“Life is more fun if you play games.” Roald Dahl
This word search game requires the participants to read through a list of key points and find the letters that spell out a summary sentence. Working in pairs, the participants find this approach a lot more stimulating than simply reading through a long list,
- Remember that the training is about the LEARNER, not the t
- To light a spark, you need to find a good balance between sharing your enthusiasm and providing opportunities for the learners to become enthusiastic themselves.
- Avoid telling adults they must learn something. When you do, they’ll often learn only what they feel they need to learn.
- Provide a strong motivation for them to learn.
- Tie your training efforts in with information related to their experiences where possible. They value this type of information.
- Be aware that you’ll be most successful when you teach adults something that can be applied immediately and that is relevant to their needs.
- Have a clear, specific, observable and measurable learning objective.
- Spotlight the KEY information. You cannot cover it all at once, because learners can only absorb 2-3 new unfamiliar items and 4-5 familiar and meaningful items at a time.
- You may not justify boring training with the excuse that the topic is “d” There are many experiential learning activities you can use to engage the participants.
- Approach facilitating as a ping pong or tennis match- your job is to keep lobbing the ball over the net to the learners, because they are the ones who need the practice.
- Begin with common ground questions: “How many of you…?” to see if any of the learners already have some knowledge of the topic.
- Let them know you value their participation. This will enhance their self-concept as learners.
- Remember: it is both an insult to the learners’ intelligence and a waste of precious training time to lecture them on something some of them already kn
- Find a way to allow adults to take some responsibility for their own learning expe Don’t let them feel you have to coddle them or lead them every step of the way.
- Instead of telling them, ask questions to draw the information from them.
- TRUST the learners. They have a lot of knowledge and expertise. Approach training in this sequence: First, ask them. Then, if they aren’t sure that they know, coach them to draw out the information. Finally, if they really don’t know, (briefly) tell them.
- If you are the ONLY one with knowledge on the topic, use a lecturette. This means a maximum of 10 minutes, then “break” the lecturette to check for learner comprehension through pop ups, question and answer sessions, case studies, or worksheets, etc.
- If you think in terms of the pareto principle, 80% of the training time should involve learner participation to check for comprehension and to enable them to apply what they are learning.
- Present them with problems to be solved. Adults do better with problems than with theory alone.
- Give clear concise instructions for activities. Keep It Simple, Sweetie!
- Always model what you want the learners to do. To set them up for success, they need to be involved in a demonstration of the activity they will be performing.
- Provide specific time frames for any activity, so the learners can pace themselves.
- As they are working on their assigned activity, “dip stick”: walk around and listen to make sure that they are on task, to answer any questions, and to know if they need clarification or more time.
- Alert the learners when the time frame for an activity is ending: “You have one minute left…”
- Provide them with feedback. They need to know the results of their efforts.
- Have fun and make sure that they do, also!
- Remember that you are a change agent and the training should set the stage for a positive change experience.
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[Answer: The summary sentence is: “There is no dry content, only dry training.”]
May your learning be sweet and stimulating!
Deborah
