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Draft your next training course with ideas from Training from the Back of the Room

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Draft your next training course with ideas from Training from the Back of the Room

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A personal approach on applying the 4Cs techniques for the book 'Training from the Back of the Room!' starting from the end like the legend of the Phoenix.

A personal approach on applying the 4Cs techniques for the book 'Training from the Back of the Room!' starting from the end like the legend of the Phoenix.

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Draft your next training course with ideas from Training from the Back of the Room

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Editor's Notes

  • Draft your next training course using ideas from: Training from the Back of the Room
  • Start from the end
    Like the legend of the Phoenix, the end is a new beginning
  • Start from the end
    The rationale behind this technique

    If you want to read more about it, click the links:

    How to Design Great Training: Begin with the End in Mind http://www.slideshare.net/sharonbowman/how-to-design-great-training-begin-with-the-end-in-mind-8708424

    Worksheet for How to Design Great Training: Begin with the End in Mind http://www.slideshare.net/sharonbowman/worksheet-for-how-to-design-great-training-begin-with-the-end-in-mind
  • Learning objectives
    Write down the answers to these questions

    #0 - Ask yourself: What new endeavour, project, or task will learners become able to accomplish, after attending your training course?

    What are the 3 main practical abilities & skills attendees will need to learn to succeed in that? #1 - Write it down, you need this for the next...
  • Choose one
    Among these three practical abilities and skills

    #2 - Choose the most important one.
    You'll start to draft your first training session from there!

  • What's next
    Walking the 4Cs Map backward

    For the topic identified at #2 we are going to breakdown and draft the session in 4 stages:
    d) Conclusions
    c) Concrete practice
    b) Concepts
    a) Connections

  • What's next
    The 4Cs Map

    If you want to read more about the 4Cs Map, click the links:

    How to Map Your Instruction in 4 Simple Steps http://www.slideshare.net/sharonbowman/how-to-map-your-instruction-in-4-simple-steps-12175386

    The 4Cs Map: A Brain-Based Instructional Design and Delivery Model http://bowperson.com/2016/02/the-4cs-map-a-brain-based-instructional-design-and-delivery-model/

    The 4Cs flyer https://sbowperson.leadpages.co/leadbox/144028573f72a2%3A12336a115346dc/5672463165816832/
  • d) Conclusions
    Imagine: current session is just finished and...

    ...learners are celebrating their success and their learnings about skill/ability at #2.

    Just a moment ago they summarised what they have learned, what surprised them most, what was most relevant, useful and transformative. What was it? #3 - Write it down!

    That's it, Now you know the key learnings required to develop the skill or ability at #2, this will be the goal of concrete practice
  • d) Conclusions
    Ideas for conclusions

    Do you want ideas for learners activities to summarise & evaluate what they have learned and create action plans for using the new skill/ability during their daily job?

    Click this link:
    http://www.slideshare.net/slideshow/embed_code/key/cgJ5TpNaAjH0kW?startSlide=48
  • c) Concrete practice
    Exercises & activities that lead to their learning

    #4 - Design exercises for learners to practice the skill/task at #3, &to develop the learnings at #3 through practice, experimentation, and your positive and corrective feedback.
  • c) Concrete practice
    How to design concrete practice

    It can be:
    a practical exercise or performance,
    a written or verbal test,
    teaching/explaining the skill/ability to someone else,
    drawing a visual representation of the learnings
  • c) Concrete practice
    Guidelines

    Make attendees work together, at-least in pair. Learning is a social activity.

    Make it safe and fun. Positive emotions amplify learning and open our minds.

    Make them move. An oxygenated brain works better.

    Make it learner-centered, it's not about you
  • c) Concrete practice
    Pro tips

    Organise the concrete practice in iterations. Provide positive & constructive feedback after every iteration to help them improve and correct themselves.

    Build into the practice some degree of freedom and autonomy. Design problems that admit more then one good answer. Discuss & compare solutions after every iteration and use differences as learning opportunities.

    Click the link to read more about concrete practice: http://www.slideshare.net/slideshow/embed_code/key/cgJ5TpNaAjH0kW?startSlide=31
  • b) Concepts
    What attendees need to know?

    What are the need-to-know, the fundamental concept attendees cannot do without, to get through the concrete practice you designed at #4 for them, and to be successful in their daily job?#5 - Find the heart of the problem, identify the core, hit the bull's-eye, focus exclusively on the most valuable bit of information. What is it? Write it down !
  • b) Concepts
    How to be engaging, entertaining & effective in your delivery

    #6 - How do you do that?Write down ideas and techniques you use in your classes!

  • b) Concepts
    Tips: how to be engaging, entertaining and effective

    Use images and metaphors over text!

    Deliver content in small chunks & short stints

    Engage attendees with questions, reviews, writing, talking: learning is active & multi-sensorial

    Engage attendees with discussions and group activities: learning is social & emotional

    Use vArIeTy, CONTRAST & diffe-rences.

    Choose a ventilated and illuminated room, provide drinking water, make them moooove
  • b)Concepts
    More Tips

    Consider interleaving concepts with concrete practice

    For more ideas click the links and add what suits you to the list at #6:

    Six Trumps Guide https://sbowperson.leadpages.co/leadbox/14076cc73f72a2%3A12336a115346dc/5711129414205440/

    Six Trumps: Six Learning Principles that Trump Traditional Teaching http://www.slideshare.net/sharonbowman/six-trumps-six-learning-principles-that-trump-traditional-teaching

    Move! Don’t Sit Still by Jimmy Janlen - http://www.slideshare.net/sharonbowman/move-dont-sit-still-by-jimmy-janlen
  • b) Concepts
    Draft the session content

    Less is more

    #7 - Write down content you'll present in this session about concept you identified at #5. Remember learnings listed at #3.

    Include some activities you listed at #6 and those you've read about to engage learners.
  • a) Connections
    Connecting learners with ...

    Prior knowledge: what they already know about the topic at #2,

    Learning objectives: what they will learn from #4 and #5,

    Personal goals: what they want to learn and what they want to do with it, as per #0, #1, and #2 for this first session

    Community: each other
  • a) Connections
    Draft the activities

    This is where the sessions start, this is where the training start.This gives trainer input to adapt the delivery to the learners level of experience.

    Click the links for ideas on short connection activities: http://www.slideshare.net/slideshow/embed_code/key/cgJ5TpNaAjH0kW?startSlide=12

    #8 - List the connections activities for the training start and for this session
  • Repeat the 4Cs
    For all the remaining skills and practical abilities in your list at #1

    Pick the next most important skill or practical ability from #1 and start from the end again:

    d) Conclusions
    c) Concrete practice
    b) Concepts
    Connections
  • Less is More

    The creative process to design the training is iterative & non-linear.

    Learners practice & activities are the most important bits. Your ability lies into reducing the time you speak.

    Peer-review your training design. Improve it through feedback.

    For more insights click: http://bowperson.com/

    Be Human.Have Fun !!!
  • Presentation by
    Luca Minudel

    http://www.SmHarter.com

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