A. Create the Game

Decide how many categories you want to use.

Create a unique and creative name for each category. For example if one category is the planets in the solar system, you could call the category “Near-by Neighbors,” or something similar.

Prepare a list of at least 5 items from each category, making sure that each category contains the same number of items.

B.  Prepare to Play

Create a game board on the flipchart or on PowerPoint slide containing the following information:

Note: the game board should look like a pyramid with the category name in each block.

Create an index card for each category. Each card should contain the following information:

• Category Name: e.g. “Near-by Neighbors”
• Category Question:  e.g. “What are the planets in the solar system?”
• Category Answers: e.g. “Mercury, Mars, Earth, Neptune, Jupiter, Saturn, Venus, Uranus.”

Note: You may want to laminate these cards for durability.

Document the category names, questions, and answers in your lesson plan.

C. Play the Game

Split the group into 2 teams.

Reveal the game board.

Explain how the game will be played:

• Play alternates from team to team.
• Each team selects one team member to go first. The team member will provide hints about the items listed in the category answers.
• The describer can use words, phrases, complete sentences, and gestures to describe each item. However, the describer can’t use any form of the listed word in the answer.
• The team will have 1 minute to answer guess the correct answers.

Ask the Team A member to select a category

Give him or her the card and start the clock.

Using your lesson plan, keep track of the correct answers.

When one minute is up say, “Stop.”

Award Team A one point for each correct answer.

Repeat Steps for Team B.

Alternate between Team A and B until all categories have been played.

Total the points for each team and declare a winner.

Congratulate the winning team.

Thank everyone for taking part in the interactive review.

Last Few Words…

If you’d like to know how to use a specific game show in the classroom, add your request as a comment to this blog.

If you enjoy this review format, look for other “Game Shows in Training” blogs.

Paul

Apparently PowerPoint has crept into the lives of military commanders and reached the level of near obsession. (I guess we should be thankful that we’re not the only group overusing this tool!) In April 2010, at a military conference in North Carolina, General James Mattis of the Marine Corps said, “PowerPoint makes us stupid.” Further, Brig-General H.R. McMaster followed up by likening PowerPoint to an internal threat. He said, “PowerPoint is dangerous because it can create the illusion of understanding and the illusion of control. Some problems in the world are not bullet-izable.”

Commanders say that behind all the PowerPoint jokes are serious concerns that the program stifles discussion, critical thinking, and thoughtful decision-making. Aren’t these the exact behaviors that we hope to achieve in the classroom?

As an answer to this problem, I’m dedicating this blog to all the PowerPoint users out there who feel this is the ONLY way to impart information. Guess what? It isn’t. Here are just some of Langevin’s favorite techniques to present information in an interactive and enjoyable way:

1. Abbreviated Lecturette: Learners list everything they know about a topic and the instructor provides the missing content.
2. Graphic Association: The instructor shows a picture or symbol to represent a key idea/topic and then explains its significance.
3. Mock Interview: A volunteer participant “interviews” the instructor using a list of questions or a script provided by the instructor.
4. Multiple Choice: The instructor delivers a segment of content, using a series of multiple choice questions.  Learners guess the correct response.
5. Search & Learn: Learners are given a series of questions and work in small groups to research content provided.
6. Fill-in-the-Blanks: Learners fill in words or short phrases on a worksheet that summarizes the key ideas covered in the presentation.
7. Cooperative: The instructor randomly distributes numbered topic cards to learners who are called upon to read them aloud.
8. Examples/Exceptions: Learners, in small groups, are asked to create an example or analogy of the content presented or to identify exceptions.

Each of these techniques helps learners do the exact opposite of what the commanders attribute to the misuse of PowerPoint: they involve the learners, foster discussion, aid retention—plus they are fun ways to learn! And isn’t this what training is all about? (Want to learn more about these techniques? Check out our Advanced Instructional Techniques or 25 Creative Ways to Add Excitement to Your Training courses.)

