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For
trainers, teachers,      To remember this
  and instructors
                          content longer,
by Sharon Bowman
                             download
                           and print the
                          worksheet that
                         accompanies this
                           presentation.

                             Worksheet URL:
                      http://www.slideshare.net/sharonbowman/wor
                      ksheet-for-how-to-design-great-training-begin-
                      with-the-end-in-mind
She is a
beginning trainer.

  aka: teacher, instructor,
    learning facilitator
She is a
beginning trainer.

  aka: teacher, instructor,
    learning facilitator

                                        Hi.
                               I haven’t designed
                              or delivered training
                               yet, but I’m willing
                                     to learn.
aka: mentor, guide,
  master trainer,
  master teacher
aka: mentor, guide,
  master trainer,
  master teacher




 Who is wearing
the coach’s cap?
YOU! That’s who.
aka: mentor, guide,
  master trainer,
  master teacher




 Who is wearing
the coach’s cap?
YOU! That’s who.




          You are helping Anisha learn
          how to design great training.
Ask yourself 3 questions:
Ask yourself 3 questions:
            1. What does Anisha
               need to know?
Ask yourself 3 questions:
            1. What does Anisha
               need to know?




                          2. How will Anisha
                             know she has
                              learned it?
Ask yourself 3 questions:
            1. What does Anisha
               need to know?




                          2. How will Anisha
                             know she has
                              learned it?




                          3. What will Anisha
                         be able to do with it?
Anisha needs to ask herself
  the same 3 questions
   about HER learners:
Anisha needs to ask herself
  the same 3 questions
   about HER learners:

 1. What do learners
    need to know?

                      2. How will they
                  know they have learned it?



       3.What will they
         be able to do
           with it?
If you don’t have the worksheet,
write the questions on a blank
piece of paper.
Hi, Anisha. Let’s talk
     about how to organize
     the content you plan
     to teach.




Good. What do I
need to know about
organizing content?
If you don’t have the worksheet,
use blank paper and write a
one-sentence definition of
“need-to-know” content.
Choose 1 response:
Choose 1 response.


   Yes, this is the most helpful response.
   Anisha can also allow learners to make
   their own action choices from the list.
So, Anisha, what
observable actions will
learners do to demonstrate
that they’ve learned the
content?




                             I will have learners explain the
                             content to each other and then
                             ask each other questions about
                             it. They will also take a written
                             test and compare their answers
                             with the correct ones.
If you don’t have the worksheet,
write an example of an observable
action for learners to do.
Let’s discuss how we can use
this information back on the
job.
Let’s discuss how we can use
                         this information back on the
                         job.


I’ve written an action plan
so that I will remember the
new procedures.
Let’s discuss how we can use
                         this information back on the
                         job.


I’ve written an action plan
so that I will remember the
new procedures.


                              Based on what I’ve learned,
                              I’ve made a commitment to
                              change some of the ways I do
                              my work.
group discussion




                                          pair-share

  written
  action
   plans


(written or verbal
commitments to use the
content in specific ways)
Tell me, Anisha, what do you
                                  plan to do with what you have
                                  learned from this coaching
                                  session?




                  I will teach only the need-to
                  know content. Also, I will
                  have learners do something
                  observable with the content
                  to show that they have
                  learned it. And I will have
                  them discuss how they plan
BRAVO! A great    to use the information after
way to begin to   the training is over.
design great
training!
THANKS,
COACH!
If you don’t have the
worksheet, write a one
sentence summary
of how YOU plan to
use the content from
this presentation.
1. What do           2. How will
                      learners             they know
                      need to              they have
                      know?                learned it?


