Jul 12, 2023·edited Jul 12, 2023Liked by Loleen Berdahl
A lesson I experienced years ago but did not understanding until I started coaching doctoral student relates to being a dominantly audible learner. Already in high school, I dreaded writing and would do anything to procrastinate even starting papers.
Law school with all of its writing was also an uphill battle. Once I finished, however, I learned how an audible learner can write and write a lot. My first job after passing the bar was for a U.S. District Court Judge as a law clerk. The judge would often want to have an oral discussion about any bench trail drafts I would prepare. He was a highly skilled trial lawyer before being appointed to the bench, so no surprise.
When we had these discussions, I could get the often very lengthy memorandum of decision completed in a few days. It was magical but I did not see how audible conceptualization and writing worked in tandem for many years.
My next position was as an associate (or cage rat) for a large regional litigation practice. I was often left in my very small office to write motion or trial briefs. The work was miserable and I needed to move on--and did.
Next up was a 10-attorney boutique litigation practice with a lead litigator who would discuss motions, briefs, etc. orally before we committed to writing. It was again almost magical.
When we work with students, our out-of-the-door assumption is that they are visual learners and will instantly instantly process feedback on their writing. That is a flawed assumption. Oral feedback delivered in two-way communication (not recorded voice feedback in an LMS) is so much more valuable to many learners, especially those oriented toward audible learning.
Great newsletter. When facing a situation like that, breaking it down into several simpler fragments helps me. I like writing one at a time in a coherent and well-developed way, even if at the end I have to cut a lot of what I have written.
A lesson I experienced years ago but did not understanding until I started coaching doctoral student relates to being a dominantly audible learner. Already in high school, I dreaded writing and would do anything to procrastinate even starting papers.
Law school with all of its writing was also an uphill battle. Once I finished, however, I learned how an audible learner can write and write a lot. My first job after passing the bar was for a U.S. District Court Judge as a law clerk. The judge would often want to have an oral discussion about any bench trail drafts I would prepare. He was a highly skilled trial lawyer before being appointed to the bench, so no surprise.
When we had these discussions, I could get the often very lengthy memorandum of decision completed in a few days. It was magical but I did not see how audible conceptualization and writing worked in tandem for many years.
My next position was as an associate (or cage rat) for a large regional litigation practice. I was often left in my very small office to write motion or trial briefs. The work was miserable and I needed to move on--and did.
Next up was a 10-attorney boutique litigation practice with a lead litigator who would discuss motions, briefs, etc. orally before we committed to writing. It was again almost magical.
When we work with students, our out-of-the-door assumption is that they are visual learners and will instantly instantly process feedback on their writing. That is a flawed assumption. Oral feedback delivered in two-way communication (not recorded voice feedback in an LMS) is so much more valuable to many learners, especially those oriented toward audible learning.
Great points - thanks for sharing these, Doug.
This is so very timely and relevant for me! Thank you for your always wise words Loleen.
I am so glad you liked it, Michaela!
Great newsletter. When facing a situation like that, breaking it down into several simpler fragments helps me. I like writing one at a time in a coherent and well-developed way, even if at the end I have to cut a lot of what I have written.
This is a great strategy. Thanks for sharing it!
These are excellent ideas. I have found that being gentle with oneself works better than pushing to try to make it happen.
Absolutely, Sara!