Essential Elements

View Transcript: 

Chris:
We can see you. We’re excited about it. There’s not enough that I can say about Daniel Dunworth, just a genuine good guy. He knows the industry. He knows how to educate. He knows how to motivate those educators. We’re all excited for this. Daniel. I’m just going to turn it over to you. We want to hear what you have to say.

Daniel (00:30):
Awesome. Thank you, Chris. I appreciate it. Always love getting a chance to both attend. I’ve had a chance to sit on a bunch of the sessions so far this morning and loving soaking up the education, the learning myself, and I always am so thankful that you give me a chance to be a part of this. I’m looking forward to hopefully sharing some good information with everyone there in the chat. So really looking forward to the 20 minutes, which I usually burn through incredibly fast. But before we get started, I’m going to ask you to do something with me just to help us go through today and just see if we can capture a few ideas as we go. I want you to grab just a piece of paper. Maybe you’ve got a notebook in front of you, and I want you to just number it one through 10.

(01:13):
That’s what we’re going to try to walk away with today are 10 ideas. We’re going to go through ’em pretty quick, obviously 20 minutes. That gives us about what, two minutes a piece with some filler in between. So we’ll see if we can knock it out. But one through 10 is going to help you kind of take away the ideas that I want to plant with you today. And obviously there’s an opportunity where you can dive in, learn a little bit more, do your research and really think through it. But what we’re going to be talking about today is this concept of essential elements. And I chose this topic for today because of the conversation I’ve been having with so many owners, directors, administrators, educators as well, that really it’s what can we do to help strengthen the experiences we have with today’s learners? And for me, I always love going back to the grassroots.

(01:58):
Let’s go back to the core of what we do and try to see if we can tap into things that we already know. I like to say going back to the basics, but let’s also not be too basic about it. We’ve got students that are really looking for something different from us today, and I think after what you’ve kind of heard throughout the day today, but also what you probably know, today’s generation of learner is just different. I mean, I’m just going to ask a quick question. How many of us have probably ever gone into a classroom or worked with our students and sometimes this is what we kind of see that frustration like that, oh, I’m just not getting it. Or maybe they’re actually bored, maybe they’re putting their head down and taking a nap and you’re like, no, no, no, no. This is not what we want to have happen at all.

(02:41):
But even as maybe an educator, for all my educators that are on the call right now, the boots on the ground in the trenches kind of people, sometimes you can feel like this after you’ve poured your heart and soul, your blood, sweat and tears into trying to design and plan a lesson that you’re like, all right, this is going to be amazing. I’ve done this a thousand times. I feel so successful about it. And you go in and all of a sudden it just kind of goes and kind of just takes a left turn on you and you’re like, wait, what happened? How come this didn’t work out the way that I’m so used to it? Or maybe it just didn’t quite land the way that I wanted it to with my students. We all can experience these moments, and I’ll tell you even myself, I can have these moments and I kind come in and go, alright, what could I have done differently that could have helped me?

(03:22):
And for me, it’s always kind of coming back to the science of learning, and that’s where I just love myself and the pivot point philosophy, that idea of being a lifelong learner allows us to not kind of get stuck in oftentimes what we feel is a groove, but it can often become a rut where we’ve just kind of started to repeat our patterns and we’re not thinking through it. Is this the best possible option I could have gone with? Is there may be something new, different shiny just to kind of experiment with and see how it goes. So what I’d like to always come back to is just the brain compatible learning ideas, lots of science and everything that we’re not going to get too far into the weeds with today, but if we can tap into what we know about how the brain works, it can help us really accomplish what we want to with our learners today.

