A refresher overview for SSD instructors and others RationaleWIIFM Successful training requires proper design development and delivery and you dont want to be the instructor that the participants go to snoozeville on in class ID: 458887
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Slide1
Train the Trainer
A refresher overview for SSD instructors [and others]Slide2
Rationale/WIIFM
Successful training requires proper design, development, and delivery and, you don’t want to be the instructor that the participants go to snoozeville on in class.
2Slide3
Acknowledge that:
You are a mix of classroom and distance learning cadres, and that
Specifics are best addressed within each cadre as you design, redesign, develop, update, and plan delivery of courses
3Slide4
Objectives – Upon completion, participants (you the instructors in this case) will be able to:
Understand
how learning retention rates and how adults learn should affect our design, develop, and delivery of training
Recognize that we have a process and practical tips of the trade for developing and delivering instruction
4Slide5
Objectives – Upon completion, participants (you the instructors in this case) will be able to:
Recognize the components of structuring training for future course design, development, and delivery
Understand the concept of blended learning and be ready to utilize it in future course design, development, and delivery
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Where we get our training info
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Learning issues
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RetentionSlide18
It’s what the learner does in class, not what they see or hearSlide19
Approach
is important
to retention
Abstract Conceptualization
(concluding / learning from the experience)
Reflective
Observation
(reviewing / reflecting on the experience)
Conceptual Experience
(planning / trying out what you have learned)
Application
(doing / having an experience)Slide20
Without any follow-up by student to review or use contentSlide21
How Adults Learn
21Slide22
Adults have a need to know
why
they should learn something
Training should be based on valid needs of the intended audience.
All information provided should include reasons for learning. The benefits of learning should be clearly shown.
Activities should be based on real work experiences.
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Adults have a task-centered orientation to learning
Do not do an information dump.
Focus activities on “doing” something with information rather than simply “knowing” the information.
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Adults have a greater volume and different quality of experience than youth.
Design training activities that reflect the actual work the learners will perform. Provide activities that permit learners to compare the theoretical aspects of the training with their experiences.
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Motivation
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What you want to avoid doing.
De-motivators are:
No energy, no eye contact, speaking in a monotone, no personal contact
“I did, I am, etc.” Too much personal experience
Poor preparation
Reading directly from manuals, slides, etc.
Lack of time for topic and for questions and answers
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What you want to avoid doing. De-motivators are:
In the same gear all day (no, I don’t mean clothing.)
Having no credibility
Being quick to criticize
Talking down to learners, making them feel stupid
Not covering/sticking to objectives
Too many “war stories”
Disinterest in the subject and/or the learners
Monotone = disinterest?
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What you can do
Your students may ask, “What’s in it for me?” Show them the value or use of your material.
Use praise liberally. Call it positive reinforcement.
Make course objectives clear when setting expectations, then challenge students to achieve them. For some, having a goal to attain
is
motivation to attain it.
Be available, before, after, and during your presentation, during breaks, etc.
Be excited about your topic.
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Motivation includes use of proper stimulus
29
How we learn:
75% through the sense of sight
13% through the sense of hearing
6% through the sense of touch
3% through the sense of smell
3% through the sense of taste
“What I hear, I forget; what I see, I remember; but what I do, I understand.”Slide30
Logic and Sequencing
Each learning point makes sense by itself
The
Why
is answered
Application to specific instances are used
Logical sequence is followed
Whole to part, big picture to specific parts, importance, time, etc.
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Participation
Active participant involvement, not passive observation, ensures effective learning.
Many training gurus believe though that:
Groups of 20 or more, participation is not practical.
Limit it to small groups within the class.
A spokesperson for the group presents their ideas.
Thus, each learner is involved in the learning just as though he/she interacted directly with the presenter.
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Repetition
Repetition with a difference
: Give the same information but vary your approach. An example would be using a quiz followed by a puzzle followed by a game show.
Refresher training
: Cover the same material, but in less time and with less intensity, best applied over following weeks.
Interval training
: Learners will retain only about 10% of what they learned after 30 days. If you provide the material at six intervals and increase the amount of time from each interval to the next one, they will retain 90% after 30 days.
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Instructional development
33Slide34
10-Step plan – planning process 1-8
Identify audience needs.
Identify the topic and the questions that will be asked.
Determine the level of knowledge needed and the sequence of your subtopics.
Write your objectives.
Prepare an outline to structure your content.
Add the details.
Choose the presentation method.
Rehearse.
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10-Step plan – delivery and evaluation 9-10
Delivery of the presentation
Evaluation – self evaluate
verbal and nonverbal communication
design of lesson, did it work, did you meet objectives, too little or too much time
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Practical Tips
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Small groups
Give them a task.
