Karin de Galan's Didactic Model (The Slide and the Stairs)
A results-oriented instructional framework that bridges the gap between learner motivation and practical application. It utilizes a 'Slide' to address psychological readiness and a 'Stairs' sequence to incrementally build competence through scaffolded practice.
When your sessions feel disjointed or participants lose focus
Your meetings or sessions need better pacing, clearer transitions, or more engaging sequences to keep participants engaged.
This model is most effective for skills-based training and behavioral change programs where participants need to apply new techniques immediately in high-stakes or professional environments.
The Slide: Confronting Start
Participants are directly challenged with a problem or scenario, highlighting a gap in their current knowledge or skills; this creates immediate awareness and a desire to learn.
The Slide: Reflecting Start
Participants reflect on their past experiences related to the topic, sharing insights and challenges; this taps into existing knowledge and builds relevance.
The Slide: Motivating Start
Participants explore the benefits and positive outcomes of mastering the new skills or knowledge; this generates enthusiasm and buy-in for the learning process.
The Stairs: Theory
The core concepts and principles are presented in a clear and concise manner; this provides the foundational knowledge needed for practical application.
The Stairs: Micro-Practice
Participants practice specific skills or techniques in isolation through focused exercises; this allows for targeted feedback and skill refinement.
The Stairs: Holistic Practice
Participants apply the learned skills and knowledge in more complex, realistic scenarios; this integrates the individual components and builds overall competence.
Creates natural rhythm and momentum that keeps energy high throughout.
Facilitators should first assess the group's 'Pain' (awareness of the problem) and 'Confidence' (belief in their ability to change) to select the appropriate 'Slide' entry. Once motivated, the session transitions to the 'Stairs,' moving from brief theoretical explanations to isolated skill practice, and finally to complex, real-world simulations.
- 1Vary the pace between high and low energy activities
- 2Use clear transitions between sections
- 3Build complexity gradually throughout
- 4End with actionable takeaways
- Soft skills training
- Healthcare and professional development
- Behavioral change workshops
- Technical skills application
- Prioritize 'wanting' (motivation) before 'doing' (ability)
- Scaffolded learning to prevent cognitive overload
- Real-world relevance through the use of intake-based cases
- Active practice over passive lecturing
- Success-oriented progression
- Requires a pre-training intake to gather authentic participant cases
- Facilitators must be adept at diagnosing group dynamics in real-time to choose the correct 'Slide' approach
- The model demands high levels of participant activity and may be less suited for purely informational briefings