Tuesday, August 31, 2004

Tip #42: Experiential Training Methods: Case Study

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Case Study.

What: A case study is a "real life" problem statement or situation that provides sufficient background data so that the problem can be analyzed and solved.

When: It can be used at the beginning of a lesson to identify learner knowledge and understanding. It can also be used at the end of a lesson to evaluate the learners' ability to apply what has been learned to realistic situations.

Why: It is intended to provide an opportunity for the learners to get involved, problem solve, and learn-by-doing with a realistic problem or situation.

How: A good case study is written in the form of a story. It has characters who have names and use authentic dialogue. It is descriptive, with realistic details. The flow is easy to follow, with sufficient information for the learners to accomplish their task. It defines the task by asking questions relating to the case.

The learners read the case and then discuss their answers to the questions in small groups. The trainer then directs a large group discussion of the answers generated in the small groups.

It is best to limit this exercise to no more than three brief case studies, or one or two longer case studies. Otherwise, the repetitive sequence of group reports and discussion can become wearing.

The post-case discussion is probably the major factor in the learning effectiveness of the case study. Discussion needs to be planned in advance to isolate and highlight the crucial points to be learned from the case.

Length: Depending upon the complexity of a case, from ten to thirty minutes for small group discussions. Approximately ten minutes for each small group to report its conclusions to the larger group and engage in a large group discussion of the case.

Benefits: There are a number of benefits to the use of a case study.

  • It can generate interest by presenting a problem to be solved.

  • It can give the learners an opportunity to apply what they have learned to a real life situation.

  • It can develop the learners' analytic skills.

  • It can test the learners' ability to use what they have learned.

  • It can make technical information come alive.

Level of Learning: Knowledge, Comprehension, Application, and Analysis

Learning Styles: Aural, visual, print, interactive, haptic, and even kinesthetic if the group posts its conclusions on a flip chart.

Next week, we will explore another experiential training method: the hands on exercise.

Thursday, August 26, 2004

Tip #41: Experiential Training Methods: Questionnaire

Thank you to: Tia and Chris, who correctly identified the level (s) of learning (Comprehension and Application) and the learning style(s) satisfied by a Game: (actually,any and/or all of them, depending upon the game). Their one-minute technique has been mailed to them.

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Questionnaire.

What: A questionnaire asks questions that focus the learners on the specific content that they need to know.

When: It can be used at the beginning of a lesson as the organizing principle or to identify learner knowledge and understanding.
It can also be used at the end of a lesson to evaluate learning.

Why: It is intended to focus the learners on significant information and allow them to interact with the information.

How: A questionnaire can be used to introduce concepts or information, initiate group discussion, or test learning.

The questions need to be clearly stated, with yes/no, true/false, or agree/ disagree response options.

Individual participants can be asked to complete the questionnaire and/or discuss their answers in a small or large group. The trainer can read the questions and ask the participants to signal their responses (thumbs up, down, or to the side).

It can be used as a pre- or post-workshop assessment device.

It can also be used to introduce the workshop content, which is then organized in sequence with the questions. The response to each question can be the content of a separate training module. In this usage, it is important that the sequence of questions follow a building block approach to the content.

However it is used, the trainer must give definite answers and the rationale for the answers to provide appropriate closure.

Length: Approximately one to four minutes of group discussion for each question. The same approximate amount of time for small group reports to the larger group.

Benefits: A questionnaire can:

  • present technical information in a more interactive fashion than a lecture provides.

  • give the learners immediate feedback regarding what they know and what they do not know.

  • give the trainer important diagnostic information about the knowledge or skills possessed by the learners.

  • help the trainer avoid teaching content that the learners already possess.

  • generate group discussion of real life examples that can increase learning retention.

Level of Learning: Knowledge, Comprehension

Learning Styles: Aural, visual, print, interactive, haptic, and even kinesthetic if a thumbs up or down response is used.

Next week, we will explore another experiential training method: the case study.

Friday, August 20, 2004

Tip #40:  Experiential Training Methods: Game

Thank you to who correctly identified the level (s) of learning and the learning style(s) satisfied by a Focus Question.
Their one-minute technique has been mailed to them.

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Game.

What: A game is often a metaphor for a real life situation. It provides an opportunity to learn and play (intellectually and/or physically) at the same time.

When: It can be used at the beginning of a lesson to spark interest, or as a way to make a training point. It can also be used at the
beginning of a lesson
to test the participants' knowledge and skills. A game can be used at any point in a lesson- as long as it is preceded with and followed by a discussion of key learning points that come into play during the game. It is frequently used at the end of a lesson to test for comprehension or to evaluate the learners' ability to apply what has been learned.

Why: It is intended to engage the learner in a stimulating and novel manner. A game may be a more comfortable way for the learners to learn and/or apply their learning. Games also tap into the right side of the brain, which is more playful and creative.

How: Prior to the game, there should be training in specific techniques or concepts that will be tested in the game. The game directions should be clearly communicated, both in writing and orally. The time frame, the expectations, and the guidelines or rules for the game should be clarified before the game begins. If there are observers in the game, they should be prepared separately for their role and expectations. The degree to which they are allowed to interact with the players during the game should be emphasized.

The trainer(s) must continually monitor the activity, providing constructive coaching feedback to assist learners who are having a problem with the exercise.
This involves asking the learners questions in order to help them discover what they need to do, rather than having the trainer tell them what to do.

If the trainer notices that a number of learners are having similar trouble with the activity, it is necessary to stop the game temporarily and provide just-in-time training to the entire group.

It is important for the learners to enjoy this learning experience and to be able to distance themselves from roles played during
the game once the game is ended.

It is helpful to debrief the activity at the end of the practice, to have the learners identify and communicate what they learned,
the problems that came up, and how they resolved them.

