Clear Transitions

In the spirit of the new year I will begin down a fresh path with my newsletters starting in January. I hope you enjoy this last newsletter of 2009 capping off the “Five Elements of Effective Structure” series.

To illustrate this final element of effective structure, Transition, let’s build on the example I introduced in the last newsletter: Imagine you are working with a group of youth to encourage them to avoid using tobacco. You’ve discussed with them the role of various media (TV, Internet, movies, etc.) which may employ subtle and not-so-subtle methods to encourage youth to smoke. After giving a brief, clear introduction, you facilitated discussion and dialogue during the process phase, synthesized the student comments, and helped them develop actions they can take based on the discussion. With your help, the youth arrived at some brilliant ideas and developed specific strategies–ones they now “own” in a way they didn’t when they entered the room. You’re sending them back into the world with a newfound sense of responsibility and clarity. Excellent!

The next topic you want to discuss is the role of peer pressure (again, insert your own topic), and how it relates to tobacco use. Here’s where we can stumble. Not infrequently I witness presenters that begin a new topic without connecting it to the previous topic. The topics remain isolated. By breaking these topics out of isolation we encourage students to strengthen relationships between the topics. As you draw the conversation about media to a close and prepare to move into your introduction on peer pressure, pose a simple question to strengthen the relationship between media and peer pressures: “Before we move on to discuss peer pressures, I’m curious, how would you say media influences and peer pressure are related?” I like using the second person in this kind of a question. It is a reminder that your audience members, not you, are responsible for their own learning process. Then, allow for silence. Brains are working.

Our brains crave coherence. Brain research indicates that our brains are wired to preserve what is coherent and purge dissonance. We want to know how things relate. This is how we learn. The transition phase is when you offer your audience opportunity to create meaningful connections between two separate topics. When we can strengthen the relationship between two or more distinct topics, we strengthen the learning process. This is the point of Transition–to connect the topic you’re leaving to the topic you’re entering. There’s a reciprocal, chicken and egg relationship here: Whichever comes second we will best understand by connecting it with what came first. Switching topics without a good transition is sure to create “topical whiplash.”

I’ve designed this five-part presentation progression to maximize the engagement of the learner. My desired outcome by practicing these elements is that our presentations will be more engaging, lucid, and effectual. Please don’t feel you need to adhere to every jot and tittle of this structure. Make it your own. Adapt it to serve your needs. Remember, the agent of change is you.

Tags: communicating with youth, effective learning, engaging youth

• 
• 
• 
• 
• 
• 
• 
• 
• Share/Save this article