(04:10):
Not only what we want to accomplish, but what we know our learners’ expectations are of us. I’m going to say that the bar is set higher for our students nowadays. They’re really looking for a different experience. They’re really looking for unique learning lessons because we’ve all now gotten to the point where we grow up that if we don’t know something, we Google it. So we have endless access to information, not to mention, sometimes we can even just skip the Google part and go straight to AI and say, tell me everything I know about this and explain it to me like I’m a five-year-old. So it makes sense that it can help us really streamline what that information gathering is like, but now I need to figure out what do I do with it? That’s where we have to start to explore this concept here. This idea of learning versus training, and I’m going to sum this up really simply.

(05:00):
Training is something that happens to you. Learning is something that happens with you. How do we really make that difference in what we experience with our learners day in and day out? That also keeps us excited. I mean, when I go into a classroom and I step in, I want to engage with my learners. I don’t want to just be a talking head reading off my slides and going, okay, as you can see, the definition of is we want to have that fun, that excitement, everything that kind of made us choose this social beauty industry probably from the get-go. So I’m going to say that one more time. What we are looking to do is really create that difference in an experience from training to learning. Training happens to you and yes, it’s needed. I’m not saying it’s a negative thing, but what we want to do is again, raise the bar like our learners’ expectations and say, we want to make sure that learning is really happening and how does that happen?

(05:57):
It happens with you. We want to build and strengthen these social environments. What I’m going to share with you is just a little bit of research pivot point has been doing, and I’m going to go ahead and just hit enter on my keypad now here so I can share it with you. Hopefully you don’t take it and squirrel on me too hard. Don’t chase that car down the street here, like a moment, but open this up. Have it as a resource pivot point has done some amazing industry research lately, and this is just one of those components, but what it is, it’s all about the student generational expectations. Not only just looking from the students’ expectations, but what is it that administrators, owners, directors, and also instructors are experiencing? I’m telling you, give it a read. It’ll probably strike a chord with you and go, yes, all right, I feel that.

(06:43):
I sense that too. You’ll feel like maybe you’re not on an island on this all alone going like, oh, I’m having that same experience with my students, but what I love is it really helps set the stage for what are we looking to accomplish with, right? That’s learning with our learners and our students that get them engaged in the process and like I started today, I’m going to tell you it’s all about going back to the grassroots. What can we do at the core of the way we know our brain likes to learn the way it prefers to learn and the way that the brain can process information easily and not really try to get overly complex with ideas. Sometimes we can overthink something and overproduce it when it really just needs a solid core fundamental approach to the basic way that the brain learns and how we can tap into that potential for us.

(07:31):
Now, that being said, I’m going to introduce a couple of ideas based off of that with us, and what I want to share with you is talking about this whole brain basics and learning what’s called the information processing model. Again, I’m not going to spend too much time here. If you want to talk more about this, I’ll share contact information in the chat with you later. Our brain goes through a series of phases from here all the way through this side. It’s a pretty standard approach. Anytime that we’re learning or trying to take in new information, our brain goes through this process. In a nutshell, it starts over here with the environment. Does this look cool? Does it smell interesting? Does the environment, the experience, my senses, does it get them tingling in a good way that it’s like, alright, this is something exciting, interesting, it’s thought provoking, it’s stimulating to me.

(08:18):
Am I just interested in doing that? What I want you to pay attention to is we move through here. You’re going to see these moments where the brain can actually go, Nope, I’m out faster than a shark on shark Tank to say, Nope, and for that reason I’m out. It starts with the environment. If it doesn’t seem interesting, it’s out from there. It starts to build with its initial stages of memory, and what we’re really looking to do here is say, what ways can I make this information really stick for you? How can I help you remember, give you those little mental shortcuts that make it easier? How can I give you a chance to play with this information, give you a chance to figure out how can you use it? Why might it be relevant to you before the brain goes, oh, and I’m out and last, and most importantly, how do we make sure that it sticks beyond today?

