Training can be Murder!

An Iowa State University Whodunnit Mystery

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

1

ADULT LEARNERS

Adult Learners Differ from Child Learners

The Ev idence:• Kids learn for the future. Adults learn for the present. New

information must relate to and improve their current practice or job.

• Adults must understand why they need the new information or new skills, otherwise they will “drop out.”

The Verdict : connect learning to the real world • Build in activities that allow adult learners to apply training

content.• Use real examples and illustrations from the adult

learners’ work environments when possible.

2

Give Me Five: Relating PD to Work Activity1. Have everyone find a partner and give each other a high 5 – this will be their

HIGH 5 Partner.2. Next, ask them to find a new partner and give each other a low 5 – this will be

their LOW 5 Partner.3. Now have participants go back to their HIGH 5 Partner. With that partner, ask

them to share something that has gone well at work and is worth celebrating (for example, if this is a second training session, ask what they have implemented from the first session that is worth celebrating).

4. Repeat this activity with the LOW 5 Partner – but, this time, share something challenging from the last week (for example, they may have tried a training strategy that did not work out as planned).

* This activity can be ongoing throughout a training series. HIGH 5 and LOW 5 Partners can connect at the beginning of each training session to share successes and challenges experienced between sessions.

Purpose: to create movement, build a community of learners, check understanding and implementation over time

3

Adult Learners Are Experienced

The Ev idence:• Adult learners do not come with a blank slate; they have

rich and extensive experiences from which to draw.• New information must be related to their current

knowledge, it must “make sense” to them. The Verdict : connect learning to learners’ backgrounds.

• Build in time to allow adult learners to compare new content to prior knowledge.

• Use activities which draw on adult learners’ prior expereince

4

Break – Learn – Teach: Drawing on Prior Experiences Activity1. Tell participants they will be taking breaks in two shifts. Instruct participants to cross

their arms over their chest. Send any participants who crossed left-arm-over-right-arm on a 15 minute break, keeping any participants who crossed right-arm-over-left-arm in the room. This activity will almost always split a group into 2 equal groups!

2. Begin by telling the remaining participants that they are going to learn about a specific topic or strategy. Later on, they will be responsible for sharing this information with the group currently on break.

3. At the end of 15 minutes, switch groups, so that the group that learned the strategy goes on break and the group on break returns to training. Tell the returning group they will be learning about a different topic or strategy. They will need to share this information with the other group.

4. After the breaks, have participants to form groups of 3-5. Allow participants to teach each other the strategies they learned in the separate sessions. Debrief the activity by asking if there are any questions about either topic or strategy.

Purpose: to create movement, allow interaction with materials, encourage reflection

5

Gallery Walk: Drawing on Prior Experiences Activity1. On flip chart paper, write potential challenges or barriers participants may

face when implementing strategies from training (1 challenge per paper). These challenges can be generated by participants or facilitators. Post papers around the room.

2. Split participants into groups, assigning one group per paper. Give each group a marker.

3. Ask participants to review the challenge and generate 2 possible solutions. After a few minutes, instruct groups to rotate to a new paper.

4. As groups rotate around the room, they must continue to generate 2 new solutions without repeating any of the solutions already on the paper.

5. When groups have returned to their original paper, instruct them to read through the solutions and select the top 3 solutions to share with the whole group.

Purpose: to brainstorm solutions, create action plans, build a community of learners

6

Adult Learners Are Self Directed

The Evidence:• Adult learners want to maintain control of their

learning.• They want to actively participate in the learning

experience.The Verdict : allow learners to become active participants.

• Embed opportunities for active and engaged learning.• Develop activities which allow leaners to interact with

and manipulate the materials.

7

The Islands of Curiosity: Self-Directed Learning Activity1. Instruct participants to reflect on what they want to know about the

training topic. Ask them how learning this will benefit them. Have participants summarize this information in 1-2 sentences on a scratch piece of paper.

2. Next, play some “get up and move” music. Ask participants to form “small islands” - groups of 3 or 4 people they don’t know - and introduce themselves, sharing what they want to learn and how it will benefit them.

3. After a few minutes, stop the music. Ask the groups to introduceeach other, sharing the name of someone in the group, what they want to learn, and how this learning will benefit them.Purpose: to create movement, build a community of learners,

understand participant interest in/purpose for attending training

Mattiske et al. (2014)

8

Why Me – Why Us – Why Them: Self-Directed Learning Activity1. After introducing a topic, split participants into groups of 5-6.2. Ask participants to share with their small group why this topic is important to them, as an

individual. After a few minutes ask participants to decide if there are any common themes in their responses (e.g. teaches children self-control, helps me track challenging behaviors, etc.) and to share these with the large group. Write these themes on a chart paper.

3. Next, ask groups to discuss why this topic is important to their child care program. Have groups share their ideas with the large group and identify any common themes in their responses (e.g. creates consistency across classrooms, develops community, creates a sense of safety and security for children). Write these themes on chart paper.

