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Training from the BACK of the Room

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Training from the BACK of the Room
Salah Elleithy
@selleithy

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Think…
of a time when you participated in an
effective training.
• What made it effective?
• How much of it do you
remembe...

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Do I want them to
HEAR it?
or
Do I want them to
LEARN it?- Sharon Bowman
Ask yourself…

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Training from the BACK of the Room

  1. 1. Training from the BACK of the Room Salah Elleithy @selleithy
  2. 2. Think… of a time when you participated in an effective training. • What made it effective? • How much of it do you remember? • What have you applied?
  3. 3. Do I want them to HEAR it? or Do I want them to LEARN it?- Sharon Bowman Ask yourself…
  4. 4. Quotes Knowledge depends on engagement. Engagement is inseparable from empowerment. Empowerment means the opportunity to contribute. Learning is an act of participation. We are all lifelong learners. - Jay Cross Who dare to teach never cease to learn. - John Cotton Dana We learn in context, with others, as we live and work. Recognizing this fact is the first step to crafting effective learning experiences. - Jay Cross
  5. 5. Salah Elleithy salah@sparkagility.com 410.262.5550@selleithy Founder and Learning Facilitator Certified Trainer in Training from the Back of the Room Managing Partner
  6. 6. Session Outcomes • List the 6 learning principles that trumps traditional learning (6 Trumps) • Define the 4Cs Map • Identify activities to be used for Agile training 6
  7. 7. 7
  8. 8. Challenges? 8 Attention Engagement Retention A memorable learning experience together!
  9. 9. Accelerated Learning Manifesto 9
  10. 10. The 6 Trumps 10 Movement trumps sitting. Talking trumps listening. Images trumps words. Six Learning Principles that trumps Traditional Teaching Writing trumps reading. Shorter trumps longer. Different trumps same.
  11. 11. • An instructional design tool that will show you and the learners where the instruction is going and get there together. 11
  12. 12. • Learners make connections with: – what they already know or think they know about the topic – what they will learn or want to learn – each other – the instructor 12 Learner activities: • Quick Start • Top Take-aways • Standing Survey
  13. 13. • Learners take in new information in multisensory ways: – Hearing – Seeing – Discussing – Writing – Reflecting – Imagining – Participating in short, quick review activities 13 Learner activities: • Concept Centers (Myth or Fact Game, Self-Correcting Sheet, Best Practices Discussions)
  14. 14. • Learners actively practice a skill using new information, participate in an active review of what they have learned, or teach the skill or new information to others 14 Learner activities: • Teach-Backs
  15. 15. • Learners summarize: – what they have learned – evaluate it – celebrate it – create action plans for how they plan to use it after the class is over 15 Learner activities: • Learning Logs • The Walkabout
  16. 16. 16
  17. 17. 4Cs Training Map Example Topic: _________________ Audience: ____________ Time: ___________ Learning Outcomes: 17 C1 – CONNECTIONS Content: Learners Activities: C2 – CONCEPTS Content: Learners Activities: C3 – CONCRETE PRACTICE Content: Learners Activities: C4 – CONCLUSIONS Content: Learners Activities: = Action Word (Observable learner behavior + Concept/Skill USE: Identify, define, List, Explain, Summarize, Demonstrate DO NOT USE: Learn, Understand, Know
  18. 18. 4Cs Training Map Sample 1 Topic: Agile Manifesto Audience: New team members Time: 10 minutes Learning Outcomes: Identify 4 values of the agile manifesto 18 C1 – CONNECTIONS Content: What learners already know about the agile manifesto. Learners Activities: Standing Survey C2 – CONCEPTS Content: 4 values and 12 principles of the agile manifesto Learners Activities: Graphic Organizer C3 – CONCRETE PRACTICE Content: Active review of the agile mindset characteristics Learners Activities: Teach-backs C4 – CONCLUSIONS Content: Summaries and action plans Learners Activities: Ball Toss (What have you learned? What will you do with it?)
  19. 19. 4Cs Training Map Sample 2 Topic: Understanding the Agile Mindset Audience: Agile team members Time: 10 minutes Learning Outcomes: Identify 3 characteristics of the agile mindset 19 C1 – CONNECTIONS Content: What learners already know about the agile mindset. Learners Activities: Pair-Share, Shout out C2 – CONCEPTS Content: 3 characteristics of the agile mindset: exert effort to learn, ask for feedback and continuous learning Learners Activities: Graphic Organizer C3 – CONCRETE PRACTICE Content: Active review of the agile mindset characteristics Learners Activities: Teach-backs C4 – CONCLUSIONS Content: Summaries and action plans Learners Activities: Ball Toss (What have you learned? What will you do with it?)
  20. 20. Activity: Myth of Fact Game Each table group is given a stack of index cards with myths or facts about the topic. Groups collaboratively sort the cards into two piles, then check their answers against an answer key. Learners can also create the game cards and exchange them with others before playing the game. Activity: Demonstrations Table groups can take turns demonstrating a skill or procedure with skits, role-plays, presentations, and the like. Activity: Teach-backs Learners pair up and teach each other what they have learned in the session. Activity: Ball-toss Learners form a circle, toss a soft ball around the circle, and state what they learned or what they plan to do with what they learned. Activity: Action Plans On index cards, learners finish the phrase “I plan to ….” by writing what they plan to do with what they learned. If time allows, they share their action plans with a partner. 20 Activities (Examples)
  21. 21. Try It! Topic: _________________ Audience: ____________ Time: ___________ Learning Outcomes: 21 C1 – CONNECTIONS Content: Learners Activities: C2 – CONCEPTS Content: Learners Activities: C3 – CONCRETE PRACTICE Content: Learners Activities: C4 – CONCLUSIONS Content: Learners Activities: = Action Word (Observable learner behavior + Concept/Skill USE: Identify, define, List, Explain, Summarize, Demonstrate DO NOT USE: Learn, Understand, Know
  22. 22. Summary • Begin with an end in mind (what will be the takeaways?) • Need to know (what must learners be aware of?) • Design backwards (what will be the activities to satisfy the outcomes?) • Use the 4Cs Map as a guide • Use the 6 trumps to measure the level of effectiveness. 22
  23. 23. References

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