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== Resources ==
Instructional techniques
* {{link|SARVAC/2017-11 GSAR Trainer Development Session}}
** {{link|Image:Members:Adult education principles - Compilation AB.pdf}}

* {{subpage|Vandenberg Facilitating Adult Learning}}
== Survey ==
Prior to the course ask participants what they would like, what they can share.
Make this a foundation for discussion.
== Answer Hunt ==
Explore a document by breaking up in to groups of two and searching for answers for a list of questions.

Example:
* {{link|Image:Members:2017-11-05 19 32 50u-scan.pdf}}
== 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:
* [[Members:SARVAC/2017-11_GSAR_Trainer_Development_Session/Wuth_notes#Adult_Education_in_Action]]
== Jigsaw Exercise ==
Collaborative learning

like "telephone"

one teaches another
== Freeze Exercise ==
Collaborative learning

Role Play, stop and discuss, continue

== Advantage & Challenge ==
Collaborative learning

Index card.
Write one on each side

Pair off, share, generate one more.

Repeat up to 4 times

Example:
* {{link|Image:Members:2017-11-05 19 31 08u-scan.pdf}}
== Speed Dating ==
Pair off randomly.

Give short time to each share an idea about the subject.

Bell rings and switch places.

Example:
* [[Members:SARVAC/2017-11_GSAR_Trainer_Development_Session/Wuth_notes#Sharing_best_practices]]
== 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.

== 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.
== Commitment ==
Ask each participant to write on a slip of paper
a commitment of how they will follow up on the learning, something they are willing to share with another.
Include their name and contact information such as phone number and email address.

Divide the class into two groups and have them place their commitments into two bags.

Exchange bags.  Each participant draws at random.
(Using 2 bags avoids having to deal to deal with people drawing their own paper.)

Allow participants to mingle.  Ask them to find the person whose paper they have and briefly describe what their commitment is about
and why the chose it.  Each participant holds onto the paper they drew.

Ask participants that in 2 weeks they will contact the person who's 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 a strong commitment.  More so that a commitment made to an institutional facilitator.)

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== One Sentence ==
'' Write one sentence explaining what you learned in the last ______ minutes.

"Reflect" Process.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== One Question ==
'' Write one question that you have about what you’ve heard.

"Reflect" Process.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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
3identifying 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== Pair Share ==
Have participants take a minute to tell a partner what they’ve learned and how
they will use it.

"Teach" Process.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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
6on 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

== 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.

* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}

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@@ Line 9: / Line 9: @@
 Make this a foundation for discussion.
 == 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.
 Example:
 * {{link|Image:Members:2017-11-05 19 32 50u-scan.pdf}}
 == Emotional Memory ==
 Emotions make learnings last.
@@ Line 76: / Line 75: @@
 == 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.
+a commitment of how they will follow up on the learning, something they are willing to share with another.
 Include their name and contact information such as phone number and email address.
-Have the participants place their commitments into a bag.
+Divide the class into two groups and have them place their commitments into two bags.
-Then each participant draws at random (redrawing if they get their own name).
+Exchange bags.  Each participant draws at random.
+(Using 2 bags avoids having to deal to deal with people drawing their own paper.)
-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,
+Allow participants to mingle.  Ask them to find the person whose paper they have and 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.
+and why the chose it.  Each participant holds onto the paper they drew.
-Ask participants that in 2 weeks they will contact the person whose name they got
+Ask participants that in 2 weeks they will contact the person who's 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.)
+(Rationale: a commitment made to a peer, especially if the peer is invested in checking on our progress, becomes quite a strong commitment.  More so that a commitment made to an institutional facilitator.)
 == Most Important ==
@@ Line 168: / Line 169: @@
 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
@@ Line 367: / Line 368: @@
 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
@@ Line 413: / Line 414: @@
 * {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}}
-== Map Copying ==
-Team building exercise that focuses on communications issues
-* {{nbw|2019|10|06}}