Ready, Set, Go and the Power of Live-Event Learning

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Research shows that student interest is an extremely powerful motivator (Fox 2005).Research shows that two essential factors are required of instructional strategies to hold students’ interest: meaningfulness of the task and active involvement of the learner (Fletcher, 2003).

Research shows that when students perceive school content to be relevant to their personal lives, it becomes meaningful (Kottler, Zehm, & Kottler, 2005). "There is no such thing as genuine knowledge and fruitful understanding except as offspring of doing." –John Dewey

Research shows that learning by participating in actual events (live-event learning) is internalized at a significantly higher rate and with substantially more retention than with traditional learning and teaching methods. Information is internalized and recalled better when it is embedded in content – stored in relationship with a particular location or circumstance – than when it is associated with content which requires review, memorization, and practice in order to be retained. Live-Event Learning can occur during a traditional class period, a unit, or during the entire school year. Any event in our lives, regardless of duration, goes through a natural and cyclical three-step process called “Ready, Set, Go!” We are “ready” when we wonder what’s going on, we are “set” when we wonder what the plan of action is, and we “go!” when we act or respond to the situation. In a live event, the “Ready, Set, Go!” phases may occur in reverse, where the response or reaction (the “Go!” phase) precedes any other consideration. After the “Go!” phase of learning, we can debrief the live event by looking at the “Ready” and “Set” skills used during the event. TIPS: Incorporate Live-Event Learning and the “Ready, Set, Go!” Cycle in Your ClassroomThe cyclical process called “Ready, Set, Go!” is used whenever we begin a task or make a transition from one event to another.

Different skills and through processes are used during each phase of this cycle. Ready:The "Ready" stage is when we ask ourselves, "What’s Going On?" During this stage, we can be passive, even cautious. We may appear as if we are not doing anything. In fact, we are noticing, assessing the situation, and identifying what we see or hear from our past experiences. We recognize certain patters or associate something with a prior experience. It is an internal, reflective, observant phase.

Example: If you write "I love sunny days because I can…" on the board, most students will start thinking internally about what they like to do when it’s sunny days. Others may start wondering what assignment is coming their way. Others may think that they prefer snowy days over sunny days. These types of internal reflecting occur in the "Ready" stage. Set: In the "Set" stage, we gather more data, develop opinions, evaluate, make plans, and create ideas and possibilities for action. We generate hypotheses and predict what might happen. It is the decision phase. We are creative, settling on a method for action after answering the question, "What’s the Plan?"

Example: If you then ask students to form small groups share what activities they enjoy on sunny days, and tell them that each group will briefly present one activity to the class, students are in the "Set" stage because they are coming up with ideas, conferring, and working as teams. Go: Once we have reflected and decided on a plan of action, we can move into the "Go!" phase. We perform the task, take the action, and follow through. This might involve moving, communicating, interacting with others, resolving conflict, building consensus, or being a leader.

Example: If you give each group a chance to go outside and demonstrate the activity, they would be modeling the "Go!" stage of learning. Note that many live events start out in the "Go!" phase, where the action precedes any assessment/associations ("Ready") or evaluation/planning ("Set"). Below is an example of live-event learning where the process starts out in the "Go!" phase then moves into "Ready" and "Set." You can turn something as simple as flying a kite at recess into a live-event learning opportunity. If you have older students, have a colleague fly a kite outside your classroom window. Let students respond naturally to the event. Some will watch, some may ask questions or even want to fly the kite themselves. No matter what, an event like this is sure to garner attention from your students.Many students start in the “Go!” phase of the learning cycle when they react to the kite in flight. Some may fly it by themselves. Some may want to take it apart and determine how it flies. Other students operate in the “Ready” stage, observing what happens when the wind dies down or the person flying the kite stops running. Others, in the “Set” part of the process, compare their experience flying kites to what is going on now. The important consequence of any live event is that what the students do matters and has consequences. The learning involved in the process is retained because the kite-flying event becomes meaningful to each student. Students practice some of the “Ready” and “Set” skills when they analyze, reflect, read, write, compare, summarize, or evaluate the experience. It is important for you to consciously recognize all three phases of the cycle to encourage and satisfy the natural learning process, long-term retention, and relevance.After kindergarten through second grade students have had a “Go!” response to the kite in flight, deliberately address the “Ready” and “Set” skills. The kite experience can open up discussions of their favorite color patterns for a kite, and their favorite shapes. They can draw and color kites from paper templates, and even put the kites on a bulletin board. Some might even want to take their kites home and fly them in their yard. Third through sixth grade students can practice their “Ready” and “Set” skills by learning about weather patterns conducive to kite flying. Offer them opportunities to share their favorite type of weather and what they like to do in different types of weather. Seventh through ninth grade students can learn about Franklin and his discovery of electricity, and share who their favorite inventor is. They can also learn the history of kite creation and create their own kites based on older styles and/or modern styles.Tenth through twelfth grade students can discover the physics and aerodynamics involved in making a kite. They can also create and test their own kites based on the discussion. Another idea is to have them each write a poem about how the kite’s flight and path is comparable to their own life experiences. Being aware of – and practicing – the “Ready, Set, Go!” cycle can become a successful learning tool. Once the kite is flown and students react by observing, asking questions, trying it out, or expressing themselves in their own ways, you are on your way to creating a memorable live-event learning experience. Fletcher, A. (2003). . Meaningful student involvement: Guide to inclusive school change. , .Fox, R. (2005). . Teaching and learning: Lessons from psychology, .Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). . On being a teacher: The human dimension (3rd ed.)., .Source: The above tips are based on PLS's graduate course Discovering the Power of Live-Event Learning™. For more information see "Related Graduate Course" to the right.Performance Learning PLUS is a monthly e-newsletter by Performance Learning Systems (PLS), a comprehensive educational services company that has provided a full spectrum of programs, products, and consulting services to educators and business professionals since 1971.