What Does It Mean to Be People Smart?

Ask the person on the street what it means to be people smart, and you are bound to hear many who have this picture: “Oh, that’s a person who is really a smooth operator . . . a person who knows how to get others to join his side.” A different picture you might hear is someone who is “personable . . . friendly . . . fun to be with.”

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While few people would complain about having those attributes, they represent a very limited view of what it means to be gifted with people. Being people smart is a multi-faceted competence. It is not limited to our skills or our social graces but includes a wide range of abilities.

People smarts is about that aspect of emotional intelligence that is best called “interpersonal intelligence.”When you consider how important interpersonal effectiveness is, it also makes sense to build the PQ or “people quotient” of your workforce.

What makes up someone’s PQ (people quotient)? Consider these questions:

Are your employees good at. . .

•   Understanding people?

•   Expressing their thoughts and feelings clearly?

•   Speaking up when their needs are not being met?

•   Asking for feedback from others and giving them quality feedback in return?

•   Influencing how others think and act?

•   Bringing conflicts to the surface and resolving them?

•   Collaborating with others as opposed to doing things by themselves?

How these questions are answered determines someone’s PQ. People with high PQ excel in the following eight areas. How do your people stack up?

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1. Understanding People

People with high PQs listen actively, empathize with another’s feelings, and acknowledge his or her viewpoint. That not only helps them to be appreciated but also works to draw out information they need to figure out what makes the other person tick. They ask questions to clarify what someone is saying when communication is unclear. They also realize that understanding others goes beyond the words they speak. They know how to interpret the unspoken. Finally, they are expert at reading other people’s style and motives.

2. Expressing Themselves Clearly

People with high PQs know how to get their message across so it’s understood. When people go on and on to make a point, they simply have no effect on other people. High PQers get to the point when brevity is required, yet give just enough detail so that other people are not confused. They can also sense when the other person has not understood them and can quickly rephrase what they are saying.

3. Asserting Their Needs

High PQers know that they have to be their own person. They have to have limits and establish those limits. If they try to be all things to all people, they’ll wind up disappointing others. They also are straightforward with their wishes. Hinting at what they need from others only leads to disappointment and frustration. Once that happens, they often become angry with others and lose the calm and confidence they need to be at their best. People with high PQs are able to remain calm and confident, even when others try to provoke them and push their emotional buttons.

4. Seeking and Giving Feedback

High PQ individuals are open about their reactions to others. They are able to give feedback easily and do it in such a way that the other people don’t become defensive. They also know that it is smart to get in the habit of asking for feedback themselves. If feedback is withheld, it’s as though the person has blinders on. Without feedback, they’re left wondering what the other person is thinking about them.

5. Influencing Others

A high PQ is evidence of someone’s ability to motivate others to action. High PQers are also people others come to for advice. They are able to connect with others, unearth their needs, reduce their resistance to new ideas, and persuade effectively.

6. Resolving Conflict

High PQers are exceptional conflict resolvers. They get the subject right out on the table. They figure out what’s bothering the other person. They are especially adept at negotiating differences and working out creative resolutions to problems.

7. Being a Team Player

High PQers are team players. They work more to advance the group’s goals rather than their own. They also know how to complement the styles of others, coordinate the efforts of team members without bossing them around, and build consensus.

8. Shifting Gears When Relationships Are Stuck

Finally, high PQers are flexible and resilient. While they have an inner core and a predominant style of dealing with people, they also understand that there are different strokes for different folks. They realize that one of the ways to get a stuck relationship to change is to change the way they behave in it. They know how to get out of old patterns and unfreeze situations that have previously been frozen shut.

KEEP IN MIND:All your employees need to be people smart. No matter what someone’s function is, everyone in today’s workforce is in the people business! It used to be said that some people were in the business of working with people and some of us were in the business of working with facts, figures, and machinery. But the people business is no longer the domain of the few. It now includes everyone.

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K.

 

Millennial generations needs in the design and delivery of training.

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 How the differences between the Baby Boomer generation and the Generation X and Millennial generations impact learning and training. What we can do to make training more interesting and effective for members of the younger generations.

