Monday, September 27, 2004

Tip #47: Quick Kinesthetic Experiential Training Methods: Gallery Walk

The kinesthetic learner is often the most difficult to satisfy in classroom training. However, there are some creative ways to add movement to classroom content review activities. These kinesthetic activities provide whole body learning, which increases retention. Today, we will discuss the Gallery Walk.

What: A Gallery Walk involves having the participants walk and add their thoughts to flip charts posted along the length of a wall.

When: It can be used at any time you would like to review what learners either know or have learned.

Why: It is intended to provide some physical activity, specifically to meet the needs of kinesthetic learners.

How: The trainer posts flipcharts with different headings related to the topic at hand. The participants are instructed to walk from flipchart to flipchart, posting their ideas with a colored marker. The participants may be organized in groups of five, or in pairs, or may work separately. This activity is timed so that each group or individual has an opportunity to post their answers on every flipchart.

An alternative is to ask the participants to write down techniques or ideas pertaining to a specific subject or challenge, one item per sticky note. Then they can stroll from flipchart to flipchart, posting their sticky notes where they are most appropriate.

In both cases, the trainer or a participant should then read out the posted content on each flipchart.

A second alternative is to have small groups post their responses to a question on a flipchart and then have each group tape their flipcharts on the wall. All participants are then instructed to walk past and read all of the postings, with the intent of identifying two or three items that are of greatest significance to them. They would note these two or three items down and then either return to their small group for additional discussion or simply retain their notes for future application back on the job.

Benefits: There are a number of benefits to the use of a Gallery Walk:

  • It can build physical activity into content review.

  • It can increase participant physical energy.

  • It can link what they are learning to what they already know.

  • It can give kinesthetic learners an opportunity to move their bodies in order to learn.

  • It can test the participants' ability to literally think on their feet.

  • It can make learning and learning review fun.

Level of Learning: Knowledge and comprehension.

Learning Styles: Kinesthetic, as well as aural, visual, print, and interactive.

Next week, we will discuss another kinesthetic experiential training method useful for checking comprehension: a skit.

Saturday, September 18, 2004

Tip #46: Quick Kinesthetic Experiential Training Methods: Relay Race

The kinesthetic learner is often the most difficult to satisfy in classroom training. However, there are some creative ways to add movement to classroom content review activities. These kinesthetic activities provide whole body learning, which increases retention. Today, we will discuss the Relay Race, which I first saw used by Elaine Biech, who is well known for her creativity as a trainer. Elaine is the editor of the prestigious Pfeiffer Annuals and the author of such books as: TQM for Training, Marketing Your Consulting Services, The Business of Consulting, and the soon-to-be published Training for Dummies. You can learn more about Elaine Biech at her website: http://www.ebbweb.com.

What: A Relay Race is a timed competitive team activity.

When: It can be used at any time you would like to review what learners have learned.

Why: It is intended to provide some competitive and physical team activity, specifically to meet the needs of kinesthetic learners.

How: The trainer asks the participants to list three things they have learned about a specific topic. While they are doing this, the trainer sets 2-3 flip charts in corners of the room. Use masking tape to create a starting mark on the floor about 12 feet from the flipchart. Then put groups together to form 2 or 3 teams of 8-12 people.

You will need one prepared flipchart for each team.. On the flipchart, you can write the name of someone important to the content vertically on the left side of the flipchart, so that there is only one letter of the name on each line.

For example, Malcolm Knowles for adult learning, or perhaps the name of the CEO of your company for the mission of the organization.
The teams will be racing to write down something that they have learned that starts with each of the letters in the name on the flip chart. So it is important that the name is long enough to give the participants sufficient challenge.

You may also want to
incorporate seasonal fun and use Frosty The Snowman, or Summer Vacation, or something similar.

In the alternative, if you are teaching technical terms or product features, the flip chart could
have several rows of categories for the participants to fill in.

The point of the relay race is to incorporate fun into a timed content review.

Once the teams are formed, assign each team to a flipchart and explain the rules. Note that
you can establish any rules and point penalties that you like.
For example:

• Everyone must remain behind the starting line until it is their turn. If caught, it will cost the team 1 point.
• Only one marker may be used by each team. Using more than one marker will result in the loss of 1 point.
• Everyone on the team must have one turn to write on the flipchart before someone writes a second time. Not following this rule will cost the team 2 points.
• Each team has 7 minutes to write one thing someone on the team has learned about the specific content that starts with the letters of the name listed on the flipchart.
• Teams receive 1 point for each correct item, with only 1 point possible for each letter in the name.

Count down to start the race, then shout or use a bell or buzzer to end the game after 7 minutes, allowing the person who is writing time to finish.
Add up the points, one for each item learned, deducting any penalties. Provide a prize to the winning team. To be gracious, provide a prize to everyone.

As with any game, it is important to tie the information generated during the game back to the participant’s formal awareness. Have them write down how they will apply what they have learned and discuss their answers.

