When you are explaining

- Washing machines are simple, right? Pick the size of the load, the water temperature, and use the self-explanatory compartment for the soap. Ah, the power of simplicity. Yet, how did my teenage kids manage to skip steps, overload the machine, or end up with tie dyed socks that used to be white? I think the responsibility falls on my shoulders. Both of the children may have made a mistake because my directions were not complete or didn't meet them where they were at as a learner. In this next clip, Amanda too struggles to teach Jake how to embed a video into a PowerPoint deck. Let's listen in. - So I want to show you how to embed video files to use during client presentations. - I just use the live site. - Well, this is probably better. So first you choose the slide that you want the video in, then you go to the tool bar and click the video icon. - Wait, I don't have a video icon. - Yes you do, here, let me show you. Okay, you're in the wrong toolbar. So from here, you just scroll through the files of the prompt and select the video that you want to use. The only tricky part is the video file type, but MP4, ABI, almost anything really will be fine. So not really an issue there. Make sense? - I guess. - All right, good deal. Holler if you need anything. - Hmm. I'm not convinced Jake is ever going to be able to embed a video file. When you're explaining a task or teaching someone, try these best practices. Determine process or product. Does it matter how someone does a task or just that they get to the final product you need? Decide this and explain to your learner which is most important. Place actions into buckets. Our brains operate well when we think and receive information in patterns. Master mind mapper, Philippe Packu, has published a popular graphic showing the many story titles, flag colors, company logos, and game descriptions that exists in sets of three. Three seems to be a magical retention number. When you explain the task, consider lumping steps into about three buckets. Amanda could have helped Jake with before, during, and after categories. What he needed to do before setting up the embedded file; then the steps for embedding it, during; and finally, the steps for testing it, after. Placing actions into buckets makes them easier to follow. Flex to the need of your learner. Is your learner a big picture person or is your learner more of a step-by-step detailed person? Depending on the activity, you may want to show the final product in use. For example, Jake might need to see the customer watching the embedded video during the presentation. Someone else might need a set of written instructions or what to do before, during, and after they embed the file. In other cases, the person may understand better if you create a short video tutorial. Know your learner. Follow the what, why, how logic. Many learners need to understand the why before they try to process the how. A good investment in the why will yield buy-in to the how. In Jake's case, Amanda didn't do a good job discussing the rationale for using embedded videos. Maybe embedded videos keep the client from jumping ahead and getting distracted, or prevent technical glitches during presentations. Whatever the reason Amanda bypassed the why, she tells Jake what needs to happen and jumps to the how. Honor the process and tell your learner why the task matters. Let the learner show and tell. After you demonstrate a process, ask the learner to show and tell back to you. Avoid the temptation to grab the mouse or jump in and correct when they are explaining their thinking. Learners need to practice in a safe environment that you create. Don't cheat them of that experience. Want some help applying these skills to your daily life? Look at the explaining toolkit in this course, and you'll find three different activities designed to help you master the art of teaching others a task.