4. Finally, assign each small group a different program stakeholder group (e.g. families, community members, kindergarten teachers, board members, etc.). Ask them to discuss why this topic is important to their assigned stakeholder group. Ask groups to decide if there are any common themes in their responses (e.g. teaches children self-control, helps me track challenging behaviors, etc.) and to share these with the large group. Write these themes on a chart paper.

Purpose: to develop a sense of community, create meaning, encourage reflection

Adapted from Mattiske et al. (2014)

9

Adult Learners Are Multi-Modal

The Evidence:• Adult learners receive and process information in many

different ways.• Methods of learning can vary based on experiences

and day-to-day stressors.The Verdict : create multi-modal learning sessions.

• Share information using strategies for all styles of learning.

• Use a variety of activities to reach all types of learners.

10

Virtual and Real World Field Trips: Multi-Modal Learning Activity1. Ask participants who have been successful in implementing training

strategies or principles to share with the group. Ask them to bring in samples of materials or pictures of their classrooms.

2. Show video clips of classrooms implementing training strategies or principles.

3. Alternate training locations; have different programs or classroom host training sessions. Ask host teacher to highlight how she has used the training content in her classroom or to explain an area of struggle and to ask for suggestions.

4. Invite past training participants to attend current sessions and share how the strategies or principles have impacted their classroom or program.

Purpose: to connect learning to real-world practice, develop community of learners, celebrate success, recognize expertise

11

Adult Learners Need Reflection

The Evidence:• Without reflection, new information is not implemented.• New information can feel like an attack on the current

way of doing things.The Verdict : provide space to reassess current practices in

light of the new knowledge.• Embed time for reflection throughout each training

session. • Use activities which allow learners to interact with and

reflect on materials.

12

Charades Review: Reflection Activity1. On slips of paper, write down key words or phrases from the training content.

You will need at least three key words per participant. Place slips of paper into a bag or bowl. Split participants into small groups (3-6 per group).

2. Each group selects a member to go first; this person selects a slip of paper from the bag and, describes the key word (without saying the actual word) while their group guesses. When the correct answer is guessed, the next person selects a paper and describes the new word. This round continues for 2 minutes. The group who correctly guesses the most words wins this round.

3. In round two, return all the slips of paper to the bag. Play proceeds the same way, except members must describe the key word using only one word.

4. For the final round, return all the slips of paper to the bag. Play proceeds as before, except members must act out the word without speaking. The group with the most points from all three rounds wins.

Purpose: to review content, create movement, build a community of learners

13

Spread the Word: Reflection Activity1. Split participants into small groups and randomly assign topics from

the training session to each group. Provide each group with chart paper and makers.

2. Tell participants they are introducing their assigned topic to a specific group (e.g. families, classroom teachers, community partners, etc.).

3. Allow participants 30 minutes to create a poster with:• A catchy title,• A brief summary (3-5 sentences), and• A visual representation of the topic (infographic, chart, symbol, table,

etc.).4. At the end of the activity, each group will present and explain their

posters.Purpose: to summarize learning, reframe session content, check for understanding

14

Simplify: Reflection Activity1. Have participants write down 10 key words they feel best represent the training

content.2. Play some “get up and move” music. Instruct participants to move around the

room. When the music stops, they must form groups of 2-3 and share their key words. Together, that small group must decide on a list of 5 key words (from their individual lists).

3. Play the music again. Participants should stay in their small groups and move around the room together. When the music stops, they must join with two other groups, creating a new group of 6-9. This time, the groups share their 5 key words and must decide on 2 key words from those lists.

4. Play music a final time; when it stops, the groups must share their 2 key words with the whole group. Together, all participants must decide on 1 key word which best represents the training content.

Purpose: to summarize learning, reframe session content, check for understanding

15

Adult Learners Need Ongoing Support

The Evidence:• Stand-alone trainings rarely result in sustained change

in practice.• New knowledge requires ongoing support during

implementation.The Verdict : use coaching to provide support.

• Utilize available supports (local support agencies, strong teachers within the program).

• Develop learning communities.

16

Learning Communities: Ongoing Support Activity1. Establish coaching groups: 4-6 teachers and one “expert facilitator”

2. Teachers determine the topics addressed (issues they are currently struggling with or topics they want to know more about).

3. Teachers record themselves in their classrooms and present their videos to the group for feedback.

4. The expert facilitator provides guidance and some relevant information or feedback; teachers drive the process.

5. Eventually, the expert facilitator can move on to a new group and the learning community will continue.Purpose: to allow self-determined learning, increase reflection, and build a

community of learners

17

POWERPOINT IS KILLING YOUR TRAINING

Bullet Points Destroy Learning

The Ev idence:• Redundancy Effect: the same information presented at

the same time in different ways overloads the brain.• Picture Superiority: we remember more of what we see

than what we read or hear.The Verdict : use less text and more visuals!

• Keep visuals simple (avoid complex graphs or distracting pictures).

• Keep visuals interesting (avoid cliché clip art, instead try making your own comics or videos).

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

18

Short Video Explanations

Fresh Clip Art & Images

DIY ComicsLarry Edelman’s Tech Blog

https://exploringtech.wordpress.com/free-applications/

Say “NO” to Bullet Points – Use Pictures!