Length: Depending upon the nature and complexity of the game, it may take anywhere from 15 minutes to one or two hours.

Benefits: A game can:

stimulate creativity.
• teach dry topics in an engaging manner.
• add fun to the learning process.
allow the learner to learn or test skills in a more relaxed, enjoyable context.
provide immediate feedback to the learner regarding what s/he knows or needs to know to play the game.
engage the limbic system to increase retention.

Now, it’s your turn! If you can correctly answer what level(s) of learning and learning style(s) can be satisfied by a game, we will send you a brand new one-minute technique guaranteed to keep your learners engaged! Please mail your responses to dlaurel@ameritech.net.

Level of Learning:

Learning Styles:

Next week, we will report the winning responses and then explore another experiential training method: the questionnaire.

Thursday, August 19, 2004

Tip #39: Experiential Training Methods: Focus Question

There are many different experiential training methods that ensure a rich learning experience. Today, we will discuss the Focus Question.

What: A focus question asks a question that the learners have sufficient information and/or experience to answer.

When: It is usually asked at the beginning of a lesson.

Why: It is intended to facilitate the transfer of past learning to assist with the new learning.

How: The trainer asks the focus question of the entire group. Large or small group discussions are then conducted, and their responses documented on flip charts. If small groups are used, they report their conclusions to the larger group. The flip charts can then be taped on the wall as a reference point throughout the training session.

Length: Eight minutes is sufficient for group brainstorming in response to a focus question. Another eight minutes is necessary to have the small groups report out their responses to the larger group.

Benefits
: A focus question can:

• help the learners focus on the lesson's content.
hook into the learners' past knowledge and trigger a memory which can facilitate the current learning.
give the trainer important diagnostic information about the learners' knowledge or skills.
• help the trainer
avoid teaching content that the learners already possess.
reduce re-entry time after a break if the learners are asked to consider the question during the break.

Now, it’s your turn! If you can correctly answer what level(s) of learning and learning style(s) are satisfied by a focus question, we will send you a brand new one-minute technique guaranteed to keep your learners engaged! Please mail your responses to dlaurel@ameritech.net.

Level of Learning:

Learning Styles:

Next week, we will report the winning responses and then explore another experiential training method: a game.

Monday, August 16, 2004

Tip #38: Stay on task and on time when co-training

The fourth and last category to consider when co-training is how to stay on task and on time.

Do:

  1. Review the lesson plan, so that you know how much time is allotted to each section and all of the relevant content materials to be used;

  2. Respect the importance of the need for breaks;

  3. Follow the agenda and the lesson plan;

  4. Synchronize your watches;

  5. Watch the time and pace yourself; and

  6. Agree on a signal to discreetly let each other know when it's time to bring a presentation to a close.

Don't:

  1. Underestimate the amount of time group participation involves;

  2. Ignore scheduled starting and ending times;

  3. Go past your allotted time;

  4. Assume that taking "a few more minutes" to finish your section is acceptable, if you are running into the other trainer's time slot;

  5. Rudely interrupt the other trainer;

  6. Shuffle your papers or wander to the front of the class in an effort to give the other person a "hint;" or

  7. Use disapproving body language or noises to get the presenter's attention.

The four categories we have discussed over the past few weeks are just a few of the more typical areas of conflict for co-trainers.

Next week we will begin to look at different experiential training methods in depth.

Sunday, August 8, 2004

Tip #37: Decide how to handle differences of opinion when co-training

The third category to consider when co-training is to decide how differences of opinion between the trainers will be handled.

Do:

Treat each other with professional respect. Possible options include any combination of the following:

  1. Write down disagreements for later mutual discussion;

  2. Wait until the end of the day, when you debrief the entire session together;

  3. Defer to the other trainer;

  4. Let the issue drop, if it's not very important;

  5. Bring the matter to the other members if there is a core training group, for resolution and consistency in future presentations;

  6. Agree to disagree; and/or

  7. If the issue is significant, discuss it with the other trainer during a break to see if s/he agrees that one of you should make a clarifying statement after the break.

Don't:

  1. Do anything to undermine the other trainer's presentation or credibility;

  2. Argue during the presentation;

  3. Argue during the break;

  4. Bring it up during the break, if participants want to discuss other issues with either trainer;

  5. Question the other trainer's expertise or credibility;

  6. Correct the other trainer in front of the group;

  7. Indicate your disagreement nonverbally; or

  8. Mention your disagreement to the participants.

Next week we will explore the do's and don'ts relating to staying on time and on task when co-training.

Monday, August 2, 2004

Tip #36: Decide what the role of the non-presenter will be when co-training

The second category to consider when co-training is to decide what the role of the non-presenter will be while the other trainer is presenting a section.

Do:

Be clear about the expected role of the non-presenter. Possible options include any combination of the following:

  1. Write group comments on the flip chart or overhead;

  2. Work with one section of the group;

  3. Note down questions or issues raised by the group that will need to be addressed;

  4. Provide assistance as requested by the presenter;

  5. Listen;

  6. Observe the group interactions;

  7. Help to provide crowd control;

  8. Serve as a time keeper;

  9. Facilitate small group discussions;

  10. Check to see if any participants need extra assistance; and/or

  11. Interact with the presenter in a pre-arranged manner- for example, playing a role.

Don't:

  1. Make disapproving noises;

  2. Indicate your displeasure or disagreement through body language;

  3. Go make telephone calls;

  4. Leave while the other trainer is speaking;

  5. Stand in the back as if judging the other trainer;

  6. Create distractions by joking with the participants while the other trainer is trying to teach;

  7. Do other work while the other trainer is presenting; or

  8. Prepare your materials for your next presentation.

Next week we will explore the do's and don'ts regarding how to handle differences of opinion with a co-trainer.