Friday, July 29, 2005

Tip #79: Handling a question about a topic you are not ready to cover

The Challenge: Someone asks a question that you do not want to cover until you have provided some preliminary basic information.

Possible Approaches: Thank the person for asking the question and indicate it will be covered at a specific time later in the day; offer to answer the question at break; and, if the person absolutely cannot wait and continues to ask the question in different ways, provide a basic response that will not confuse the rest of the group.

It may minimize premature questions if you provide an overview of the agenda and then offer a "parking lot" (a labeled flip chart on which participants can place sticky notes with their questions). The "parking lot" flip chart can provide a designated space for questions related to each specific topic area. As long as you review the" parking lot" frequently and address the questions when they pertain, the participants will not mind waiting for their answers.

Another option is to simply provide sticky notes so that participants can jot down their questions as they arise. This may alleviate their need to ask them quickly, before they forget them..

If the participants know you will ask for questions after you present each new topic or concept, they may be more comfortable holding their questions until that time.

Sometimes a participant will ask a question simply to demonstrate that s/he is knowledgeable about the topic. In that event, acknowledge the participant's expertise and ask that s/he assist you by providing definitions or examples when you get to that point in the lesson.

Thursday, July 21, 2005

Tip #78: Having to define more than ten concepts right after lunch

The Challenge: You have to define more than ten concepts right after lunch and you do not want to lecture.

Possible Approaches: There are three concerns to be addressed. First, we need to consider what the participants might already know. We might want to begin with a questionnaire that allows the participants to work in small groups and educate each other. Then, after hearing their report outs, you can determine what you may need to actually teach them.

Second, ten concepts are too many, regardless of the time of day. Let's assume that you have considered what the participants might already know and you realize that you will need to teach most of the concepts. If so, teach a few at a time- 2-3 if the concepts are unfamiliar to the participants, or 4-5 if the concepts are familiar or can be made familiar through the use of metaphor.

Third, particularly after lunch we need to incorporate physical activity to engage the group and keep them awake!

You could alternate presenting a few concepts at a time and then check for comprehension by having the participants work with the concepts in case studies or problem solving exercises, or by having them create teams to play a board game or Jeopardy or complete a crossword puzzle -and reward the "winning groups" to add an element of competition to keep their adrenaline up!

or

You could assign small groups to research and define one of each of the concepts- and present a 2 minute skit to emphasize the key aspects of the concept.

Just make sure that you don't waste time teaching them what they already know, that you teach only a few things at a time, and that you use active, fun, and possibly competitive methods to check for participant comprehension.

Wednesday, July 13, 2005

Tip #77: Handling an authority figure who is distracting others in the group

The Challenge: There is an authority figure in one of the discussion groups who is chatting and distracting others, hiding the fact that s/he doesn't know the content by choosing not to participate.

Possible Approaches: Recognize that this individual may feel very insecure and concerned about his or her lack of knowledge of the topic, despite the group's expectations that someone in this position would be knowledgeable. Acknowledge the authority figure's status by having him or her facilitate the small group discussion and then post their answers on a flip chart; draw the person aside and ask him or her to assist you by encouraging others to speak. Never mention your awareness of the individual's insecurity or lack of knowledge- either to the authority figure or to anyone else in the group.

In essence, allow the authority figure to maintain status and save face by playing a facilitative role that does not require him or her to divulge a lack of knowledge on the topic. Hopefully, after participating in the session, the authority figure will gain the level of knowledge s/he needs about the topic.

Sunday, July 3, 2005

Tip #76: Presenting both sides of an issue

The Challenge: You want the group to be aware of strong arguments on both sides of an issue, but not feel that you are skirting the issue by avoiding a definitive "correct" answer.

Possible Approaches: Provide a pre-test to have the participants identify which answer they initially favor.

Then: Use a debate method, having the participants research and present the opposite side of the issue; or present a panel who can articulately represent both sides of the issue; or provide a case study for small group work that can be resolved in one of two ways, which the small groups will have to articulate and explain; or show a video with alternate endings that demonstrate the effect of the two different sides of the issue; or have the participants create a mock court and role play attorneys presenting both sides in front of other participants who serve as the jury. Any of these instructional methods will provide equal time to both sides of the issue and allow the participants to discover for themselves that there is no definitive "correct" answer.

End with a post-test to determine whether the participants have either changed their minds or recognized there is some validity to the other side of the issue.