Benefits: There are a number of benefits to the use of a Relay Race:

• It can
build physical activity into content review.
• It can
increase participant physical energy.
• It can link what they are learning to what they already know.
• It can add a competitive feature to content review.
• It can give kinesthetic learners an opportunity to move their bodies in order to learn.
• It can
test the participants’ ability to literally think on their feet.
• It can make learning review fun.

Level of Learning: Comprehension.

Learning Styles: Kinesthetic, as well as aural, visual, print, and interactive.

Next week, we will discuss another kinesthetic experiential training method useful for checking either knowledge or comprehension: a gallery walk.


Thursday, September 16, 2004

Tip #45: Quick Kinesthetic Experiential Training Methods: 60 Second Pop-Ups

he kinesthetic learner is often the most difficult to satisfy in classroom training. However, there are some creative ways to add movement to classroom content review activities. These kinesthetic activities provide whole body learning, which increases retention.

Today, we will discuss 60-Second Pop-Ups, which Sharon Bowman introduces in her upcoming book: The Ten-Minute Trainer.

Sharon is an excellent kinesthetic trainer and a prolific author of such books as: Preventing Death by Lecture, Shake, Rattle & Roll: Using the Ordinary to Make Your Training Extraordinary, How to Give It so They Get It, and Presenting with Pizzazz. You can learn more about Sharon Bowman at her website: www.bowperson.com

What: A 60-Second Pop-Up involves having a few or all learners "pop up" out of their chairs to offer topic-related information in response to your statement, request or challenge.

When: It can be used at any time you would like to review what learners have learned or will do with what they have learned.

Why: It is intended to provide some physical activity in a 60-second review, specifically to meet the needs of kinesthetic learners.

How: The trainer posts a topic-related question, an assignment, a list of topic-related terms, or a challenge, etc., on a flip chart, overhead, or PowerPoint slide. Then the trainer indicates how many Pop-Ups are necessary within the minute.

For example, "A Pop-Up is when a person pops up of of his or her chair and states the most important thing that she or she has learned so far. In order to earn our break, we need to have 15 Pop-Ups from the group in the next 60 seconds. Time begins now."

Another example: "The last person to pop up out of his or her chair has to explain to the whole group how he or she plans to use what has been learned."

A third example: "Stand up, as the person standing next to you a question about the material we've covered. Sit back down when that person has finished answering the question to your satisfaction."

You can add competition into the mix by seeing how many Pop-Ups each group can do in 60 seconds. The group with the most Pop-Ups gets a prize.

Rather than competing against each other, the group can compete against their own record. Instead of setting a specific number of Pop-Ups for the group, have them see how many they can do in 60 seconds. Then, during a second round of Pop-Ups later, challenge them to beat their own whole group score.

Benefits: There are a number of benefits to the use of a 60-Second Pop-Up:

  • It can build physical activity into a 60-second content review.

  • It can increase participant physical energy.

  • It can link what they are learning to what they already know.

  • It can add a competitive feature to content review.

  • It can give kinesthetic learners an opportunity to move their bodies in order to learn.

  • It can test the participants' ability to literally think on their feet..

  • It can make learning review fun.

Level of Learning: Comprehension.

Learning Styles: Kinesthetic, as well as aural, visual, print, and interactive, depending upon how the Pop-Up is communicated.

Next week, we will discuss another quick kinesthetic experiential training method useful for checking comprehension: a relay race.

Thursday, September 9, 2004

Tip #44: Experiential Training Methods: Role Play

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

What: A role play is a simulation of a real life situation.

When: It can be used at the beginning of a lesson to model an interactive skill that will be learned. It can also be used at the end of a lesson to evaluate the learners' ability to apply what has been learned. Because role plays are intimidating to many learners, it is best not to schedule a role play until the end of a workshop when trust and comfort levels have been established.

Why: It is intended to provide an opportunity for the learners to observe and/or practice new skills in a realistic situation.

How: There are numerous ways in which to use a role play. If the intent is to model how to use a certain skill, the participants can watch a videotape or a simulation between two trainers, between a trainer and a participant volunteer, or between two participant volunteers.

The key points or steps in the skill being learned need to be identified prior to viewing the simulation, and then labeled after viewing the simulation. It is helpful to have the participants note down key points as they watch, and then discuss their points afterwards.

If two participant volunteers are used, it is helpful to have the roles written down, with visual emphasis added to identify key points they should demonstrate in their role play.

If the intent is to have the participants practice a new interactive skill, it is best to give them time to analyze a situation (either a prepared situation or a personal situation they have chosen) and identify key points. They should also be given time to script out their role play, both in terms of language and behavior of both parties.

In writing a role play, sufficient background information needs to be provided regarding the situation, the personal characteristics, interests, and behaviors of the players, and the relationship between the players. Many times, a general background sheet is given to all players. They then receive individual briefing sheets in addition, to alert them to the specific part they will play in the role play interaction.