(09:00):
How do we make sure that your brain can kind of tuck it away into a little filing cabinet and go, you know what, maybe a day, maybe a week, maybe a year or more from now, I can go back in there and I can take that out and it can help me remember well, to make this even easier, what we’ve really done at Pivot Point is try to design this into a way that helps us understand why we want to take this approach and then how we can actually put that into motion. What happens here is we’ve got a saying, it’s a founder saying, Leo PA said this a long time ago, and you’ve probably heard anyone at Pivot point say this a thousand times. Knowing why allows the freedom to create, and that doesn’t just apply to hair, makeup, skin, and nails, it applies to the way in which we do things.

(09:42):
If we know why we do them, we have a better understanding of how we can do it. It’s kind of like going in and saying, all right, if you’ve ever built furniture at Ikea, the moment you kind of know why you got certain different tools, you actually start to figure out how to build it faster and faster. You’re like, oh, you know what? Maybe I don’t need to look at the instructions this time, and you get really comfortable, but by the third chair you’re building, you’re like, you know what? I probably should go back to the instructions because I feel like it’s getting a little hazy already, even though it’s still new. Just get a little hazy. I should check for clarity. Well, that’s what we should do all the time in our classrooms as well. Let’s check for clarity. Are we on the right path?

(10:16):
Are we doing the best possible thing we can at the right possible moment? So to help us do that again at these four phases of interactive teaching, you’ve probably heard of this before. Again, I’m not speaking to you anything totally new, but trying to give you some new perspectives on it. Those four phases of interactive teaching are represented by what we call the mindful teaching wheel. We’ll show that in just a moment, but there’s four phases that align with the way the brain thinks, the way the brain processes information, the way the brain learns. What’s so important to this, we start out with a phase that we call the readiness phase. We know that the brain wants to be stimulated first. Well, let’s get it ready to learn. Let’s do that stimulation. Let’s get it excited about what it’s going to learn. Then we know we’ve got to start allowing it to make sense of information, and for that, we come to what we call the delivery phase.

(11:11):
I got you excited for something. It’s kind of like ordering something on Amazon. You’re excited to get it, so now what you expect Amazon to do is deliver your package. Well, we got to ’em excited. Let’s deliver the promises we made. What information, what new techniques, what new tools are they going to get to play with and give them time to play with it? Allow them to perform. It’d be like being in the theater and saying, Hey, here’s a script I want you to read, but never letting that person take on that role on stage. No, like anything, we want to have that opportunity to bring it to life, to perform what we’ve learned to practice and to learn from that, and last but not least, then we also have the transfer phase that matches up with, again, that long-term memory that if I want you to be able to tap into it tomorrow and the day after, the week after, the year after, I need to ask you to start thinking about how could you use this information?

(12:04):
Where will this play a role in your future? Because when you can start to envision your future, you start to want to chase that a little bit more, and that’s what we want to really help our learners do. Now, we’re going to dive into this a little bit more. Remember, I asked you to number your paper one through 10 if you haven’t done it yet, right? Let’s get on it. Let’s go ahead and do that piece of paper one through 10 because what I’m going to share with you are these 10 elements of mindful teaching. I kind of gave you some big picture. The why. We’re going to break it down like this. Again, if you go into any lesson that you teach, you can write 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, and if you can come up with the way in which you’re going to do those things, you can plan any lesson in 10 steps. It’s that easy. It doesn’t have to be an overly complex process. I’m going to share it to you pretty quick here, so let’s go ahead and just jump into that very first phase of mindful teaching. The readiness phase. When we’re looking at mindful teaching, again, the readiness phase, there are four different elements that we’re looking to bring to life here.

(13:07):
I like to think of this just a little bit backwards. If you want a quick cheat sheet, there’s 1, 2, 3, 4 phases. Well, your steps go 4, 3, 2, 1. Your very first phase has four steps to it, and this includes activating the learner interest. Where’s my little screen here? Here we go. Activating the learner interest, right? What this means is we need to start our lesson with something interesting, something that just makes that user curious. Something as simple as maybe asking your participants to number their paper one through 10, why Daniel, what’s going on? What are going to be the 10 things I’m going to walk away with? Super simple, easy way to do it, but it could also be a puzzle and activity, maybe a game or a preview, some type of teaser that gets our learners interested in what’s happening. Remember, it can also be things that stimulate the senses.

