Keeping your participants involved is the key to success in the classroom. In Part 1 of this blog, I offered some suggestions for you, as the instructor, to use charts when training. Now, I’ll share some ideas that give your participants a chance to actively participate through the use of a chart.
TIP#1: Team Icebreakers
When working in teams or table groups, it is important that your participants are comfortable with each other from the start, even if they already know each other. To get the groups working together right away, try a group resume. Each team member contributes his or her information, and it is represented collectively on a chart. Years of experience, for example, is always interesting because the combined experience of the members of one table group may be very high, though some members may not have much individual experience. Types of work, hobbies, and a unique group name based on the group’s information will make for fun and informative introductions.
TIP#2: Share Expectations
Participants come to training with some idea of what they expect to gain by attending. Have each group write their expectations on a chart. When complete, you have many options for tracking these expectations. You could post all of the charts on a wall, and invite participants to put a check mark by their expectation once it has been met. Another option is to revisit the charts at the end of class. Have each group look at the chart they created, and come up with specific examples of how each expectation was met. No matter which method you choose, you will want to monitor the charts throughout the training to be sure all expectations have been met.
TIP#3: Generate Content
Presentation doesn’t mean one-way communication. When your participants have some experience with the topic you are going to cover, let them start generating some of the content. Each table group can brainstorm a list on their chart, and then share the information with the large group. Another option is the “Abbreviated Lecture.” As a large group, ask the learners to list everything they know about a topic. When they are finished, you can add any predetermined items that they may have missed by saying, “These are great, and here are a few more things to keep in mind”. If they cover all that you planned to cover, simply say, “Nice job. You know a lot about this topic.” Then you can move right in to an activity where they apply the concepts.
TIP#4: Debrief
One of my favorite debriefs after a brainstorm is called an all-inclusive debrief. Normally, after a brainstorm, each group only covers one or two items from their chart which can minimize the importance of what they have created. In an effort to include all items listed, try this approach. Invite a spokesperson from each table to stand at his or her group’s chart. Then, in turn, each spokesperson states two items, and places a check mark or an asterisk next to the items they stated. Each spokesperson at the other charts also marks those same items on their charts to indicate that they have been covered. Continue in this fashion until all of the items on one group’s chart have been checked. The spokesperson from that group then sits down. The others continue until all items on all charts have been covered and each spokesperson is sitting. This technique is especially powerful for topics of great importance or significant group experience.
TIP#5: Review Course Material
Rather than restating what you have covered, let the participants conduct the reviews. Each table group can list key items covered, maybe one item per person at the table. Another approach is to write a word down the side of each chart, and have the groups come up with a word or phrase beginning with each letter to summarize key teaching points. I like to use words derived from major sections or topics that have been covered in class. To wrap up, you can answer any questions generated by the review.
Participants don’t like “On-Hands” training, where they sit on their hands and listen to someone else talk. Instead, they prefer “Hands-On” training, where they are involved in all aspects of the training. With that in mind, let them get their hands on some chart markers and take an active role in what they learn.
Jim
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