Tip #219: Debunking Myths About Lecture #1

There is a prevalent and very persistent proposition that lecture is the only practical training method to use with large groups.

There are two reasons why this belief is inaccurate.

1. The first and primary determinant of a training or learning method should be the desired level of learning. The size of the audience has absolutely no bearing on this decision. Unless the desired level of learning is knowledge, lecture is an inappropriate and ineffective method.

2. It is possible to use a variety of interactive learning methods, regardless of the audience size.

For example, a questionnaire can be used in a variety of ways. Participants can be asked to discuss the answers with someone seated next to them (for a paired discussion) or with participants seated in front and behind them (for a small group discussion). Volunteers from the pairs or the small groups can then provide their answers.

Or the trainer can ask the participants to indicate their answers to each statement with a thumbs up (if they agree) or a thumbs down (if they disagree). The trainer can then ask for volunteers to explain the rationale for their responses.

Worksheets, case studies, games and even hands on activities can be handled in this fashion.

It is not possible to have all pairs or groups report out their answers when there is a very large group. However, all participants can be engaged in discovering the answers and can evaluate their own effectiveness as they listen to volunteer report outs.

Tip #218: Training vs.

A participant in a recent training session objected to the term "training."He felt that training is something we do to others, while learning is something that learners do for themselves.

Since I am an English major, I went directly to the dictionary to check out the definitions. "Train"is defined as "to instruct so as to make proficient.""Instruct"is defined as "to teach or educate.""Teach"is defined as "to provide with knowledge or insight.""Educate"is defined as "to develop the knowledge, skill, or character of, especially by formal schooling."Training can, therefore, be further defined as providing a learner with knowledge or insight.

"Learning,"on the other hand, is defined as "the acquisition of knowledge or skill.""Acquire"is defined as "to gain by one's own effort."Learning, in essence, means gaining knowledge or skill by one's own effort.

Based on these definitions, a lecture would be a good example of a training method. We use a lecture to provide knowledge or insight that the learners do not already possess.

Any activity that requires the learner to expend effort to gain knowledge or skill would, based on these definitions, be a learning method. This would include art projects, discussions, case studies, questionnaires, role plays, games, and hands on exercises.

Some might say that this is merely a semantic difference. Who cares whether we call them training methods or learning methods?

But I think the difference is more substantive than semantic. Many people continue to hold on to the paradigm that lecture is the only method to use. Yet we know that learners have different learning styles that require methods other than lecture. Perhaps if we start to refer to these methods as learning methods instead of training methods, we will place the emphasis in the classroom where it properly belongs: on the learner rather than on the trainer.

I now refer to all methods as learning methods.

I would love to hear your take on this!

Tip #217: Training Best Practices #2

We are concluding our look at the application of five key categories of training best practices, ending with the last three categories:

Application of Training Best Practices: Learner Activities

3. Learner Centered

1. An in class mini needs assessment is conducted.

2. The focus is on the learner rather than the presenter.

3. It builds on the learners' prior learning or experience.

4. The training activities meets the needs of different learning styles.

4. Participatory Activities

1. There is a participant workbook for hands on activities to check learning and comprehension.

2. The learners are actively engaged in discovering answers.

3. There is a check for comprehension before leaving a key topic area.

4. There is an opportunity for the learners to practice what they've learned as they learn it.

Application of Training Best Practices: Learning Facilitation

5. Facilitation

1. The instructor validates the learners' involvement and responses.

2. The instructor makes transitional statements between sections.

3. The instructor ensures that all learners can see and hear.

4. The instructor provides breaks approximately every 50 minutes.

Tip #216: Training Best Practices #1

s we have considered in the past two Tips, adult learning principles are applied through the use of specific techniques in the classroom. These techniques are based upon decisions that the instructors make about what will be taught and how it will be taught. It is possible to determine the probability of learning in the classroom by evaluating these decisions, which fall into three discrete categories:

1. Content: What content to cover in the class.

2. Learner Activities: What the learner will do to learn and to demonstrate that learning has occurred.

3. Learning Facilitation: What the instructor will do to facilitate the acquisition of that learning through stand up presentation and group facilitation.

There are five training best practices that fall within these three categories. Today, we will consider the application of the first two training best practices that relate to Content decisions: Application of Training Best Practices: Content Decisions

1. Lesson Plan

   1. There are learning objectives.

   2. The learning objectives are specific, observable and measurable.

   3. The desired learning levels are identified.

   4. There is a variety of training methods.

2. Content Decisions

   1. There is a clear focus on key content.

   2. There is an organizing principle.

   3. Interesting but unimportant content is kept to a minimum.

   4. There is an appropriate amount of content for the time period.

Tip #215: Adult Learning Principles in Action #2

We are concluding our look at five key categories of adult learning principles, ending with the last two categories. The information that is >U>not in bold print provides an example of the principle in action.

