Tip #607: Tic-Tac-Toe, What Do You Know?

On February 8, 2016, Posted by , In learning activities, By ,,,, , With Comments Off on Tip #607: Tic-Tac-Toe, What Do You Know?

“Life is more fun if you play games.” Roald Dahl

Learning is also more fun if you play games!

I was reading a wonderful InfoLine written by Julie Patrick: “Creative Facilitation Techniques for Training” and found a simple yet effective content review activity: Tic-Tac-Toe.

According to Ms. Patrick, this activity can be used: in classroom training, during on-the-job training that involves at least two participants, or with an unlimited number of participants during synchronous online sessions.

The tic-tac-toe “board” can be drawn on a flipchart or provided in a handout.

Two participants or two teams compete against each other to answer content review questions. If they answer correctly, they place an X or an O on the tic-tac-toe “board.” Regardless … Read the rest

Tip #596: A Variation on Jeopardy

On November 23, 2015, Posted by , In learning activities, By ,, , With Comments Off on Tip #596: A Variation on Jeopardy

“There’s a way to do it better—find it.” Thomas Edison

During a train the trainer workshop in Dubai, UAE, a participant created and facilitated a variation on Jeopardy that I think is very clever.

Seta Tutendjian used flipcharts and index cards for her Jeopardy. Since this was to be a 10-minute facilitated activity, she had to limit the number of questions.

She divided the flip chart into two columns and two rows. The table groups threw their foam dice to determine which group would select a category first.

Then, the variation that I like was that the groups had to: (1) discuss the question, (2) write down their answer on an index card, and (3) bring their index card to … Read the rest

Tip #590: Why Multiple Quizzes Help Learning Retention

On October 12, 2015, Posted by , In brain research, By ,,,,,,, , With Comments Off on Tip #590: Why Multiple Quizzes Help Learning Retention

“Who questions much, shall learn much, and retain much.” Francis Bacon

“Retrieval practice” or the “testing effect” involves testing yourself on an idea or concept to help you remember it. According to Roddy Roediger, a psychology professor at Washington University in St. Louis who runs the university’s Memory Lab: “The actual act of retrieving the information over and over, that’s what makes it retrievable when you need it.”

As early as 350 B.C., Aristotle wrote that ‘exercise in repeatedly recalling a thing strengthens the memory.” So this is hardly a new concept. However, according to Roediger, the focus of recent learning and memory studies has been how to acquire knowledge rather than how to retrieve it.

Mark McDaniel, Roediger’s colleague, … Read the rest

Tip #555: Creative Learning Activities in Jordan- Part Two

On February 9, 2015, Posted by , In learning activities, By ,,,,,,,, , With Comments Off on Tip #555: Creative Learning Activities in Jordan- Part Two

“Creativity is a type of learning process where the teacher and pupil are located in the same individual.” Arthur Koestler

While in Amman, Jordan, I conducted a six-day Train the Trainer Program: Designing and Delivering Dynamic Learning for humanitarian workers.

The 6th day was focused on Facilitating Learning. The participants had to design and facilitate a 10-minute participatory learning activity, with the emphasis on an activity that they had never facilitated before.

There were some absolutely wonderful activities that folks created. The highlights included the following;

Heba created a game about the seven factors of communication. She split the eight people into four teams. The A teams at each table were given play dough and a secret message they … Read the rest

Tip #554: Creative Learning Activities in Jordan- Part One

“Creativity involves breaking out of established patterns in order to look at things in a different way.” Edward de Bono  

While in Amman, Jordan, I also conducted a six-day Train the Trainer Program: Designing and Delivering Dynamic Learning for humanitarian workers.

The third day was focused on Inviting Learning from the standpoint of creating a positive learning environment and having strong platform skills.

For a closing activity, I asked the participants to select an object from a bag and then create a 2-minute presentation about it. The presentation could involve telling a story, trying to sell the product, brainstorming with the group to come up with different uses for the item, etc.

Here are some of the presentations that really … Read the rest

Tip #169: Interactive versus Experiential Learning, Part Two

On May 2, 2007, Posted by , In learning activities, By ,,,,, , With Comments Off on Tip #169: Interactive versus Experiential Learning, Part Two

There are approximately ten broad categories of interactive or experiential learning strategies. The first five categories are identified below, along with some specific examples. Please note that these categories often overlap. Scavenger hunt is actually listed under physical movement and reading, to emphasize this point. Many activities involve reading, writing, and discussion. A relay race is a game that also involves physical movement, writing, problem solving, and discussion, etc.

1. Art: Any creative design activity intended to embody training concepts in a visual or tactile manner.

  • Draw a picture of themselves as either a food, a vehicle, or a pet- and label their characteristics.
  • Use art supplies to create an image of the training essence or metaphor (bridge, fruit tree,
Read the rest