Think of these five needs, or five factors, as antidotes

Boomer Habits                                            Millennial Needs

Use telling, text-oriented methods                 Involve to solve

Take a linear approach                                    Offer options

Use a leisurely, even pace                               Pick up the pace

Apply a trainer-focused style                          Link to the learner

Employ a prudent amount of fun                   Turn up the fun factor

Let’s take a look at each og these five differences and suggest ways of addressing Millennial generations needs in design and delivery of training.

10522562_10152946554170832_5806779337945096730_nInvolve to Solve

Interactivity is of the essence. Younger learners crave interaction—with each other, with the material, with problems and information, with experts and people who really know. They don’t want to be told; they want to find out! This is the one factor that always comes out at the top of the list when members of the younger generation describe their ideal learning situation. Discovery learning, engaged learning, collaborative learning, and other such approaches that have been popular in schools over the last two decades focus young learners on what they want to know and how to find out—often with the help and involvement of others. Discovering answers and obtaining information on their own is something younger learners do daily and have come to expect in a learning situation. Giving them a handout of the Top Ten Customer Complaints may not be nearly as effective as letting them sort through a hundred customer complaint forms and discover the top ten complaints for themselves.

            Baby Boomer culture is basically competitive. There were so many of us as we were growing up that we fell almost naturally into a competitive stance toward most situations. We competed for our parent’s attention with our brothers and sisters. We competed for our teacher’s attention in our crowded classrooms. We competed for scholarships, dorm rooms, and part-time jobs and then moved on to competing for real jobs, promotions, and attention from the boss. Many of us are still competing as to who can look younger than they really are!  The emerging generations are far less competitive in their general approach to things. They had fewer brothers and sisters growing up and were more involved in teamwork and group projects in their school years. That’s not to say there are no competitive individuals among the younger generations or that they love to work in groups, but their general approach to the world is not an immediately competitive one.

            Connected to their less-competitive nature is the younger person’s attitude toward risk and failure. In general, they are less risk-aversive than their Boomer elders. No one wins a video game without taking risks and learning from numerous failures.

            I suggest we design training that involves the learners in solving problems connected to the focus of the training and that we allow them to explore problems and discover ways to solve those problems. This can be done through absorbing, challenging, interactive games and structured activities. Let them risk; let them fail; and let them learn on their own terms as much as possible.

14196003_10205800943656861_8056031839396348260_oOffer Options

The younger generations live much of their lives in a hyper existence, above and beyond their immediate time and place. Connected globally, interacting simultaneously in a variety of media, they multi-task their way through each day—working, learning, communicating, and playing on many channels at the same time. They are accustomed to doing more than one thing at a time. They expect options and choices and free samples. They love to pop in and out as they like.

            While Boomer learning has more or less been dominated by text, the younger generations of learners have taken in as much of their learning from graphics, sound, and physical manipulation as they have from text. Interactivity is mandatory. Learners want to literally, physically interact—with things, with people, with ideas. And they want to choose which and when.

            To progress in a video game, you must coordinate the movements of your hands and thumbs with the changing visual images on the screen and respond to a variety of changing audio cues as well. A learning environment that offers little in the way of graphics and sound and that requires almost no tactile participation stands the chance of boring young people, even if those young people are interested in the subject matter and want to learn. They are not passive learners. Action, interaction, and choice are imperative.

            As a trainer or facilitator of Millennial learners, you may need to go above and beyond what you’ve done before. You may need to rethink and redesign your approach to training to include more action and interaction, more options and choices, a variety of parallel processes, and random access to an assortment of learning alternatives. Let the learners choose the “how” of getting to the endpoint, or at least offer a variety of pathways that may be taken.

Pick Up the Pace
  Think for a moment about your own style. What is the pace or tempo of your training? At what speed do you move through the material? If you have mostly older participants, you may want to make just a few adjustments to the speed of your training. But if you have a majority of trainees under 30, you may definitely want to pick up the pace. Try to make it snappy. And there are a number of ways to do so.

            Try starting your training with a bang. Immediately begin with an involving, challenging activity—and I mean immediately. Introduce yourself and the course later. Get the learners up and doing before they can really settle in. Catch their attention and their imagination in the first 20 minutes of your program.