Now it’s your turn. What techniques do you use to present your content? Can’t wait to hear your creative ideas!

Marsha

A. Create the Game

Determine the role of the employees on the job to determine the number of questions you will need. The number of questions will be twice the number of letters in the job title. For example, if you play “Who Wants to Be a Manager,” the number of questions you will need is 14, since the word “Manager” has 7 letters.

Create 4 multiple-choice questions based on the content you will be reviewing and assign them a letter (“A,” “B,” “C,” “D”).

Note: In the early questions, focus on less complex content. Also feel free to have some fun with a silly answer for question “D.” This will lighten the mood and help your participants feel more comfortable and confident.

B.  Prepare to Play

Create a game board on the flipchart containing the following information:

• Team Name: Team 1, Team 2 written horizontally across page.
• Lifeline Indicators (T I P) written under each Team name: T=Ask a teammate, I=Instructor narrows the choices to 2 (50/50), P=Poll the group by asking for a show of hands
• Job Title: e.g. Managerwrittenvertically down left side of page with an under the last letter.
• The game board should look like the following:

Place a blank Post-It^® note at the bottom of each team column, beside the arrow.

Create a PowerPoint slide, index card, etc. for each question to be used in the game.  Arrange the questions so they become more difficult as the game progresses. Ensure that you include pairs of questions at the same level of difficulty, as play will alternate from team to team.

• Use the following question format:

Document the questions and answers in your lesson plan.

C. Play the Game

Split the group into 2 teams.

Reveal the game board.

Explain the lifelines (TIP).

Explain how the game will be played.

• Play alternates from team to team.
• Each team selects one team member to answer the first question. Other team members will answer the other questions.
• If the team member does not know the answer, a lifeline may be used.
• Once the team member states his or her “Final Answer” the correct answer is revealed.
• If the answer is correct, the team’s Post-It^® note is moved up to the next letter.
• If the answer is incorrect, the team’s Post-It^® note will not be moved.
• The team that moves the farthest up the board will be declared the winner.

Ask Team 1 to decide who will answer the first question.

Ask the question.

Facilitate using a lifeline if requested.

Ask for “Final Answer.”

Reveal correct answer.

If “Final Answer is CORRECT, move Post-It^® note up one letter.  If “Final Answer” is INCORRECT, do not move the Post-It^® note.

Repeat Steps 5-10 for Team 2.

Alternate play between both teams until all the questions have been asked.

Congratulate the winning team.

Thank everyone for taking part in the interactive review.

Last Few Words…

If you enjoy this review format, have a look at Game Shows in Training – Jeopardy! or Hollywood Squares.

If you’d like to know how to use a specific game show in the classroom, add your request as a comment to any of the “Game Shows in Training” blogs.

Jim

And the name “Hollywood Squares” can be changed to reflect your city, company, etc.

A. Create the Game

1. Decide on how many complete games you want to play based on the number of participants and the amount of content to cover.
2. Create at least 10 questions for each complete game.
3. Group your questions into games based on specific areas of course content when playing multiple games.
4. Create one index card per question containing the following (you may want to laminate these cards for durability): the questions and the correct answer.
5. Document the questions and answers in your lesson plan.
6. Create 9 two-sided letter cards (8½ x 11card stock works well): side 1 = X, side = O (you may want to laminate these cards for durability).
7. Bring the following additional supplies to class: blank card stock, markers, and 3 chairs.

B. Prepare the Game

1. Ask for 9 volunteers to become your celebrities.
2. Give each volunteer a blank sheet of card stock.
3. Ask each of your nine volunteers to write the name of the celebrity they wish to represent on his or her card.
4. Divide the remaining participants into the following two groups: X Group and Group
5. Ask the 9 celebrity volunteers to the front of the room and arrange them as follows: 3 standing, 3 sitting directly in front of them on chairs, 3 sitting directly in front of the chairs on the floor. Note: This arrangement will create the game board for tic-tac-toe.
6. Ask each volunteer to hold up his or her name card in front of the letter card.

