Embed Size (px)
Citation preview
Objectives
After this class, you will be familiar with• The various aspects of instructional
design• A common model of individual learning
styles• Different presentation techniques and
activities for different learning styles• Methods for evaluating the
effectiveness of a training session
Introduction
• Few who train have had training on training.
• What are your training memories?
Types of Learning
• Acquire knowledge or understanding
• Develop a skill• Change an attitude• Instill a value
You've been asked to teach a class…what do you need to know?
The Training Environment
• Audience• Time frame• Space• Equipment• Budget• Travel
Communication
• Be in touch with host/sponsor– Share contact information– Where, when, parking, etc.
• Ask for what you need, understand what will be there for you– Whiteboard, flipchart ?– PC or laptop (your own?) or flash drive?– Meeting room or lab?– Equipment?
Instructional Design• Establish objectives based on needs• Organize content & research
– Consider types of adult learners – Consider your training style
• Identify environmental concerns• Choose type(s) of delivery• Design the materials• Evaluate
Content should drive delivery and materials.
Needs Assessment
• Surveys• Questionnaires• Interviews• Observation• Work samples• Reports • How else to determine needs?
Needs Objectives
• Objectives formula Desired performance
– Actual performance = Training need
• Ask yourself– What must they know at the end?
• Ongoing needs assessment– Communication
Exercise 1
• Think of a class you are currently teaching, planning to teach in the future, or can imagine teaching. Who are your potential students for the class, and what are their training needs?
SMART Training Objectives
• Specific• Measurable• Action-oriented• Realistic• Time-related
Bloom’s Taxonomy of Educational Objectives
Cognitive• Knowledge• Comprehensi
on• Application• Analysis• Synthesis• Evaluation
Psychomotor• (Not fully
developed)
Affective• Receiving• Responding• Valuing• Organizing &
conceptualizing
• Characterizing by value or concept
Sample Objectives – Libraries Helping Job Seekers in Hard TimesIn this class you will
• Identify the tasks involved in searching for work and how libraries might assist job hunting patrons
• Review the basics of resumes and cover letters
• Discover resources available to job hunting patrons
• Decide upon initiatives and programs to undertake
Sample Objectives – Introduction to Metadata
With hands-on practice and class discussion, you will
• Gain foundational knowledge of metadata basics and terminology
• Be comfortable at a beginner level with a variety of metadata schema, including Dublin Core
• Understand metadata topics and issues, such as interoperability and best practices
• Feel comfortable getting started with metadata at your organization
What are the objectives for the class YOU will teach?
• Exercise 2: for this class and these students, develop three to five objectives.
Learning Styles• Different categorizations of styles
– Audio, visual, kinesthetic– Feeling-thinking, watching-doing (Kolb)– Multiple Intelligences (Gardner)
• A person retains information better when it’s presented in one way or another– Combination of more than one
• Appealing to different styles is best chance for retention!
VAKThree different learning styles:• Visual• Auditory • Kinesthetic
Visual Learners
• Think in images• Visualize words• Prefer demonstrations• Memory is often triggered by images• Remember faces but not names• Use metaphors• (Usually sit up straight)
Auditory Learners
• Associate sounds with understanding• Prefer dialogue or lecture• Sounds trigger memory• Repeat words• Enjoy talking with others• (Nod head a lot when presenter is
talking)
Kinesthetic Learners
• Tactile• Motion-oriented• Prefer “learning by doing”• Prefer action stories• Use gestures• (May take notes; often jump right in
and try things)
Retention
Read
Hear
See
See and hear
Talk over with others
Use and do in real life
Teach someone else
10%
30%
70%
95%
20%
50%
80%
AdultRates
Your Teaching Style• Active listener• Actor/Director• Assigner• Coach• Consultant• Content expert• Coordinator• Designer• Evaluator
• Facilitator• Lecturer• Negotiator• Observer• Organizer• Questioner• Resource person• Role model• Resource manager
Exercise 3
• Considering the three learning styles we discussed (visual, auditory, kinesthetic), what will you include in the design of your course to work with each style? (Such as, presentation, demonstration, lecture, exercises.)
Designing & Organizing Content
• Brainstorming• Clustering• Napkin method
• Plan on 10 hours prep for each hour of class
• Over-plan • Provide variety
Napkin Method
• Break your core topic down– 4 sub-topics, at most
• Cluster in each sub-topic• Develop outline for sub-topics
– Becomes an agenda
• Back of napkin: resources needed, environmental concerns, learning styles
Research
• Print sources• Digital sources• Human sources• Experiential sources
May alter content/agenda.
