“All we have to decide is what to do with the time that is given us.” J.R.R. Tolkien
Imagine that you are asked to convert die-hard lecturers into facilitative trainers. Imagine that you only have three hours to do this. What content and activities would you use to introduce and model the facilitation of interactive learner-centered training?
That was a challenge I recently had to meet. I’ll tell you what I did, then you can tell me if you would have handled it differently.
The room was set for accelerated learning, with colorful kites on the walls, glitter wands and koosh balls on the table, and bowls of candy.
I began by asking common ground questions, which had them … Read the rest
According to Dr. David A Sousa, “the old adage that ‘practice makes perfect’ is rarely true. It is very possible to practice the same skill repeatedly with no increase in achievement or accuracy of application.”
Dr. Sousa notes in his book How the Brain Learns that “practice refers to learners repeating a skill over time… The quality of the practice and the learner’s knowledge base will largely determine the outcome of each practice session.”
In her book, Mastery Teaching, Dr. Madeline Hunter identifies four conditions that must be met for practice to improve performance:
- The learner must be sufficiently motivated to want to improve performance.
- The learner must have all the knowledge necessary to understand the different ways that