The importance of assessing learner readiness cannot be overstated. This process provides valuable data for overcoming limiting beliefs that hinder learning.
The first step in the blended learning process is to assess readiness to learn. When the instructor understands the learner’s strengths and obstacles, they can devise plans to match their needs. Assessing readiness for learning activities identifies any gaps in learning skills, knowledge, or ability. Filling in these gaps ensures the best learning outcomes.
Importance of Assessing Learner Readiness
Learning readiness assessments gauge the capacity to gain new knowledge, skills, or abilities. They involve several factors, including prior knowledge, skills, attitudes, and motivation. When students are ready to learn, they are more likely to understand and retain new material. Assessing readiness for learning activities helps facilitators identify any gaps or barriers that might prevent effective learning and help the learner overcome them.
When you assess readiness to learn, it reveals the learning style, coachability, and agility, along with the classic four elements of readiness: physical, emotional, experience, and knowledge. A thorough learning analysis also helps the instructor and learner understand the goals and emotional readiness. An easy-to-remember acronym, “peek,” stands for perceptions, expectations, emotions, and knowledge. The four basic learner readiness tools provide valuable data for these areas.
The assessment process is about gathering data to answer important questions. Here are the questions we want to answer when we assess readiness to learn:
— Can they handle the complexity of the material in an open learning forum?
— Are they emotionally ready and motivated to learn?
— Do they have any personal crises that may interfere?
— Are their experience level, locus of control, and communication skills right for this group?
— Do they have appropriate analytical skills and the ability to take part?
You can gauge your assessment for a particular subject or learning environment. Our blended learning platform uses specific tools that match our learning environment.
By recognizing the importance of assessing learner readiness, instructors can address gaps in knowledge and make the learning journey more enjoyable. Every participant affects the learning outcomes of the group, so we want to be sure they can take part fully. It’s a positive outcome for everyone in the group.
The most exciting journey is the one that takes us inward. It can be scary for many because the inward journey exposes our sacred ground of beliefs that dominate our worldview.
Overcoming Limiting Beliefs that Hinder Learning
Before we outline the learner readiness tools, we need to discuss the common obstacles hindering learning. Most people have some obstacle that prevents them from unleashing their full learning potential.
Everyone can learn and improve if given the right tools. The philosophy behind the blended learning model is to give the learner these tools, such as the memory place, which unlocks the power of memory.
We also want learners to share what they know. This starts with learning how to listen without judging. Because the synergy of the group increases learning outcomes, we want everyone to feel comfortable in a group with people from diverse backgrounds. It’s perfectly okay to have religious beliefs, but we need to know if what we believe is helpful or harmful to ourselves and others. Overcoming limiting beliefs that hinder learning is often harmful to us and others. So, addressing them is also a matter of health and welfare for the individual and community.
An individualized learning plan considers the group learning environment. Evaluating learner readiness is important for everyone in the group learning environment, not just the instructor and the learner.
1. Limiting beliefs is the most Formidable Learning Obstacle.
Limiting beliefs include negative bias and prejudice that relate to sectarian ideologies. Research shows that closely held beliefs can significantly hinder learning outcomes for students and everyone in their learning circle.
For example, a study found that students with a fixed mindset who have rigid religious beliefs are less likely to embrace challenges and more likely to give up easily. Overcoming limiting beliefs that hinder learning often requires individual inner work prior to joining the group. Changing these beliefs requires changing the underlying mindset, which is often a difficult and lengthy process.
2. Learning styles can also be an obstacle.
While some students may prefer visual, auditory, or kinesthetic learning, the effectiveness of teaching in these styles is debated. Studies have shown that there is no sound evidence supporting the idea that matching teaching methods to learning styles improves learning outcomes.
If we understand our learning style, we can take steps to broaden our learning capabilities and compensate when we need to learn something that doesn’t mesh with our primary learning style. Learning how to learn is a methodology used in the blended learning process that amplifies learning strengths and helps us overcome learning style deficiencies.
3. Deficiencies in basic learning skills can be an obstacle.
When we have skill deficiencies, such as reading, math, or logic, learning new material can be challenging. However, these deficiencies can be addressed with targeted interventions. For instance, research indicates that early and intensive reading interventions can significantly improve reading skills in struggling students3. Similarly, math deficiencies can be remedied through focused practice. The use of learner readiness tools can identify beliefs that hinder learning.
4. Lack of motivation is another significant obstacle.
Motivation is crucial for learning, and its absence can lead to disengagement and poor learning outcomes. Studies have shown that motivation and achievement are closely linked. Self-motivated learners are more likely to achieve their learning goals even if they face significant obstacles. Strategies to enhance motivation include setting achievable goals, providing positive feedback, and creating a supportive learning environment.