The task should result in a product.
Give a time limit.
Clarify task for a floundering group.
Be sure someone has been designated as leader and someone else as recorder in each group. Could rotate these tasks during the course.
Each group leader presents product to the whole group.
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Effective lecture delivery
Projection
(loudness)
Pitch
(flow and variety)
Pace
(rate)
Pauses
(emphasis)
Pronunciation
(enunciate clearly)
Phillers
(uh, ah, um, okay, ya know)
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Effective lecture delivery
Start by stating rationale and objectives.
Use good posture.
Avoid excessive “quirks.”
Use different gestures, body movements.
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Effective lecture delivery
Look at the audience; face them and not the screen.
Move around…following you with their head/eyes helps keep them focused.
Vary the pitch of your voice, do not talk in a monotone.
Do not read to the group.
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Effective lecture delivery
What do they see?
Stance
Gestures
Facial expressions
Eye contact
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PowerPoints
File size – follow current methods for minimizing affect of inserted objects on file size
Slide backgrounds and design – your mantra should be dark slide, white text (I’ll have an example of what not to do in a following slide)
KISS when using slide transitions and animations
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Questions – asking them to involve your learners
Plan them; know what you are going to ask and when in your presentation you are going to do so.
Know the purpose of each question. Are you eliciting information or an opinion?
Go from general questions to more specific ones.
Confine the questions to one topic area at a time.
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Questions – asking them
Do not move on until someone answers –
make someone answer
If they figure out that silence means you will provide the answer, they will clam up and let you do that and your attempt at interactivity will bomb out
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Questions – asking them
Ask short, clear questions that are easy to understand.
Ask the class first
Ask a
small group
next,
Failing a volunteer, ask individuals by name.
Do not interrupt a person who is responding to a question. Let them finish before you comment on their answer.
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Questions -
answering
Don’t ask
“Are there any questions?…”
Ask
“What are your questions?”
Listen for intent and content
Acknowledge each – repeat or paraphrase to questioner and the whole class to show that you understand
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Questions -
answering
Try to answer completely and accurately
Answer should go to whole class but verify the questioners satisfaction
There are no stupid questions
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General practical tips
Humor is a tool but jokes are a no-no
Know your subject matter and rehearse
Never apologize for anything – makes the cadre appear unprepared
They do not get a timed agenda so there is no contract in regards to when anything starts or ends
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General practical tips
Do not rush at the end – the finish is important
Have enough time within the agenda to cover your material and/or fit your material to the agenda
Get them involved
Don’t personalize or date material (so it can be used by another person and/or at another time without having to edit)
Name ecopy files to reflect the agenda name for their easy reference
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Exam questions
We provide guidelines and formats on the soils.usda web pages
Bottom line – should address objectives
Review each year – if change material, may need to change exam questions
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Structuring training
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Rationale
Objectives
Activities
Evaluation
OK?
Corrective Feedback
Confirming Feedback
Yes
No
Structuring trainingSlide54
Rationale
Answer “What’s In It For Me”
Your “Hook” to reel them in to learn
An opportunity to use the “humor” tool
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Objectives
Sound basis for the selection and design of content, material and methods
A means of measuring whether or not
a training goal has
been met
A means for learners to organize their efforts in learning
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Objectives
Should be about the learner and what they will do with the
learning
It is not about what part of your knowledge you intend to share with them.
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All objectives could include up to 3 characteristics
Performance
Conditions
Criteria
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Performance
This is the “doing” part, requiring an action verb to state required performance
Actions are either “declarative” (knowledge based) or “procedural” (skill based), each with their own set of action verbs
As a minimum, all objectives have performance
At the end of this training, the learner will be able to
construct
a digital map.
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Condition
Is there a tool to use, process to follow, or guideline to adhere to?
It is added to address any conditional requirements
At the end of this training, the learner will be able to construct a digital map
using ArcGIS 9.x
.
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Criteria
The performance, under certain conditions, might need to meet certain standards and/or goals
At the end of this training, the learner will be able to construct a digital map using ArcGIS 9.x and
pass a quality control review by the assigned SDQS
.
