Helping Others Learn - The OAR Cycle

It can be difficult supporting someone in their learning, particularly if you lack the experience or don't have a specific framework that you can use to assist in this instance. The key is is the approach that you take to this, knowing what questions consistently allow learning to progress and more importantly, allow everyone involved to understand the next steps. I have used this successfully with people from ages 3-65, using the same questions (with minor adaptations for context) time and time again.

It comes down to three simple questions:

1. What options are available to you?

2. What action will you take?

3. Did this action allow you to make progress?

Options, Action, Reflect - The OAR cycle.

Now this will initially sound very simplistic as there are a few key elements that help the OAR cycle to be successful, with the number one being that it is a cycle. A cycle means repeatable actions, consistent reflection and reviewing, and enabling progress.

The second point is that there are a number of hidden objections that will be waiting to pop out at a moments notice. Responses to the first question might range from "I don't know" through to a list of 20 items. And from experience, "I don't know" very rarely means that there aren't options available, it is more likely that there is a fear or reluctance that is framing the response.

And the third point, is that each step must be completed in this order. There is a danger in an option / reflect cycle that bypasses action, that everything is ruled out before it has an opportunity to see the light of day. It's important that some form of action is taken, even resorting to the MVA (minimum viable action) to progress the cycle.

Options

Options focuses on what steps are available to the learner. When these come from the learner themselves, it helps to develop autonomy in the process which is a key driver in self-directed learning. From a starting point, one option can be sought to progress the cycle but often spending time considering this can help to find different pathways that can be sought. Think of the question "what else?" - it prompts the learner to keep considering if there are other possibilities that exist. As you are the one supporting, you can use your judgment to determine when they are ready to progress to action.

Action

This involves picking one of the options and moving forward with it. This can be the sticking point, and it's important that appropriate support implemented here. This might involve a I do, we do, you do approach that allows modelling or collaboration to begin the process. The minimum viable action also looks at what is the single simplest action that can be made now (this can support sessions where it is time dependent or the learner is reluctant to engage).

Reflect

Keep this aspect simple, it's the opportunity for the learner to determine if that action has provided the desired progress or if they need to move to another option. Even if progress has been made, it might need further considerations to be incorporated into this. It can be useful to use this to reinforce aspects of learning, and highlighting what has been observed. This completes the cycle and allows the next repetition to take place.

Finally, I do want to acknowledge that in all of this, there is an implied learning goal or task that has been set. This is simply the tool that allows you to ask three key questions that help the learner to make the decisions and gain the benefit of the cycle. You are on your way to helping others learn.

Michael.