Training/Techniques
From PCSAR
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Make this a foundation for discussion. | Make this a foundation for discussion. | ||
== Answer Hunt == | == Answer Hunt == | ||
| - | Explore a document by breaking | + | Explore a document by breaking into groups of two and searching for answers for a list of questions. |
Example: | Example: | ||
* {{link|Image:Members:2017-11-05 19 32 50u-scan.pdf}} | * {{link|Image:Members:2017-11-05 19 32 50u-scan.pdf}} | ||
| + | |||
== Emotional Memory == | == Emotional Memory == | ||
Emotions make learnings last. | Emotions make learnings last. | ||
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Repeat until all groups visit all aspects. | Repeat until all groups visit all aspects. | ||
== Commitment == | == Commitment == | ||
| - | Ask each participant to write a commitment of how they will follow up on the learning. | + | Ask each participant to write on a slip of paper |
| - | Include their name and email address. | + | a personal commitment of how they will follow up on the learning, something they are willing to share. |
| + | Include their name and contact information such as phone number and email address. | ||
| + | |||
| + | Have the participants place their commitments into a bag. | ||
| + | Then each participant draws at random (redrawing if they get their own name). | ||
| + | |||
| + | Allow participants to mingle. Ask them to find the person whose paper they have and ask them to briefly describe what their commitment is about, | ||
| + | why they chose it and how they plan to achieve it. Each participant holds onto the paper they drew. | ||
| + | |||
| + | Ask participants that in 2 weeks they will contact the person whose name they got | ||
| + | and check on how they have completed their commitment. | ||
| + | |||
| + | In 2 weeks send out a reminder to all participants to check on the person whose name they drew. | ||
| - | + | (Rationale: a commitment made to a peer, especially if the peer is invested in checking on our progress, becomes quite strong. More so than a commitment made to an institutional facilitator. Explaining a commitment makes it more real.) | |
| - | |||
| - | |||
== Most Important == | == Most Important == | ||
''Write three things you just learned. Now put a star by the most important. | ''Write three things you just learned. Now put a star by the most important. | ||
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On an index card, each participant prepares a summary of the main points at | On an index card, each participant prepares a summary of the main points at | ||
the end of a segment or topic. On the other side of the card have them put a code or | the end of a segment or topic. On the other side of the card have them put a code or | ||
| - | + | identifying PIN. Teams of 4‐7 collect their cards and exchange them with another team. Then | |
each team selects the best summary from the set of cards they were given. Each team reads | each team selects the best summary from the set of cards they were given. Each team reads | ||
the summary to the whole group. Also read the identifying PIN so the author can be | the summary to the whole group. Also read the identifying PIN so the author can be | ||
| Line 356: | Line 367: | ||
to know about. Create questions on the most important topics in those categories; write each | to know about. Create questions on the most important topics in those categories; write each | ||
on a 5x7 or 8x11 card or sheet; assign a point/monetary value to each question; and write this | on a 5x7 or 8x11 card or sheet; assign a point/monetary value to each question; and write this | ||
| - | + | on the back of the card. Post the categories on a board or wall. Post the questions with | |
point/monetary value side up so participants can choose a point value. Finally, choose one | point/monetary value side up so participants can choose a point value. Finally, choose one | ||
special question for the final round. This should be the one thing that you want participants to | special question for the final round. This should be the one thing that you want participants to | ||
| Line 402: | Line 413: | ||
* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}} | * {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}} | ||
| + | == Map Copying == | ||
| + | Team building exercise that focuses on communications issues | ||
| + | * {{nbw|2019|10|06}} | ||
Current revision
[edit] Resources
Instructional techniques
[edit] Survey
Prior to the course ask participants what they would like, what they can share. Make this a foundation for discussion.
[edit] Answer Hunt
Explore a document by breaking into groups of two and searching for answers for a list of questions.
Example:
[edit] Emotional Memory
Emotions make learnings last. Ask students to describe a memoriable experience associated with the subject. They describe to their partner. Afterwards the partner repeat the description to the group.
Example:
[edit] Jigsaw Exercise
Collaborative learning
like "telephone"
one teaches another
[edit] Freeze Exercise
Collaborative learning
Role Play, stop and discuss, continue
[edit] Advantage & Challenge
Collaborative learning
Index card. Write one on each side
Pair off, share, generate one more.
Repeat up to 4 times
Example:
[edit] Speed Dating
Pair off randomly.
Give short time to each share an idea about the subject.