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Guidance for objectives
Provided on the website
Instructions
Worksheet
Action verbs
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NEDCSlide62
Activities for interactive learning
There are various sets of lists, all with their own twist
Posted on our website, from
Effective Instruction
NEDC course materials
Telling Ain’t Training
by Robert Pike, pg 115-134
Training for Dummies
, Elaine
Biech, pg 77-82
An internet search will find othersAll provide alternatives to lecturing and death by PowerPoint
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Activities that have been used
Brainstorming
Buzz group
Case study
Coaching
Correspondence
CBT (computer based training)
Demo
Discussion
Game
Job aidsNeighbor discussionPeer Assisted learningPractice exercise
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Activities that have been used
Quiz
Question and Answer
Reading
Reflection
Role Play
Seminar
Simulation
Board game adaption
Game show adaption
PollingChat
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Other potential activities as alternatives to lecture and use in review of material/results
Exam Cram
Hit or Myth
In-Basket
Interview
Guided note-taking
Video, DVD
Poster/Chart
Crossword puzzles (from free internet puzzle builder)
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Evaluations
Evaluate performance, learning
Evaluate in terms of the objectives and performance level expected for the learners
Some of the activities provided will provide results
Quiz, project completed, exams
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Feedback
Essential that learners receive feedback
Pat them on the back (confirming) to inform them they have met the objective
Correct if gone astray (corrective) by explaining how they can achieve the objective
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Rationale
Objectives
Activities
Evaluation
OK?
Corrective Feedback
Confirming Feedback
Yes
No
Explain why they should learn and how it applies to their work
Tell them what they will be able to do
Give them things to do. Make these interesting and don’t bore them.
Check to see if they learned
Tell them if they’ve got it right.
Check learning
Correct them when they’ve gone astray.
Structuring ReviewSlide69
Cadre functions in design and development
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Outlines
Used by design team to help structure training
Captures, at minimum, lesson:
Rationale
Objectives
Activities
Opportunity to capture transitions from lesson to lesson, equipment needs, bad weather plans, training aid needs
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Lesson Plans
Used by development team and/or assigned cadre member
Helps you plan and script your delivery
Saves plan of delivery for your use the next time
Can pass on plan of delivery to temporary or permanent replacement
Provides consistency when more than one person is delivering the lesson (Digital Soil Survey Data Editing course for example
) and consistency from year to year
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Blended learning
A mix of learning environments
Learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course
Blending involves the mixing of
synchronous
and
asynchronous
delivery
Our challenge for the future!
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Synchronous
Face to face, “in sync”
DL instructor led, “in sync”
Mentoring or tutoring is immediate face to face or through teleconferencing and screen sharing
Asynchronous
Self paced
Involves computer access
E-mentoring or e-tutoring on call via teleconferencing and screen sharing
Could include forums, blackboards, SharePoint for posting discussion
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Delivery methods
Class room, face to face
Field and lab (including computer as well as soils), face to face
Small discussion groups, face to face, with or w/o instructor
Small discussion groups, internet, with or w/o instructor
Self paced, posting discussion via media (
Sharepoint
, other)
Self paced, Aglearn, NSSC FTP, CD/DVD, YouTube, or other source/host of materials provide access on demand
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Example: Digital Soil Survey Data Editing
Has been done successfully in both face to face and distance learning classroom delivery – currently includes….
Precourse self paced with job aid and mentor on call
Straight forward approach in class
Tell them (lecture) and/or
Show them (demo)
Have them do it (application)
Practical exercise post course
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Example: Management of Soil Survey by MLRA
This course has
issues and is a challenge!
We have to-date addressed all objectives as
knowledge based
ignoring skill development because of time constraints and the need to get everyone on the same page as quickly as possible as far as MLRA Office functions
Some but not enough interaction with participants, mostly we have performed an information dump
Question is, What do we do to make this course work for the participants, staying within the distance learning environment?
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Management of Soil Survey by MLRA
What can we do?
Delivery methods
Activities that work for those methods
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Blended learning and interactive learning activities
when you have the next opportunity to design, develop, or update a course, what can you do to blend learning and incorporate learning activities in the environment provided
A challenge to each of you to adopt this to your training assignments
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Summary
Training versus providing our knowledge via lecture/ppt
Death to “death by PowerPoint” – ppts provide info, not training
As much as possible, treat ppt as job aid, use an activity to provide training
Strive to use interactivity to provide training
We’ll address each course separately as each has its own culture
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Summary
We don’t know at this point where agency budget will lead us in regards to training.
We may need to be ready to take more courses from the face to face classroom to distance learning.
We might need to cut down on the number of days in travel to attend face to face training in which case we will want to blend our delivery to the max
Regardless, utilize “blended learning” to the max to make training a good experience
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Objectives – Upon completion, participants (you the instructors in this case) will be able to:
Understand how learning retention rates and how adults learn should affect our design, develop, and delivery of training
Recognize that we have a process and practical tips of the trade for developing and delivering instruction
Recognize the components of structuring training for future course design, development, and delivery
Understand the concept of blended learning and be ready to utilize it in future course design, development, and delivery
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