Accelerating learning in an organization
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The document discusses principles for enabling a learning organization, with the end goal of accelerating training to boost performance and retention. It emphasizes techniques that force participants to demonstrate learning, as true learning is uncomfortable and requires stretching one's mind. These techniques include retrieval, interleaving, spacing, and exposing learners to different situations. The document provides examples showing that interleaving topics and spacing out study periods results in better long-term learning outcomes than mass studying or blocking topics. It suggests methodologies like reflection, teaching back topics, quizzes, real-life exercises with spacing and interleaving, and post-workshop follow ups to reinforce learning.
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Training and development resources that save you time and money.
Activities to help you develop your system.
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Use learning management system tools to make administrative tasks, such as data entry, faster and easier.
Encourage a positive training culture by communicating the system’s successes and developing an innovative, well-structured training program.
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Learning Management System
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The document discusses the lecture-cum-demonstration teaching method, which combines lecturing with hands-on demonstrations to impart both theoretical and practical knowledge to students in an engaging way. It outlines the steps to effectively plan and conduct lectures combined with demonstrations, and analyzes the advantages of making students active participants in their learning through this approach.
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The document discusses the lecture-cum-demonstration method of teaching. It involves both lecturing to convey concepts and demonstrating experiments or activities to enhance understanding. The key steps are planning objectives and materials, introducing the lesson, presenting content through demonstration while asking questions, and summarizing on the blackboard. Demonstration makes the content more concrete and engaging for students compared to only lectures. However, it also has limitations like not ensuring all students can practice skills. Tutorial teaching is then described as a follow up method for providing individualized instruction to address student difficulties through small group discussions and assignments.
Safety Training Techniques 2017
Safety training techniques aim to keep students actively involved through encouraging participation, immediate recognition of achievements, and providing feedback on progress. The techniques include interactive methods like group discussions, questions, brainstorming, case studies, role-playing and small group activities. These are preferred over lectures as safety training focuses on practical application and problem-solving over theoretical learning. An effective blended learning approach combines in-person classroom instruction with online resources and independent study.
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The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
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Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
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This document discusses interactive and active teaching methods. It defines key terms like learning, active learning, and classroom assessment techniques. It discusses the advantages of active learning for both students and teachers. Examples of active learning techniques are presented, including large and small group discussions, active lecturing, and classroom assessment techniques like sample exam questions. Tips are provided for implementing active learning in the classroom.
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This document discusses the "4Cs" (Consistency, Confidence, Challenge, and Clarity) of effective course-focused teaching practices. It provides activities for teachers to reflect individually and in groups on ordering the importance of the 4Cs and making commitments to improve in these areas. Teachers are asked to identify quick wins and 3 development focuses to improve student experience and engagement on their courses through teaching strategies that demonstrate the 4Cs. The document also includes questions to prompt discussion around how students review their learning and how formative activities can foster student belonging.
Learning strategies
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
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Microteaching involves teaching short (5-10 minute) lessons to small groups of students, followed by feedback sessions. The goals are to train new teachers and help experienced teachers improve specific skills like questioning, explaining, stimulating variation, and achieving closure. The microteaching cycle includes planning, teaching, receiving feedback, re-planning, and re-teaching lessons. Microteaching allows a focus on skill development, understanding classroom interactions, and receiving immediate feedback to improve teaching effectiveness.
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This document categorizes and describes various teaching-learning methods. It divides methods into categories based on teaching environment such as classroom, laboratory, bedside clinics, and distance learning. It also categorizes methods based on number of audiences such as large group, small group, and individualized learning. Several specific methods are defined and their roles of teachers and students are outlined, such as lectures, seminars, group discussions, problem/case-based learning, and clinical skill teaching. Online teaching methods including synchronous and asynchronous are also introduced.
Presentation1 (2)
1. Micro-teaching is a teacher training technique that simplifies the teaching process. It involves teaching a small group of students (5-10) for a short time (5-10 minutes) to focus on developing specific teaching skills.
2. The document outlines the goals, procedures, skills, and benefits of micro-teaching. Key skills practiced include introducing a lesson, questioning techniques, and providing feedback. The process involves teaching, receiving feedback, and reteaching to improve.
3. Micro-teaching has benefits like increasing teacher confidence, receiving expert supervision, and helping experienced teachers refine their skills. However, it also has limitations like not reflecting real classroom environments.