5. External factors can have a negative effect on learning.
Many adults have responsibilities at home and work that can take up a lot of their time and energy. Balancing these duties with learning can be challenging. The cost of travel, lodging, seminars and some groups can be a significant barrier. Many adults may not have the financial means to pay for courses, materials, or even the time off work. Adults often have busy schedules filled with work, family, and other commitments. Finding time to study can be difficult. Day-to-day issues such as housing insecurity, health problems, or other personal crises can create stress and distractions that make it hard to focus on learning. These factors can create stress and distractions that make it difficult for learners to focus on learning.
Understanding and addressing these obstacles can help create a more effective and supportive learning environment for everyone.
How Facilitators Use Learner Readiness Tools
These tools are like cameras that take pictures from different vantage points. When you combine all the snapshots, you have a complete picture of the learner’s readiness. This picture is valuable to both the instructor and the person who wants to learn.
Being prepared to learn is important for adult learners, especially in a diverse group learning environment. These tools help facilitators determine if everyone in the group is ready to discuss a topic or learn a new technique.
If you are part of a group with people from different backgrounds and experiences, the instructor might use a survey to see how comfortable everyone feels with the subject. These initial discussions help the facilitator assess readiness to learn. This survey can ask about your previous knowledge and any concerns.
Data from written assessments are extremely important in identifying what each person already knows and what they need to work on. For example, if the group is learning a new meditation method, the assessment can show who needs more basic training and who is ready for advanced techniques.
Facilitators use group discussions to gauge readiness, and this is what we do with the symbolism exercise. By listening to everyone’s input, they can understand different perspectives and ensure everyone can participate.
Using these tools ensures that all learners, regardless of their background, get the support they need. This makes the learning experience more effective and enjoyable for everyone in the group.
Assessing Readiness for Learning Activities
The learning process begins by gathering data using written tools. This assessment has nothing to do with the learner’s level of intelligence. It is not an IQ test. This process is how you learn and identifies roadblocks to learning. That’s it.
You can visualize readiness as a continuum with freethinkers and truth-seekers on one end and closed-minded people on the other. Open-minded freethinkers have the best learning outcomes with the fewest issues. They will also learn from and contribute to the learning of others in the group.
Closed-minded people are typically not here to learn. Their mission is to recruit members for their religion. Not only are they not open to new ideas, but they also disrupt the learning environment for others.
When we encounter a closed-minded person, we offer them alternative methods, like virtual or individual instruction. We don’t want to disqualify them from learning, but we also don’t want them to interfere with the learning of others. People can overcome these roadblocks; it just takes some extra work.
Most people fall in the middle of the continuum. They may not be freethinkers, but they may have other issues that may interfere with learning. If the learner and instructor know what these issues are, then we can find solutions to make their learning experience favorable. By providing a special roadmap of activities and tools, we can work with almost any limitation.
The goals of learner readiness tools are:
1. Assess readiness to learn and identify learning obstacles
2. Create a plan for overcoming limiting beliefs that hinder learning.
3. Develop a learning path based on style and agility.
4. Determine their adaptability and their openness to new ideas.
5. Assess their ability to learn and share.
We start the evaluation process by proving some hypotheses about perception and our worldview:
The first hypothesis concerns perception states: Our perception is a construct of expectation, and we can prove this is true. We asked participants to share the evaluation data. This shows how people interpret the same data in different ways. That’s because everyone has a unique worldview.
Our worldview is the window or a filter through which we experience the world. It is not a direct reflection of reality. Our mind creates the picture we call reality. It fashions it from memory, imagination, and expectation. So, the clarity of our worldview depends upon the level of distortions we accumulate.
The second theory is about the health of our worldview. It says our overall health depends upon the health of our beliefs. It recognizes religious bias, prejudice, and bigotry as unhealthy, so if your religious or political beliefs contain these, your worldview is unhealthy. Unhealthy beliefs result in unhealthy individuals. We know this is true. People who are unhealthy do harmful things.
Most agree with these before assessing readiness for learning activities. How about you? Would you agree or disagree with these two assertions?
The Cyclical Process of Learning Readiness Assessments
Assessing readiness is a process that is repeated as often as necessary.
1. Gather data about the learner
2. Determine goals and obstacles
3. Create and implement learning tools and methods.
4. Repeat as necessary
The key to the success of the learning process is to reevaluate regularly. As you learn and grow, you change, and so will your goals. You may uncover new obstacles. Reassessing your progress will help you identify what you need to do to progress.
To get the most out of any learning opportunity, you must be ready to learn. We identify the learning goals, and then the evaluation process tells if we can achieve these objectives and what roadblocks the learner needs to overcome. It helps the instructor develop the best learning path for the curriculum. In this way, the student has the best learning experience and the most favorable learning outcomes.
