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