JSA Best PracticesTips for Trainers

Framing Our Work

Purpose: Increasing trainer presentation and facilitation skills   

Expected Outcomes:

Awareness of the latest adult learning research

Identification of successful strategies for participant movement/involvement

Identification of examples of successful icebreakers

Window Paneto Meet You…

On a note card

I. If you could be an age forever, what would it be and why?

II. If you could work in another field, what would it be?

III. List 3 attributes of a Continuous Improvement classroom.

IV. What is more important, the “how” or the “what” of what we teach? Why?

I. If you could be an age forever, what would it be and why?

II. If you could work in another field, what would it be?

III. List 3 attributes of a Continuous Improvement classroom.

IV. What is more important, the “how” or the “what” of what we teach? Why?

Share 1 with your shoulder partner.

Share 2 with your table group.

7 +/- 2

Three Senses1. Movement2. Closure3. Validation

NestedProcess

Content

What?

Handout, pg 6

Process

How?

Content

What?

Process

How?

Context

Why?

TrainersParticipants

Adult Socialization

7 +/- 2

Three Senses1. Movement2. Closure3. Validation

NestedProcess

Adult Socialization

Alone

Pairs

Small Group

Large Group

Characteristics of Adult LearnersAdults must:

Formulate their impression of a learning situation within the first 90 seconds.

Have immediate relevancy (WIFM). Experience and Time color their connection to new learning.

Summarize new learning within one hour or they lose it.

Participate outwardly within the first 30 minutes in order to be an active participant.

Be given choice in their learning.

Have a break or energizer about every 50 or 60 minutes.

Have a break an hour after the start of the day’s learning and an 45 minutes after lunch.

Have movement and engagement for the first hour after lunch.

The First FiveDeveloping Credibility and Rapport

1.Focusing attention and energy. Nonverbal tools help bring eyes to the presenter.

2.Clarifying the facilitator’s role. Leader must specify their role.

3.Framing the work. Establishing purpose and outcome is key to participants’ success.

4.Acknowledging resistance.

5.Developing inclusion. Presenters need to help adults feel included.

6.Arranging the charts. Visuals help participants focus their attention on particular content.

7.Activating relevant knowledge. Just like the classroom prior knowledge is key.

Source: Garmston and Wellman

Adult Socialization

7 +/- 2

Three Senses1. Movement2. Closure3. Validation

NestedProcess

Tips for Priming and Grouping

North

Need to see the big picture first

Get lost in all of the details

Need to feel safe and in control of the learning experience before I can learn

South

Need to work sequentially

Like to have lists to go by

Need the details fully explained up front

East

Just a ‘get it done’ person.

Give me the task; let me get to it!

Can work with others but working alone is just fine with me.

West

Need to develop relationships first; like working with others.

Want to get to know my team and develop trust

Like to have fun along the way

Marzano’s AnalogyFrom perspective of

Campus Leader:

Supporting and sustaining continuous improvement is like ________ because_______.

From perspective of teacher:

Supporting and sustaining continuous improvement is like ________ because_______.

Note: This can also be done as a Bridge Map.

Resources

TSDC~Learning Forward Texas Tips, Tools and Techniques for Leading Learning

Bob Pike – Creative Training Techniques Newsletter

Eric Jensen – Brain Compatible Teaching

Rich Allen – Green Light Presentations

Robert Garmston and Bruce Wellman – How to Make Presentations that Teach and Transform