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JSA Best Practices. Tips for Trainers. Framing Our Work. Purpose: Increasing trainer presentation and facilitation skills Expected Outcomes: Awareness of the latest adult learning research Identification of successful strategies for participant movement/involvement

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Jsa best practices

JSA Best Practices

Tips for Trainers


Framing our work
Framing Our Work

Purpose: Increasing trainer presentation and facilitation skills

Expected Outcomes:

  • Awareness of the latest adult learning research

  • Identification of successful strategies for participant movement/involvement

  • Identification of examples of successful icebreakers


Window pane to meet you on a note card
Window Paneto Meet You…On a note card


Share 1 with your shoulder partner
Share 1 with your shoulder partner.

  • Share 2 with your table group.


7 +/- 2

Nested

Process


Content

What?

Handout, pg 6


Process

How?


Context

Process

Content

What?

Trainers

Participants

How?

Why?


7 +/- 2

Nested

Process


Adult socialization
Adult Socialization

Alone

Pairs

Small Group

Large Group


Characteristics of adult learners
Characteristics of Adult Learners

Adults must:

  • Formulate their impression of a learning situation within the first 90 seconds.

  • Have immediate relevancy (WIFM). Experience and Time color their connection to new learning.

  • Summarize new learning within one hour or they lose it.

  • Participate outwardly within the first 30 minutes in order to be an active participant.

  • Be given choice in their learning.

  • Have a break or energizer about every 50 or 60 minutes.

  • Have a break an hour after the start of the day’s learning and an 45 minutes after lunch.

  • Have movement and engagement for the first hour after lunch.


The first five developing credibility and rapport
The First FiveDeveloping Credibility and Rapport

  • 1.Focusing attention and energy. Nonverbal tools help bring eyes to the presenter.

  • 2.Clarifying the facilitator’s role. Leader must specify their role.

  • 3.Framing the work. Establishing purpose and outcome is key to participants’ success.

  • 4.Acknowledging resistance.

  • 5.Developing inclusion. Presenters need to help adults feel included.

  • 6.Arranging the charts. Visuals help participants focus their attention on particular content.

  • 7.Activating relevant knowledge. Just like the classroom prior knowledge is key.

  • Source: Garmston and Wellman


7 +/- 2

Tips for Priming and Grouping

Nested

Process


North
North

  • Need to see the big picture first

  • Get lost in all of the details

  • Need to feel safe and in control of the learning experience before I can learn


South
South

  • Need to work sequentially

  • Like to have lists to go by

  • Need the details fully explained up front


East

  • Just a ‘get it done’ person.

  • Give me the task; let me get to it!

  • Can work with others but working alone is just fine with me.


West

  • Need to develop relationships first; like working with others.

  • Want to get to know my team and develop trust

  • Like to have fun along the way


Marzano s analogy
Marzano’s Analogy

From perspective of Campus Leader:

Supporting and sustaining continuous improvement is like ________ because_______.

From perspective of teacher:

Supporting and sustaining continuous improvement is like ________ because_______.

Note: This can also be done as a Bridge Map.


Resources
Resources

  • TSDC~Learning Forward Texas Tips, Tools and Techniques for Leading Learning

  • Bob Pike – Creative Training Techniques Newsletter

  • Eric Jensen – Brain Compatible Teaching

  • Rich Allen – Green Light Presentations

  • Robert Garmston and Bruce Wellman – How to Make Presentations that Teach and Transform


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