The Four Primary Learner Readiness Tools
These are the primary tools for gathering data about the learner.
1. The Enneagram
The Enneagram Personality Profile and Instinctual Variant Stack tools help both the instructor and participant understand the typical thoughts and values of personality and instinct. They also help them understand the hard-wired thought scripts of the Ego.
Your journey with the Enneagram begins by completing some questionnaires. The data from these questionnaires acts as a blueprint to help both parties within the process. So, this part of the illumination process can help the participant understand what is going on and why they make various choices. It doesn’t matter what your dominant, wing, or tri-type is. All types can enjoy success with this blended learning method if they are operating in the healthy range. It’s the first readiness assessment tool.
2. The Cultural Photograph Identifier Exercise
This exercise involves viewing a series of photographs of people. We ask the participants to describe the people and how they make them feel. Their perception of others is the most direct way to identify if the participant has any negative ethnic or racial stereotypes that could hinder learning. It speaks to the health of their worldview.
The instructor shows them 50 photos of people and asks them to give quick, honest, unfiltered answers to two questions about these people. Sometimes, the images are of just one person, and sometimes, there is a group. Some photos are colored, and some are black and white. They have 3 seconds to view the picture and make their evaluation.
The ability to work with people from different backgrounds is essential. It is an aspect of assessing learner readiness. Our workshops include people from all backgrounds and cultures.
1. What does this photo tell you about them?
2. How does this photo make you feel?
Below is one of the photos in the exercise.
3. The Cultural Narrative Questionnaire
The cultural narrative assessment is a short written exercise. This questionnaire consists of statements. The participant selects the two that best describe who they are. The questionnaire will identify any preconceived biases or prejudices that could be a roadblock to learning.
Participants scan 25 statements in no more than 4 minutes. Then, they pick the two that best describe themselves. First impressions are the most accurate. We don’t give participants time to think about the choice too much.
This short questionnaire is a vital part of the readiness assessment tool. The answers here will help determine if the participant is giving consistent answers. They should align with the answers given for other parts of the evaluation. Here are examples of two examples.
I am spiritual, but not religious, but I don’t belong to any religion. Instead, I conduct my own research and practice things like meditation and Tai Chi.
I have always been involved in my religion. It is part of my family’s heritage. My religion is doing good for the world. And I do not believe religion should inspire violence. However, I fear the loss of my religion by the government.
It is about assessing readiness to learn with others with different backgrounds.
4. The Symbolism Exercise
The symbolism exercise is a group activity that involves sharing what you know about some symbols. It helps assess students’ ability to share ideas and work with others and tests their openness to new ideas.
This readiness assessment tool shows the link between symbols and superstition. It’s a group exercise where we present several icons. But it isn’t an exercise to determine what they know about these symbols. This exercise assesses how someone would likely react to information that may not align with their current worldview. We want to know if they are receptive to new information and can work with a diverse group of people.
Before we start the exercise, we go over the emotional check process. It’s a tool to help people maintain or regain their emotional equilibrium. This way, they all have a tool to help them deal with information that may conflict with their own beliefs.
We start the exercise with the Hamsa symbol and provide some cultural history about it. We discuss how some cultures use it as a ward against the evil eye.
The folklore or superstition of the evil or wicked eye curse dates back to ancient Mesopotamia and the mythologies of Babylon and Assyria.
The Hamsa is a symbol with several elements. It pictures a flower forming the palm of a hand with an eye in the middle. A rainbow of colors emanates from the center. Some cultures use it to repel a curse—or rather, your belief in the symbol repels the curse.
The folklore about the wicked or evil eye dates back to ancient Mesopotamia, to Babylonian and Assyrian cultures. These are the birthplaces of Western theology. It all starts here.
We first ask participants if they have heard of the evil or wicked eye. Then, we ask them to tell us what they know and what they believe. We show them the Hamsa symbol. Many people with Indo-European backgrounds learn about the evil or wicked eye curse and Hamsa from their families. It illustrates the connection we have with our ancestors.
The discussion of the Hamsa symbol reveals some interesting connections with other symbols or implements and ties with cultural beliefs, folklore, and superstition. Some cultures use prayer as a ward against such curses. Other cultures use a nail through a lemon to dissipate the effects of a curse. The practice of Voodoo uses chicken eggs to capture evil spirits that cause the harmful effects of a curse. Candles and rituals are common props used to protect against this curse. And, of course, the other talisman, like the Hamsa, provides protection and ward against curses.
This discussion leads to other types of family and cultural folklore, and these connections always lead back to the origins of Western theology. Then, back again to the correlation between viewing people’s pictures, like in the cultural photograph exercise above, the children’s picture.
