Designing and Delivering Attitude-Changing Learning

This five-day comprehensive train-the-trainer workshop is designed to help experienced and novice trainers create more effective program content, increase the probability that learning will occur through a variety of learning activities and audiovisual aids, and facilitate more effective presentations targeted at changing participant attitudes. It incorporates the UCLA Mastery Teaching Model and accelerated learning principles to provide information about professional instructional decisions and techniques that research has demonstrated will accelerate and improve adult learning.

New trainers learn how to develop a detailed participant-centered lesson plan, design participant learning activities that meet the needs of diverse adult learners, and improve their platform and facilitation skills. Seasoned trainers also find the training beneficial because it updates them on attitude-changing training techniques, gives them other choices for learning activities to present material, and offers workable solutions to typical classroom challenges.

On the first day, the participants explore: why people resist change; how to minimize or eliminate their resistance to change using learning activities that build on positive transfer (previous positive experiences and beliefs) and minimize negative transfer (previous negative experiences and beliefs); and what is necessary to encourage attitudinal changes (by engaging their participants emotionally). This includes an exploration of the three learning domains in Bloom’s taxonomy, with an emphasis on the attitudes domain. The participants also experiment with learning activities to increase learner interest and motivation in their learning programs.

On the second day, the participants: work through three steps of a six-step process to create lesson plans for their own attitude-changing learning programs. These include conducting a needs assessment, identifying goals and creating learning objectives from a key content template for attitude-changing learning programs. Home practice: they complete the first three steps of a lesson plan design, to be critiqued by the facilitator and returned to them on Day Three.

On the third day, the participants work through the last three steps of the six-step process to complete their lesson plans. These steps include creating an agenda, selecting effective attitude changing learning activities and planning how to evaluate if learning has occurred. Home practice: they complete the last three steps of their lesson plan, to be critiqued by the facilitator and returned to them on Day Four.

On the fourth day, the participants experience, assess and design a variety of attitude- changing learning activities, including: focus question, questionnaire, case study, game, role play and hands on exercises. They plan how to incorporate accelerated learning techniques into their lessons. They also review stand up presentation skills and present a brief interactive original presentation.

On the fifth day, the participants apply everything they have learned in the previous four days as they practice facilitating a ten-minute interactive attitude-changing learning activity that they have designed. They receive both verbal and written feedback from their peers and the facilitator, as well as a DVD of their practice activity.