Tip #320: Non-Empathetic Responses
Last week, we posed a test of your ability to identify statements that are empathetic responses. The statements in bold print are empathetic. The remaining
Last week, we posed a test of your ability to identify statements that are empathetic responses. The statements in bold print are empathetic. The remaining
In last week’s Tip, we posed a test of your ability to identify statements that pose clear, positive, action-oriented requests. The statements in bold print
When I first thought about lifelong learning, I planned to focus on learning that continues after high school and/or higher education is completed. But a
I hope that no current or potential clients are reading this, because I have an embarrassing admission to make: I haven’t raised my fees in
Many people may not realize that I have more than 12 years of experience designing specialized energy educational programs and training the trainers who provide
Last week, we learned that multimodal approaches help students to retain what they learn. However, the use of multimodal approaches needs to be managed and
When we began this discussion about encouraging SMEs to use participatory learning activities, we said that we had to meet five challenges: to help them:
Why do SMEs immediately latch on to lecture as their instructional method of choice? Well, first of all, lecture is still the predominant method in
In case you were wondering why we even care about Bloom’s Taxonomy of Behavioral Learning Objectives– the primary reason is that once we know the
In 1956, Benjamin Bloom and his colleagues originally identified six progressive levels, or building blocks, of learning. These levels move from lowest complexity (1) to
Some trainers feel that if they create a lesson plan, they will lose the option to be flexible and spontaneous. However, this is entirely untrue.
For some reason, many trainers and conference planners think that it doesn’t matter how many people are seated at a table. If the seating decision
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