'I hear and I forget. I see and I remember. I do and I understand."
Possibly Confucius, 551 BC - 479 BC
Possibly Confucius, 551 BC - 479 BC
"Not hearing is not as good as hearing, hearing is not as good as
seeing, seeing is not as good as knowing,
knowing is not as good as acting; true learning continues until it is put into action" Xun Kuang (Xunzi), 3rd Century BC
knowing is not as good as acting; true learning continues until it is put into action" Xun Kuang (Xunzi), 3rd Century BC
“Practice is the best of all instructors.”
Publilius Syrus, circa 42 BC
Publilius Syrus, circa 42 BC
“. . . no such thing as genuine knowledge and fruitful understanding except as the offspring of doing.”
John Dewey (1859-1952), Democracy and Education, 1924
John Dewey (1859-1952), Democracy and Education, 1924
"There can be no learning without action, and no action without learning."
Reginald Revans (1907-2003), Originator of Action Learning
Reginald Revans (1907-2003), Originator of Action Learning
"students must do more than just listen" - - - "strategies promoting active learning be defined as instructional
activities involving students in doing things and thinking about what they are doing"
Charles Bonwell & James Eison, Active Learning: Creating Excitement in the Classroom, 1991
activities involving students in doing things and thinking about what they are doing"
Charles Bonwell & James Eison, Active Learning: Creating Excitement in the Classroom, 1991
"See one, do one, teach one."
A saying in medical school about the active learning of medical procedures
A saying in medical school about the active learning of medical procedures
"Guidance early, then practice later is suggested for the best results."
Renkl A et al, J of Experimental Education, 2002
Renkl A et al, J of Experimental Education, 2002
Resiliency LLC employs an Active Collaborative Experiential Learning (ACEL) model that embraces the maxim “Tell me and I forget. Show me and I remember. Involve me and I understand." There is extensive educational literature that demonstrates that lectures do not produce behavioral change. Effective emergency management requires attitudinal and behavioral change. Individuals need to internalize the knowledge that is necessary to automatically respond to a crisis or disaster. Although presentations and demonstrations are necessary to provide guidance and a fund of knowledge, we accomplish our educational objectives by supplementing these methods with interactive group approaches including role-plays, problem-solving, and other group activities. We engage the participants in large group exercises and utilize breakouts into small interactive groups. Our presentations invite interaction. Our demonstrations are followed by the trainees collectively processing what they observed and experienced during the demonstration.
Praise for Our Trainings
“excellent” · “very enthusiastic” · “group activities and role-playing were excellent” · “role-playing was an asset” · “exercises were well designed” · “great training and very helpful” · “good interaction with participants” · “an inspiration” · “packed with experience” · “warm, knowledgeable, and had infectious enthusiasm” · “gave practical examples and approaches” · “engaging” · “motivating and interactive” · "very well orchestrated with a nice combination of teaching and experiential opportunities” · "well done" · "presentations were packed with experience and included a lot of material" · "role-plays were beneficial" · "trainers were excellent" · "awesome" · "uncanny ability to translate complex information into simple, effective, and lively presentations and activities" · "all encompassing and very good preparation for our jobs"
Small Group Interactive Learning
Psychological First Aid (PFA) Practice and Pitfalls exercise at the Disaster Psychiatry: Terrorism, Trauma, and Things to Do CME (Continuing Medical Education) training at the American Psychiatric Association Annual Meeting.
We provide guidance and instruction by introducing this exercise with a brief lecture on psychological first aid, a PFA demonstration, and discussion. Then, we have the participants form groups of three. We present a disaster scenario that includes a video. For each group of 3, there is a Crisis Counselor and a Survivor who are given corresponding role-play scripts the content of which are only known to the person role-playing that part. The third person is the Observer/Evaluator/Reporter. We do more than one round so participants can switch roles and experience playing different roles. The photo on the lower right corner shows one of the groups discussing their role-play with Dr. Napoli before everyone regrouped for processing of the practice experience and discussion of the pitfalls. We were invited back to do this training which we did for seven consecutive years.
We provide guidance and instruction by introducing this exercise with a brief lecture on psychological first aid, a PFA demonstration, and discussion. Then, we have the participants form groups of three. We present a disaster scenario that includes a video. For each group of 3, there is a Crisis Counselor and a Survivor who are given corresponding role-play scripts the content of which are only known to the person role-playing that part. The third person is the Observer/Evaluator/Reporter. We do more than one round so participants can switch roles and experience playing different roles. The photo on the lower right corner shows one of the groups discussing their role-play with Dr. Napoli before everyone regrouped for processing of the practice experience and discussion of the pitfalls. We were invited back to do this training which we did for seven consecutive years.
