
Tip #990: How to Build Learners’ Confidence in Their Own Competence- Part Two
In Part One, we considered the first of three approaches to build learner confidence in their own competence, which was for the trainer to plan
In Part One, we considered the first of three approaches to build learner confidence in their own competence, which was for the trainer to plan
This tip answers the question whether lecture is better than other learning activities when training large groups. Fiction. The size of the group has very
I have been reading an intriguing book, The Art of Changing the Brain- Enriching the Practice of Teaching by Exploring the Biology of Learning,
“The best way to learn is to do; the worst way to teach is to talk.” Paul Halmos Learning activities are the training methods that
“To learn and not to do is really not to learn. To know and not to do is really not to know.” Stephen R. Covey
This Tip is about the three training decisions a trainer makes to increase the probability that learning will occur. Good Training is a Stream of
“I never teach my pupils, I only attempt to provide the conditions in which they can learn.” Albert Einstein As mentioned in Tip #772, there
Imagine that you have only three hours to convert die-hard lecturers into facilitative trainers. What content and activities would you use to introduce and model
“The art of teaching is the art of assisting discovery.” Mark Van Doren We know that experiential learning activities contribute to better learning and retention.
“For every complex problem there is an answer that is clear, simple and wrong.” H.L. Mencken DOK™ stands for the Depth of Knowledge framework designed
“I’ve been imitated so well I’ve heard people copy my mistakes.” Jimi Hendrix I just attended a three- day marketing seminar conducted by a self-proclaimed
“Boring and effective are mutually exclusive attributes in learning.” Michael Allen I’m gearing up to teach an online course on How to Design Dynamic Learning
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