Tip #393: Informal In-Class Needs Assessments
This Tip focuses on seven informal in-class needs assessments a trainer can use to avoid teaching what the trainees already know. Seven Informal In-Class Needs
September 26, 2011
This Tip focuses on seven informal in-class needs assessments a trainer can use to avoid teaching what the trainees already know. Seven Informal In-Class Needs
This Tip looks at three reasons why trainers don’t want to use participatory learning activities and debunks them. “Knowledge is the antidote to fear.” Ralph
This Tip looks at the number three in curriculum design, inclukding needs assessment, trainer decisions, desired level of learning, etc. “No one can remember more
This Tip provides six reasons in defense of classroom learning, including the opportunity for guided monitored practice. “Technology is fine. . ., but that popular
This Tip discusses why a training needs assessment is important because it validates the need, focus, scope, and target group. “When solving problems, dig at
This Tip discusses how to facilitate a large group, including how to handle room arrangement, participation and amplification. How to Facilitate a Large Group Large
Many trainers fear that it will be difficult to get the participants back from breaks on time. However, there are many effective ways to increase
This Tip discusses the fact that audience size should not determine learning activities, just how they are facilitated. “First, have a definite, clear practical ideal;
There are no boring topics, there are only boring training methods. Topics that are highly technical and very dry are typically considered boring. However, the
This Tip discusses how to use participatory activities when time is limited, particularly activities that take only one to ten minutes. How to Use Participatory
This Tip focuses on how to address valid participant concerns, beginning with it being a mandatory training. ” It is the mark of an educated
This Tip describes how to facilitate learning activities in a way that minimizes the negative impact of cognitive load. “Knowledge is of no value unless