The Adult Learner
I am always ready to learn although I do not always like being taught.
- Winston Churchill www.quotegarden.com
Adult Learners• Practical orientation
– What’s in it for me? (WIIFM)– Expect immediate usefulness
• Varying levels of experience• Motivation – internal or external?• Responsible for own learning
– Decide for themselves what's important
• Collaborative environment• Various reactions to change
What does this mean for you?
• Keep atmosphere positive– Respect & trust– Friendly & professional
• Keep it interesting and pertinent to their work– Know your audience– Keep the focus on the topic
• Tell them what’s expected• Don’t have any expectations of your own
How do you do all this?
• Show enthusiasm• Introductions and/or icebreaker
– Not just to you but to each other– Introduce the material too
• Conversation– Greet participants as they arrive– Encourage questions, sharing
experiences– Accept and listen to everyone
How do you do all this?
• Have a sense of humor– Be careful with jokes!
• Remember names– Name tags or table tents
• Have a schedule – and keep to it– With some wiggle room
• Know the material• Don’t pretend to know something
Keeping Their Interest
• Remember learning styles?• Give (and solicit) additional examples• Tell anecdotes (if appropriate)• Don’t read the slides
– Read the exercise instructions
• Ask questions– Involve participants
• Re-phrase things• Repetition actually works
Your Tools
• Your voice
• Your body
• Your material
Your Voice• Modulation
– Avoid monotone! Vary your tempo.• Enunciate clearly• Breathe• Emphasize
– When and where appropriate• Don’t be afraid of silence
– Pause • Don’t “um” or “ah” or any such thing
Your Body• Move around
– Laser pointer? Remote control?
• Sit at times, if possible
• Use your natural mannerisms– Gesture to draw attention
• Eye contact– With everyone
• Nervous tics are distracting– Constant fidgeting, swaying, pet phrases or words
Your Material
• Presentation software/application
• Demonstration
• Lecture
• Manual, handouts
• Activities
• Exercises
• Flip charts, markers, post-it notes
• Online documentation
Activities & Exercises• Nominative group technique• Brainstorming/Clustering/Mindwalk• Practicum
– Critiques• Case study• Group discussion• Exercises based on real world
scenarios– Group exercise(s)
Handling Questions
• Don’t focus only on the individual who asked
– Involve the group
• Restate and/or paraphrase
• Reflect feelings back to individual
• May have to draw out the real question
• Confirm answer is adequate for him/her
• Smile and thank the person
The “Problem Trainee”• Disruptive, challenging, attention-
seeking, distracting, disengaged
• If you’ve established a good relationship with the group, these will be minimized– Ground rules?
• Don’t become defensive, and stay calm
• Exercise authority – subtly
• Listen, ask to talk to “offline”– Advise at beginning of day that you’ll do that
Problems
• Disruptive side conversation • Sleeping• "Know-it-all"• Resentment• Unrelated/inappropriate
questions• Wide spectrum of past
experience• Deviation from topic at hand
Logistics
• Arrive early and make sure things work– Files ok, software ok, internet access
ok– Don’t stress over technical glitches
• Room arrangement– Can you alter?– Lighting?– Temperature?
• Breaks, lunch, restrooms, etc.
Room Arrangements
• What do you plan to have happen?– Small group work
– Formal lecture
– High participation
– Large group discussion
– Hands-on activities
• Where should the focus be?– On the instructor
– Between participants
– On an activity
Nervous much?• Accept it
– Happens to everyone– People in the room want you to do well
• Know the material– Memorize or know well the first portion
• Breathe• Move• Put on your “game face”• Be gentle with yourself…you'll make
mistakes.
Exercise 4
• Considering what you’ve planned in Exercise 3, what would be your ideal training environment? (Such as, meeting room vs. computer lab, tables and chairs vs. chairs only, flip charts, etc.)
Evaluation
• Survey and questionnaire• Interview• Observation• Work samples• Records & Reports• Exercises
Be prepared to make changes in your class!
Exercise 5
• How will you determine whether the class objectives have been met? Observation? Quiz? Exercise answers? Post-Assessment? Something else?
Thank You for Attending!
Questions/Comments?Questions/Comments?• 1.800.999.8558• ext. 4916• Email: [email protected]
