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Effective Teaching v2.0

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Effective Teaching v2.0

  1. 1. EFFECTIVE TEACHING H EL EN MEEK &D OU G ID L E
  2. 2. Who We Are? W hy are w e qualif ied t o do t his?
  3. 3. Welcome & Introductions • Organise yourself in alphabetical order based upon the last film you watch. • Share - Who you are? - What your role is? - The last film you watched?
  4. 4. Purpose Training w ith R esult s Practice Process Presence Preparation Key things to consider when preparing for training What you need to think about as a trainer Tools and Techniques to help you Practice makes perfect! How to be awesome!
  5. 5. Bingo Cards Similar t o b$llsh! t bingo…but less f un! • You have each been given a bingo card • In the training elements we are looking for you to spot when we exhibit behaviours or practices from the bingo card • When you get a line in any direction, then shout Bingo!
  6. 6. • In Groups of 2 or 3 brainstorm you have 5 minutes to brainstorm… - What makes a great teacher?
  7. 7. Preparation Think about: • What you want to achieve? • Where you are now, content-wise and as a teacher? • Designing an action plan, and “fill the gaps”! • Adult learning working agreements • Balance between slides and practical • How to ensure students understand the content (Playback)
  8. 8. Logistics Think about: • Sequence and timings (3 mins a slide rule) • Outcomes for each slide • Techniques and formats to use • Whether you need a test run?
  9. 9. Ice Breakers A great way to kick off any session and… • Help people to get to know each other • Encourages fun, laughter and activity • Breaks down boundaries • Helps to buy into the purpose of the event • Encourages people to share knowledge & learn from each other They can range from 5 minutes to 30 minutes In duration and can be targeted for your learning and collaboration needs.
  10. 10. I Want To Play A Game!
  11. 11. BODY LANGUAGE YOU AR E ON STAGE! Words - Key Words - Phrases Voice - Tone - Tempo Body - Posture - Actions - Touch - Gesture - Timbre - Volume - Eye Contact - Expression - Orientation - Proximity 7% 38% 55%
  12. 12. Question? W h a t i s y o u r n e x t s u p e r p o w e r a s a t r a i n e r ? • Facial expressions - Consensus - Confusion - Worry - Disagreement - Anger - Frustration • Disinterested - maybe distracted by technology • Distracting others • Wanting to say something, might be scared to • Question Wankers! Reading The Room!
  13. 13. Dealing with People In groups of 2 or 3 brainstorm for 5 minutes… Behaviour How will I recognise this? Is this a problem? How will I deal with this? 1 Consensus 2 Confusion 3 Worry 4 Disagreement 5 Disinterested 6 Distracting Others 7 Wanting to say something 8 Question Wankers
  14. 14. D on’t as s ume w hat they k now already, ins pec t it! • Shout out • Write and share • Pair and tell • Have class answer to any question from a peer before you do • You are still the teacher – you can (and may have to) respectfully fill the gaps. Canvas Current Knowledge 2016 confidential
  15. 15. BREAKOUT DISCUSSIONS Getting people into teams for an ac tivity Good For: • Meeting people • Generating Insight • Building stuff • Answering questions Suitable for: • Medium or Large Group • Great for people who don’t know each other Watch out for: • People lose focus • Misunderstood instructions • Time to work with each group
  16. 16. GAMIFICATION
  17. 17. VisualArtifacts
  18. 18. AVOID TEXTWALLS C r eating Beautiful Mater ial It is important that you spend time and effort creating your slides. I tend to see them as an extension of my personality and so I like to make them nice and quirky. People really do appreciate the effort you put in! When creating your material you have to be mindful about how people behave when faced with lots of information. The natural instinct when you see lots of words on a slide is to start reading. ARE YOU READING THIS? This means as a trainer I have already lost you because you are no longer listening to me. The most important thing for me is for you to engage with me because I often will add in stories or content that I have not written in the slides. You might miss this  The words on my page should merely help you remember at a later point of time what we discussed. I always encourage my students to take notes during the conversations. The practice of writing the words down mean that you are more likely to remember it, even if we never look at it again..the brain is smart like that!
  19. 19. A Better Option? C r eating Beautiful Mater ial • Slides with text that builds • Doesn’t contain to many words • Space well • Interesting • With more relevant pictures
  20. 20. Top Tips from Top Trainers! Paul Goddard • Remember peoples names. Builds personal connections during the course. • Be prepared to say “I don’t know”. Don’t bullshit. • Thank people for adding something important to the conversation. Geoff Watts • Ensure there is a mix of teaching styles to reach people’s preferred learning styles. These include storytelling, group exercises, one on one conversations, models, quiet reflection and internalisation of learnings. Andrea Darabos • Engage the learners to use all senses to interact with the material. Drawing, cutting out pictures, writing poems, doing role plays and improv, and my favourite is the spacial learning exercises. Roman Pichler • Have an open mind, be present, and be grateful for what happens before judging if it is helpful or not. Karl Scotland • Experience before Theory. Run and exercise/simulation first, and them discuss what happened allows people to make more connections. • Ask the Audience. I’ll often get the participants to answer tough questions. You sometimes get better answers that way, and even learn something yourself! Nigel Baker • One thing I’ve been doing is every time I answer a question “straight”, I give myself a demerit/black mark.. I am trying to encourage them to answer their own questions Mark Summers • Be empathetic towards your delegates, don’t assume what you teach will be easy for them. So be an empathetic provocateur. • Be flexible, adapt your approach and content depending on who you are training, do this transparently by keeping your agenda visible. • Use metaphors to covey important ideas, they allow difficult concepts to be communicated easily and they stick in peoples heads after the training.
  21. 21. Mike Cohn • Here's great advice from I always follow from Leo Strauss, a professor (mostly at University of Chicago): "When you’re teaching always assume there is a silent student in the class who knows more than you do.” • Get peoples' voices in the room as early as possible. The longer people start silent in the session, the more comfortable they get with being silent. So, it's important to start early with something to get them talking. So give any assignment (preferably related to the topic) that gets people to talk. That way, they'll talk the rest of the session. • When people don't talk, count silently in your head until someone does. Silence is uncomfortable. If I ask a question of the room and no one responds I'll just stand up there counting silently in my head. 1, 2, 3, ...hey I'm getting paid to count, 4, 5 ... Eventually someone will answer because they'll get more uncomfortable than I am since my brain is now "busy." Top Tips from Top Trainers!
  22. 22. Bingo Cards H ow did w e do?
  23. 23. Get into a team of 2 or 3 people Pick a topic card from the table Pick the training techniques you want to use Plan your 25 minute training! You have 30 minutes! You Ready To Prepare?
  24. 24. You Ready To Present? Split the room in half! Each team has a 25 minute slot to deliver their training Group Feedback – Don’t forget your bingo cards! Go Go Go!