(13:54):
What can we do in our environment that actually gets learners excited about the day? Can they come into a room that’s already set up for them with maybe interesting activities on the tabletop or something cool and visual on the screen that’s going to get them pumped about what they’re going to do? What can we do to stimulate their senses, get their interest going, so they want to go on that journey with us? What everyone is looking for when they enter a situation that’s brand spanking new is what we call the withum, W-I-I-F-M. What’s in it for me? Every time that your BFF calls you up on the phone and says, Hey, friend, you want to go out to dinner, the first thing you ask is, where are we going to go? Hey, do you want to go get some coffee? What coffee shop? Because you’re looking for, even though it’s your best friend in the world, you’re looking for what’s in it for me?

(14:46):
Oh, you know what? I don’t like that restaurant, so you know what? Even though you’re my best friend, I don’t want to hang out with you because I don’t like that restaurant. There’s nothing in it for me right now. That’s how our brain works, so let’s stimulate the senses and let’s get our learners excited about what they’re going to explore. So what could you do? Step number one, what could you do to make your environment interesting? Visuals, activities, props and tools that will get your students pumped. What type of activity could you do to stimulate their thinking and get them excited about what they’re about to uncover and discover through that learning process? What could you do to stimulate their senses? Number two, we’re going to keep it rolling. We’re going to connect a prior knowledge. It’s easier to learn something when we have a relationship to that information.

(15:30):
If I know a little bit or I at least think I know a little bit about what I’m going to go into brand new, then I feel more confident and comfortable approaching that. It’s kind of like the first time you ever go to a concert at a brand new venue. You’re like, oh my gosh, where am I going to park? Where’s the gate? How do I get through there? What if it’s going to be crowded? You kind of get a little nervous or frazzled when you go anywhere that’s brand new, but the second time you’ve got to go there. You’re like, oh, I’ve already got my favorite parking lot picked out. I know exactly how it’s going to get in there. I know the traffic’s going to backup at this time. That’s what I experienced last time, even though when I’ve just been one experience, you have this sense of comfort because now you have a relationship to what it might be, and you can now take that and apply that to almost anywhere else that you go.

(16:11):
So here’s what I want to ask you to do for step number two. What can you do to ask your students to think about the relationship they already have? I’m going to just use one example. If I’m teaching perms today, I’m going to ask my students to think about how they felt during roller placements and pin curls because there’s a relationship there, right? Let’s use information that might’ve already learned or an experience in life that they’ve already had. It doesn’t even have to be hair, skin, or nails related. How many of us here have ever seen a blonde to turn green in the swimming pool? Well, now you know a little bit about something about chemical reactions and how that can affect the hair. Let’s jump into today’s lesson. Connect to their experiences in their past. Let’s move on to number three here. We’ve got communicate expectations.

(16:54):
Tell your students what’s going, what’s up? I’m like, Mario, here. What’s going to happen? What’s coming up in their lesson? Students do not want to be surprised. I think about traditional days of, oh, everybody, we’ve got a pop quiz. How many of you might have had that flashback moment? I said, number your paper one through 10. You’re like, oh, Daniel, please don’t make this a pop quiz. Let’s not do that to our learners either. We want to let them know, Hey, on Wednesday, maybe you will experience a quick couple of questions in the morning just to see how we do throughout the week, right? I’m giving them a heads up that it’s going to happen. I also want to share, are you going to be doing things independent? Are you going to be doing things with a partner? Are you going to have to work on a project or will you have models that are expected?

