Auditing Training From an Adult Learning Perspective

Deborah Laurel of Laurel and Associates, Ltd. spent three days in the classroom at CTAC in Ontario during the week of February 11th and two days in the classroom at AGTAC in Tulare during the week of March 10th. The following report summarizes her findings.

This report includes ten sections: A. Executive Summary, B. Two Models of Adult Education, C. Necessary Levels of Learning, D. The Science Behind Adult Learning Principles, E. Application of Adult Learning Principles, F. Application of Training Best Practices, G. Specific Recommendations for Each Audited Class, H. Key Recommendations for All Classes, I. Summary and Conclusion, and J. Appendix containing specific recommendations for each audited class.

CTAC and AGTAC have a mission to create awareness, increase knowledge, change attitudes and affect behavior related to energy use. One approach is offering training classes.

CTAC and AGTAC have embraced the use of adult learning principles in their training programs and requested that selected classes be audited from that perspective.

Deborah Laurel of Laurel and Associates, Ltd. audited five training programs. The purpose of these audits was to apply adult learning principles to determine whether the aforementioned desired learning results were being achieved.

Three classes at CTAC were audited during the week of February 11th: HID Outdoor & Indoor Lighting Applications, instructed by Kathy Peake; Introductory eQuest: “Schematic Design”, instructed by Marlin Addison; and Package Unit HVAC Efficiency, instructed by David Wylie.

Two classes at AGTAC were audited during the week of March 10th: Lighting Fixture Maintenance Workshop, instructed by Doug Avery and Green Building: Hype or Help?, instructed by Hank Jackson.

Prior to the audits, the instructors were asked to provide copies of their lesson plans learning objectives, and participant materials for preliminary review. Apparently, most of the classes do not have lesson plans or learning objectives. A lesson plan and learning objectives were submitted by David Wylie. Hank Jackson also submitted learning objectives.

The participant materials submitted were, with two exceptions, simply compilations of PowerPoint slides. David Wylie has a 208 page Participant Workbook that is actually a reference book and, Marlin Addison has program materials and tutorials on a compact disk.

The audit process involved reviewing preliminary materials, participating in the class, reviewing the participant materials, and taking notes regarding the program content, learner activities, and learning facilitation.

The audit first applied two adult education models to the classes. The five audited classes were found to primarily employ the Expert Presenter model of adult education,
In which the expert presents wisdom and experience while the learners listen and absorb. The learner’s prior experience is not considered very relevant. Learning is a passive process of being educated, with the focus on the expert.

This model is effective in creating awareness of new information. It is not effective in accomplishing the other desired goals of increasing knowledge, changing attitudes, and affecting behavior. For these, the Learning Facilitator model is necessary, in which the learners discover and practice new skills as they offer information and demonstrate their learning. The learner’s prior experience is considered a rich source of information and meaning. Learning is an active process of involvement, with the focus on the expert.

The audit then applied the six progressive levels of learning (drawn from Bloom’s Taxonomy of Educational Objectives) to the classes. On this basis, it was expected that: introductory classes would aim for comprehension if attitudinal change was desired, or application if behavioral change was required; intermediate classes would aim for application or analysis; and advanced classes would aim for analysis, synthesis, or even evaluation.

Since HID Outdoor & Indoor Lighting Applications is an “intermediate-level interactive workshop,” the appropriate learning levels are application and analysis. However, it currently is introductory in nature and aims for knowledge with some comprehension.

Since Introductory eQuest “Schematic Design” is an introductory class in the use of computer modeling software, the appropriate learning levels are comprehension and a continual emphasis on application. However, it currently is intermediate or higher in nature and aims for application and analysis.

Since Package Unit Heating, Ventilation & Air Conditioning (HVAC) Efficiency is an introductory program, the appropriate learning levels are comprehension and application. It currently is introductory in nature, but primarily aims for knowledge, with some comprehension and application.

Since Lighting Fixture Maintenance is an introductory “hands on” class, the appropriate learning levels are comprehension and a strong emphasis on application. However, the focus is primarily on comprehension, with a small amount of application.

Since Green Building- Help or Hype? is an introductory course with a heavy emphasis on attitudinal and behavioral change, the appropriate learning levels are comprehension and application. However, it currently aims for knowledge with some comprehension.

The audit findings were next used to score each class against specific adult learning principles and training best practices.

