Training, consultancy and resources to improve teaching and learning
You are here > Members' Resources > Thinking Classroom Resources > Resource Detail
Navigation Find Resources
Navigation Resource Search
Navigation Resource Tags
Active Learning   Adjectives   Advance Organiser   AfL   Ambition   Analogy   Analysis   Andragogy   Architecture   Archive   Art   Assemblies   Assessment   Association   Astronomy   Audience   Audio   Audit   Autonomy   Behaviour   Big Data   Bloom's Taxonomy   Book   Boys   Brain   Brain Break   Brain-Based Learning   British Values   Bullying   Capacity   Careers   Challenge   Change   Characteristics   Charlotte Mason   Childhood   Christmas   Cities   Classroom Management   Coach   Coaching   Collaboration   Colour   Comedy   Communication   Community   Comparison   Composition   Conflict   Connections   Constructivism   Contemplation   Conversation   Cooperation   Counting   CPD   Creative Curriculum   Creative Thinking   Critical Thinking   Curiosity   Curriculum   Danger   Daniel Pink   Data   Debate   Decision Making   Design   Differences   Differentiation   Digital   Discussion   Display   Diversity   Doodling   Dragon   Dream   Drive   Dunblane   Dweck   Dyslexia   Early Years   Easter   Edit   EEF   Effective Practice   Effort   Emotional Intelligence   Empathy   Enquiry   Environment   Equality   Error   Esteem   Evaluation   Evidence   Existential   Exploration   Facts   Failure   Feedback   Film   Fitness   Flow   Freedom   G&T   Games   Gardner   Gender   Gender Neutral   Genius Hour   Genres   Geography   Gifted Able & Talented   Glass Bead Game   Global   Goals   Grammar   Grit   Group Work   Growth Mindset   Gun Control   Happiness   Hard Work   Hattie   Health   Heterarchy   Hierarchy   High Order Thinking   History   Holiday   Home Education   Home Schooling   Homework   Horace Mann   Humour   ICT   Imagination   Inclusion   Independent Learning   India   Induction   Influence   Infographic   Innovation   Inspection   Inspiration   Integrative   Intelligence   Internet   Interview Preparation   Intuition   Investigation   iPad   Jerome Bruner   John Dewey   Judgement   Juggling   Justification   Knowledge   Language   Leadership   Learning   Learning Community   Learning Skills   Learning Styles   Lecture   Lesson Design   Lesson Starters   LGBT+   Listening   Literacy   Literature   Logic   London 2012   Lord of the Flies   MAGT   Mark Making   Marketing   Marking   Marzano   Mastery   MAT   Mathematics   Media   Memory   Mentoring   Metacognition   Metaphor   Metzinger   MFL   Mindset   Mistake   Modal Verbs   Morality   Motif   Motivation   Multiple Intelligences   Music   Myth   Nature   Negotiation   Networks   New Year   Noise   Nuclear Power   Numeracy   Ofsted   Olympics   ONR   Opinion   Order   Organisation   Outstanding   P4C   Pace   Parents   Patchwork Thinking   Pattern   Pedagogy   Periodic Table   Personal Development   Personalised Learning   Perspective   Philosophy   Pixar   Planets   Planning   Plastic   Plenary   Plot   Poetry   Positive Education   Positive Error Culture   Poster   Poverty   Praise   Prediction   Prioritising   Problem Based Learning   Problem Solving   Process   Productivity   Professional Development   Professional Learning   Progress   Protection   PSHE   Psychology   Punctuation   Pupil Voice   Purpose   QCI   Quality   Questioning   Questionnaire   Ranking   RE   Reading   Real Time Coaching   Reasoning   Reflection   Reform   Reframing   Relationships   Religion   Research   Resilience   Responsibilities   Revision   Rights   Risk   Roles   Romans   Rules   Sacrifice   Safety   Scaffolding   School Improvement   Science   Seasons   Secondary School   Self Knowledge   Selling   SEN   Sequencing   Service   Setback   Shape   Shooting   Silence   Similarities   Simile   Skills   Snow Angels   Socrates   Sorting   Space   SPAG   Speaking & Listening   Spellings   Sports   Story   Stress   Struggle   Study   Subordinate Clause   Success   Success Criteria   Summarising   Summer   Surprise   Sustainability   Targets   Teaching   Team Work   Technology   Template   Thinking   Thinking Classroom   Thinking Cubes/Dice   Thinking Skills   Thinking Stories   Timbre   Time Management   Tone   Transition   Trust   Tudors   Understanding   UNESCO   Vacation   Values   Video   Visual Learning   Visual Story   Visual Thinking   War   Weather   Well-Being   Welsh   Winter   Wish   Word Game   World War 1   World War 2   Writing   Year 6   Year 7   Zen  

