
Tip #227: More Practice Doesn’t Make Perfect
This Tip explains why more practice doesn’t make perfect because it is the quality, not the quantity of practice that makes a difference. More Practice
This Tip explains why more practice doesn’t make perfect because it is the quality, not the quantity of practice that makes a difference. More Practice
This Tip debunks the myth about the trainer being expert, because trainers don’t need to be subject matter experts to conduct a training program. Trainer
This Tip discusses what trainers can do to make initially resistant participants want to come back after the break. Although it would be nice if
This Tip is about the importance of humor or a light touch when presenting serious topics. We Need a Light Touch on Serious Subjects Some
This Tip debunks myths about learning while seated, by sharing neuroscience findings that moving increases our ability to learn. This week, our Tip refers to
This Tip debunks myths about table group size, because of difficulty hearing each other and an increased number of interpersonal connections. Debunking Myths about Table
This Tip debunks the myth about PowerPoint that a copy of the slides are an adequate participant handout. A Good Participant Handout or Training Manual
When there is a lot of information to cover, not even a fast-talking lecturer will be effective. Two Reasons Why a Lecturer is Ineffective 1.
There are prevalent and very persistent inaccurate myths about lecture- that it is the only practical training method to use with large groups. There are
This Tip discusses training methods vs learning activities, indicating learning activities are a better term. This is because the focus is on the learner, not
We are concluding our look at the application of five key categories of training best practices, ending with the last three categories. The learner activity
This Tip looks at training best practices and content decisions that instructors make regarding lesson plan design and other content decisions. We have discussed that