Editor's Notes

  • Agile Delivery Managers are responsible for the Scrum element within teams. Sometimes this means we need to teach others on new, forgotten or outdated techniques.
    It’s very easy to just stand and the front and talk, but creating a well thought out and engaging session takes time and skill.
    We want to share with you some behaviours, tools and techniques to help you be more confident in this areas.

    We will focus on the 4 P’s!

    (Read through what we are going to learn)
  • Introduce the concept of the bingo card
  • [on title]
    You need to be prepared, for a successful delivery.
    You need to be comfortable, with the topics of your session, with your way of delivering them, with yourself “on stage”.
    How much you need to do, to be in this position – totally up to you. It’s contextual.

    [on 1st block]
    So, here’s an approach.
    Start at the end.
    What do you want to achieve with the session? What are the learning objectives you are targeting?
    Once these are clear, look at your current situation. Consider how familiar you are, with the topics you are going to cover

    [on 2nd block]
    This is a possible, effective approach: ….


  • [on title]
    You need to be prepared, for a successful delivery.
    You need to be comfortable, with the topics of your session, with your way of delivering them, with yourself “on stage”.
    How much you need to do, to be in this position – totally up to you. It’s contextual.

    [on 1st block]
    So, here’s an approach.
    Start at the end.
    What do you want to achieve with the session? What are the learning objectives you are targeting?
    Once these are clear, look at your current situation. Consider how familiar you are, with the topics you are going to cover

    [on 2nd block]
    This is a possible, effective approach: ….


  • We can play
    Tic Tac Toe
    2 truths and 1 lie
    Year of the coin
    Order Yourself in….


    Suggest we play 2 or three of these to get them warmed up. Just short ones
  • Throw out to the audience to ask the question ‘ Thinking about body language, if you were to put a percentage on how much influence these things have. What would it be?

    So all of these are important, but you can see that most weight is put what your physical body is doing.

    Lets take a look at some of the things you can consider in these categories.

    (Go through each of the boxes and give examples for each word written)
  • Note – lots of builds on this slide

    Throw out question – Who knows as a trainer what your next super power is?

    Pick two and maybe do canvass the room if time – How votes x and who votes x?

    So we learn how my body language was important, you body language and behaviors are very important to me. They tell me whether my messages have been received, whether people understand or not. Or they might just downright disagree!

    Here are some things to look out for…

    Ultimately, you have to learn how to read the room.
  • Suggest they take 4 each
  • [on title]
    This is for me another cornerstone for a modern, effective approach to training

    [on 1st animation]
    It’s also a very agile thing, if you think about it – don’t just assume stuff – validate your assumptions, and act accordingly.

    There are a number or good reasons to hear from your class, before telling them stuff.
    Simplest one, you can tune your delivery. You may still want to cover the 3Cs of a User Story, but think – would you cover it in the same way, if all the people in the class seemed to know these principles very well, or if none of them instead had ever heard of them? What about a mixed class – half experts and half newbies to the topic?

    [on 2nd animation]
    There are a number of techniques you can use … to canvas current knowledge and connect the class to it ... Here are some ...

    [on 3rd]
    And, don’t worry ...

    [optional]
    Have them own their learning yourney
    It’s nothing about you teaching, it’s all about them learning
  • Break outs are a well known technique, especially when you have large classes. Sometimes you just cannot have conversations by committee.

    (Read through the sections)

    For example I might have broken you into three groups and got you each to answer the questions
    - What is it good for? - What is it suitable for?
    - What to watch out or ?

    I love noise and activity in my classes because it means people are engaging with each other. I am not the only person in the room you can learn from.
  • Here’s the thing. You can learn and have fun. The 2 things, at the same time. Not really something my school teachers were really aware of. Yet, one more pillar of modern teaching.


    Games to learn / simulate new concepts
    There are quite a few good ones for scrum, kanban
    (ask who recognizes one of these?)
    There are games for modelling specific concepts – flow, multi-tasking, …

    You see, you experience, you interact

    LSP brought this to next level

    Also the chance to gamify a test – to make it more lightweight and fun
  • Who’s this?
    (CL, professional trainer)

    What do we see in the pic – slides, flipcharts, whiteboard
    Also, audio, also, things on the walls of the room

    Mix your tools. And
  • Outcome: understand with a concrete example why having a slide with too much text is a bad idea

    Slide says detail content of this slide
  • There was a big movement to just start using pictures, but they weren’t always relevant. They do make sometimes for fun slides though. Cats are also very popular

    The cons with this is though that people won’t be able to look back and remember.

    If you really want just funky pictures I suggest that you have comprehensive hand out notes on each slide or printed material so people can look back on this in years to come.
  • Introduce the concept of the bingo card

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