I Do, WE Do, YOU Do Teaching Model – MEET (Meeting |

Part Three: What What You Do Can Do for You

David Clotte

Some events are designed to boost morale, others are designed to convey new information, behavior, or both to attendees. These goals are similar to those found in classroom settings, making classrooms and activity spaces have more in common than meets the eye. Because of this, research-based teaching methods have a lot to offer event planners, from event structure to speaker selection to attendee follow-up.

Designate a specific teaching mode I do, we do, you do too stand out. Simple yet powerful, this model provides teachers (and, incidentally, meeting planners) with a structure and execution framework that begins with “lead instruction and is completed by students (or attendees) working independently” (Killian, 2021). If you missed the first two parts of this series, you can find an in-depth explanation of Kilian’s three-step teaching model in the summer and fall 2024 issues of MEET Missouri.

In this article we will discuss the final step of the model, you doand how to incorporate it into your next meeting with clear action steps and follow-ups. While the content of meetings varies widely, there are some principles I do The impact of any event is multiplied exponentially.

clear action

Clarity is key to taking action. Without enough action, the message of an inspiring and engaging campaign will be forgotten by next week. Actions are things you want attendees to do back They leave your activity. They can be anything that applies campaign content to the context of your audience. If your event focuses on leadership, encourage attendees to think about how they can apply the skills discussed to their own leadership habits. If the event communicates new medical or company policies, ask attendees to report these policies to their team as a priority. These actions help attendees personalize and act on information. Whatever actions you recommend, the most important thing is that they must be clear and directly related to the content of your campaign.

follow up

As amazing as the human brain is, it can often become forgetful in the midst of a busy life. Keeping track of attendees and encouraging them to stay motivated can go a long way toward sustaining change. Whether in an encouraging email or an interactive survey one month after the event, reminding attendees of the content and actions you shared with them will increase the likelihood they will take action: Follow-up actions help them follow up.

what happened before

you do It’s all about ensuring attendees get the message you worked so hard to deliver after the event. Obviously, you have to convey your message well first. If the speaker’s key points are unclear, attendees will be unable to take action on the time management skills the speaker discusses. They can’t pay attention to changes in company policy if they don’t understand why the changes are being made or how they relate to their department. The first two parts of this series were great resources for optimizing presentation, panel, and event structures, but the takeaway here is that if you want to see results in providing action steps or follow-up to attendees, you must conveyed the message well first.

in conclusion

Killian Sean said: ” I do it, we do it, you do it The basis of the model is the gradual transfer of responsibility from the teacher to the student. ” (Killian, Sean. 2021). As we’ve seen in this series, this “step-by-step launch” requires meticulous attention to every step of the event, from structure to speakers to follow-up. This last step, you doso to speak, represents “the product of your labor”—what people have done back The event determines how effectively it spreads your message and triggers action.

The goal of every event is to bring out the best in every attendee, both during and after the event. While some topics (policies, procedures, annual meetings, etc.) may seem “boring,” you wouldn’t hold the event if you didn’t believe that people needed to hear what you had to say and change as a result. So no matter how mundane your content may seem to the unfocused eye, take advantage of I do, we do, you do too The teaching model will increase the effectiveness of the activity and force participants to re-examine, because effective activities change people, and changed people change the world.

Meet

David Cloete is a staff writer from St. Louis.

resource:

Killian, Sean. (2021). An explanation of the “I do, we do, you do” model. evidence-based teaching.org.au.