            Keep your delivery pace quick and lively. Do a lot less “telling” and lot more “showing.” Don’t read anything out loud. Cut back on those overhead transparencies and PowerPoint presentations or end them all together. Tighten up all group activities. Better that participants have less time to do things than more time.

Link15195989_1140922826006123_8790694217671068748_o to the Learner

If you’ve been teaching or training for a number of years, you probably have a good feel for your material and your audiences. You’ve learned what works and what doesn’t. You’ve come up with some especially good examples and illustrations. It can feel so good when you’re on a roll. You’re standing up there explaining something and you see the light bulbs go off. You make a comparison, you give an example, and they laugh, they nod, they get it!

            Then comes the day when you notice that a number of people are not laughing or nodding. They may be sitting politely waiting for you to continue or, good grief, they may be rolling their eyes and grimacing! What’s wrong with these people? Your clever analogy to Sgt. Pepper, or your pun on the famous Beach Boys song, they completely miss the target! Whoosh, over their heads and out the door. And there you stand. But most of all, talk with members of the emerging generations—your kids, your relatives, your neighbors, your students. Talk about generational differences. Ask them what they like and don’t like about Boomers. Get their input when you design training. Better yet, let them design their own training and you can facilitate them through it!

            As much as possible, customize your training programs. Be flexible and adaptable to the learners who are present at any given delivery, from any given generation. Have a variety of illustrations and examples ready so that you can pick and choose those that best fit the audience or use a variety of them for a mixed-generation group.

            Younger learners enjoy utilizing their senses. They want to see it, hear it, and get their hands on it if possible. For many years, proponents of accelerated learning have extolled the benefits of appealing to all of the senses in learning situations.The challenge is to do so in ways that engage all learners without coming across as unprofessional and cheesy.

Turn Up the Fun Factor
The more we can bring some of that level of enjoyment into the corporate classroom, the more we will have the attention and the commitment of not only our younger learners, but most likely, learners of all ages.

Have a great week,

Kirilka

The Influence

To work is to sell, regardless of whether you are “in sales” and whether you hold a position of authority over others. When you interact with people, generally you are either presenting an idea or listening to the ideas of others—either selling or being sold on something. To sell successfully, you must convince others that it is worth their time to listen to a proposal and to take action in accordance with it.

The Influence Continuum

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Often when you want people to comply with your wishes, you will either not have or not want to use position power to accomplish your goal; instead, you will want to influence them. This article offers an approach to influencing that can be used by anyone in an organizational or team setting. With some adaptation, the approach can also be used in one-on-one situations.
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Balk
When you want to influence others to listen to an idea and to take action that is different from their accustomed behavior, you must anticipate resistance. During the first stage, called “balk” because of this characteristic audience reaction, prepare to present your idea in ways that lower resistance. Most people do not feel a need to give up a current practice and adopt another unless they believe that the new practice will be significantly better in some way. Reactions may range from hesitation or agreement on a surface level only (“It sounds okay, but let me think it over”) to questions about potential benefits (“What’s in it for me?”) or direct challenges (“The way I’m doing things now works just fine; I don’t need to change”). Influencing others successfully during the “balk” stage, when people know little or nothing about your proposal and probably do not care to know more, calls for preparing an introduction to your idea that will create interest.
Lay the Groundwork.  Before you unveil your proposal, set a tone of anticipation. Let people know that they can look forward to the change as a positive experience. Prepare for Resistance.
Develop strategies for handling resistance to the change. Anticipate people’s questions and qualms; devise appropriate responses and rehearse them before you meet with people to present the change.
Gather.  Collect facts, figures, and benchmarking data from comparable situations to include in your initial presentation of the idea. These precedents will go a long way toward persuading others of the validity of your idea.
Plan a Powerful Presentation.  Work on making your presentation powerful or dramatic. You might try an experiential approach. Let’s say you previously trained three colleagues from another department in a new problem-solving technique that you now want your team to adopt. You could invite these colleagues to a team meeting, explaining to them in advance that you want them to use the technique for solving a particular problem. At the meeting you would ask the team members to suggest a real workplace problem that needs to be solved. You would form three subgroups, each to be led by one of the colleagues. Then you would give each colleague a specific amount of time to come up with a solution and walk through it with the subgroup members. After the subgroups finished the task, you would reassemble the entire group to review the new technique, discuss ways in which it may be superior to techniques currently being used, and answer any questions. Also, you would encourage your three colleagues to share their experiences with the technique, its benefits, any difficulties they encountered, how they overcame those difficulties, and their personal reactions to the technique.