C. The Rules

1. The game plays like tic-tac-toe. To win you need 3 Xs or 3 Os horizontally, vertically, or diagonally.
2. Each team will have a chance to choose a celebrity.
3. The Game Host will read a question.
4. The chosen celebrity will answer the question. (They may answer correctly or bluff).
5. The team can agree or disagree with celebrity’s answer.
6. If the team is correct they will be awarded that square.
7. If the team is incorrect the other team will be awarded the square, unless it gives them the win. In that case, they will have to earn the win with a new question.
8. The first team with a straight line wins the game.

D. Play the Game

1. Ask Team X to select a celebrity.
2. Read a question to the celebrity.
3. Ask Team X whether they agree or disagree with the answer provided by the celebrity.
   • IF the celebrity is correct and Team X agrees THEN the celebrity holds the X card in front of his or her name.
   • IF the celebrity is correct and Team X disagrees THEN the celebrity holds the O card in front of his or her name. (Exception: if this gives Team O the win the celebrity will continue to hold up his or her name card)
   • IF the celebrity is not correct and Team X disagrees THEN the celebrity holds the X card in front of his or her name.
   • IF the celebrity is not correct and Team X agrees THEN the celebrity holds the O card in front of his or name. (Exception: if this gives Team O the win the celebrity will continue to hold up his or her name card)
4. Repeat Steps 1-3 for Team O.
5. Continue to repeat Steps 1-4 until one team has completed a line or until all 9 squares display a letter.

If you enjoy this review format, have a look at Game Shows in Training – Jeopardy!.

If you’d like to know how to use a specific game show in the classroom, add your request as a comment to any of the “Game Shows in Training” blogs.

Jim

A. Create the Game

1. Identify 3 to 5 categories of content to cover during the game.
2. Create 4 or 5 questions and answers within each category. Be sure to use the same number of questions in each category to ensure consistency.
3. Assign a point value to each question. Use single digit point values for ease of scoring.
4. Create a diagram of the game board with categories across the top and point values going down each column.
5. Create index cards containing the following on each card (you may want to laminate these cards for durability): Category, Question, Answer, Point Value.
6. Document the categories, questions, and answers in your lesson plan.

B.  Prepare to Play

1. Turn the flipchart away from the participants.
2. Write the category names across the top of a flipchart page while the participants study to prep for the game.
3. Place Post-It^® notes in each category column, using one Post-It^® note for each point value.
4. Write the point value on each Post-It^® note starting with 1 and increasing the numbers as you go down the column.
5. Place the index cards face down on a table so the cards correspond to their position on the game board. This will make it easier for you to pull the right card when needed.

C. Play the Game

1. Split the participants into 3 teams.
2. Allow the teams 10 minutes to review content.
3. Follow the 5 steps listed under the “Prepare to Play” section while the participant review the content.
4. Turn the flipchart so it is visible to the participants when the 10 minutes of review time is over.
5. Ask Team 1 to select a category and point value.
6. Remove the Post-It^® note from the flipchart and stick it to the back of the corresponding index card.
7. Read the question.
8. Allow Team 1 30 seconds to answer the question. If they answer correctly go to Step 11. If they answer incorrectly go to Step 9.
9. Allow Team 2 10 seconds to answer the question. If they answer correctly go to Step 11. If they answer incorrectly go to Step 10.
10. Allow Team 3 10 seconds to answer the question. If they answer correctly go to Step 11. If they answer incorrectly place the points in a point pool to be awarded any way you wish later in the game.
11. Repeat Steps 5-10 two more times so each team has a chance to select a category and point value.
12. At the end of each round (steps 5-10) select the team with the lowest number of points to start the next round. In the event of a tie, use the order from a previous round.
13. Proceed to Final Jeopardy when all the categories have been used.

