In many, if not all of the workshops I’ve facilitated or been a participant in, someone asks “What’s the take away?” In fact it just happened a few weeks back in a session with my Masters Degree cohort. My class mate, in the middle of a 3 day working session, took the Program Director aside to find out what it was we were supposed to walk away with.
Up until recently, when asked this question, I would immediately pull out the program and workshop objectives and recite them, thinking this is what the person wanted. In some instances, the person responded, no, what are the 2-3 key things I am supposed to take away from this? Here’s where I drew a blank…surely you wouldn’t be here unless you knew what this was about, I thought to myself.
So, what’s going on, when someone asks for the supposed take-aways? Do they need the nutshell version before they can settle in and go through the process? Or, are they not clear what it’s about and if it is worth their time? Perhaps they are testing the facilitator/instructor? Might they prefer the “coles notes” way of absorbing information?
Maybe it’s a combination of these? Or, maybe it’s a mind-set that pits the facilitator/instructor as the one responsible for their learning? If so, it makes sense, look at our average North American elementary and high school model – the teacher teaches and the student learns. For some aspects of scholastic achievement, this model works. However, it seems to be rendering us incapable of determining what our own desired take-aways are, as adults. Adults who are supposed to be in charge of our own continued development and learning.
And that, I realized, is what bothered me about that question. What I now say to those who ask the question is, I don’t know what you’ll take away. That will be up to you. Let’s check with everyone when we wrap up, to see what has been of most use. Many folks nod, as if it makes a lot of sense. Some still furrow a brow and begrudgingly let it go.
I’d love to hear from those who ask that question and any reflections they have on why they ask it.
Katie, I am so glad you brought up this topic. I think facilitators, teachers, professors, etc are often expected to provide this take away to ‘students’. But really, this is a student responsibility.
Looking at your elementary/high school example. Think about what different students take away. Students get different grades, spend different amounts of time on their work, and thus, have different take aways from their experience in the classroom. Some wind up pursuing medical degrees, some accounting, and some want to get out and work. After high school, we all go our separate ways, even though we were taught the same things. We shouldn’t be trying to conform everyone to being the same, instead, we should be embracing the differences in students; providing them with as much potential for learning as we can. What they do with it, ultimately, is up to them, no matter what their teacher does.
This isn’t to say that as facilitators or teachers we can shift the entire burden onto our students. In fact, it makes our job harder to provide as much as we can, so that everyone gets something that sticks, something that resonates with them or intrigues them. Sounds like a challenge to me!
Again, great thoughts, Katie, and thank you for sharing them.
I believe that if you are truly engaged in the there is no need to ask what the take-away is It should manifest itself in the ongoing dialogue. Personally if someone asked that at a class/seminar I would think the teacher is not doing a good job getting their point across.
It might be a product of my era but the take away in high school is the recitation of facts and figures. If you were lucky a teacher would introduce you to the Socratic method.
Great question Katie!
I see the “take-away” as the combination of what the individual makes meaning of from the event, and what the facilitator does with respect to creating a learning environment that promotes her learning outcomes — and primarily the behaviours she hopes to change by influencing the thoughts and actions of the participants. That is, what do we want the participants to walk away and do next, as a result of our presentation/workshop/seminar? And, what do the participants want to change for themselves — what are they willing to do, both in the learning environment and away from it, in order to make that shift.
So, I see the “take-away” as a dual responsibilty. What the facilitator gives, and what the learner is willing to receive.
Thanks again Katie — clarified my own thinking!
I hear what you are saying, but I think it’s a valid question. What is the take-away? I think people are inundated with information these days, and can be overwhelmed by the learning required to remain competitive in their positions. When “students” ask about the take-aways, I believe they are really asking for some memorable, decision-making criteria that they can reliably recall when faced with a situation that requires it. When next asked about the take-aways, try to figure out how the person asking might use your information to make decisions which will benefit them and their organizations.
As an aside, I strongly agree with the notion that students are responsible for their own learning, but it is the instructor’s duty to transfer the knowledge using any means necessary.
Great article! I look forward to your next post.
Jeremy