The following summary table evaluates the five courses on the basis of specific adult learning principles. The table also indicates the impact of each principle on awareness (Aw), knowledge (K), attitude (At), and/or behavior (B).

The rating scale indicates the degree to which the training methods incorporated the specific adult learning principle:

12345
Not at all
Rarely OccasionallyFrequentlyAlways
PoorFairAverageGoodExcellent

All Principles AwKAtB2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
1. Obtain learner buy-in.XX67%67%67%100%93%
2. Build on what the learners know.X80%80%80%100%100%
3. Engage the learners.XXXX47%47%53%93%87%
4. Set learners up for success.XXXX45%45%50%75%85%
5. Let learners apply what they have learned.XXXX40%50%40%70%70%
Total Points38/7039/7040/7061/7061/70
Total Score54%56%57%87%87%

Adult learning principles are applied through the use of specific techniques in the classroom. These techniques are based upon decisions that the instructors make about what will be taught and how it will be taught. It is possible to determine the probability of learning in the classroom by evaluating these decisions, which fall into three discrete categories:

  1. Content: What content to cover in the class.
  2. Learner Activities: What the learner will do to learn and to demonstrate that learning has occurred.
  3. Learning Facilitation: What the instructor will do to facilitate the acquisition of that learning through stand up presentation and group facilitation.

The following summary table identifies five training best practices that fall within these three categories. Each best practice has an impact on participant awareness, knowledge, attitude, and behavior.

The rating scale indicates the degree to which the training incorporated the specific best practice:

12345
Not at all
Rarely OccasionallyFrequentlyAlways
PoorFairAverageGoodExcellent

All Best Practices2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
1. Lesson Plan25%30%85%30%50%
2. Content Decisions55%45%50%65%80%
3. Learner Centered45%60%50%85%80%
4. Participatory Activities45%45%50%70%45%
5. Facilitation55%45%50%80%80%
Total Points:45/10045/10060/10066/10067/100

As a result of these findings, are four key recommendations for all five classes:

1. Design a Lesson Plan

a. Identify the target audience.
b. Determine what the level of learning should be.
c. Conduct a task analysis to identify the key content that should be covered.
d. Create specific, observable and measurable learning objectives.
e. Incorporate a variety of learning activities appropriate for the learning level.

2. Meet Learners’ Needs

a. Make sure that the needs of all three learning styles are addressed.
b. Ensure that breaks are given every 50 minutes.
c. Create participant workbooks with activity worksheets, and reference
materials.
d. Use PowerPoint only as a supplement to the participant workbook, including only key bullet points, photos and graphics.

3. Develop Facilitation Skills

a. Train current expert presenter in learning facilitation techniques.
b. Provide opportunities to practice facilitation techniques.

4. Create More Effective Evaluation Tools

a. Determine if the class met the objective of impacting awareness, knowledge, attitude, and behavior.
b. Evaluate class effectiveness on the basis of the degree to which the lesson plan learning objectives are achieved.

These findings and recommendations have been presented to CTAC and AGTAC management in two briefings. The first, on March 10th, pertained to only the CTAC audits. The second, on March 13th, pertained to all audits.

1. Expert Presenter

There are two models of adult education. The first model is the formal instructional approach that is found on most college campuses: an educational expert presents his or her wisdom and experience. The learners come to be educated by the expert, so they expect to listen while the expert talks. The focus is on the expert. We will refer to this model as the Expert Presenter.

ApproachExpert presents wisdom and experience
Role of LearnerListen and absorb
Learner’s Prior ExperienceLimited source of information
LearningA passive process of being educated
FocusThe expert

The CTAC and AGTAC instructors that I audited were masterful Expert Presenters. They were highly competent and credible, extremely knowledgeable, and clearly committed to their subject areas. They exhibited a great generosity of spirit and were anxious to share everything they knew with their audiences.

They brought huge amounts of reference information for the learners to take back with them. They provided PowerPoint visuals to clarify concepts. Except in one case, they did most of the talking, rather than the learners.

They were also excellent storytellers, able to verbally create imaginative and realistic scenarios that brought concepts alive and engaged their listeners. They provided examples that were effective and useful.

They established a positive rapport with their audiences through their credentials, personalities, humorous anecdotes, and responses to questions.

They occasionally involved their audiences by posing questions and scenarios, and four of the instructors rewarded respondents with prizes.

