{"id":1751,"date":"2014-10-22T14:31:10","date_gmt":"2014-10-22T18:31:10","guid":{"rendered":"http:\/\/rhutchins.pairserver.com\/?p=672"},"modified":"2014-10-22T14:31:10","modified_gmt":"2014-10-22T18:31:10","slug":"the-incredible-power-of-silence-in-learning","status":"publish","type":"post","link":"https:\/\/www.globallearningpartners.com\/blog\/the-incredible-power-of-silence-in-learning\/","title":{"rendered":"The Incredible Power of Silence in Learning"},"content":{"rendered":"

\"\"\"\"<\/p>\n

Participants relishing their productive silence at the October 2014 Foundations of Dialogue Education workshop in San Diego, CA<\/em><\/p>\n

With the speed of life and technology, it seems that many of us are managing our lives in 10-minute increments. Even that 10 minutes can be difficult to protect with the “ding” of incoming e-mail, the “whistle” of an incoming text, and the vibration that signals updates on Linked-In, the all-company messaging app or Facebook account.<\/p>\n

Uninterrupted, quiet, thinking time can seem unfamiliar, disorienting, and<\/em> deliciously welcome.  I was struck by this earlier this month while facilitating a beautifully designed learning task in GLPs “Foundations of Dialogue Education<\/a>” course.<\/p>\n

In pairs, participants had spent a good chunk of time identifying content, writing achievement-based objectives, and then fleshing out one task for their design using the 4 A’s. They recorded their work on charts and then posted these in a gallery. Working solo, we then took time to read each sample and to write two pieces of feedback to each designer: one thing that we liked and one caution or suggestion. These were written out on sticky notes and then added to the charts.<\/p>\n

You could have heard a pin drop. You could see the concentration…in cartoon terms, you could “see smoke coming out of people’s ears” as they deeply and intentionally engaged in the task.<\/p>\n

The experience was so remarkably powerful: focused, sustained concentration; an absence of multi-tasking, distraction, and noise. Silent. Together. Doing something meaningful. This soothing, reflective atmosphere unfolded over a period of more than 20 minutes. As we gradually and naturally finished the task, there was a collective sense of calm and accomplishment that was palpable.<\/p>\n

I feel such gratitude to the skilled GLP designers—Chris Little<\/a>, Dwayne Hodgson<\/a>, Kathy Hickman<\/a>, Peter Noteboom<\/a>, Jeanette Romkema<\/a> and Valerie Uccellani<\/a>—who worked on this version of the course and gave us this learning task. The power of the time made me wonder: How do I invite and attend to silence, to this kind of extended focus within the learning designs I create? It also brought my attention back to the importance of sequencing tasks in a way that invites not only dialogue among participants via spoken word, but also via other means: written feedback, respectful silence for reflection…<\/p>\n

What role does silence play in the design and facilitation of learning events you lead? <\/em><\/strong><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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