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How to Create Metaphors and Analogies to Use in Training
by Kevin Eikenberry
Designing effective learning events is like building a house. You need a blueprint, a plan. Then you need to use quality materials in the construction and pay attention to details. This article talks about some of those quality materials. No, I'm not talking about lumber and wire. I'm talking about one of the key components to an effective learning design - high quality metaphors and analogies. Just like a builder uses solid construction practices, we need to design or build our training based on proven ways that the brain works. This how-to guide will help you create appropriate metaphors and analogies, determine how to use them once they are created, and capitalize on them throughout your session and beyond.
We know a lot about adult learning principles and how the brain works. The "best practice" of using metaphors and analogies takes advantage of at least two key facts:
- The brain works by building connections and associations.
- The brain remembers more easily things that are novel or unusual.
The right analogy or metaphor can be quite novel, build connections to the material you teaching and often create the "aha" experience the learners need to effectively learn the new information. So we know metaphors and analogies are helpful, but how do we develop them?
How to Develop Metaphors and Analogies - the 3C Model
The process to develop metaphors and analogies consists of three overall steps, each of which starts with the letter C. The 3C model is: Create, Connect, and Combine.
Note: If you already have some ideas for possible metaphors/analogies for your content, step into the checklist with the second C, Connect.
Create
1. Determine what part of your workshop or course you want to focus on. Unless you have a specific portion you know you want to work with, do this process first on the content of the overall workshop. Metaphors for a full course or workshop can be very powerful!
2. Write down the general elements of the topic or content.
3. Ask yourself "How would you teach these general elements to an 8 or 10 year old?" What kinds of examples might you use? Write down all ideas you generate. Often when we strip out the technical jargon and details and simplify, we immediately will see analogies and metaphors we can use.
4. Go through the list of general elements again. What do these remind you of? Let yourself (or your design team) free associate on these elements. Ask yourself how you remembered these ideas when you were learning it. Again, make sure you capture all ideas. Remember that this is a creative process and some of the ideas you may get will be wild or incomplete. That's ok - write them down anyway!
Note: At this point you may have some killer ideas you are ready to move forward with. If so, great, move on to the Connect step. If not, or if you would like to see if you can find some even better ideas, move on to step 5.
5. Do a Random Association Exercise. The purpose of this step is to help you become even more creative in finding the great metaphor or analogy for your situation. The steps for this approach are:
- Create a random list of words. (A sample list is included at the end of this article) You can create your list however you'd like, or you could just pick random words from a dictionary, one at a time to complete the steps that follow.
- Select a word from your list. Ask yourself how your content (or one or more of the general elements) are like or not like this word/phrase/idea. Record all ideas. Use the words as a starting point. One word may not make a connection, but it might lead you to another word and a great idea. Let your mind go. This step often gives you new ideas - especially when asking how your content is not like the word/phrase/idea. Capture any and all promising thoughts. Be aware that the random word itself may be the key to your perfect metaphor!
- Repeat the process of picking another random word, until you have a great idea, or enough good ideas to move on.
6. Pick one or more really promising ideas. From all of your notes to this point, find the best idea or ideas. Perhaps you have identified different possible metaphors for different pieces of your content, or perhaps you have one overall analogy for your session. The key at this stage is to make some decisions on what you want to implement in your learning sessions. The more energy and excitement you feel for an idea, the easier the next step will be!
Connect
This is probably the quickest of the steps. Our goal here is to make as many connections between the content and the metaphor/analogy. Here's a way to do that:
1. Compare the metaphor idea with your content. Write down the potential metaphor and some general elements of that idea. Compare that with the general elements of your content. Ask yourself the questions below, writing down any and all ideas.
- How are the general elements of each connected?
- How are they alike? Are there key differences?
- Can you use phrases from the analogy to describe steps or parts of your content?
- Are there key differences you'll need to be aware of (and possibly make the learners aware of)?
Combine
The final important step is to determine how you are going to combine or integrate your new metaphor or analogy into your instructional flow. Below are some questions you can ask yourself, and an example of how the question might be answered. Of course the examples are only that - examples! You may choose to use these ideas directly, build off of them or go in a completely different direction. As long as you are guided by the student's experience and how the approaches will work for them, the approaches you select/develop will be highly successful.
- Can I introduce the metaphor in my pre-class materials?
- Example: Perhaps your metaphor will become a theme for the class. That may lead you to encourage people to bring something, wear something, be thinking of something related to your metaphor. Any of these things (and 100 more!) will raise the anticipation level of your students and prepare them to succeed in your session.