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Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
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This document discusses outcome-based education (OBE) and innovative teaching techniques. It begins by contrasting traditional, content-focused education with OBE, which prioritizes the outcomes students achieve. The document then outlines the steps for implementing OBE, emphasizing planning effective teaching strategies aligned to course outcomes. Finally, it explores several innovative teaching methods like problem-based learning, flipped classrooms, role plays, and gamification that can help engage students and improve learning outcomes.
Designing lesson (1)
The document discusses the elements of effective lesson design according to Dr. Madeline Hunter's research. It lists the key elements as: 1) Anticipatory Set, 2) Purpose, 3) Input, 4) Modeling, 5) Guided Practice, 6) Checking For Understanding, 7) Independent Practice, and 8) Closure. The document then discusses introducing learners to designing lesson plans based on learning objectives, assessment, methods, materials and activities. Learners will also reflect on how lesson design aligns with their teaching philosophies.
Microteaching
Microteaching is a technique used to train teachers to develop and improve their teaching skills. It involves teaching a lesson to a small group of students for a short duration of 5-10 minutes, followed by feedback from supervisors. The key aspects of microteaching include breaking down the lesson into smaller units, focusing on one teaching skill at a time, providing immediate feedback, and the opportunity to re-plan and re-teach the lesson. Common teaching skills practiced in microteaching include introduction techniques, questioning skills, explanation abilities, classroom interaction patterns, and closing a lesson effectively. Microteaching aims to enhance teaching competencies in a supportive, controlled environment.
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Accelerating learning in an organization
- 1. Project: Enabling a learning organization
- 2. Principles •Innovative Training techniques which are based on cutting edge learning paradigms and is in today’s context •Tailor most effective tools required for a particular program END GOAL: “accelerated training which then accelerates real life performance and boosts retention”
- 3. Making Learning last How do you massage the input and make it into a deeper insight We are all like the Diamonds in the raw How do we ensure the learning lasts and gets used
- 4. Ease of assimilation is not reflective of learning. Make participants experience techniques which force them to demonstrate learning True learning is inherently uncomfortable; it is the feeling of finally ‘feeling the key turning in the lock’ Embracing Discomfort Retrieval | Interleaving | Spacing | Exposing to different situations
- 5. Ralph Waldo Emerson - “The mind, once stretched by a new idea, never returns to its original dimensions.” Learning is building on the existing scaffolding and sometimes changing the existing scaffolding – both require large doses of involvement
- 6. Discomfort Student A - viewed lecture 3 times (1 hour each) Student B - viewed once, actual problems and misery and then quick re view Both rate : learning on score of 10 6 months later – who does better?
- 7. Two strategies Student A follows this strategy- 3 hours subject A, 3 hours subject B Student B - 1 hour A , 1 hour B, 45 mts A, 45 mts B, 30 mts A, 30 mts B Who does better?
- 8. Two strategies -> Interleaving Student A follows this strategy- 3 hours subject A, 3 hours subject B Student B - 1 hour A , 1 hour B, 45 mts A, 45 mts B, 30 mts A, 30 mts B Who does better?
- 9. Two teams to present to CEO on Saturday Team A meets- 1 hour on Monday, 1 hour on Thursday, 30 mts on Friday Team B meets - 4 hours teamwork on Friday Who does better?
- 10. Spacing: two teams to present to CEO on Saturday Team A - 1 hour on Monday, 1 hour on Thursday, 30 mts on Friday Team B - 4 hours teamwork on Friday Who does better?
- 12. Both abstraction and active doing important for learning
- 13. Some suggested methodologies 1.Reflection/Diary - Deliberate practice/Learning diary and sharing 2.Teach back - Topics to explain in peer sharing format 3.Quizzes - after each sub module 4.Real life Activities /exercises –in similar and different scenarios – Day end homework 5.Interleaving the topics – In the design 6.Specific activities in the workshop- Scenarios/Role plays/Case studies/ Reflection and sharing exercises/ Presentations/ 7.Quick check back after 2 weeks (spacing) 8.Pre-mortem scenario exercises Pre workshop: Questionnaire administered and analysis of the same which is shared Post workshop: Takeaways, Reflections and memory joggers & ongoing info dissemination, f/b and support