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INTRODUCTION
The auditory learner represents the second largest group of learners. They are very sensitive to what we say, and how we say it. Auditory learners will tolerate the deadly monotonic lecture better than the other three learning styles. However, they prefer a variety of acoustical techniques.
Lectures
Lecture means to talk or read before an audience. Lecture is the most common method for delivering information, and the most ineffective. At best, learners will remember 10 percent of a 50-minute lecture, and that is usually from the first 10 minutes of the lecture. A 50-minute lecture with a tray of slides in a dark room may survive 15 minutes. If it is after lunch, you will peak in 5 minutes. Lectures rarely engage the audience as an active participant, which is an essential component of adult learning theory.
Tips for the Persistent Lecturer
Lecture for not more than 10 minutes. Instead, prepare your content in a series of 10-minute lectures. Break up lectures by using a variety of delivery techniques, e.g., exercises, visuals, guided discussions, and question and answer sessions.
Get your participants to talk. Auditory learners like to contribute to the discussion and enjoy listening to others. Monitor the time and significance of the discussion to your lecture as you may get off track.
Ask meaningful questions. There is a skill to asking clear, purposeful open-ended questions. "Does anyone have any questions?" rarely elicits a response because the question is too vague. Have a reason for asking a question other than because you are nervous or at a loss for words.
Strategically place question and answer sessions. Use this to break up your lecture and to emphasis and reinforce your content. For example, ask, "What is the definition of Good Clinical Practice?" following your first 10-minute lecture on GCP. This reinforces your content, allows you to track whether or not your learners are listening, and introduces another voice.
Speak to your audience, not to your visuals. Projection screens cannot hear. Tape-record yourself. Do this before your next presentation. Listen for voice inflections, inappropriate use of slang, and verbal pauses, e.g., "um," "OK," "you know." Also, have a friend or colleague listen to your presentation and note the number of verbal pauses. Practice, practice, practice!
Music
Many people enjoy listening to music during the day and it is likely that some of these auditory responders will be attending your training. Music can soothe or energize and it has been documented that a certain type of music improves learning. At IMPACT, we use music to motivate learners. Our goal is to create an environment that is different from the usual training setting and one that is safe for the participants to take risks and think out of the box.
Tips for the Timid Musician
Purchase music audiocassettes for trainers. There are commercial vendors who sell copyright-paid music tapes specifically for trainers and presenters. "Powerful Presentation Music" (two volumes) is available from Bob Pike's Creative Training Techniques Tools and Techniques Catalog (call (800) 383-9210, or visit www.cttbobpike.com).
Use music to energize your audience. Play upbeat music before starting your training or presentation, during breaks, and after the program.
Try reflective music for individual assignments. Play soft music during exercises where participants are working independently.
CREDITS:
Reprinted from the Summer 1998 issue of The Monitor, a quarterly publication of the Association of Clinical Research Professionals.
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