We often don’t think about why we do what we do until well after we have done it. Such was the case with Chunk, Flip, Guide, Laugh, an educational approach that I have subconsciously been developing over the past 15 years without an intentional focus on the purpose behind it. It took a colleague’s request that I share my thoughts with others for me to take the time and write them down.
In reflection, Chunk, Flip, Guide, Laugh resulted from a chunking process on the plane ride out to that talk. It was the end of the training season, and I was tired. I hadn’t packed any supporting materials and had no intention of doing a powerpoint. I asked myself: Bottom line, what do they need to know about my approach to education? Chunk became a part of my professional vocabulary after a graduate school leadership professor spent a quarter talking about how we needed to “chunk the work.” Flip is commonly associated with the “flipped classroom” and Khan academy. Guide and Laugh flowed naturally from our work with rubrics (which we call “pathways” as a friendlier word) and humor to break up such serious subjects. The notes I scribbled on that plane ride became the basis for more thinking on how we teach so adults can learn.