If the participants are requested to prepare and present a role play, the actual role play should be no more than 10 minutes. The actual role play can be conducted in groups of five, in which participants alternate role playing or providing observer feedback. This permits those participants who are uncomfortable with role playing to benefit from opportunities to observe others and provide feedback to them.

If triads are used, again the participants can alternate who role plays and who provides feedback.

It is important that the role play process be modeled by the trainer before the groups begin their work. Their instructions and worksheets should be clearly reviewed. Once the groups have had an opportunity to run through one role play, it is necessary for the trainer to bring the entire group back together to discuss what is going well and resolve any areas of confusion. The trainer should continually dip-stick in an unobtrusive manner, in order to be sure no group gets stuck.

The groups can then volunteer to present their role play in front of the entire group, or each participant may be required to present his or her role play in front of the group. The observers should have feedback sheets and be instructed to give "loving, nonjudgmental feedback" that still respects the individual's need to learn and grow within the protected training environment.

Once the role play has been presented, the trainer can ask the group for its feedback: strengths, and then areas for improvement. The individual observers can subsequently give their written feedback sheets to the primary role player, for his or her later review.

These role plays can also be videotaped, in order to provide the best and most complete feedback. If so, the participants may prefer to be given their videotape to review privately after the class.

It is best to limit role playing in front of the group to no more than ten role plays. Otherwise, it can exhaust the patience and energy of the group. It is helpful to have a sign up sheet for the role players to schedule their presentation, staggered every twenty minutes.

It is also necessary to summarize key learning from the role play exercise at its conclusion, through large group discussion.

Length: Depending upon the intent and the mode of the role play, this method can take from 15 minutes (to show a simple video or model a simple interaction) to several hours (if the participants need to develop their role play situation, script it out, practice it, and then present it to the larger group for feedback).

In the latter case, an approximate rule of thumb is 20 minutes to develop the situation, 20 minutes to script it out, and 20 minutes to practice it. Each role play should take 10 minutes to present and 10 minutes to receive verbal group feedback. In other words, it is wise to schedule an entire afternoon to ensure sufficient time for participant role plays.

Benefits: There are a number of benefits to the use of a role play:

  • 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.

  • It can increase the learner's ability and confidence to use the skill.

  • It can increase the learners' probability of using the skill outside the classroom.

Level of Learning: Application, but also possibly Knowledge, Comprehension, and Analysis.

Learning Styles: Aural, visual, print, interactive, haptic, and kinesthetic (depending on the activity).

Next week, we will begin to explore a variety of quick kinesthetic experiential training methods useful for checking comprehension, including a gallery walk, a debate, a pop up, and a relay race.

Monday, September 6, 2004

Tip #43: Experiential Training Methods: Hands On Exercise

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

What: A hands on exercise provides practice in a desired skill, technique, or procedure.

When: It can be used at the beginning of a lesson to test the learners' current skill and ability, or as a way to make a training point.

It is most frequently used at the end of a lesson to evaluate the learners' ability to apply what has been learned.

Why: It is intended to provide an opportunity for the learners to practice new skills in a safe and monitored environment.

How: Prior to the hands on practice, the trainer should break the procedure down into steps and model each step, explaining the how, why, when, and where for the step. The trainer should also describe the vital "knacks" or tricks involved in the task, as well as emphasizing the safety aspects.

The participants should also demonstrate their understanding of the steps prior to actually performing the hands on activity, to ensure they have been set up for success. This may include talking the trainer, or a volunteer learner, through the operation. A questionnaire, a case study, or a true/false quiz are also ways to make sure the learners really know what to do in the actual hands on exercise.

It is sometimes useful and appropriate to pair a novice with a more skilled learner, so that they can learn together.

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 hands on exercise and re-teach that segment to the entire group.

It is important to remember that the purpose of the hands on activity is threefold: (1) for the learner to practice and demonstrate his or her ability to perform the activity; (2) for the trainer to have observable proof of the actual learning that has taken place; and (3) for the learner to gain confidence in his or her ability to perform the activity.

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 activity, the hands on exercise may take anywhere from 15 minutes to one or two hours.

If the purpose of the training is to teach specific skills, then sufficient time should be scheduled for the learners to practice that skill in a hands on exercise.

Benefits: A hands on exercise can:

  • develop the learners' skills.

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

  • increase the learner's ability and confidence to use the skill.

  • increase the learners' probability of using the skill outside the classroom.

  • provide immediate feedback to the learner regarding what s/he knows or needs to know to perform the activity.

  • give the trainer an opportunity to ensure consistent performance of the activity by all of the learners.

Level of Learning: Application

Learning Styles: Aural, visual, print, interactive, haptic, and kinesthetic (depending on the activity).

Next week, we will explore another experiential training method: the role play or simulation.