(17:37):
We want to let our students know the amount of work that goes into it, so that’s step number three for you. Share the work that’s involved. What can we do to ensure our students have an understanding of what they need to invest into this class? And number four, frame the content down here. Frame the content as just giving them the big picture. What are going to be the major ideas that you need to walk away with? Now, I want to go ahead and give you an example of one of these. A fun way that you can do this. I dunno if anyone plays the New York Times games. I’m addicted to the app. I do over my breakfast and coffee every single morning. I play Wordle, I play the connections game. I play, what’s the other one that’s in there? Strands. Those are the three that really have me hooked, and each of those actually work as a great idea, kind of mind warmup tool.

(18:25):
You can make any of these for your classroom, so if you want to see what one of these might look like in action, I created a custom connection game actually for our mindful teaching program. You could scan this QR code and go see what that looks like. If anyone here is a player, let me know in the chat. Does anyone here play those New York Time games, like Wordle Connections itself or strands? Those are three of my personal favorite. Like I said, they’re great simple activities. This site that you actually see, and we will share these slides with everybody. This link here is actually the website, free website that I use to create this resource, and you could do it too. There’s brilliant free resources out there for educators to design modern activities that engage our learners. Plus we know from the research that I shared with you earlier, students want to use their devices.

(19:12):
They expect to use their devices in their day-to-day life, and our classrooms are no different than that. We know that we try to keep ’em out, but listen, you’re going to beat ’em by joining ’em. Let’s bring it in and have ’em put it to work. So having my students maybe actually scan a QR code at the start of class to get their mind thinking, get their day started is another great way that we can engage them and engage them in a platform and way that they’re very comfortable and used to doing in day-to-day life. So that’s just one idea of maybe what you could do to bring this to life in your own type of lessons and academy. So that’s 1, 2, 3, 4. I know we’re speed running this thing, but I’m going to make sure that I stay on time this year. So let’s jump into our second phase, the delivery phase.

(19:55):
All right, remember I told you earlier we got 1, 2, 3, 4 phases and they go 4, 3, 2, 1 in elements. So this one here has three elements that I want to share with you about what can you do to help make the delivery of information what you need to do to share information with your students, more engaging for them and for you. We all want to be involved in this together. The very first element in the delivery phase is to exchange ideas, and I really want to draw attention to this word right here, exchange. If we went to a gift exchange, what would you expect?

(20:32):
You’re probably anticipating, hey, if I bring a gift, I get a gift. It’s a back and forth type of thing with our learners, it should be the same way. What can we do to have a really great and positive back and forth experience, not just a one-sided? I’m going to read a book to you. I’m going to read some slides to you. Whatever you are reading to your learners, they’re going to disconnect pretty quickly. Try to use tools that get your learners engaged in the process. Maybe they’re just sharing information with you through a number of different ways like notetaking tools, digital activities on platforms like lab. Maybe it might be something like social forums or you’re encouraging discussion with our students. That’s a big thing that we can strengthen with them today is again, based off the research, we know that the pandemic had a major impact on our learners and we’re going to continue to see that for years to come.

(21:30):
So many of our students right now, especially in that age bracket of that 18 to the mid twenties, 22, 24, they were younger teens during the pandemic peak development time when we probably all would’ve been ripping and roaring with our friends, getting into who knows what kind of trouble. If you hung out in my crowd, it was a lot of trouble, right? But you had social development that was really happening. A lot of our students, they didn’t get that because, well, they were isolated. So looking at that, how can we help strengthen those skills, those social skills, and it start to encourage that exchange with them. Let them know that you are looking for, you want their feedback, you want their insight. You want them to ask the questions, and heck, if anything, you want them to challenge what you are saying, so you can say, great.

(22:16):
Now that you’re starting to think through it, let’s break it down even further so we can understand it. Being challenged is a great way to dive further into that information, but just keep in mind when you’re working with today’s learners, they want that exchange. They want to be able to share their ideas. Sometimes they just might want to share ’em in a slightly different way. They might communicate differently through a social media or another platform. Let’s go to the next one here. Probing with questions. Asking questions is a great way to just further engage your learners. Make sure that the really big thing that’s going on here you’re looking for is that they’re making sense of the information, so whichever way you might exchange ideas, maybe it’s a discussion. I’m going to backtrack and throw one more idea out is put your students in the driver’s seat.

