quote:

Originally posted by travelerjjm:
So, Amy_L, are you saying that one uses the same techniques to teach how to find a particular size and style of shoes in a storeroom as one uses to teach how to decide on what technique to use to sort shoe sizes in a C# program?

Not at all.

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If you prefer to look at this in the light of Bloom (and I'm not sure that is appropriate), it seems clear that one teaches the different levels differently, right?

Now you are talking instructional methods. Certainly one should match the method to the tasks and desired outcomes.

I think Bloom is an apt analogy for the OP's post. She is classifying items roughly between the bottom two levels of Bloom in the cognitive and psychomotor domains and the top four levels.

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Would the floor salesperson ever need to understand the box numbering system? Wouldn't she just need to know how the system works?

Training should focus on what a person needs to be able to *do*.

A salesperson needs to be able to find shoes for customers quickly and accurately. How that occurs should determine the content of the training.

Yes, I am leading to instructional methods. As you seem to agree, we kind of need to decide what the goal of an "event" is in order to understand the appropriate methods.

The reason I started this thread was to try to get folks to think about what they wanted learners to get out of the "events". That done, the goal was to find out how people like to accomplish that. Asking "how do you teach" without having people decide on what the goal of their event is, is probably meaningless. I have seen this happen in other threads and I wanted to start at the beginning (the desired outcome inside the learner) as opposed to starting in the middle (how the training/education/whatever is performed).

I stayed away from Bloom because there is another discussion about the appropriateness of his taxonomy and I do not think that discussion is appropriate in this thread.

quote:

Originally posted by travelerjjm:
Yes, I am leading to instructional methods. As you seem to agree, we kind of need to decide what the goal of an "event" is in order to understand the appropriate methods.

Yes, both the learning goals and the business goals.

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The reason I started this thread was to try to get folks to think about what they wanted learners to get out of the "events". That done, the goal was to find out how people like to accomplish that.

That was not intuitively obvious in your OP.

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Asking "how do you teach" without having people decide on what the goal of their event is, is probably meaningless. I have seen this happen in other threads and I wanted to start at the beginning (the desired outcome inside the learner) as opposed to starting in the middle (how the training/education/whatever is performed).

I stayed away from Bloom because there is another discussion about the appropriateness of his taxonomy and I do not think that discussion is appropriate in this thread.

Fine by me. I haven't been posting on here all that long, and am not familiar with ongoing debates or older threads.

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That was not intuitively obvious in your OP.

Good I wanted to let us discuss the "first things" before I brought up the "OK, now how do we do it"...

Back to the sales analogy..shoe salespeople need to be well trained. Sellers of custom training need to be really, really well trained. And the answer to the angels on the head of a pin is ... 6