The Jigsaw Juxtaposition
Solving the puzzle of training design and delivery
I realise there are two types of people in this world: jigsaw lovers and then everyone else! If you haven’t guessed I’m of the latter! Jigsaws, for me, are part of summer holidays along with long sunny days and trips to the beach. Over the last few weeks I’ve been enjoying some time off and my mind has wandered to jigsaws (how wonderful they are) and how similar they are to facilitating learning and instructional design. While many of you may be wondering how on earth a person can love jigsaws, the result of finishing the puzzle is rewarding just as when I see a student succeed in their learning. Perhaps I’ll convert non-jigsaw lovers with my learning analogies!
For jigsaw devotees, there is a method for solving the puzzle and this is so similar to how we need to structure learning environments for our students. So many students come into class with little knowledge of the topic – for them, it is like being given a 1000-piece jigsaw without a box or picture to guide them. How frustrating would that be? As an educator, one of my first goals when facilitating learning either for a new cohort or new topic is to make sure that the students have a really good understanding of the big picture – what they are setting out to achieve and what success looks like. Liken this to examining the finished picture on the box of the jigsaw. Describe what mastery and success looks like, and give lots of detail and examples…. Ignite their interest and enthusiasm but make sure the end goal seems attainable to them. There is no point in describing the end goal if students feel overwhelmed and discouraged before they even begin. It's like a jigsaw novice starting with a 2000-piece puzzle full of blue sky; they would feel demoralized and not know where to begin or if they could finish.
As an avid jigsaw lover, once I have a good understanding of the finished picture, I then move on to the outside border of the puzzle. This can be tedious (I’m sure there are many of you agreeing with me here!) It takes patience as you are sorting through all the pieces looking for only the edge pieces. These give the puzzle the structure to then work from. This is such an important step when designing and delivering training – for me, the ‘edges’ of the puzzle are like the overarching concepts of a topic and the parameters of the learning experience. Once the student understands the basics and underpinning concepts they then have the context to start to add to their learning experiences.
Putting all the pieces together is usually pretty tricky and involves being patient and methodical, but also taking breaks. The main part of the picture and all those tiny pieces; it often seems impossible that they will all fit together and make a beautiful picture in the end. This part of the jigsaw is often also very frustrating…… surely I’m looking at a flower, but no, it's part of a car! The struggle to put together different concepts, theory and practical skills and link these to the end product often results in frustration and difficulty for our learners – I find it is so important that I encourage them to be patient, take time out and trust that the ‘picture’ will come together in the end. For the educator, we know what the end goal is and how everything fits together. With our learners they need to learn, relearn, revise, forget, remember, try, fail, try, succeed, and fail and master….. it is not a smooth or straightforward journey for them. There are often pieces of the learning puzzle that make no sense and they are not yet able to see this concept or learning relates to the big picture…. So much like looking at a puzzle piece and not being able to recognise what it is or where it fits in the picture. Giving space for frustration and showing patience and kindness can assist learners to move through this part of their learning. It is also so important to remind them that a level of difficulty in learning is a good thing and demonstrates that learning is taking place. When I’m completing a jigsaw, the more of the picture I complete the easier it becomes to finish – I see the same with students as well. As they master more of the concepts it is easier for them to piece together the rest of the learning puzzle and recognise how different aspects of learning relate to each other.
The finished jigsaw always brings me great pleasure (bear with me those of you who just can’t agree), but also a tinge of sadness. It is the same for me when I see students complete their learning experience and have achieved success – whether this be a one-day course or a qualification. It is a great joy and privilege to be a part of their learning journey and be able to guide them through to success. I’m always thrilled when a learner makes contact after a course and shares their success such as a new job or promotion. Designing and facilitating learning has positive and often life-changing outcomes which are wonderfully rewarding for me as an educator as well as the learner – I also get to muse about jigsaws at the same time!
Author
Kate Ridge – Director of Transformation Consultancy
Kate is the Director of Transformation Consultancy and provides services to support adult educators improve their practice. Kate has over 19 years of experience working in the healthcare industry and the vocational education and training (VET/TVET) sectors. Kate is passionate about assisting educators to develop their practice in education and facilitation in order to create positive and rewarding student outcomes. She also has a passion for podcasting and has hosted the following podcasts:
Co-host of the internationally successful podcast Education Transformation
Host of the CRANAcast podcast profiling remote area nursing.
Kate has also authored two books:
Contact Kate and her team today to discuss your unique needs today.