Bell rings and switch places.
Example:
[edit] Post It and Flip Paper
Flip chart paper is posted on wall on several aspects of the subject.
Each participant writes idea of post it note and place on appropriate flip paper.
Break into teams, one for each aspect. Organize and group ideas into themes. Report to the larger group.
[edit] Rotating Build on Ideas
Have flip paper on the wall for several aspects of the subject. Perhaps have populated with ideas built previously.
Break into same number of teams as aspects.
Each team works on aspect for a small amount of time, building on the ideas, and writing them down.
The groups rotate, further building on the work left by the last team.
Repeat until all groups visit all aspects.
[edit] Commitment
Ask each participant to write on a slip of paper a personal commitment of how they will follow up on the learning, something they are willing to share. Include their name and contact information such as phone number and email address.
Have the participants place their commitments into a bag. Then each participant draws at random (redrawing if they get their own name).
Allow participants to mingle. Ask them to find the person whose paper they have and ask them to briefly describe what their commitment is about, why they chose it and how they plan to achieve it. Each participant holds onto the paper they drew.
Ask participants that in 2 weeks they will contact the person whose name they got and check on how they have completed their commitment.
In 2 weeks send out a reminder to all participants to check on the person whose name they drew.
(Rationale: a commitment made to a peer, especially if the peer is invested in checking on our progress, becomes quite strong. More so than a commitment made to an institutional facilitator. Explaining a commitment makes it more real.)
[edit] Most Important
Write three things you just learned. Now put a star by the most important.
"Reflect" Process.
Learning is enhanced if we are given a chance to reflect, review, and personally relate to the material and how we might apply it. Give participants a log or journal, then use a variety of ways to have participants stop and reflect periodically for a few minutes on what they’ve learned and how they might use it. After the reflection time you can have them volunteer to share, share in small groups, or not share.
[edit] Three Applications
Write three ways you can use or apply what you’ve just learned. Circle the one you plan to do first.
"Reflect" Process.
Learning is enhanced if we are given a chance to reflect, review, and personally relate to the material and how we might apply it. Give participants a log or journal, then use a variety of ways to have participants stop and reflect periodically for a few minutes on what they’ve learned and how they might use it. After the reflection time you can have them volunteer to share, share in small groups, or not share.
[edit] One Sentence
Write one sentence explaining what you learned in the last ______ minutes.
"Reflect" Process.
Learning is enhanced if we are given a chance to reflect, review, and personally relate to the material and how we might apply it. Give participants a log or journal, then use a variety of ways to have participants stop and reflect periodically for a few minutes on what they’ve learned and how they might use it. After the reflection time you can have them volunteer to share, share in small groups, or not share.
[edit] One Question
Write one question that you have about what you’ve heard.
"Reflect" Process.
Learning is enhanced if we are given a chance to reflect, review, and personally relate to the material and how we might apply it. Give participants a log or journal, then use a variety of ways to have participants stop and reflect periodically for a few minutes on what they’ve learned and how they might use it. After the reflection time you can have them volunteer to share, share in small groups, or not share.
[edit] Wow / How About
On a sticky note, write a “WOW”—something you learned that was important to you. On another sticky note, write a “HOW ABOUT”? question or other idea you might have. Post your notes on the two flip charts (labeled WOW and HOW ABOUT). Build in some time to debrief the two charts.
"Reflect" Process.
Learning is enhanced if we are given a chance to reflect, review, and personally relate to the material and how we might apply it. Give participants a log or journal, then use a variety of ways to have participants stop and reflect periodically for a few minutes on what they’ve learned and how they might use it. After the reflection time you can have them volunteer to share, share in small groups, or not share.
[edit] Highlights
Spend the next four minutes reading and reviewing the notes and the other information in your packet. Highlight the important points. Write any questions you still have.
"Reflect" Process.
Learning is enhanced if we are given a chance to reflect, review, and personally relate to the material and how we might apply it. Give participants a log or journal, then use a variety of ways to have participants stop and reflect periodically for a few minutes on what they’ve learned and how they might use it. After the reflection time you can have them volunteer to share, share in small groups, or not share.
[edit] Best Summaries
On an index card, each participant prepares a summary of the main points at the end of a segment or topic. On the other side of the card have them put a code or identifying PIN. Teams of 4‐7 collect their cards and exchange them with another team. Then each team selects the best summary from the set of cards they were given. Each team reads the summary to the whole group. Also read the identifying PIN so the author can be congratulated.
