As I participated in this group learning session, I couldn't help but be struck at how similar teaching a diverse group of learners to do the steps was to the job I do as a computer trainer. One of the first things that became apparent was that all learners were not equal. Even after only a few minutes, it was easy to pick out the experienced country line dancers from the rest of us. Our first clue was that the coordinated people went right to the front, while others like me, found a person to model and hide behind. A natural segregation took place. Those with rhythm, coordination, and past experience went to the head of the class. Does this happen in your classes? Can you as a trainer identify experienced learners often by where they position themselves in your class?

The trainer was a model of the Tell them, show them, let them do it, and let's do it again- school of teaching. She carefully explained and demonstrated each new step, and defined the terms as she went along. The only challenge was that she was on the dance floor with us and since she was short, it wasn't easy to see what she did. The experienced dancers, in front of course, got it on the first try and, just like in a computer class, added their own comments and suggestions and seemed impatient for the instructor to go on. The rest of us, who couldn't see the instructor very well, would wait until we could see the front line do the steps and managed to shuffle along somewhat by the second repetition. The instructor however assured us we were all doing great, even though she never left her spot up-front to really check on our progress. Do you as a trainer sometimes make the assumption that everyone is learning because you are teaching?

The instructor would teach one group of steps, repeat this twice and then add another movement. In the beginning, it was easier to follow, but as new movements got added, I kept forgetting the old ones. Doesn't this seem familiar? We teach a few concepts in class, let them practice with us, then start adding so many concepts that our learners forget the basic ones they had mastered at one time.

When we learned all the movements, it was time to turn to the left and repeat the sequence again. This provided a new challenge. Suddenly our role models weren't in front of us anymore, and the familiar movements didn't seem so familiar from this new angle. Then we turned again and those of us who had hung in the last row were suddenly promoted to front line chorus for the rest of the group. Stage fright affected most of us and we had no one near us to guide our way as the instructor hadn't moved from her original position. Then a final turn brought us back in the starting position again, relegated once more to the safety and anonymousness of the back row. Are we providing models and guidance for our learners? Do we give them safety nets and teach them to use resources or just leave them hanging?

I also might add that we learned all the steps without music, just providing our own tune "grapevine to the left, grapevine to the right, back two, three, four". But after practicing the dance twice the whole way through, we were ready to do it to music. This proved to be a disaster for the uncoordinated dancers like me as the words, beat, and pacing were not what we had practiced. Everything was so much faster and I kept missing steps and turns. Do you recognize the computer learner who has learned things in isolation, but when confronted with job tasks, can't remember how to apply and use the skills learned in class.

I think if we had been able to keep practicing this same dance over and over to the music, I might have started to feel some comfort level. But the instructor felt we were ready to go on and taught us three more dances, each more complicated than the other. One advantage was that I started to see that many of the steps were repeated in other dances, so there was some integration of the skills we had learned. Do your classes promote information overload rather than competency? Are you providing the links and transitions to integrate topics and skills?

Many times, a more experienced dancer would offer 1-1 coaching and support when it was obvious I was doing the steps wrong. This support from my peers helped me to keep up and not feel discouraged or drop out. Are we allowing learners to support each other in class or trying to provide all the help ourselves?

The instructor also encouraged us to add our own variations and personal touches to the dance steps. I decided my personal variation would be to skip some of the steps and just concentrate on turning when everyone else did so I wouldn't create a traffic jam! Do we as trainers, make everyone march to the same tune, regardless of their comfort level and job needs? Are we willing to let the learners skip or adapt the learning?

At the last dance, I decided to just forget the steps and listen to the music. Surprisingly, I found my feet were able to follow along naturally and I could actually enjoy the dancing, instead of feeling like I was at a Chorus Line tryout. Do we provide a feeling of success in class and a sense of using the tool to get a job done, vs. focusing on the tool?

Finally, we were able to convince the dance instructor and the band, that we were all tired of country line dancing and country music and just wanted to break loose and dance for fun. The instructor seemed surprised at our insurrection, but willingly stepped aside and let us take over. After all, the party was supposed to be for fun, not provide an intense learning experience! Are we as trainers, as willing to let the learners have control and direct the class to best fit their needs?

I learned through my country line dance experience all the frustrations, insecurity, information overload, and awkwardness that new learning can bring. But I also found that learning could be fun, challenging, supportive and rewarding if I was willing to stick with it, relax and use my mistakes as learning opportunities. Can your learners say the same?

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 1.  All learners are not equal.

Whether it is country line dancing, computer training, or a management skills course, each course has a mix of learners based on their experience, job needs, prior learning, and motivation. Trainers must be prepared to adapt their approach and course topics to the needs and background of the learners.

 2.  Check on progress.

You can't assume people are learning because you are presenting. Walk around, check their progress, use independent practice exercises, give 1-1 feedback and coaching.

 3.  Move learners around.

Give all learners an equal chance to see the instructor's projection screen, work with different teams and partners. Pair up learners at different levels for review exercises.

 4.  Balance topics with independent practice exercises.

Don't teach more than 40 minutes without building in individual practice time where the class can apply the skills and integrate the ones learned previously. If the course is scheduled over several days or sessions, start each new session off with a review exercise.

 5.  Provide a model and teach how to use the resources.

Provide models and examples. Use resources in class such as reference cards, training manual, software manual and on-line help to develop independent learners.

 6.  Teach skills and functions in a job task related concept.

Don't teach skills in isolation and expect the learner to automatically know how to integrate and apply the skills. Create job oriented exercises and get learners to think about how they would apply the skills.

 7.  Link new concepts to old ones.

Use analogies to help explain new concepts and link the new learning to the other commands and functions taught. Show how the skills are integrated together.

 8.  Build a spirit of team support and encouragement.

Have opportunities where the learners work in teams to reinforce new concepts and review topics. Encourage class members to help each other and learn from their mistakes.

 9.  Let the learners be in charge of their own learning.

Realize at times that the learners, as a whole or individually, have to change the pace, skip or do more activities, and use different ways to do a exercise. Don't force all learners to march to the same beat.

 10.  When you relax and have fun, the learning comes naturally.

If you build in ways to break the ice, change the pace and vary the structure, you can move learning out of the box, and into a fun, real-life experience.

Susan Boyd, is president of Susan Boyd Associates, a computer training firm that specializes in customized application training. Products also include the Accelerate Computer Learning with Analogies book, posters of the analogies and 10 Commandments for Trainers & Learners, and trainer workshops. Contact Susan at (215-886-2669), email: susan@susan-boyd.com or visit her web site at http://www.susan-boyd.com for more information.

For more information, contact Susan Boyd Associates at (215) 886-2669. (Philadelphia, PA area)

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