- How will I introduce the analogy to the group?
- Example: Perhaps you decided the metaphor wouldn't be so prevalent as to be a theme as in the example above, so you need to determine how to introduce the theme. One way is to talk about the metaphor in the opening of your session (or for the particular section) - talking about how it is like what they are about to learn. This gives them a mental framework to use as they learn the content of the session.
- What could I do visually (either with my visual aids, the words I choose, or in preparing the room) to enhance the connection between my content and the metaphor analogy?
- Example: There are lots of options here. Use the wall space in the training room to your advantage. Put graphics or pictures of the metaphor or components of it? Pick or design a theme for your PowerPoint slides to accentuate the metaphor. Use graphics, even very simple ones if needed in the participant materials or on your other visuals.
- What other senses can I use to solidify the metaphor?
- Example: if your analogy was baking a cake, what smells do people associate with that? Can you have fresh cake available for a break? Think about the senses other than sight. Think about how you can engage their sense of touch (model, toy versions, examples?), smell (the actual or related smells?), and hearing (sound effects, related noises?)
- How can I reinforce the analogy in the conclusion of the appropriate section of the content?
- Example: In the conclusion or summary of your material, make sure you come back to the analogy again. You might even be able to have the group summarize your content, using the metaphor as their guide, or you can ask prompting questions about the content, using the metaphor.
- How can I utilize the metaphor after the session is over - in class followup?
- Example: Introduce a followup newsletter for past participants that acknowledge the metaphor - if your metaphor was Ice Cream, your newsletter might be called Latest "Scoops".
Summary
When building a house, the right techniques and building materials will lead to a solid house. When we build our learning events using strong metaphors and analogies we improve the structure and stability of the learning. Our job as trainers, facilitators and designers is to help our learners be successful. Strong metaphors and analogies do just that. The 3C Method is one way to help you create those strong metaphors.
Random Word List
You can use this list for generating a random word. There are several ways to pick your next word.
1. Close your eyes and point to a word.
2. Start with any row and then move up, down, right or left for the next word.
3. Put the list on a dart board and throw at it, picking the word you hit.
4. Number the words and have someone else pick a number for you.
5. Cut all the words out. Put them in a jar and use the first one you pull out.
6. Think of your own ways!
Jungle, Everglades, Breakfast Nook, Oriental Rug
Antarctica, Rodeo, Movies, Apple pie
Tractors, Barbecue, Grand Canyon, Fishing
Granola, Flannel, The Beatles, Plantations
Dimples, Organic, Meditation, Clouds
Atlanta, GA, Condominiums, Sneakers, Elbows
Basketball, Shoulders, Kermit the Frog, Vacations
La-Z-Boy Chairs, Semi colon, Rose Colored Glass, Grapes
Teal, Pearls, Neon, Cotton
Chameleon, Country Store, Celery, Genetics
Oak, Mosquito, Bittersweet, Clover
Cereal, Circle, Aromatherapy, Skunk
Rabbit, Gooseberry, Mango, Mouse
Snow, Buckeye, The Simpsons, African Violet
Jet Stream, Batman, Mark McGuire, MTV
Venus Flytrap, Scooby Doo, Swing Music, Vivaldi
Coca-Cola, Uniform, Charleston, Telethon
Lemonade, Big Toe, Money, Roses
Light bulb, Shampoo, Coffee, Napping
Spa, Quilting, Crayons, Pheasant
Pac Man, Recipe, Silicon, Salvation Army
Teflon, Saxophone, Reader's Digest, May Day
Marathon, Fingernails, Lathe, Dude Ranch
Elvis, Newspaper, Mardi Gras, Drawstring
Electricity, Baker's Dozen, Michael Jordan, Circus
Rubber band, Paper Clip, Internet, BMW
Etch-A-Sketch, Homecoming, Camel, Grain Silo
Spotlight, Handshake, The Three Stooges, Dutch Oven
Team, Submarine, School bus, Alumni
Bubble Bath, Thunderstorm, Coupons, Friends
© 1999, All Rights Reserved, Kevin Eikenberry. Vantagepoints is a monthly email letter written by Kevin Eikenberry, president of The Kevin Eikenberry Group (http://www.KevinEikenberry.com). These letters are everyday life experiences that Kevin has turned into learning opportunities. Go to http://www.vantagepoints.net to learn more and subscribe, or contact Kevin toll free 888.LEARNER or Kevin@KevinEikenberry.com.
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