Saturday, April 21, 2007

Tip #168: Interactive versus Experiential Learning

Interactive learning strategies and experiential training methods are often considered interchangeable. However, it is possible to make a distinction between them.

Interactive learning strategies engage learners by allowing them to actively participate and verbally respond within the learning environment. Group discussion, case studies, questionnaires, and crossword puzzles easily fall within this category, which is characterized by mental stimulation and verbal expression.

Experiential training methods engage learners physically, mentally and emotionally in a multisensory experience. Simulation, visualization, dramatization, role plays and physical movement easily fall within this category, which is characterized by emotional stimulation and physical expression.

However, the design and facilitation of a training method will ultimately determine whether it is interactive, experiential, or both. For example, physical movement can be added to almost any activity by having groups stand together, moving participants into different pairings, or adding a walking component. Building an activity around a meaningful metaphor can add an emotional component by tapping into the participants' experiential memories.

Bottom line: the more the learners are engaged and stimulated mentally, emotionally, and physically, the more likely they are to learn and to retain what they have learned.

There are approximately ten broad categories of interactive or experiential learning strategies.

Wednesday, April 18, 2007

Tip #167: Handling Participant Responses

It’s one thing to recognize the importance of engaging learners by drawing information from them rather than telling them. However, how long do you wait for them to answer? The silence can be deafening to a trainer on a tight time schedule. And what do you do if the learner’s answer is incorrect? How do you make sure the group gets the correct answer without embarrassing the participant who got the answer wrong?


Waiting for Participant Responses

1. If you ask "Are there any questions?" make sure that you look around to see if there
are any questions.

2. If you ask a specific question, make sure that you give the participants sufficient time to respond. You may need to count to 10 slowly in your head.

3. If no one answers, sometimes I use humor to prompt a response: “I’m sorry, perhaps you thought that was a rhetorical question. Let me explain our process- I’ll ask a question and then YOU answer it!”

4. If a participant is only giving you a partial response, coach that person by asking questions that, through the examples, help the individual discover the rest of the answer.

5. Usually, someone will answer the question. If not, I’ll either rephrase the question or break it down into a simpler question.

6. If there are still no volunteers to answer the question, I’ll say “Okay, I’ll take pity on you. You must be tired.” or something to that effect, and then answer the question myself. The important thing is to later reconsider the question and make sure that the content leading up to the question has enabled the participants to answer it. We want to catch them doing things right and set them up for success.


Dignifying Incorrect Answers

1. Always dignify the participant and the answer.
Never say, "No." That will shut down learning and guarantee that no one will volunteer to answer any questions in the future! Instead, say, "Yes, that is correct if the circumstances are x. However, I am asking about these (different) circumstances. In this event, what would the answer be?" In other words, coach the person to discover the correct answer.

2. Another option is to take responsibility for any confusion on the part of the person answering the question. “You know, you have answered the question I asked, but I realize I didn’t ask the correct question. I apologize. Let me rephrase the question...”

3. It is also perfectly acceptable to let a poor, but not glaringly wrong answer, go by- if you feel that most of the participants know it is not completely correct. However, if it concerns a key concept, you must clarify it so that no one leaves confused. In this case, coach the person to the correct answer by saying” “That’s an interesting response. Let’s test it. “ Then ask questions to help the answerer discover the consequences of what has been proposed and realize those consequences would not be desirable.


This concludes our discussion of items to be included in a facilitator guide. Next week, we will discuss why facilitating interactive learning is so important.


This week we we begin a three-part discussion about why facilitating interactive learning is so important. Part one makes a distinction between interactive and experiential learning.

Monday, April 9, 2007

Tip #166: Responding to Participant Questions

iven the choice between participants who never ask any questions and participants who ask a lot of questions, I prefer the latter. The fact that they have questions indicates that they are highly interested in the topic- and that's a good thing!
  1. First of all, make sure everyone has heard the question before you answer it. Either repeat the question yourself, if other participants may not have heard it, or request that the individuals project more, so that others can hear what they are saying.