4. Set learners up for success.

a. Adults can learn only a specific amount of information at one time.
A maximum of 5 familiar and meaningful concepts and a maximum of 3 unfamiliar concepts are taught at one time.

b. Adults need to learn rules before they learn exceptions to the rules.
Rules are taught first. Exceptions are not introduced until it is clear that the rules are understood.

c. Adults need to know how one part of the training relates to other parts.
Transitional statements are made that show how different sections of the training relate to each other.

d. Adults have different learning styles that are responsive to different instructional methods.
A variety of instructional methods are used to ensure that visual, aural and kinesthetic learners' needs are addressed.

5. Let learners apply what they have learned.

a. Adults use a hands on problem solving approach to learning.
There are problem-solving activities that actively engage the learners.

b. Adults want to apply new knowledge and skills immediately.
There are opportunities for participants to immediately apply their new learning in the classroom.

On behalf of Earth Day, here is a wonderful training video created by a teacher that will appeal to a variety of learning styles: http://www.storyofstuff.com/

Tip #214: Adult Learning Principles in Action #1

We are going to look at five key categories of adult learning principles, beginning with the first three. The information that is not in bold print provides an example of the principle in action.

1. Obtain Learner Buy-In.

a. Adults learn because they see the value of the training content to their lives.
There is an initial activity that helps participants see the value of the training

b. Adults learn best when practical application is encouraged.
The usefulness of the learning in the participants' lives is emphasized and demonstrated.

c. Adults learn best in an informal atmosphere.
The instructor creates a safe and respectful learning environment.

2. Build On What The Learners Know.

a. Adults bring a wealth of experience that must be acknowledged and respected in the training setting.
There are activities that enable the participants to indicate and/or demonstrate their level of experience and expertise.

b. Adults learn and retain information more easily if they can relate it to their reservoir of past experiences.
Good examples and stories are provided that connect new learning to the participants' prior learning and experience.

3. Engage The Learners.

a. Adults have a need to be self-directing and take a leadership role in their learning.
There is an activity that enables participants to indicate their learning goals, and/or participants are given choices to select activities or content that is relevant to their interests and needs.

b. Adults are more likely to believe something if they arrive at the idea themselves.
There are activities that enable the learners to discover important information on their own.

c. Adults have ideas to contribute.
There are activities that enable the participants to contribute ideas.

Tip #213: Principles Supporting the Learning Facilitator Model

The Learning Facilitator educational model is derived from adult learning principles that brain studies have proven to increase the likelihood of learning and retention. Contemporary adult learning principles are drawn from the work of Malcolm Knowles, who is considered to be the father of adult learning. His work was a significant factor in reorienting adult educators from "educating people"to "helping them learn."

Here are four key adult learning principles:

1. Focus on Key Information
Brain studies have revealed that adults can learn approximately 5 new things within a training segment if those things are familiar and meaningful. If the new items to be learned are unfamiliar, adults can learn only 2-3 of them at a time.

The training segment may be 10 minutes, 30 minutes, an hour or more. It depends upon the complexity of the items to be learned.

This is why it is so important to limit the amount of information taught at one time, as well as to ensure that it is as meaningful as possible. Teach only what is essential to achieving the learning goals.

A task analysis will identify the essential learning that must occur during a training session. The task analysis is used to create the specific, observable and measurable learning objectives. These learning objectives identify what the learners will do to learn and to demonstrate their learning.

2. Meet the Needs of Different Learning Styles
Just as brain studies have shown that individuals have different personality types, they have also revealed that people learn differently. One of the simplest models identifies three different learning styles: aural, visual, and kinesthetic. The aural learner learns best by listening. The visual learner learns best by seeing. The kinesthetic learner learns best by moving.

That is why a training program must have a variety of learning activities that are rich enough to simultaneously meet the needs of all three learning styles. A workbook in which the learners can write, audiovisuals that highlight or exemplify key points, active discussions in which the learners move to work with one another or write on a flipchart or pop out of their chairs to answer a question, or hands on activities that provide application practice- will all ensure the different learning style needs are met.

3. Teach the Rule and Its Exceptions at Different Times
In addition, brain studies have determined that teaching a rule with its exception at the same time nullifies learning either the rule or the exception. It is necessary to teach the rule and make sure it has been firmly learned before ever mentioning exceptions.

4. Give Regular Breaks
Brain studies have also revealed that adult brains become saturated after approximately 50 minutes. Adults need at least 10 minutes to relax and absorb what they have learned before they begin the next training segment.

This is why it is so important to take regularly scheduled breaks every 50 minutes. Otherwise, the adult brain will become fatigued and overloaded, limiting learning and retention.

Another reason to give breaks is that the prime time for learning occurs at the very beginning and ending of every training segment. Each time a break is given, it increases the amount of prime learning time.