Editing Training/Techniques
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Current revision | Your text | ||
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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 up in to 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}} | ||
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== Emotional Memory == | == Emotional Memory == | ||
Emotions make learnings last. | Emotions make learnings last. | ||
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== Commitment == | == Commitment == | ||
Ask each participant to write on a slip of paper | Ask each participant to write on a slip of paper | ||
- | a | + | a 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. | Include their name and contact information such as phone number and email address. | ||
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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, | 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 | + | why the chose it and how they plan to achieve it. Each participant holds onto the paper they drew. |
- | Ask participants that in 2 weeks | + | Ask participants that in 2 weeks to contact the person whose name they got |
and check on how they have completed their commitment. | and check on how they have completed their commitment. | ||
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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 | ||
- | + | 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 | 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 | ||
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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 | ||
- | + | 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 | 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 | ||
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* {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}} | * {{link|Training/Techniques/Vandenberg Facilitating Adult Learning}} | ||
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