“Check your assumptions” is always good advice.
In a group of mixed-knowledge learners a few months ago – some tech-savvy, some not – one person was trying to teach everyone how to work with a new community portal.
As the group met for the first time in person, the tech-savvy project manager described one step she’d left out in the written instructions she’d sent to everyone.
A few hands quickly rose as she talked.
“Can you send the new instructions to us? I didn’t know how to do that thing you just talked about!” said one person, a highly accomplished serial entrepreneur. Business-savvy, she was, software-savvy, she wasn’t, herself.
The project leader said in some frustration, under her breath, “It’s common knowledge…”
I laughed to myself, understanding both perspectives – those of the learners in this case, and those of the project leader who had tried so hard to make the right call about what information to include in her instructions, and what she could safely leave out.
How many times when communicating something do we leave out the “It’s common knowledge” parts, not realizing exactly where existing knowledge really starts and ends with our audience?
If you’re trying to communicate with a group of learners, especially – no matter what the circumstance – watch and listen closely to their feedback as they try to use the information you’re trying to get across to them.
See if your assumptions are correct about what they already know, and what they need to learn – and where your teaching really needs to begin.
The “common knowledge” parts are ripe for gaps in understanding. They’re places where, if you’re teaching, you might have to back up and cover parts you thought the learners already knew, or had mastered.
Be oh so careful about what you assume “common knowledge” really is.
