This following chapters introduce the 10 Action Reflection Learning™ (ARL) principles. Each principle is introduced with its rationale, the theoretical framework supporting it, a few stories with examples of exercises or processes for implementing the principle, and considerations about the impact we can achieve through its implementation.
In any audience we have individuals with different learning style preferences. Bernice McCarthy,1 who based her work on David Kolb’s model,2 describes the four learning styles in simple terms:
The Why learners
The What learners
The How learners
The So What—What if learners
The Why learners want to primarily understand why a certain topic is important before they can grant any attention to it. The What learners, in turn, do not give that much importance to why a topic is important, but are more interested in what the topic is about: definitions, rationale, studies supporting it, data, and facts. The How learners are motivated by understanding how the session (or exercise, or process) will flow. They want instructions, or indications of what will happen in the class. They want to get involved in action if possible, and are not seduced by theories or rationales. Finally, the So What—What if learners’ first questions are “What will this session’s take away be for me? How will I be able to use the information? What difference will it make to know it?” They are the ultimate pragmatists, and they need to start with the final goal in mind. While we all have a combination of preferences, there is frequently one that is stronger than the others. Considering the learning preferences distributed in the room, a presenter should always spend the first minutes addressing briefly the four questions—Why? What? How? So What? This simple strategy will ensure that he captures the attention of the whole audience, who may then be engaged and ready to listen to what follows.
Following this concept, this section has been written with the four learning styles in mind, addressing the “why, what, how and so what questions” of the readers.
As we go through the 10 principles, we will see how each principle can be made relevant and accessible to each of the four styles.
Julia |
She is the voice of the Why learner, who asks, Why is this important? Why should I care about it? |
Nick |
Voice of the What learner, who asks, What is the definition of the topic? Its rationale? What are the data and facts? What is the theory supporting it? |
Andres |
Voice of the How learner, who asks, How can we apply what we are discussing? How can we find out how this works? How to bring theory into the classroom? |
Vivien |
Voice of the So What learner, who asks, What will come out of this? What are its practical applications? What are the implications for the future? The benefits? |
They will be reminding us to address their perspective, and also will periodically offer their personal summary.
The 10 Action Reflection Learning principles
Relevance |
Paradigm shift |
Tacit knowledge |
Systems thinking |
Reflection |
Integral |
Self-awareness |
Repetition and reward |
Social learning |
Learning facilitator |