(23:04):
Ask them to present information back to the group. We also know that when students present or teach their peers, they also retain more of the information. When you’re doing that, what types of questions can you also ask to help encourage that deeper level of thinking? That sense is being made of information, and I want to give you just one strategy, one great approach that you can use when you are probing with questions, and I’m going to ask you to do a little bit more research on this. It’s called Blooms Taxonomy. If you’re not familiar with it, dive into it. If you are familiar with it, go revisit it, right? Look for some new opportunities to tap into that probing with questions. It’s not just a matter of asking lots of questions, it’s about asking questions with lots of value to them. So I don’t want to just ask 50 questions and ask my students to define every single one of ’em because that’s pretty low level thinking, right?

(23:56):
What I really want to do is maybe ask five questions that ask my students to think more critically and at a higher level that will allow that information to just get a little deeper with them. So check out Bloom’s taxonomy, bloom like a flower, B-L-O-O-M. If you check that out, I promise you’ll walk away with a few different ideas of questions you can ask your students. Last in the delivery phase, a firm understanding what you’re really looking for here is your pulse check of are we at the pace that we’re looking for, the place that we want to be? I kind of think of this as like the 80 80 rule is what I commonly think about here is do 80% of my students understand and feel good about 80% of the information? I’m not chasing a hundred a hundred because that’s not possible. 80, 80 do 80% of my students have a good grasp of 80% of the information.

(24:46):
If I can get that, then I’ve got that good signal. What I want to make sure is that my students are also really understanding that signal, so what can you do to make sure that your students really can demonstrate that maybe they get a chance to share back, they can role play, right? They can do some group sharing as part of their discussions too, to really showcase that they are making sense of the information and they understand how to go about it. Another activities that I love in here I’m going to share with you that allow you to kind of tap into all three of these at once is called aha slides. If you’ve ever been in one of my classes, you’ve probably seen me use this, but again, you can scan this QR code right here and it’ll bring you to a platform that I use so often in many of my both in-person and virtual presentations because it allows you to both help support with the exchange of information.

(25:32):
Students are able to ask questions right through that platform and be able to give you social interactive feedback that helps you out. If you’re not exploring this tool at your academy, I really encourage you to do so. There is a free level that also allows educators to kind of practice and play with it, and then I can kind of go up from there. Alright, so that’s four plus three. We’re at seven, we’ve got three left and five minutes. Let’s keep it hauling here. Let’s go to our third phase, the performance phase. What is this all about? As I mentioned earlier, you don’t want to go to the theater and been like, yes, well, all of our actors, they read the script, so we’re good. No, I showed up to the theater. I want to see you bring it to life. The performance phase of the opportunity to practice what you are learning, and there are two elements that help us here.

(26:16):
This is going to be numbers eight and nine. If you’re keeping track on your piece of paper with one through 10, number one or number eight, apply. What does that mean? Oftentimes when I think of apply, especially in the beauty space, it’s like, all right, let’s get our mannequins out and let’s apply the chemicals, apply the movements, apply the products, and you’re right, that is one method. But the other thing I want you to think about is what can you do to ensure your students have time to critically think? I always like to think that there’s two of workshops, and this is what I want you to maybe put down in your number eight line. You’ve got two workshops you can go after. Number one can be skill-based. You know what those look like because that’s probably what a majority of your workshop time looks like in your classrooms.