D. Play Final Jeopardy

1. Give each team a blank Post-It^® note.
2. Ask each team to determine the number of points they want to wager.
3. Ask each team to write their team number and wager on the Post-It^® note.
4. Collect the completed Post-It^® note from each team.
5. Give each team another blank Post-It^® note.
6. Read your Final Jeopardy question.
7. Allow the teams 1 minute to write their answers on the Post-It^® note. Encourage them to discuss their answers quietly, so the other teams can’t hear them.
8. Collect the “Answer” Post-It^® notes.
9. Calculate the results: If the answer is correct add the accumulated points to the points wagered. The team with the highest number of points will be the winner.
10. Reveal the results beginning with the team with the lowest number of points.

If you enjoy this review format, look for future “Game Shows In Training” blogs. If you’d like to know how to use a specific game show in the classroom, add your request as a comment to this blog.  For more information about how to create and administer games in training, take a look at this great resource kit.

Keeping your participants engaged, and encouraging them to have a little fun along the way makes joining a review and a game show a winning combination.

Jim

Well, we got through another holiday season, and the month of love (February) is now in the record books. So now we can look forward to another reason to celebrate and have fun – St. Paddy’s Day! After all isn’t everyone a little Irish on St. Paddy’s Day? (I know I am!)

Training should also be a reason to celebrate and have fun. As we all know, when learners are having fun, they learn more easily, and retain more information as well.

Here is something I do to have fun, in the classroom, and it does not involve kissing the Blarney Stone!

How about creating theme days in your class? For example, I have food themes where I use food-related puzzles for course reviews. When discussing key points, I also will use quotes, analogies, and stories that all relate to food. You can even draw pictures of food on your charts to add some fun. You can go as far as you want with your theme. For example, you can serve snacks, decorate the room, or even dress-up/wear some type of outfit. Remember, it is your call, and the more creative you get, within reason of course, then the more memorable your training can become – and the greater the learning.

So now that St. Paddy’s Day is approaching, how about getting out those green markers, practice drawing shamrocks, and try to create some training memories for your learners.

Lastly, for all you web designers, creating themes can also make a huge difference between having just another boring electronic page turner, or making your e-learning a very powerful and memorable training experience.

Ooops – I remembered another one: When Irish eyes are smilin’!

Ron Ron the Leprechaun

Role Play

Learners need to see how they did soon after performing a role play, so I like to leave the participants who performed the role play in a separate viewing room after they finish recording to give them the opportunity to play back their performance. Provide a job aid or checklist of things to look for so they have a framework to assess their performance. If each participant has had an opportunity to play each role, there may be a few short videos to watch. Have the small group watch each video together, and provide feedback to each other. Before they retire to the viewing room, be sure to encourage them to exchange balanced feedback, beginning with what went well and then exploring opportunities for change. This small group environment typically provides safe, yet honest, feedback.

Task Assessment

It’s important for participants to see a task performed properly in the classroom before having the opportunity to practice. Conducting a proper demonstration requires the right equipment, timing, execution, etc. These variables may not be constant in a classroom environment. With that in mind, playing a pre-recorded demo may be the best way to go. Video technology can help you take advantage of close-ups, freeze live action, and even add text to the screen to support the demo. When introducing this presentation technique, simply introduce the topic, and then invite the group to watch the demo. You have the option to pause for questions during the demo, or you can ask that the group hold questions until the demo is complete. You can always play it a second time if needed. That is much easier than having to reset all of your equipment so you can repeat a live demo. The other advantage to a pre-recorded demo is the fact that it is consistent. No matter who teaches the class, you can be sure that each group of participants will see the same demo handled the same way. That consistency supports the credibility of your training.

It’s also important for each participant to observe their own work objectively. After performing his or her role play, each participant could conduct a self critique using a job aid or checklist. Self-correction provides a very safe environment for feedback. Ensure that the playback method is easy to operate and can take place in a private setting. If the materials are available to help each individual as they self-critique their performance, there is no need to play the video for the entire class.

