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Par$cipant Involvement = Success RESULTS
v Verizon -‐ cut training /me in half & doubled learning
v Bell Atlan/c -‐ reduced course costs 42-‐57%
v ATT – trainee test scores went up 29% & sales increased 82%
v Consolidated Edison – passing rate increased from 30% to 100% in same amount of /me
v Travelers Insurance – cut training /me by 20% & test scores improved 480%
Brain Dominance
Le< Academic
Right Crea$ve ♫ ♬
Learning Styles Visual Auditory Kinesthe/c
Process for Memory
♪♩ Performance Stress Energize
Music
Learning Process • Prepara/on • Presenta/on • Prac/ce (50-‐70%+) • Performance
AGENDA 7:30-‐8:00 Registra/on & Con/nental Breakfast
8:00-‐9:45 Opening Session Welcome Keynote – Latest Brain Research on Accelerated Learning
9:45-‐10:00 Break
10:00-‐11:30 Breakout Sessions Session A – Course Design Session B – Interac/ve Delivery Methods Session C – Use of Music
11:30-‐11:45 Break
11:45-‐1:30 Lunch Keynote – Building Interest Before the Class
1:30-‐1:45 Break
1:45-‐3:15 Breakout Sessions Session D – Developing Materials for AL Session E – ROI with Accelerated Learning Session F – Reinforcing Learning a]er the Class
3:15-‐3:30 Break
3:30-‐4:30 – Closing Session Sharing Best Prac/ces Ac/on Planning Adjourn
♬
For Interac/on & Ac/vi/es
ACTION PLAN – I will implement the following 3 strategies/methods in mee/ngs that I plan: 1. 2. 3.
Share your plan with someone & get their feedback.
Notes “Accelerated Learning is a multisensory, brain-compatible approach to learning that describes the conditions for learning and the presentation of material. It is a holistic and whole-brain approach to learning.”
Confucius Says… I hear, I forget
I see, I remember I do, I understand
Grace Nied, CGMP gnied@aus/n.rr.com SGMP NEC April 30, 2015 p. 1
“Give a man a fish, you’ve fed him for a day. Teach him how to fish, you’ve fed him for a life$me.”
Use it or lose it!
Problem Solving ★ Right people ★ Facilitator ★ PS model ★ Group process tools ★ Visuals ★ Agree to support
Learning Modali$es Assessment Check all of the statements that best describe you
Visual q I like things to be wrieen on a white board, flip chart, or screen. q I prefer to see the "big picture" before listening to the details or carrying out an ac/on. q When given a choice, I like visuals. q I some/mes forget to share my internal picture of how I visualize a completed project. q I like to read and see something rather than listen to someone explain the details q If not given a picture, I will make up one in my head or on paper. q I need visual order. I prefer to see things organized, neat and /dy. q When geing instruc/ons, I want to see a commercial map or have one drawn for me. I am usually on the lookout for landmarks. q I like to explain a situa/on by giving someone a picture of it. If I were explaining on the phone how four roads entered a shopping mall, I would draw a picture for myself and I would want the other person to also draw a picture of the mall's road paeerns. q I prefer to learn how to work on a computer by watching someone first. _________ Total Visual Auditory q I process informa/on best by hearing details and sta/s/cs. q I listen and remember details of what was said. q I think visuals are not as important as hearing a clear organized format. q I want to hear how to work on a computer by listening to someone tell me the steps and other instruc/ons. q I may repeat internally to myself or out loud what had just been said. q While trying to listen to someone, I am distracted by background noise such as a phone ringing. q When geing direc/ons, I prefer to hear how to get there. I want to know the street names and distances, and I some/mes plot out the distances on a map. q I am a good organizer of facts and data. q I retain informa/on beeer by hearing myself say it out loud. q I can be easily irritated if the person talking does not have a pleasant sounding voice. ____________ Total Auditory Kinesthe$c q I prefer to learn how to work on a computer by doing it, then when I get stuck, to ask ques/ons or look up the answer. q While listening, I like to do other things, like open my mail while someone is talking. q I have a tendency to go off on tangents rather than s/ck to the main point. q My role is to "massage" data and look at it in many different ways. q I find that many /mes, as soon as a fact is stated, it has gone in one ear and out the other. I listen more for the feeling behind the words. q When asking direc/ons, I want to be pointed in the right direc/on and will find the place sooner or later. Others riding with me may get irritated as we drive around for an hour while I get a sense of where to go. q I may ask ques/ons before a speaker even begins to present his or her main points and issues. q I am a doer. q I like to discuss a half-‐formed idea un/l it feels workable. q I enjoy asking ques/ons. ___________ Total Kinesthe/c ___________ Visual ___________ Auditory __________ Kinesthe/c
My dominant type(s): ____________________________ Used with permission from Teaching Technology, Inc., Aus;n Texas
Visual (29-‐65%) • Want to see pictures, colors, videos,
ppt., flipcharts, handouts • Like analogies, metaphors, language
that paints a picture • Want a broad overview • Like charts, step-‐by-‐step processes • Get new info via reading,
demonstra/ons or pictures
Kinesthe$c (5-‐37%) • Take notes, doodle while listening • Like ac/vi/es & discussions, quizzes or
ques/onnaires • Need to touch or manipulate items &
informa/on • Like enthusias/c presenta/ons &
gestures • Like to move around, have frequent
breaks
Auditory (15-‐34%) • Want details wrieen down • Want facts & references • Prefer to hear new informa/on • Like sounds, varia/ons in vocal
tone, rhythm • May find music distrac/ng • Like discussions
GROUP ACTIVITY – Session topic: Banquet Service Op5ons. Plan delivery methods, ac$vi$es & materials appealing to all 3 learning styles. Visual –
Auditory –
Kinesthe/c –
Grace Nied, CGMP gnied@aus/n.rr.com SGMP NEC April 30, 2015 p. 2