Good I! Part III of Series: The Value of Reflection and Assessment

In Part III of our series on impact vs. impressions and instruction vs. information, Bruce explains how and why including moments of reflection in instruction is crucial to creating a relevant and impactful learning experience for an audience. If you missed the earlier pieces, you can read Part I, here, and Part II, here.

To engage an audience is to “invite” it to experience something interesting, meaningful, and relevant – and in context. But, the invitation alone is not enough. The outcome of relevant, engaging instruction must be an inspired and motivated audience that will explore the subject more deeply and more personally.

This cycle of willing and enthusiastic exploration by the audience – connecting with the subject, reflecting on it, assessing its value and real-life application, and putting new concepts into practice – is a vital element of successful instruction and evidence that genuine learning is taking place.

This period of reflection is crucial to designing relevant instruction. Reflection reinforces how the content, concepts, behaviors, and experiences are relevant and important, and when built in to the instruction, guides learners to find and make personal connections to the subject. If it feels personally connected to the subject, the audience will “take ownership” of its learning experience, resulting in a natural and willing desire to know more.

Successful instruction must also build in assessment tools, for instructors and audiences. Instructors must be able to gauge the impact of their instruction and materials. More importantly, audiences must gauge their own learning levels and experience the connection that comes with “getting it.” The subject “clicks into place” for the audience, preparing participants to put new concepts into practice and real-life application.