Talk

The “talk” stage refers to the actual presentation of your idea, during which you not only explain it but also engage your audience in a discussion of it. To make your presentation as effective as possible, consider the following questions and incorporate resulting insights:

  •  What draws my attention?
  • What factors are compelling enough for me to try something despite my belief that I don’t need it?
  • What persuades me? How am I persuaded?

Seasoned influencers often begin their presentations by acknowledging the negative emotions that people experience when confronted with change.  Lead people to the realization that trying something new can yield gains, regardless of whether those gains are apparent at the outset. Following are recommendations of ways to influence successfully during the “talk” stage, when you are ready to present your idea to people who are willing to listen to it and discuss it.

Use Visual Aids.  Use visual aids to supplement your message, but make sure that they do not constitute more than half of your presentation. Visual aids can be highly effective, but they cannot replace a passionate proposal and an effective rationale for implementing that proposal. Remember that visual aids are only one of the three essential “V’s” of an influential presentation: voice, verbiage, and visuals.

Paint a Vivid Picture.  Use metaphors and vivid verbal pictures to engage the members of your audience and to help them envision your idea. When your purpose is to inspire and motivate rather than simply to edify, you need to appeal not only to people’s minds but also to their emotions and imaginations.

Acknowledge Disadvantages and Risks.  Present and explain any potential disadvantages and risks associated with your idea. People know that every new venture has a “downside.” By readily acknowledging the particulars of that downside, you will be seen as honest, and you will probably preclude some audience attacks on your idea. Discussing disadvantages and risks also allows you to appeal to the courage and adventurous spirit of others in trying your idea.

Encourage Discussion.  Make sure that you establish a dialogue with your audience. By inviting and welcoming feedback, you will arouse people’s interest and enhance the likelihood of buy-in.

Ensure Viability and Value.  First ensure that the idea you are proposing is both doable and worth doing. Then assure your audience that it is viable and beneficial. Don’t worry about aiming slightly higher than existing comfort levels; that is the basis of continual improvement.

Caulk

The third stage, “caulk,” extends throughout the process of implementing your idea. At the beginning of implementation you scrutinize your idea, looking for and “caulking” or repairing cracks or weak spots that might jeopardize the outcome. For example, if you find that you lack essential organizational support, you can cultivate a relationship with a top manager who is willing and able to champion your idea. Then, once implementation has begun, you and others involved in the process continue to assess progress. The “caulking” responsibilities that must be fulfilled consist of solving any problems that arise, obtaining any additional resources that are needed, and strengthening commitment when it begins to wane. Recommendations for successfully influencing others during the “caulk” stage, when you and they are working to reinforce implementation, are as follows:

Agree on Measurements of Success.  Because we human beings have such a capacity for misunderstanding one another, it’s important that you establish clear and measurable gauges of success. Quantitative measures, although they need not be used exclusively, will tell you when and where caulking is needed.

Focus on Accomplishments.  When setbacks occur, remind people of their accomplishments to date. Sometimes during implementation the future seems too far away, the goal less distinct than it once was, the need for your idea less pressing. If you are to be effective as an influencer, expect such developments and be prepared to caulk any fissures by restoring people’s flagging spirits.

Avoid Defensiveness.  Don’t let defensiveness impair your ability to identify and solve problems. You won’t be able to caulk if you don’t know where the leaks are, and you won’t know where the leaks are if you refuse to listen to feedback. If you doubt the importance of paying attention to feedback, consider the following news story:

Identify the Real Causes of Problems.  Use what is called the “five-why technique” to determine causes. This method consists of asking why a problem exists and continuing to ask why as each answer is received until you are certain that you have uncovered the real causes, rather than superficial reasons. You scrape through the various layers on the surface until you can clearly identify the cracks; then you can caulk appropriately.