Object Lesson

After recording an object lesson, play back the video to highlight your points. In this situation, the video is played for the entire group. I’d suggest that you cover one key point, and then have the group watch a segment of the video to see that point come to life. If you are planning to cover three major areas, consider recording three segments so that one recording can be used for each area to be covered. This type of play back can be a great springboard into a large group discussion on the topic as well.

Timing also makes a difference. Consider recording right after lunch, and then playing these videos back later in the afternoon. To make the play back even more enjoyable, serve up some popcorn or other movie snacks to drive home the movie theme.

When used appropriately, video can provide an interesting variety of presentation and feedback methods in the classroom.

Jim

I called a break and asked my class clown to join me for a cup of coffee. After a bit of small talk I said, “I’m really enjoying your sense of humor, but I’m beginning to get a bit sidetracked when you add a comment after each of my key points.” He pondered that for a moment and then replied “I’ve always taken on the role of class clown; I’m constantly telling jokes at the office and no one seems to mind.” He then reflected on the situation a little bit more and continued by saying, “Sometimes they ask me to tone it down. I guess I’m being a little over the top here.”

He assured me he would keep the jokes to a minimum from now on. I thanked him, but I also asked for his help with a mock interview I was planning on introducing after the break. With his outgoing personality, I knew that he would be perfect for the role. He was delighted to help me and did a fantastic job playing his part.

As I think back on this situation, I think was important to address the situation before my frustration built up even further. However, it was just as important to remain respectful and encouraging to my class clown. Taking his outgoing personality and channeling it into a positive rather than negative purpose allowed him to maintain his self-esteem while at the same time giving him the “air time” he seemed to need.

I think Mama would agree with the approach taken, do you?

Jim

The good news is we can overcome most of these issues with good training design and delivery by including relevant, useful content, building in realistic, job-like exercises, and adding some fun and excitement during course delivery with games, puzzles, cartoons, and such.

Even while using all the ideas above, I’ve seen the group dynamic sag at times. Even the most enthusiastic learner can get tired after a while, no matter how great the training is. I’ve been trying a new little trick to counter that issue, and it seems to be helping quite a bit: Get people out of their seats whenever you can. When people move around and use their muscles, their blood oxygen goes up. It just takes a little bit of physical activity to revive their flagging brain cells. Here are a few ways I recharge my learners that may work for you, too:

Active Group Exercise

Give them an active group exercise to do. Ask everyone to get up, gather around their flipchart or whiteboard, and record their work there.

Group Discussion Variation

Use some variation of group discussion. Place key statements in halves on separate index cards, hand out one half-sentence to each learner, and ask them to find their partner. Debrief by having pairs confirm their findings as they read them out loud.

Seat Switch

Periodically make everyone switch seats to create new, fresh group dynamics – especially if people have been in the same seats since you started a few hours ago.

Ball Review

Plan a review of a key lesson. Have everyone write down one thing they’ll do differently, then stand and form a circle around the room. Ask them to throw a ball to each other and share their idea when they receive it.  For more great, creative review ideas, please see our 55 Creative Tools for Trainers book.

Hourly Breaks

Take a seven minute break every hour rather than a fifteen minute break every ninety minutes – especially if a lesson is kind of long and feels like hard work. (Good! That means the training matches the job.) A quick break can help to counter the effects of hard work.  For more information about the impact and rationale for using short breaks, check out this blog post called GIMME A BREAK.

New Puzzle or Game

Look for a new puzzle or game to liven things up after a break. Send teams to their charts and see who can list the most items in one category in ninety seconds. The category can be work related (acronyms, supplier names, equipment terms, etc.) or just everyday stuff (kinds of cheese, breeds of dog, cartoon characters, etc.)  Ralph’s Ultimate Collection of Brainteasers, Puzzles & Trivia has a bunch of great puzzle ideas.

Have you ever told learners it’s break time and had someone in the room say, “Already? Wow!” It sure is a nice feeling. Using some of the ideas listed above, I’ve noticed more people reacting that way when I call a break. Try to get people moving every 20-30 minutes. The trick is to throw in enough physical activity for your learners to balance all their mental activity.

Alan

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