2. Learning Facilitator

The second model of adult instruction is a more informal adult learning approach that is found in many organizations: the instructor facilitates opportunities for the learners to discover and then practice new skills. The learners are active participants in their own learning, so they expect to offer information and demonstrate what they have learned. The focus is on the learner. We will refer to this model as the Learning Facilitator.

ApproachLearners discover and practice new skills
Role of LearnerOffer information and demonstrate learning
Learner’s Prior ExperienceSource of information and meaning
LearningAn active process of involvement
FocusThe learner

Learning Facilitators must also be highly competent and credible. However, they are aware that adults can learn only so much information at one time, so they focus in on key concepts and skills. They also make sure that these concepts are understood before moving on to the next topic area.

Although they provide reference materials, they are generally incorporated into the participants’ workbooks, which also contain worksheets for learning activities. They recognize that PowerPoint is an audiovisual aid intended only to supplement but not replace the learning materials or activities.

Learning Facilitators need excellent presentation skills, so they are also masterful storytellers. However, they often call on participants to share their stories, because they know that will keep everyone more engaged.

They also realize that learners have different learning styles, so they make sure there is a variety of learning activities that will satisfy the aural, the visual, and the kinesthetic learner (who needs to move physically in order to learn).

The key focus is on enabling the learners to actively discover what they need to learn. So the learners do most of the talking, rather than the Learning Facilitator. This does not mean that the learners control the class. The Learning Facilitator knows when to assign activities, how to debrief them, and how to handle questions that arise so they don’t pull the content off track.

3. Which Model is Better?

Is one model of adult instruction better than the other? It depends on what the desired learning outcome is.

There are six progressive levels, or building blocks, of learning. The first level of learning is knowledge, which can be transmitted through lecture and audiovisual aids.

If the desired outcome is an awareness of and exposure to brand new knowledge, the instructional methods of the Expert Presenter can achieve that goal.

However, knowledge is meaningless without comprehension. Comprehension is also essential for affecting attitudinal change. That is why the second level of learning is comprehension.

If the desired outcome is new learning or a change in attitude or behavior, lecture alone cannot accomplish this. A good story can engage the senses, but the learners still need to do something to demonstrate their understanding.

To achieve comprehension, the instructional methods of the Learning Facilitator will be necessary. The Learning Facilitator will use case studies or role plays or games (methods that involve as many senses as possible) to enable the learners to experience, articulate or demonstrate their new learning.

The third level of learning is application, which is essential for building new skills and changing behavior. The Learning Facilitator will use hands on, problem solving, or simulation activities (again, methods that involve as many senses as possible) to enable the learners to practice what they have learned.

The fourth level is analysis, where the learners can break down what they have learned and sort it into subcategories. The fifth level is synthesis, where the learners create something entirely new. And the sixth level is evaluation, where the learners apply criteria to make judgments.

The Learning Facilitator will use hands on, problem solving and simulation activities that are increasingly more complex to help the learners achieve, practice, and demonstrate these higher levels of learning.

Active practice is the only way that learners will develop confidence in their new competence. Their confidence will increase the probability that the learners will use their new skills outside of the classroom.

An expert lecture builds learner confidence in the expert’s competence. It cannot build learner confidence in his or her own competence.

Introductory classes should aim for comprehension if attitudinal change is desired, or application if behavioral change is required.

Intermediate classes should aim for application or analysis, and advanced classes should aim for analysis, synthesis, or even evaluation.

The HID Outdoor & Indoor Lighting Applications class is marketed as an “intermediate-level interactive workshop,” so the appropriate learning levels should be application and analysis.

The Introductory eQuest “Schematic Design” class is clearly intended to be introductory. Since it involves using computer software, the appropriate learning levels should be comprehension and application.

The Package Unit Heating, Ventilation & Air Conditioning (HVAC) Efficiency class promises an “in-depth exposure to the fundamentals of HVAC systems.” It appears to be an introductory program, so the appropriate learning levels should be comprehension and application.

The Lighting Fixture Maintenance Workshop promises a “hands-on session during which participants practice cleaning, replacing and installing lamp holders and ballasts for efficient fluorescent systems.” It is apparently an introductory class with a clear emphasis on application.