Walk

Eventually you will cease to be the impetus behind your idea; after implementation the idea continues on the strength of its own momentum. By the time you reach this fourth stage, known as “walk,” you have conceived the idea, nurtured it through a period of gestation, helped to give it birth, facilitated its continued growth, and seen it reach maturity. Your idea has become standard operating procedure; now you can walk away and turn your attention to another project. Recommendations for influencing others during the “walk” stage, the process of releasing yourself from the day-to-day execution of your idea, are as follows:

Recognize People’s Efforts.  Think of appropriate ways to recognize those who helped you to implement your idea. For example, you might write a formal letter of commendation to everyone who participated in the process and then send a copy to each person’s supervisor.

Celebrate Successful Implementation.  It is important to hold some kind of celebration or ceremony to signify the end of the project. Not only does the hard work of those involved deserve public and lavish praise, but such a ritual also helps the participants to achieve closure and move on. People often remember the closing celebrations or ceremonies with as much intensity as they remember the many months preceding the project’s conclusion.

Encourage Networking.  Encourage networking among those who have been part of the project. Frequently, all people need is a nudge in the right direction. Keep in touch with them, and ensure that they keep in touch with one another. Some teams find the initial success so heady an experience that they decide to undertake a second project. Other teams disband after the initial success, but their members network to keep alive their memories of the past, to learn about opportunities for other projects, and to encourage their hopes for the future.

Connect Implementers with Influencers.  Make plans to inform your implementers when new opportunities arise, in connection with either your own new projects or the developing projects of others. Such referrals are appreciated by those being referred, as well as by those who need implementers.

 Stalk

Despite the usual negative connotation of the word “stalk,” it is used here in a positive sense to designate the fifth and final stage of influencing. It consists of dropping in on those who have implemented your idea and who continue to support it and maintain the implementation.

            Recommendations for influencing others during the “stalk” stage, during which you strive to catch others in the act of doing the right things in the right way, are as follows:

Seek Periodic Progress Reports. 
Publish What Has Been Learned. 
Encourage Continual Improvement.

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It’s long been observed that if you fail to plan, you can plan to fail. This adage serves as the philosophy behind the five-stage model presented in this article. Whether you use this model in influencing others or in teaching others to influence, your emphasis at each stage needs to be on careful planning to accomplish a goal.

Hope my writing is helping you 🙂

Share how you influence others?

Greetings,

Kirilka

Understand yourself, understand your learners

If you don’t understand yourself, you don’t understand nobody

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After each training I am doing like reflection. A lot of questions I had in my head? A lot of answers as well… But in general like conclusion from the last one: Do we really know ourselves?  Is the educational system really damaging us and our learners? Do we realize that everything is in our hands and in order to motivate the others first we have to know and realize our own self motivation? …and so on … a lot of question.
It is nothing new ! In general when participants are entering the training room they are there because of their general self motivation. But the expectation for red and blue pill nothing gonna change. Experiential learning is a changing process if you are willing to change. It is your own wish to learn and to develop.
When I am talking about self understanding I mean to experiment with your own behavior in order to see your self in different situation – to examine first your own emotion, action and reaction. To jump out from comfort zone. On theory it is easy to say but to put in on practice is not…and it is absolutely normal. To know your strenght and your weekness will help in general in everyday life.

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Consider how hard is to change yourself and you will understand what little chance you have in trying to change the others

But what I found out in this particular group was amazing. These participants they weren’t just a teachers they were life-long learners! The age of the group was 27 – 60 +. Was it easy for me? of course not? It’s never easy but it is always rewarding, part of my job as an Johari Window blind zone at the beginning but then open area …

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What does it mean to be a life – long learner? Life – long learners are curious, have a pssion for learning with drive that comes from within, and are open to whatever learning experience comes along. Life-long learners are willing to go outside their confort zone for new experiences, pose questions about “why”things are, and have the tools and skills needed to answer those questions. Life-long learners have high expectations for themselves, their peers, and are willing to listen to the ideas and experiences of others. They are open-minded, have inner strenght, are interested, and capable of learning, in multiple settings and conditions. Life-long learners have their own world view which is constantly being redefined by learning new things and learning from mistakes as well as accomplishments.