(26:56):
But the other side is going to be your knowledge workshops. So we’ve got skill and we have knowledge. Knowledge is going to be your problem solving. It’s going to be a matter of getting a chance to role play and work through this to think about challenging scenarios that you might end up in where you can use the information you’ve learned to help you solve those problems. What I want you to always look after is that you’re not always focusing on skill workshops, but you can also blend in knowledge workshops, things like escape rooms, things like rhymes, rhythms, patterns, or creating their own procedures and processes to things help them critically. Think. For number nine, that element is going to be assess. Oftentimes we see the word assessment, we think test or quiz, and while yes, it could be that, but I always want you to remember the power behind any type of an assessment when I’m looking for information from my students is it’s my opportunity to provide feedback.

(27:52):
Feedback is what fuels learning for our students, so tap into opportunities for feedback. But another thing, a really helpful strategy, we focus in on us students are here to practice their skills and hone them. One thing that you can also do is encourage students to use rubrics when they’re doing their skills workshops or working on models or guests and actually complete them themselves, right? Self-assessment is such a powerful tool because chances are we’re going to be quite a bit more critical. The other thing that I want to share with you, you’ve heard a few people talk about AI today. I love AI in the classroom as well. It is a fantastic tool. I’m going to call out copilot. A lot of the AI platforms can do it, so I’m not picking favorites. I’m just picking one. If you not familiar with copilot, you can scan this QR code and coach.

(28:35):
Go check out Microsoft’s copilot. What I love is the ability for copilot to create images pretty easily and quickly and actually help give me and my students inspiration for our classes. So if you are looking for a new workshop or something new to practice or maybe a new experiment to play when you’re working through some theory information, check this out. All I did was ask copilot to create an image of the layers of the skin out of candy, and I can’t tell you the number of times that I’ve gone into class myself and said, okay, students, we’re going to learn the layers of the skin, and I’ve done things like I’ve built it out of food so we can eat it, but I’ve also asked them to draw the layers of the skin. Well, how cool would it be to ask them to actually generate something like this and say, okay, now you’ve got to go in and you’ve got to label it.

(29:21):
It’s not so crystal clear what everything would be. So they’re using their imagination. They’re having to think through, okay, what am I missing? What would be there? Because it’s not clearly diagram. Now they have to think through it a little bit more. You can also use AI to generate business ideas like, Hey, generate a salon shop or barber spa or barber shop or spa that’s by your favorite movie and say, check this out. This is what I want to pursue as my business. AI can do a lot for us visually. Last but not least, we’ve got our final phase here, and that’s our transfer phase where what we’re doing is we are asking our learners to validate their learning experience. At the end of any time that you’ve spent exchanging ideas with your students practicing, you want to ask them to validate, have you grown?

(30:07):
How have you grown? What ways are you going to use this information to help you learn? And one thing that’s really helpful for today is group learning. What are things that you can do differently? And one of my favorite tools that I’m going to ask you to go through yourself, but even encourage the learners to do is keep a journal, keep a diary. Ask them every day the same question, what have you learned today and how is it going to help you in your career? If they can reflect on that daily, all they need is five minutes. It’s going to seed that information with them a little bit deeper because now they’re going to have time to reflect on it, think through it. The interesting thing is when you ask someone about one thing they’ve learned today, they rewind the tape of the entire day and replay it and go, okay, wow, I’ve actually learned a lot.

(30:46):
Now I’ve got to prioritize and pick my favorite. So I’m going to ask you the same question as we’re running out of time here is what is one thing that you’re taking away from this 20 minute cram session here? Those 10 elements. If there’s one thing that you can walk away and you just want to approach differently, what’s it going to be? Let me know in the chat. I think my time is up, so I’m going to just take some moments to read that. Chris, I think you’re back on screen. So thank you very much for my 20 minute session here, and thank you everyone.

Chris:
Yes, thank you, Daniel. We got my page of notes here with the 10. Appreciate you so much. A lot of helpful stuff. I go into schools and teach social media and Google reviews and stuff, so I was listening carefully and taking notes. We’re going to get right into our next session. We have an awesome presenter coming up for you, but before we get there, just put in the chat how much we love Daniel Dunworth. Samantha, welcome.