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© 2014 Pacific Crest
195
S
trategies
V
alidating
Y
our
L
earning
(
to verify
that you
KNOW
that you know
)
Do This
Explanation
Teach someone
else the specific
knowledge
Helping a student struggling with a specific piece of learning will help you elevate
your clarity index. When you succeed, your knowledge will be crystal clear.
Solve the most
difficult problem
The process of creating and solving a complex problem by changing every
dimension of the problem to the most difficult it can be will allow you to generalize the
knowledge so that you can apply it to any specific context. This is the specification
for level three of Bloom’s Taxonomy on transferability of the knowledge.
Create a question
that others can’t
answer but you can
The process of working with the boundary conditions of the knowledge — its
limitations, its connections, and subtleties of how knowledge can be used, in what
context, and with what other knowledge — will consolidate your mastery of the
knowledge. This mastery can be measured with the depth of knowledge schema
you have built.
Correct the errors
in other people’s
solutions
The process of evaluating the quality of the work and solutions of others by
understanding how they are thinking and how you can correct misconceptions and
issues advances both their performance and yours. Consultants are handsomely
paid because of their ability to dissect your learning or the learning of your
organization, correct misconceptions, and advance learning so that the ownership
of this knowledge expansion resides in the organization.
Write a learning
journal entry
explaining what you
know
Writers have found that the process of sharing knowledge in a written form (i.e.,
putting ideas on paper) for a general audience is very difficult simply because a
general reader tends to be skeptical about new information/knowledge and will tend
to do whatever he or she can to find fault with the presentation of the knowledge.
Thus, successfully presenting knowledge in a written format takes more effort than
presenting knowledge another way.
O
ops
! A
voiding
C
ommon
E
rrors
●
Not understanding expectations
Example
: Not taking time to read and/or understand the performance and criteria when beginning
a learning experience
Why?
In most situations, expectations are either implicit or explicit, so the performer
really should take the time to clarify and understand the expectations by rewriting or
rephrasing them
●
Not fully implementing a means for validating
Example
: In validating that you’re ready for a trip, you made a list and collected each of the
items, one by one.
Why?
In this case, validation is best achieved through a process of verification. Simply
thinking that you collected each item may not be enough. Verification would be
collecting an item from the list, packing it, and then crossing it off the list. If you
follow this method, you can claim to have validated that you have packed items from
a list. Often you must think through how you will actually
verify
(i.e., validate) that
you didn’t make a mistake in your quantitative reasoning or problem solving process.
4.4 Validation