Wednesday, February 22, 2006

Tip #105: Training Methods

The seventh step in the comprehensive nine step LESSON PLANning Process is:

STEP 7. PROPOSE THE TRAINING METHODS.

  1. Identify the training methods for each module, including the time necessary for each activity. (Ensure that the methods are compatible with the level of learning for the learning objective.)

  2. Build in a variety of instructional methods. (Ensure multi-modality to maximize learning and meet the needs of all learning styles.)

  3. Develop a plan to hold the participants accountable for learning. (A participant learning contract is one approach.)

  4. Ensure that participants have an opportunity to apply new skills that they have learned. (If they don't apply the new skills during the training session, it is unlikely that they will apply them after the session. We want to build their confidence in their competence.)

Saturday, February 11, 2006

Tip #104: Agenda

The sixth step in the comprehensive nine step LESSON PLANning Process is:

STEP 6. NEGOTIATE THE AGENDA FOR THE TRAINING PROGRAM.

  1. Define a training segment or module for each learning objective or group of related learning objectives.

  2. Create a title for each module.

  3. Ensure that the modules follow the same sequence as the learning objectives.

  4. Determine the amount of time necessary and appropriate for each module. (Those modules which involve new learning for the participants and/or require application exercises should probably be allocated the greatest amount of time.)

Wednesday, February 8, 2006

Tip #103: Learning Objectives

The fifth step in the comprehensive nine step LESSON PLANning Process is:

STEP 5. ORGANIZE THE LEARNING OBJECTIVES.

Learning objectives explain in specific and measurable terms what the learner will do as a result of the class instruction to: (a) learn specific knowledge or skills and (b) demonstrate that they have learned them.

Objectives are behavioral, which means that they involve specific actions or behaviors that can be observed and measured.

The effectiveness of the training will be determined based on whether or not the participants exhibit these behaviors during and after the training session.

When we add an active verb (appropriate for the learning level) to the essential content, we need to be sure that it is specific, observable, and measurable. For example, the following verbs are inappropriate because they are too vague and unclear to be particularly useful: process, care, learn, worry, understand, sense, believe, be aware, empathize, think, remember, feel, perceive, assume, try, focus, see, consider, and be familiar with. A more active verb will better describe the participant behavior and make it easier to measure or validate their performance.

At this step, we:

  1. Select action verbs appropriate for the identified learning levels. *

  2. Convert the essential factors into learner actions which are specific, observable, and measurable, using the learning level-appropriate action verbs. (These learner actions are the learning objectives).

  3. Ensure that there are sufficient learning objectives to accomplish all of the training goals.

  4. Ensure that the sequence of learner actions progresses through the levels of learning, where appropriate.

  5. If safety is a consideration, ensure that there is a learning objective that checks for comprehension prior to a learning objective that provides for application.

  6. Remedy any gaps in the logical sequence of events by adding in the missing learning objectives.

*There is a useful list of active verbs that can be used to signify different learning levels. The list is not exhaustive, so it does not include all possible verbs that might be appropriate.

Knowledge

Comprehension

Application

cite

associate

apply

count

compare

calculate

define

contrast

classify

identify

convert

change

indicate

defend

complete

label

describe

compute

list

differentiate

demonstrate

match

discuss

illustrate

name

distinguish

manipulate

outline

estimate

modify

recognize

explain

operate

record

extend

predict

reproduce

extrapolate

prepare

select

generalize

produce

state

give

relate

tabulate

exemplify

show

trace

infer

solve

write

interpret

tabulate

interpolate

transcribe

paraphrase

use

predict

utilize

translate



Analysis



Synthesis



Evaluation

analyze

arrange

appraise

break down

categorize

assess

detect

combine

compare

diagram

compile

conclude

differentiate

compose

contrast

discriminate

construct

criticize

distinguish

create

critique

group

devise

discriminate

illustrate

design

evaluate

infer

generate

grade

outline

modify

justify

point out

organize

interpret

relate

outline

measure

select

plan

predict

separate

rearrange

prescribe

subdivide

reconstruct

rank

summarize

relate

test

transform

reorganize

recommend

revise

validate

rewrite

verify

summarize

Wednesday, February 1, 2006

Tip #102: Learning Levels

The fourth step in the comprehensive nine step LESSON PLANning Process is:

STEP 4. SET THE DESIRED LEVELS OF LEARNING.

This step is based on Bloom’s Taxonomy of Behavioral Objectives- or, as we have referred to it, the Building Blocks of Learning (See Tip #8).

It is essential to clearly identify the desired level of learning we want the participants to attain. This means that we need to decide whether our aim during the course of the workshop is for the participants to: know the information, but not understand it [KNOWLEDGE]; know and understand it [COMPREHENSION]; or know, understand, and use it [APPLICATION]. These are the first three of six progressive building blocks of learning (otherwise known as Bloom’s Taxonomy of Behavioral Objectives).

It is unlikely that a trainer will ever intentionally aim only for the lowest rung, or KNOWLEDGE. At the very least, we want participants to both know and understand what they are taught [COMPREHENSION]. If our intention is to change attitudes, then COMPREHENSION may be the highest level of learning we can accomplish. However, if our intention is to build or strengthen specific skills, APPLICATION must be our minimum desired learning level.

APPLICATION is the launching pad for all higher-level thinking. Once our participants have demonstrated that they know, comprehend, and can apply new information or skills, they are ready for the last three building blocks of learning: ANALYSIS, SYNTHESIS, and EVALUATION.

If the participants will need to organize and reorganize information into categories, the desired level of learning is ANALYSIS. If they will need to create something new, the desired level is SYNTHESIS. If they will need to make judgments when there is no one answer, then the desired level of learning is EVALUATION.

At this step, we:

a. Select the most appropriate level of learning for each essential factor.

b. Ensure that the levels of learning are consistent with the training goals.*

c. Remedy any inconsistency by either adjusting the levels of learning or rewriting the training goals.*

d. Keep in mind that there should be a natural progression through the levels of learning, from knowledge to comprehension to application, and further, if appropriate. *

Note that at this step, we also have checks and balances. At (b) and (c), we make sure that the selected learning levels are appropriate to accomplish the established training goals. If we feel that application is necessary but our training goals do not make that clear, we will have to rewrite the training goals.

At (d), we make sure that we are not jumping directly to application if we have not either provided knowledge or checked for comprehension prior to that. Also, if the content has a safety component, we must check for comprehension prior to any application.

Next week, we will look at the checklist for the fifth lesson planning step, which is creating the learning objectives. Since we have already established the essential content in Step 3 and the desired level of learning in Step 4, all we will need to do in Step 5 is to add an active verb (appropriate for the learning level) and we will have our learning objectives!


This week, we will look how to create the learning objectives. Since we have already established the essential content in Step 3 and the desired level of learning in Step 4, all we will need to do in Step 5 is to add an active verb (appropriate for the learning level) and we will have our learning objectives!