"Summarize" Process.
[edit] Essence
Explain this activity at the beginning of a presentation to spark a competitive spirit and motivate participants to pay close attention. Following the presentation, divide the group into teams of 3‐7. There are four rounds. 1—Tell them to create a 32 word summary of what they have learned. Have each group read their summary, then participants vote for the best by raising their hands. There are two rules: they can only vote once, and they can’t vote for their own team’s summary. 2—Repeat the process but now the summary must be only 16 words. 3—Repeat the process for an 8‐word summary. 4—Repeat the process for a 4‐word summary. 5—Repeat the process for a 2‐word summary.
"Summarize" Process.
[edit] Superlatives
After a presentation, ask participants to identify the most important piece of information or concept that you presented. Give them time to think and jot an idea down. Ask for responses. Then ask them to identify the most _________ thing you presented and share that with a partner. Take a few responses in the whole group. Continue this process, substituting superlatives in the blank. Some possible superlatives include: useful, controversial, difficult to understand, surprising, universal, obvious, etc.
"Summarize" Process.
[edit] Thirty‐Five
After a presentation, distribute index cares to participants. Give them 2 minutes to write one sentence that summarizes an important idea they learned. Have them stand up and exchange their card, blank side up, with someone else. They should continue exchanging cards with others for about 20 seconds. At your signal have them find a partner and read each other the sentences on their cards. Tell them they have 7 “merit points” to distribute between their two cards (no fractions or negative numbers). They should write the allotted number on the blank side of the card, at the top. Repeat the process—exchange cards for 20 seconds, find a new partner, read the sentences, assign points—four more times. Ask them to return to their seats and add up the points for the card they have. The highest possible score is 35. Last comes the count down to the winning sentence. Start counting down from 35. When a participant hears the number that is the total for the card they have, he or she should stand up and read the card. Do this for the top 5‐10 cards. You can invite participants to make brief comments. You can also offer to type the cards and send them out to participants.
"Summarize" Process.
[edit] Open and Closed
At the end of a presentation, have each participant write a closed‐ended question and an open‐ended question on index cards. Warn them ahead of time that you will ask them to do this so they will pay close attention and take good notes. For round one, have them pair up and ask each other their closed questions. Have them switch partners 4 or 5 times. For round two, have them get in triads and ask each other their open questions.
"Summarize" Process.
[edit] Picture Summary
Divide participants into small groups and give each a flip chart or flip chart sheet. Their task is to design a poster that summarizes the key points they’ve learned. There are 4 rules: 1—page limit is one sheet of paper; 2—only pictures can be used, which includes graphics, symbols, icons, or diagrams but not words, letters or numbers; 3—joint effort, meaning that all team members should contribute; and 4—time limit is 5 minutes.
"Summarize" Process.
[edit] Flip Chart Summary
Divide participants into small groups and give each a flip chart or flip chart sheet. Their task is to design a poster that summarizes the key points they’ve learned. There are 3 rules: 1—page limit is one sheet of paper; 2—joint effort, meaning that all team members should contribute; and 3—time limit is 5 minutes.
"Summarize" Process.
[edit] Brainstorm
Ask participants, in groups, to think about a question related to a topic and brainstorm answers on a flip chart sheet. Have each group share, and then you fill in missing information verbally, and/or from a handout.
"Share Knowledge" Process.
[edit] Leaky Fishbowl
If participants have some but different levels or types of knowledge of the material you’ll be covering, this is a good technique for tapping the knowledge of the group. Have 5‐7 volunteers sit in a circle in the middle of the group. If the group is large, have them pass a microphone around. Have a set of questions ready, and give the small group a question to discuss. There are two rules: only those in the middle of the circle can talk; and those outside the circle can join it by standing behind someone until an inner circle participant voluntarily vacates his or her chair. Periodically give a new question to be discussed. If someone shares something that is incorrect, feel free to break in and question the group or provide the correct information. It’s also a good idea to take notes on a flip chart during this process.
"Share Knowledge" Process.
[edit] Item List
Have a list or outline of the topics you are prepared to teach on a flip chart. Give participants a few sticky dots and have them mark the ones that are highest priority for them to hear about from you. Be sure you give most emphasis to those topics in your presentation, and spend less time on the low priority items.
"Share Knowledge" Process.