  2. To reinforce the questioner's need to project, walk to the opposite side of the room from the participant who is speaking. Although this may seem counter intuitive (typically, we move closer to people we can't hear, rather than farther away from them!), the person will always direct his or her comments toward the instructor.

  3. When participants ask a question, defer it to the rest of the group. If someone in the group can answer the question, that provides validation for that person. If no one has an answer, this still gives you some time to think about the question so that you can give your best answer.

  4. Remember to summarize and/or validate the correct answer after receiving the answer from another participant. If you don't provide a summary or validation, it may give the appearance that you are deferring the question because you don't know the answer- rather than because it is an excellent training technique.

  5. There may be times when you have a sense that the questioner already has an answer for his or her own question. In that case, ask what the questioner thinks. This can provide good validation for the participant.

  6. Do not feel that you must answer a question to the complete satisfaction of the questioner. Some questioners may never be satisfied- in fact, they may intend to distract or argue with you, which can unnecessarily tie up a lot of precious class time. Rather than asking, "Have I answered your question?" or "Has your question been answered to your satisfaction?" say instead: "Was that responsive?" What can they say, as long as you have provided some type of response? This is particularly important if you have a rather difficult participant who is trying to bait you or monopolize the session. However, regardless of the nature of the question or the questioner, I often ask "Was that responsive?"as a courtesy to provide some closure to the dialogue.

  7. Some questions may be of interest only to the questioner. In this case, they need to be deferred to another time (a break, lunch, after the workshop). It is perfectly fine to tell a participant that the question is a good one but may not be relevant to the other participants, so it would be best answered "off line."Just make sure to follow up and have the conversation when you say you will.

  8. Some questions may anticipate content that will be covered later in the session. You may not want to confuse the larger group by answering the question at that moment. Simply congratulate the questioners for their advanced awareness and ask them to wait until the topic and answer come up in the curriculum.

  9. Often, participants are anxious to ask their questions immediately because they are afraid they will forget them. One way to minimize participant impatience is to provide post it notes so they can jot down their questions as they arise. You may also want to have a "Parking Lot"flip chart where they can place their post it notes. Just make sure to check the "Parking Lot"at breaks so that you can plan when to answer the questions.

  10. If, despite all of these deferring techniques, a participant keeps asking the same question, it is best to provide a brief answer and move on. Some folks just need immediate gratification and others may really need to have the answer so they can focus on the content at hand.

    Some questions may have more than one appropriate answer, depending upon the fact situation. If the fact situation appears relevant and the questioner can explain it in a concise fashion, feel free to answer it. However, often you need more time to delve into the situation before you can give a useful response. In that case, simply explain that to the questioner and plan a time to discuss it "off line."

  11. It is also perfectly acceptable to tell participants if you do not know the answer. Just make sure to note the question down and promise to provide an answer once you have had an opportunity to research the issue.

Tuesday, April 3, 2007

Tip #165: Checking for Comprehension and Debriefing Exercises

Checking for Comprehension

  1. Check for comprehension of the content. You can do this by asking questions or encouraging participants to provide some examples.

  2. After giving an assignment, walk around the room to be sure that they understand and are working on the correct assignment.

  3. Check with the participants occasionally- either in the large group, by talking with individuals during the break, or dip-sticking the small groups- to be sure that the pace is comfortable and everyone is on the same page with you.

Debriefing Exercises

  1. It is important to have the individual or group representatives report out after they have completed an exercise. Otherwise, they will not have any sense of closure.

  2. Draw out the correct or more complete answers from the group, so that when you tell them the correct answer, it will simply validate what they have identified. Remember that we want to build their confidence in their own competence!

  3. To ensure variety of report out methods, here are a few to draw from:

    1. Thumbs up if you agree, thumbs down if you don't.

    2. Can someone tell us the answer to question x? [call for a volunteer.] Then ask the participants to raise their hands if they agree- if they disagree. Call on one of the dissenters for his or her response. Ask the group to identify the correct response. Or tell them yourself.

    3. Have one table group report their answer. Ask if any other groups have something different or something to add.

    4. If more than one table group worked on the same case study, alternate between them in answering the different questions relating to the case study.

    5. Move from one table group to another to answer different questions.