The Green Building: Hype or Help? class will “familiarize participants with the state-of-the-art in sustainable design, current issues and design tools, and likely future developments.” It also appears to be an introductory course, with a heavy emphasis on attitudinal and behavioral change, so the appropriate learning levels should be comprehension and application.

The Learning Facilitator educational model is derived from adult learning principles that brain studies have proven to increase the likelihood of learning and retention.

1. Focus on Key Information

Brain studies have revealed that adults can learn approximately 5 new things within a training segment if those things are familiar and meaningful. If the new items to be learned are unfamiliar, adults can learn only 2-3 of them at a time.

The training segment may be 10 minutes, 30 minutes, an hour or more. It depends upon the complexity of the items to be learned.

This is why it is so important to limit the amount of information taught at one time, as well as to ensure that it is as meaningful as possible. Teach only what is essential to achieving the learning goals.

A task analysis will identify the essential learning that must occur during a training session. The task analysis is used to create the specific, observable and measurable learning objectives. These learning objectives identify what the learners will do to learn and to demonstrate their learning.

2. Meet the Needs of Different Learning Styles

Just as brain studies have shown that individuals have different personality types, they have also revealed that people learn differently. One of the simplest models identifies three different learning styles: aural, visual, and kinesthetic. The aural learner learns best by listening. The visual learner learns best by seeing. The kinesthetic learner learns best by moving.

That is why a training program must have a variety of learning activities that are rich enough to simultaneously meet the needs of all three learning styles. A workbook in which the learners can write, audiovisuals that highlight or exemplify key points, active discussions in which the learners move to work with one another or write on a flipchart or pop out of their chairs to answer a question, or hands on activities that provide application practice- will all ensure the different learning style needs are met.

3. Teach the Rule and Its Exceptions at Different Times

In addition, brain studies have determined that teaching a rule with its exception at the same time nullifies learning either the rule or the exception. It is necessary to teach the rule and make sure it has been firmly learned before ever mentioning exceptions.

4. Give Regular Breaks

Brain studies have also revealed that adult brains become saturated after approximately 50 minutes. Adults need at least 10 minutes to relax and absorb what they have learned before they begin the next training segment.

This is why it is so important to take regularly scheduled breaks every 50 minutes. Otherwise, the adult brain will become fatigued and overloaded, limiting learning and retention.

Another reason to give breaks is that the prime time for learning occurs at the very beginning and ending of every training segment. Each time a break is given, it increases the amount of prime learning time.

Contemporary adult learning principles are drawn from the work of Malcolm Knowles.  Malcolm Knowles is considered to be the father of adult learning. His work was a significant factor in reorienting adult educators from “educating people” to “helping them learn.”

The following table evaluates the five courses on the basis of specific adult learning principles. To make these theoretical principles more meaningful, a classroom example of a content decision, learner activity or learning facilitation technique is provided for each subcomponent. The table also indicates the impact of each principle on awareness, knowledge, attitude and/or behavior.

The rating scale indicates the degree to which the training methods incorporated the specific adult learning principle:

12345
Not at all
Rarely OccasionallyFrequentlyAlways
PoorFairAverageGoodExcellent

All Principles AwKAtB2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
1. Obtain learner buy-in.XX67%67%67%100%93%
2. Build on what the learners know.X80%80%80%100%100%
3. Engage the learners.XXXX47%47%53%93%87%
4. Set learners up for success.XXXX45%45%50%75%85%
5. Let learners apply what they have learned.XXXX40%50%40%70%70%
Total Points38/7039/7040/7061/7061/70
Total Score54%56%57%87%87%

2. Build on what the learners know.
[Knowledge]
2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. Adults bring a wealth of experience that must be acknowledged and respected in the training setting.
There are activities that enable the participants to indicate and/or demonstrate their level of experience and expertise.
33355
b. Adults learn and retain information more easily if they can relate it to their reservoir of past experiences.
Good examples and stories are provided that connect new learning to the participants’ prior learning and experience.
55555
Category 2 Score80%80%80%100%93%

3. Engage the learners. [Awareness, Knowledge, Attitude, Behavior]2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. Adults have a need to be self-directing and take a leadership role in their learning.
There is an activity that enables participants to indicate their learning goals, and/or participants are given choices to select activities or content that is relevant to their interests and needs.
22255
b. Adults are more likely to believe something if they arrive at the idea themselves.
There are activities that enable the learners to discover important information on their own.
33344
c. Adults have ideas to contribute.
There are activities that enable the participants to contribute ideas.
22354
Category 3 Score47%47%53%93%87%