Then, we look at the symbols of the three main religious systems in the world. These symbols include the cross for Christianity, the crescent and star of Islam, and David’s six-pointed star for Judaism. Next, we share some data about how earlier belief systems used these symbols.
We are not looking for agreement on what the symbol means. We are looking to see if everyone is open to new data that may not align with their current belief system. It is common for people to be surprised by some of this data.
Examples of the Learning Readiness Assessment Process
For this article, we will look at the data from three tools:
- The Cultural Narrative Questionnaire
- Cultural Photograph Identifier and
- The Symbolism Exercise
We won’t use the Enneagram data for this article. The instructor and candidate participant use this data to formulate the best learning path and tools.
We will use data from two candidate participants, Person 1 and Person 2. This data is useful even if the candidate is not ready for a group environment. They will know about the roadblocks that impede their learning and participation in this learning environment.
Person One
The Cultural Photograph Identifier Exercise
Person 1 views the photo in the example above and answers:
These are happy children. They appear to be poor because I saw one boy who had a torn and dirty shirt. Some of them had long hair in their eyes. They make me feel like they need care and attention.
The Cultural Questionnaire
Person 1 chooses the following two statements to describe themselves.
I have a mindset that places a priority on promoting the ethical and equitable treatment of people. And it emphasizes critical thinking and science for solving problems.
I base my decisions on scientifically verifiable evidence rather than superstition or the belief in imaginary entities.
The first description is a paraphrase of the Humanist point of view. The second describes an atheist. These people initially identify themselves as non-religious but spiritually curious. They said they weren’t an atheist or humanist. When we tell them these are definitions for a humanist and an atheist, they are surprised but agree. Yes, that is how I feel about myself.
Their evaluation of the picture aligns with the statements they describe themselves. It shows their answers are probably consistent with their philosophical identity.
The Symbolism Exercise
Person 1 had seen the Hama symbol before but did not know what it represented. Many had also heard the term evil eye but thought it was just an expression of speech. Some thought it meant someone was angry.
Most Participants can identify all three symbols with their respective religious affiliations. Some expressed some surprise at the data regarding the use of these symbols by earlier religions.
Person 1 Summation
Based on their answers, person one appears ready to participate in the regular curriculum with other participants. We would use the data from the Enneagram to further assess readiness to learn. Then, we could provide specific recommendations to ensure their preparation.
Person Two
The Cultural Photograph Identifier Exercise
Person 2 views the photo in the example above and answers:
These kids are filthy, probably from a backward country. They make me feel me uncomfortable. I would watch my belongings closely.
The Cultural Questionnaire
Person 2 chooses the following two statements to describe themselves.
Faith in religion is a major part of my personal identity. I believe and follow the direction given by my religious leader because they are divinely inspired.
My beliefs obligate me to defend my religious beliefs, and I would engage in violence if necessary.
Based on their answers to the cultural questionnaire, Person 2 would be classified as a hardline believer. They typically see their religion as their identity.
When we read the definition for this, most agree that it describes their lifestyle.
The Symbolism Exercise
Person 2 is familiar with the Hamsa symbol. They explain that their religious group underwent some training to identify pagan symbols used by witches, and the Hamsa is one symbol they believe is evil. It is their belief that some people use this symbol to cast a curse. It surprised them to find that the historical belief behind this symbol was the exact opposite of their understanding.
Person 2 Summation
We explain to person two that their answers show they would need some individual attention to address their inherent biases before engaging in this type of diverse learning forum. They have strong, biased opinions, which are barriers to learning, and it is more than likely that they will not mesh well with people from vastly different worldviews. Private sessions would be better for this person.
It doesn’t mean they cannot take part in learning. It means that “Person 2” could use personal instruction to help them deal with the roadblocks to the general learning curriculum. Here, we would recommend using comparative analysis. It’s a structured form of comparative religious study. We would lead them by selecting relevant topics to help them understand the similarities and origins of their current worldview.
Lessons About Our Beliefs
1) We base our perception on expectations, not reality.
The readiness assessment tool shows how we create our worldview and proves what we call reality is a unique construct of our mind. The mind uses memory, imagination, and expectations to build our picture of reality. Therefore, people can view the same data and come to different conclusions.
2) Superstition and belief are slippery slopes.
The symbolism exercise shows how symbols can contain elements of superstition and mythology, which affect the values of our worldview.
In Summary
Assessing readiness to learn is a critical part of the learning process. It helps us understand why and what we think and value. It helps us know ourselves. In this way, we can get the most out of any learning process. What are your thoughts? Let us know.
“Know thyself.” ― Socrates