculum Development

Which of the following are true for you?

2.1 I provide clear, achievable outcomes, and practical tasks that help learners achieve them.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

2.2 My lessons 1) include 'the why', 2) give clear demonstrations, 3) connect the theory to real life, and 4) give a summary of key points.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

2.3 My lessons and practical tasks are sequenced so they build on each other.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

2.4 When I run courses, I am confident there are no gaps or unnecessary repetition.

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

2.5 I have different versions of my learning content, for different purposes (quizzes, diagnostics, books and group learning products).

Yes I'm confident I do this well. Sometimes, but not all the time. No, not really (or I'm not really sure).

Stage 3. Learning Resources Development

Which of the following statements are true for you?

3.1 I use group discussions and problem solving tasks. I ask learners to present content to each other (instead of presenting it myself).

Yes this is true. Sometimes, but not all the time. No, not really (or I'm not really sure).

3.2 I spend more time asking questions and discussing learner's answers, than I do lecturing.

Yes this is true. Sometimes, but not all the time. No, not really (or I'm not really sure).

3.3 My slides and worksheets ask questions instead of providing a copy of what's being presented.

Yes this is true. Sometimes, but not all the time. No, not really (or I'm not really sure).

3.4 I often tell stories to demonstrate my points, and ask learners to share stories about their experience with the topic.

Yes this is true. Sometimes, but not all the time. No, not really (or I'm not really sure).

3.5 I rarely 'copy and paste' but prefer to link out to a live source. I am aware of, and abide by copyright conventions.

Yes this is true. Sometimes, but not all the time. No, not really (or I'm not really sure).

Stage 4. Continuous Improvement

Which of the following are true for you?

4.1 I use self and peer assessment, to get feedback on learner progress.

Yes this is true for me. Sometimes, but not all the time. No, not really (or I'm not really sure).

4.2 I ask for feedback before, during and after my presentations and courses.

Yes this is true for me. Sometimes, but not all the time. No, not really (or I'm not really sure).

4.3 If I can't find something constructive to learn from some negative feedback, I ask a colleague for a second opinion.

Yes this is true for me. Sometimes, but not all the time. No, not really (or I'm not really sure).

4.4 I make changes and updates to my course based on the feedback I get from my learners.

Yes this is true for me. Sometimes, but not all the time. No, not really (or I'm not really sure).

4.5 I regularly reflect on feedback as part of my professional and personal development.

Yes this is true for me. Sometimes, but not all the time. No, not really (or I'm not really sure).

Founder and Director
SELECT Consultants Pty Ltd trading as Create Real Change™
ABN: 46 161 932 305

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