Selling Learning

img
Selling Learning An Article that describes how selling/sales has changed over the least 20 years and how these ideas can be applied to teaching and learning. Includes PD questions.

This is a Free Sample Resource
Categories: Article, Teaching & Learning, Educators

Tags: Selling Marketing
What Is Selling?

Which of the following best describes selling to you:

a) A set of persuasion techniques in which a company representative manipulates you into buying their product - regardless of whether you want it or need it.

b) An exchange in which you give up something of value and receive something back which you perceive to be of equal or greater value.

c) An interaction in which someone aims to add value to your life and in doing so, in some small way, push the whole human race forwards just a little.

d) Something else.

Your choice is likely dictated by your experience of selling and of being sold to (buying?). According to Dan Pink in 'To Sell is Human' b) and c) describe how selling is evolving whereas a) reflects an outdated and unethical approach that is long past its use-by date.

Selling Upgraded

Pink builds a convincing argument through anecdotes, case studies, research (psychology and sociology) and by describing how the contexts in which a sale now happens are very different to those of 20 years ago - because information asymmetry is rapidly declining. Increased access to product data and customer feedback is putting as many facts into the hands of buyers as used to be closely guarded (or slowly and only partially revealed) by those doing the selling.

If I want to buy a new car or a piece of furniture or choose a holiday destination I can find out all I need to know online before I even consider a purchase. Reviews, feedback and product specifications, as well as price comparison services all contribute to a much flatter playing field. When buyers know as much as sellers, selling must evolve.

 Thinking Classroom Podcast 002 with Casey Elliott develops this topic
 Listen on Youtube  Listen on iTunes

Salespeople and Teachers
I regularly meet teachers who have previously worked in sales and/or marketing. Without exception they approach the job in a different way to others. A salesperson aims to move you to action, to tell you something that you'll remember, to influence your behaviour and your beliefs, to carry out an exchange of value with you. And guess what? Doesn't a teacher want to do exactly the same? It's only the product that's different. Salespeople work with objects and services; teachers with knowledge, skills and characteristics.

I'd highly recommend Dan Pink's book but in the meantime here are some of his key principles and a proposal for their parallels in school. Use the concepts as prompts for professional dialogue and to enhance learning with lessons from ethical, upgraded selling:

Principle from, 'To Sell Is Human' Teaching and Learning Parallel/PD Prompt
Information asymmetry: buyers now have access to as much - if not more - product information as sellers. Learners have fast and smooth access to all the knowledge that would ever appear on any curriculum. How should the teacher's role evolve because of this?
The most successful salespeople 'take perspective' and behave as 'ambiverts' (half extrovert, half introvert). They make a sale around the concept of we/us rather than me or you. Teachers can make their teaching about we/us - everyone in the class learns together with shared aims and for mutual benefit. How can this be developed?
Selling is an exchange in which you give up something of value and receive something back which you perceive to be of equal or greater value. Teaching can be seen as an exchange in which the teacher offers knowledge, experience, time and commitment in return for the students' attention and trust. What might be the barriers to developing this view of teaching and learning?
When preparing to sell, effective salespeople use the interrogative instead of the declarative: they ask, 'How can I best sell this?' rather than declare powerfully, 'I can sell this! I will sell this!' Teachers can be granted/choose to spend additional time contemplating how to teach a lesson rather than assuming that the first activity to spring to mind is the best. How can planning be enhanced to allow for this?
Effective salespeople use a variety of pitches to engage their audience - One word pitch; Pixar pitch; Question pitch; Reframe pitch etc. Teachers can use a range of techniques to quickly and effectively engage their students and to inform them about the purpose of a lesson. How do we currently 'pitch' our lessons?

 




Related Resources:

Motivation for Learning

  Comments

There are no Comments

Please Login to Comment