[edit] Press Conference
Give the outline of your presentation to participants as well as a brief overview of key objectives and major topics. Divide participants into small groups, using the same number of groups as topics you will be covering. Give each group a number of index cards, equal to the number of topics your presentation covers. Have the groups write one question for each topic to be covered. They should either label each card with the topic, OR use a different color of card for each topic. Collect all the cards; then redistribute them, giving all the cards of one topic (and color) to each group. Have the groups take turns grilling you with their questions, as in a press conference. Be sure to ask participants to help you answer the questions when they can.
"Share Knowledge" Process.
[edit] EG Hunt
After a presentation or a portion of a presentation, have small groups of participants brainstorm and come up with specific examples of a principle, concept, or skill. Have each group share their example in the large group.
"Share Knowledge" Process.
[edit] Confusion
Give your presentation in segments. After each segment have participants write two questions or points of confusion anonymously on two index cards. Give them 1 minute. Have them stand up and exchange the cards with the written side down, with as many people as possible for about 30 seconds. When you call time, they should sit down with the two cards left in their hands. Then conduct a question and answer session with participants volunteering to read a question on one of their cards. Be sure to ask if any of the participants can answer or explain before you do.
"Share Knowledge" Process.
[edit] Pair Share
Have participants take a minute to tell a partner what they’ve learned and how they will use it.
"Teach" Process.
[edit] Triad Teaching
Divide participants into threes and have each person—either verbally or with symbols, icons or drawings—teach the other(s) something they have learned.
"Teach" Process.
[edit] Showtime
Divide participants into small groups and assign each a portion of the material that has been presented. Have each group prepare and give a short, creative, playful presentation on their topic.
"Teach" Process.
[edit] Bingo
In advance, create at least 25 questions that cover the material you will be presenting. In creating the questions, ask yourself: If they can only take away 25 things from what I presented, what would I want those to be? Create a one‐page 5x5 matrix, a grid with 25 boxes. Put a one‐word or short‐phrase answer to each of your questions in each of the boxes. Either at the end or at intervals during your presentation, ask one or more of the 25 questions. Have participants find the answers on their cards either individually or in pairs or teams. Tell them that as soon as the individual or team thinks they have the right answer, they should stand up. The first to stand gets to share their answer. If they’re correct, they get to cross off a box on their sheet. If wrong, the next one standing gets to give an answer. Continue until someone gets BINGO or until you’ve gone through all the questions and answers.
"Receive Feedback" Process.
[edit] Jeopardy
Before the training, think of four or five categories that you would want participants to know about. Create questions on the most important topics in those categories; write each on a 5x7 or 8x11 card or sheet; assign a point/monetary value to each question; and write this on the back of the card. Post the categories on a board or wall. Post the questions with point/monetary value side up so participants can choose a point value. Finally, choose one special question for the final round. This should be the one thing that you want participants to take away from your training.
To play the game, divide the group into teams. Have each group choose a number or roll a dice to see who goes first. Each group chooses a category and a point value. Turn the card over, read the question, and they try to answer it. The group can confer for a determined amount of time before giving their answer. If they get the answer correct, they earn the allotted points. Keep a point list on a flip chart visible to everyone. Once a team has answered a question, move on to the next team until all the questions are answered.
For the final round, have groups wager a point value for final jeopardy and write these down. Read the final jeopardy question to the groups. Have them write down their answers in a specified amount of time. Then have each group read their answers and reveal their point values. Add or subtract them from their teams’ scores. The group with the most points wins the game! (The groups could be given prizes that help to emphasize the learning points).
"Receive Feedback" Process.
[edit] Crosswords
Create a crossword puzzle with clues that test understanding of the key ideas and concepts you are presenting. To create the puzzle using words and definitions from the content you are teaching, use the free Eclipse Crossword software available at: http://www.eclipsecrossword.com/tour.html, or the “Crossword Compiler” software, available at http://www.Crossword‐compiler.com for $49. Stop at periodic intervals and have pairs of participants complete as much of the puzzle as they can.
"Receive Feedback" Process.
[edit] Team Quiz
Before your presentation, tell participants that you will be stopping periodically (about every 10 minutes) to have them, in groups of 3‐5, write two questions for their fellow participants. One should be factual and the other should be open‐ended, requiring some evaluation, synthesis, or inferential thinking. Give them 3 minutes to write the questions. Debrief by having each team, one‐by‐one, ask their factual questions. Then do the open‐ended questions. Teams can answer in consultation with each other. Make sure that everyone gets a chance to answer some questions.
"Receive Feedback" Process.
[edit] Map Copying
Team building exercise that focuses on communications issues