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

19

“Sit & Get” Strangles Attention

The Ev idence:• Working Memory Limits: our brains can only hold

approximately 4-5 pieces of information at a time.• Movement Effect: integrating movement increases cognition.

The Verdict : space instruction and incorporate active learning!

• Present in 20 minutes chunks (provide at least 5 minutes for change of state)

• Use active learning strategies (incorporate as much movement as possible)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

20

Avoid Strangling Attention – Get Active!

Clarification Pauses

Think-Pair-Share2

Brief Sales Pitch Summary

30 Second Advertisement

Movement Quiz

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

21

Lack of Action Cuts Learning Short

The Evidence:• Call to Action: without time to plan, action will not be

taken.• Frequency Impact: repetition strengthens memories

and increases actions.The Verdict : call to action to get action!

• Allow time for action planning in every training session.• Revisit action plans frequently and update progress.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

22

Avoid Cutting Learning Short – Create Plans!

3 - 2 - 1 - GO!

Self-Reflection & Action Plan Forms

Think –Feel –Do

Pass-a-Problem

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

23

Presentation ReferencesAtherton, C. (2009). The effects of visual and auditory presentation on cognitive load.

Presentation at the Technical Communication UK Conference, Glasgow.

Cowan, N. (2000). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87-185.

Jin, P. (2012). Redundancy Effect. Encyclopedia of the Sciences of Learning. (pp. 2787-2788). New York, NY: Springer.

Medina, J. (2014). Brain rules: 12 principles for surviving and thriving at work, home, and school. Seattle, WA: Pear Press.

Oppezzo, M. & Schwartz, D. (2014). Give your ideas some legs: The positive effect of walking on creative thinking. Journal of Experimental Psychology: Learning, Memory and Cognition, 40 (4), 1142-1152.

Restak, R. (2009). The naked brain: How the emerging neurosociety is changing how we live, work, and love. New York, NY: Three Rivers Press.

Weinschenk, S. (2012). 100 Things Every Presenter Needs to Know About People. Berkley, CA: New Riders.

Caine, R.N., Caine, G., McClintic, C., & Klimeck, K.J. (2009). 12 brain/mind learning principles in action: Developing executive functions of the human brain. Thousand Oaks, CA: Corwin.

Fogarty, R. (2009). Brain-compatible classrooms (3rd ed.). Victoria, AU: Hawker Brownlow.Fogerty, R. (2001). Making sense of the research on the brain and learning. Victoria, AU:

Hawker Brownlow.Fogarty, R. & Pete, B. (2004). The adult learner: Some things we know. Thousand Oaks, CA:

Corwin.Jensen, E. & Dabney, M. (2000). Learning smarter: The new science of teaching. San Diego,

CA: The Brain Store.Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision

and Curriculum Development.Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks,

CA: Corwin.Marzano, R.J. (2007). The art and science of teaching: A comprehensive framework for

effective instruction. Victoria, AU: Hawker Brownlow.

24

Resources on Active Learning StrategiesWEBSITES

http://www.experientialtools.com/blog/ In this blog, experienced trainer Jennifer Stanchfield shares tools and tips to increase experiential learning in professional development.

http://www.petermjonas.com/ Dr. Peter Jonas’ research on using humor as an active learning strategy.

http://www.slideshare.net/coloradostatelibrary/101-interactive-training-techniquesSlide share presentation of 101 Interactive Training Techniques.

http://www1.umn.edu/ohr/teachlearn/tutorials/active/strategies/index.html A list of active learning strategies from the University of Minnesota.

www.todaysmeet.com An online “parking lot” for participants to post questions, comments, or ideas.

Resources on Active Learning StrategiesBOOKSGregory, G.H. & Kuzmich, L. (2007). Teacher teams that get results: 61 strategies

for sustaining and renewing professional learning communities. Thousand Oaks, CA: Corwin.

Hare, K. & Reynolds, L. (2002). 51 tools for transforming your training: Bringing brain-friendly learning to life. Burlington, VT: Gower.

Materna, L. (2007). Jumpstart the adult learner: How to engage and motivate adults using brain-compatible strategies. Thousand Oaks, CA: Corwin.

Mattiske, C., Asbury, A., Barn, M. et al (2014). Training activities that work. Sydney, AU: the Performance Company Pty Ltd.

Pike, B. & Solem, L. (2000). 50 Creative training openers & energizers: Innovative ways to start your training with a BANG! San Francisco: Jossey-Bass.

Tate, M. (2012). Sit & get won’t grow dendrites. Thousand Oaks, CA: Corwin Press.Whitaker, T. & Breaux, A. (2013). The ten-minute inservice: 40 quick training sessions

that build teacher effectiveness. San Francisco, CA: Jossey-Bass.

25

For More Information & Updates

Visit our

Iowa EC-PBIS Facebook Page

www.facebook.com/iowaecpbis

Follow our

Iowa ECPBIS Pinterest Boards

http://pinterest.com/iowastateecpbis/

3/19/2015