Tip #251: Saving Your Voice
I probably should clarify that this tip pertains to saving your voice when you train a loud, noisy, exuberant group. It doesn’t really matter how
I probably should clarify that this tip pertains to saving your voice when you train a loud, noisy, exuberant group. It doesn’t really matter how
There are three different ways to view the revised model, with thanks again to David A. Sousa in How The Brain Learns: Cognitive Processing: The
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 prefer the U shape room arrangement, where the top of the U is the front of the room. Pros: All participants can see
1. Expert Presenter There are two models of adult instruction. The first model is the formal instructional approach that is found on most college campuses:
Hi Deborah, I recently conducted a train the trainer and placed a nice variety of colorful kinesthetic objects on the table. What really surprised me
If you have read many of these Tips, you will know that I am a strong proponent of placing a variety of colorful kinesthetic objects
Folks who are interested in getting into training as a profession often ask me what they can do to gain experience and develop their training
These days, when training conferences solicit proposals from trainers to conduct workshops, they almost always request that the workshops be participatory in nature. However, there
Bubbles are a terrific way to celebrate the end of a training session, particularly a session that is more than a day or two in
In the lesson design process, we identify the key content to determine what must be taught so that all of the training goals will be
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