Tip #270: Avoid Too Many Inputs
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
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
Last week, we discussed the fact that Edgar Dale’s Cone of Experience has been misinterpreted to suggest a direct correlation between learner interactivity and learning
For a long time now, I have emphasized this key message in each and every train the trainer workshop: the training program is about the
Amy Dietrich provided this ice-breaker: “Gray Elephant Ice-Breaker This exercise gets everyone on the same page and thinking along the same wavelength. Note: The group
creative ways to penalize participants who return late to class. We may make them sing a song, dance a few steps, do push ups, or
Many years ago, I realized that I could combine my love of teaching and my love of acting in a career as a trainer. As
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 1956, Benjamin Bloom and his colleagues originally identified six progressive levels, or building blocks, of learning. These levels move from lowest complexity (1) to
ome trainers believe that programs about serious topics ( you fill in the blank: safety, discrimination, trust, employee benefits, organizational change, a new computer program,
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
Puzzles and paddles are unexpected prizes that keep participants occupied long after they are received. There are all sorts of puzzles, but the ones that
The fourth model incorporates and systematizes all three previous models. This is the UCLA Mastery Teaching Model developed by Dr. Madeline Hunter at the University
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