                            3. What will
                            they be
Post them where
you will remember
                            able to do
to use them the             with it?
next time you train
or teach.
Go to the following on slideshare.net:
         “Different Trumps Same”
       “Movement Trumps Sitting”
Teaching Adults ANYTHING in 4 Easy Steps”
Sharon
Bowman


www.Bowperson.com
Books by Sharon Bowman
  www.amazon.com for book purchases
www.Bowperson.com for free book excerpts
More books by
Sharon Bowman




    www.amazon.com for book purchases
  www.Bowperson.com for free book excerpts
How to Design Great Training: Begin with the End in Mind

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How to Design Great Training: Begin with the End in Mind

  • 1.
  • 2. For trainers, teachers, To remember this and instructors content longer, by Sharon Bowman download and print the worksheet that accompanies this presentation. Worksheet URL: http://www.slideshare.net/sharonbowman/wor ksheet-for-how-to-design-great-training-begin- with-the-end-in-mind
  • 3.
  • 4. She is a beginning trainer. aka: teacher, instructor, learning facilitator
  • 5. She is a beginning trainer. aka: teacher, instructor, learning facilitator Hi. I haven’t designed or delivered training yet, but I’m willing to learn.
  • 6. aka: mentor, guide, master trainer, master teacher
  • 7. aka: mentor, guide, master trainer, master teacher Who is wearing the coach’s cap? YOU! That’s who.
  • 8. aka: mentor, guide, master trainer, master teacher Who is wearing the coach’s cap? YOU! That’s who. You are helping Anisha learn how to design great training.
  • 9. Ask yourself 3 questions:
  • 10. Ask yourself 3 questions: 1. What does Anisha need to know?
  • 11. Ask yourself 3 questions: 1. What does Anisha need to know? 2. How will Anisha know she has learned it?
  • 12. Ask yourself 3 questions: 1. What does Anisha need to know? 2. How will Anisha know she has learned it? 3. What will Anisha be able to do with it?
  • 13. Anisha needs to ask herself the same 3 questions about HER learners:
  • 14. Anisha needs to ask herself the same 3 questions about HER learners: 1. What do learners need to know? 2. How will they know they have learned it? 3.What will they be able to do with it?
  • 15. If you don’t have the worksheet, write the questions on a blank piece of paper.
  • 16.
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22. Hi, Anisha. Let’s talk about how to organize the content you plan to teach. Good. What do I need to know about organizing content?
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29. If you don’t have the worksheet, use blank paper and write a one-sentence definition of “need-to-know” content.
  • 30.
  • 31.
  • 32.
  • 33.
  • 35. Choose 1 response. Yes, this is the most helpful response. Anisha can also allow learners to make their own action choices from the list.
  • 36. So, Anisha, what observable actions will learners do to demonstrate that they’ve learned the content? I will have learners explain the content to each other and then ask each other questions about it. They will also take a written test and compare their answers with the correct ones.
  • 37. If you don’t have the worksheet, write an example of an observable action for learners to do.
  • 38.
  • 39.
  • 40. Let’s discuss how we can use this information back on the job.
  • 41. Let’s discuss how we can use this information back on the job. I’ve written an action plan so that I will remember the new procedures.
  • 42. Let’s discuss how we can use this information back on the job. I’ve written an action plan so that I will remember the new procedures. Based on what I’ve learned, I’ve made a commitment to change some of the ways I do my work.
  • 43. group discussion pair-share written action plans (written or verbal commitments to use the content in specific ways)
  • 44. Tell me, Anisha, what do you plan to do with what you have learned from this coaching session? I will teach only the need-to know content. Also, I will have learners do something observable with the content to show that they have learned it. And I will have them discuss how they plan BRAVO! A great to use the information after way to begin to the training is over. design great training!
  • 46. If you don’t have the worksheet, write a one sentence summary of how YOU plan to use the content from this presentation.
  • 47. 1. What do 2. How will learners they know need to they have know? learned it? 3. What will they be Post them where you will remember able to do to use them the with it? next time you train or teach.
  • 48.
  • 49. Go to the following on slideshare.net: “Different Trumps Same” “Movement Trumps Sitting” Teaching Adults ANYTHING in 4 Easy Steps”
  • 51. Books by Sharon Bowman www.amazon.com for book purchases www.Bowperson.com for free book excerpts
  • 52. More books by Sharon Bowman www.amazon.com for book purchases www.Bowperson.com for free book excerpts