From 16 to 20 May 2016 I was trainer in Prague. I worked with teachers and educators from 5 countries – Turkey, Romania, Wels, Portugal, Italy, Litva.Thanks to Dorea Educational Institute.

The topic was :” Understand your self, understand your learnners (Enneagram). 4 days we were working on the hardest part to understand ourselves in order to understand our learners. We were  learning about 9 personality types according Enneagram tool. We were sharing experience and practicess. We were surching for the right key to motivate our learners. To include families and communities in school life in order the school to be one idea better place for the 21 century students.

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…here are some ideas :
1. In order for a student to develop a safe learning enviroment is required in which critical thinking and learning are valued, not pushed or rediculed, in which elders and peers are supportive;
2. Both teaching and learning with the students in supportive enviroment as well as academic achievment;
3. in learning process parents are need.
4.Connection ti culture and real life issues.

 Influence and motivation

1. The influence of teachers. –  teachers who motivate and encourage students, and help guide students in the right direction. Teachers belive they motivate and inspire students by demonstrating sincerity and caring, having a connection with their students and understanding their self-interest, having high expectations, and having friendly attitude.
2. Peer- to – peer influence – students do better when they have friend pushing them to do better. Schools need to create structure ways for students to be able to positively influence their peers.

3. Parents. – Parents are needed  to participate in schools life, not just by checking homework but as a support. By encouraging their children and respect the teachers and schools as an institution. The gap is in between parents- teachers – and students connection.

If you give a student the opportunity to learn, with the right tools and caring teachers with relevant teaching techniques – the results are success
…of course this course is just a step, a drop in the ocean but it was very rewareding for me to work with and for such an interesting group…

Thanks

Kiki

 

 

Why most people tend to forget what they hear?

Over 2400 years ago, Confucius declared:

What I hear, I forget.

What I see, I remember.

What I do, I understand.

These three simple statements speak volumes about the need for active learning.

I have modified and expanded the wisdom of Confucius into what I call the “Active-Learning Credo.”

What I hear, I forget.

What I hear and see, I remember a little.

What I hear, see, and ask questions about or discuss with someone else, I begin to understand.

What I hear, see, discuss, and do, I acquire knowledge and skill.

What I teach to another, I master.

            Several reasons exist for why most people tend to forget what they hear. One of the most interesting has to do with the rate at which an instructor speaks and the rate at which participants listen. Most instructors speak about 100 to 200 words per minute. How many of those words do participants hear? It depends on how they are listening. If the participants are really concentrating, they might be able to listen attentively to about 50 to 100 words per minute or half of what an instructor is saying. That is because participants are thinking a lot while they are listening, so it is hard to keep up with a talkative instructor. A more likely explanation is that participants are not concentrating because, even if the material is interesting, it is hard to concentrate for a sustained period of time. Studies show that students can hear (without thinking) at the rate of 400 to 500 words per minute. When listening for a sustained period of time to an instructor who is talking at only one fourth their capacity to hear, participants are likely to become bored and let their minds wander.

In fact, one study demonstrates that students in lecture-based college classrooms are not attentive about 40 percent of the time. Moreover, while students retain 70 percent of the first ten minutes of a lecture, they only retain 20 percent of the last ten minutes . No wonder, students in a lecture-based introductory psychology course knew only 8 percent more than a control group that had never taken the course at al.
What will happend if  teacher/instructor/trainer add visuals to a session?Actually learning process increases retention from 14 to 38 percent ?. Studies have also shown an improvement of up to 200 percent when vocabulary is taught using visual aids! Moreover, the time required to present a concept is reduced up to 40 percent when visuals are used to augment a verbal presentation. A picture may not be worth a thousand words, but it is three times more effective than words alone.

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When teaching has both an audio and a visual dimension, the message is reinforced by two systems of delivery. By using both, there is a greater chance of meeting the needs of several types of learners. However, merely hearing something and seeing it is not enough to learn it.

When we are tolking about learning and teaching we should keep in mind that learning is an active experience of hearing, seeing, asking questions, discussing, doing, and teaching others.