4. Set learners up for success.
[Awareness, Knowledge, Attitude, Behavior]
2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. Adults can learn only a specific amount of information at one time.
A maximum of 5 familiar and meaningful concepts and a maximum of 3 unfamiliar concepts are taught at one time.
22254
b. Adults need to learn rules before they learn exceptions to the rules.
Rules are taught first. Exceptions are not introduced until it is clear that the rules are understood.
32445
c. Adults need to know how one part of the training relates to other parts.
Transitional statements are made that show how different sections of the training relate to each other.
22235
d. Adults have different learning styles that are responsive to different instructional methods.
A variety of instructional methods are used to ensure that visual, aural and kinesthetic learners’ needs are addressed.
23233
Category 4 Score45%45%50%75%85%

5. Let learners apply what they have learned. [Awareness, Knowledge, Attitude, Behavior]2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. Adults use a hands on problem solving approach to learning.
There are problem-solving activities that actively engage the learners.
22244
b. Adults want to apply new knowledge and skills immediately.
There are opportunities for participants to immediately apply their new learning in the classroom.
23233
Category 5 Score40%50%40%70%70%

All Principles AwKAtB2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
1. Obtain learner buy-in.XX67%67%67%100%93%
2. Build on what the learners know.X80%80%80%100%100%
3. Engage the learners.XXXX47%47%53%93%87%
4. Set learners up for success.XXXX45%45%50%75%85%
5. Let learners apply what they have learned.XXXX40%50%40%70%70%
Total Points38/7039/7040/7061/7061/70
Total Score54%56%57%87%87%

As evidenced in the previous table of The Application of Adult Learning Principles, adult learning principles are applied through the use of specific techniques in the classroom.


These techniques are based upon decisions that the instructors make about what will be taught and how it will be taught. It is possible to determine the probability of learning in the classroom by evaluating these decisions, which fall into three discrete categories:

  1. Content: What content to cover in the class.
  2. Learner Activities: What the learner will do to learn and to demonstrate that learning has occurred.
  3.  Learning Facilitation: What the instructor will do to facilitate the acquisition of that learning through stand up presentation and group facilitation.

The following table identifies five training best practices that fall within these three categories. Please note that each best practice has an impact on participant awareness, knowledge, attitude, and behavior.

The rating scale indicates the degree to which the training incorporated the specific best practice:

12345
Not at all
Rarely OccasionallyFrequentlyAlways
PoorFairAverageGoodExcellent

Lesson Plan2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. There are learning objectives.11515
b. The learning objectives are specific, observable and measurable.11511
c. Desired learning levels are identified.11511
d. There is a variety of training methods.23233
Category 1 Score25%30%85%30%50%

Content Decisions2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. Clear focus on key content.32355
b. There is an organizing principle.23224
c. Interesting but unimportant content kept to a minimum.42345
d. There is an appropriate amount of content for the time period.22222
Category 2 Score55%45%50%65%80%

3. Learner Centered
2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. In class mini needs assessment conducted.23255
b. Focus is on learner rather than presenter.23343
c. Builds on learner’s prior learning or experience.33355
d. Meets needs of different learning styles.23233
Category 3 Score45%60%50%85%80%

4. Participatory Activities
2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. Has a participant workbook for hands on activities to check learning and comprehension.11211
b. Learners actively engaged in discovering answers.33353
c. Checks for comprehension before leaving a key topic area.22252
d. Opportunity for learners to practice what they’ve learned as they learn it.33333
Category 4 Score45%45%50%70%45%

5. Facilitation
2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
a. Validates learners’ involvement and responses.43455
b. Makes transitional statements between sections.22224
c. Ensures that all learners can see and hear.2245
d. Provides breaks every 50 minutes or so.42552
Category 5 Score45%45%50%70%45%

All Best Practices
2/12 HID 2/13 eQuest2/14 HVAC3/11 Fixture3/12 Green
1. Lesson Plan25%30%85%30%50%
2. Content Decisions55%45%50%65%80%
3. Learner Centered45%60%50%85%80%
4. Participatory Activities45%45%50%70%45%
5. Facilitation55%45%65%80%80%
Total Points45/10045/10060/10066/10067/100
Total Score45%45%60%66%67%

On the basis of these findings, there are specific recommendations for each of the audited classes.

