Tip #131: MTM: Effective Examples
Trainer behavior is concerned with what the trainer will do to facilitate learning. The use of relevant examples can ensure that learning occurs more quickly
Trainer behavior is concerned with what the trainer will do to facilitate learning. The use of relevant examples can ensure that learning occurs more quickly
How do we decide what input method will be successful so that the learner output will validate that learning has occurred? In other words, how
There are eight elements that should be considered in the design of an effective lesson. These elements constitute building blocks that, if placed in the
I was first introduced to the UCLA Mastery Teaching Model by my mother, Merle Levine, who was then the Principal of Northport High School, which
The fifth step in the comprehensive nine step LESSON PLANning Process is: STEP 5. ORGANIZE THE LEARNING OBJECTIVES. Learning objectives explain in specific and measurable
The fourth step in the comprehensive nine step LESSON PLANning Process is: STEP 4. SET THE DESIRED LEVELS OF LEARNING. This step is based on
There is a persistent mistaken belief that lecture is the only training method appropriate for a large audience. This can place a huge constraint on
The third training decision category is what the trainer will do to facilitate the acquisition of learning. This includes group facilitation and stand up presentation
The Challenge: You have to define more than ten concepts right after lunch and you do not want to lecture. Possible Approaches: There are three
The Challenge: You have only thirty minutes to cover a lot of information, yet know you should use some discussion to break up the lecture.
Some of you may be thinking that the sense of taste really does NOT have to be addressed in a training program. However, if you
This week, let’s begin to look at the range of tactile activities that can support training content and deepen learning. For example, the simple
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