HID Outdoor & Indoor Lighting Applications:

Content: Create specific, observable and measurable learning objectives that achieve application and analysis.

Learner Activities: Have the participants assume the role and perspective of a lighting consultant. Throughout the class, have them work through different scenarios to analyze the various lighting options and make recommendations.

Create a participant workbook with application and analysis activity worksheets, as well as supporting reference materials.

Learning Facilitation: Before lecturing, always ask a question of the group. If someone can answer it, the lecture is unnecessary and a waste of useful training time. If no one knows the answer, then a lecturette is appropriate.

Introductory eQuest “Schematic Design”:

Content: Conduct a task analysis to determine the key learning content necessary for the participants to create a schematic design using eQuest software.

Create specific, observable and measurable learning objectives that achieve comprehension and application.

Learner Activities: Provide a simple and quick reference guide that explains how to step by step: access, show files, show extensions; what to declare on each screen, and what it can do. (This can probably be easily pulled from the tutorial on the CD).

Then walk the participants through a simple schematic design, having them work on their computers while the instructor shows the activity on the screen.

Learning Facilitation: Stop the constant use of rhetorical questions. Only ask a question if participants are supposed to answer it.

Package Unit Heating, Ventilation & Air Conditioning (HVAC) Efficiency:

Content: Create specific, observable and measurable learning objectives that achieve comprehension and application rather than knowledge. (“Identify” is a verb connoting that the desired level of learning is knowledge.)

Learner Activities: Begin with a questionnaire of statements concerning key aspects of human comfort, heat gain and simple air conditioning cycle, to which the participants can respond with either a thumbs up (if they agree with the statement) or a thumbs down (if they disagree). Have volunteers explain their rationale. This will make sure everyone is on the same page regarding basic concepts and terms.

Learning Facilitation: Manage the time so there is no necessity to advise the group that you “often run out of time at principles of mechanical heating and heat pumps.” This will require focusing on the key content and managing questions. (Right now, everything is given equal priority and time, so the stated objective at the beginning of the session: to learn how to select and maintain energy efficient package units- does not occur.)

Lighting Fixture Maintenance Workshop:

Content: Conduct a task analysis to determine the key content. (There is a strong focus on lighting theory that may not be necessary.)

Establish specific, observable, and measurable learning objectives that achieve comprehension and application.

Learner Activities: Create paired or small group activities working with the different aspects of lighting. Have them walk over to the demonstration area and answer the same type of questions that the instructor currently asks of individuals.

Instead of changing the lights for the sake of changing them, give each participant an opportunity to play with the lighting. Or let pairs or small groups select a lighting assignment (for merchandising, for warehouse, etc.). Give them a worksheet that asks them to identify how may lumens, Kelvin, CRI, rapid start or instant start, etc. they think would be best in that scenario. Have them report out their answers to the rest of the group, for comment. Then allow them to set the lights in the lab so they can experience the impact of that lighting.

Learning Facilitation: Avoid standing in front of the PowerPoint slides on the screen.

Green Building: Hype or Help?:

Content: Revise the learning objectives so they are specific, observable and measurable and achieve comprehension. (“Become familiar with” and “learn” are not sufficiently specific or measurable.)

Learner Activities: Use the pre-test as a questionnaire, to which the participants raise one, two or three fingers to show their answers. This will help the instructor truly know the knowledge and needs of the group- and meet kinesthetic needs.

Form participant pairs and give them a worksheet that asks questions abut the different green building groups. Provide informational documents about the green building groups. Have the participant pairs do a scavenger hunt to find the answers to the worksheet by reading key portions of the documents. This will meet all three learning style needs.

Learning Facilitation: Provide breaks every 50 minutes.

There are four key recommendations for all five classes:

1. Design a Lesson Plan

a. Identify the target audience.
b. Determine what the level of learning should be.
c. Conduct a task analysis to identify the key content that should be covered.
d. Create specific, observable and measurable learning objectives.
e. Incorporate a variety of learning activities appropriate for the learning level.

2. Meet Learners’ Needs

a. Make sure that the needs of all three learning styles are addressed.
b. Ensure that breaks are given every 50 minutes.
c. Create participant workbooks with activity worksheets, and reference
materials.
d. Use PowerPoint only as a supplement to the participant workbook, including only key bullet points, photos and graphics.