Training from the BACK of the Room

Salah Elleithy@selleithy

Think…of a time when you participated in an

effective training.

• What made it effective?

• How much of it do you remember?

• What have you applied?

Do I want them to

HEAR it?or

Do I want them to

LEARN it?- Sharon Bowman

Ask yourself…

QuotesKnowledge depends on engagement.

Engagement is inseparable from empowerment.

Empowerment means the opportunity to contribute.

Learning is an act of participation.

We are all lifelong learners.

- Jay Cross

Who dare to teach never cease to learn.

- John Cotton Dana

We learn in context, with others, as we live and work.

Recognizing this fact is the first step to crafting effective learning experiences.

- Jay Cross

Salah Elleithy

salah@sparkagility.com 410.262.5550@selleithy

Founder and Learning Facilitator

Certified Trainer in

Training from the

Back of the Room

Managing Partner

Session Outcomes

• List the 6 learning principles that trumps traditional learning (6 Trumps)

• Define the 4Cs Map

• Identify activities to be used for Agile training

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Challenges?

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Attention

Engagement

Retention

A memorable learning experience together!

Accelerated Learning Manifesto

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The 6 Trumps

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Movement trumps sitting.

Talkingtrumps listening.

Imagestrumps words.

Six Learning Principles that trumps Traditional Teaching

Writingtrumps reading.

Shortertrumps longer.

Differenttrumps same.

• An instructional design tool that will show you and the learners where the instruction is going and get there together.

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• Learners make connections with:

– what they already know or think they know about the topic

– what they will learn or want to learn

– each other

– the instructor

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Learner activities:• Quick Start• Top Take-aways• Standing Survey

• Learners take in new information in multisensory ways:– Hearing

– Seeing

– Discussing

– Writing

– Reflecting

– Imagining

– Participating in short, quick review activities

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Learner activities:• Concept Centers (Myth or Fact Game, Self-Correcting Sheet, Best Practices Discussions)

• Learners actively practice a skill using new information, participate in an active review of what they have learned, or teach the skill or new information to others

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Learner activities:• Teach-Backs

• Learners summarize:

– what they have learned

– evaluate it

– celebrate it

– create action plans for how they plan to use it after the class is over

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Learner activities:• Learning Logs• The Walkabout

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4Cs Training Map Example

Topic: _________________

Audience: ____________ Time: ___________

Learning Outcomes:

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C1 – CONNECTIONSContent:

Learners Activities:

C2 – CONCEPTSContent:

Learners Activities:

C3 – CONCRETE PRACTICEContent:

Learners Activities:

C4 – CONCLUSIONSContent:

Learners Activities:

= Action Word (Observable learner behavior + Concept/Skill

USE: Identify, define, List, Explain, Summarize, Demonstrate

DO NOT USE: Learn, Understand, Know

4Cs Training Map Sample 1

Topic: Agile Manifesto

Audience: New team members Time: 10 minutes

Learning Outcomes: Identify 4 values of the agile manifesto

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C1 – CONNECTIONSContent: What learners already know about the agile manifesto.

Learners Activities:Standing Survey

C2 – CONCEPTSContent: 4 values and 12 principles of the agile manifesto

Learners Activities:Graphic Organizer

C3 – CONCRETE PRACTICEContent: Active review of the agile mindset characteristics

Learners Activities:Teach-backs

C4 – CONCLUSIONSContent: Summaries and action plans

Learners Activities:Ball Toss (What have you learned? What will you do with it?)

4Cs Training Map Sample 2

Topic: Understanding the Agile Mindset

Audience: Agile team members Time: 10 minutes

Learning Outcomes: Identify 3 characteristics of the agile mindset

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C1 – CONNECTIONSContent: What learners already know about the agile mindset.

Learners Activities:Pair-Share, Shout out

C2 – CONCEPTSContent: 3 characteristics of the agile mindset: exert effort to learn, ask for feedback and continuous learning

Learners Activities:Graphic Organizer

C3 – CONCRETE PRACTICEContent: Active review of the agile mindset characteristics

Learners Activities:Teach-backs

C4 – CONCLUSIONSContent: Summaries and action plans

Learners Activities:Ball Toss (What have you learned? What will you do with it?)

Activity: Myth of Fact GameEach table group is given a stack of index cards with myths or facts about the topic. Groups

collaboratively sort the cards into two piles, then check their answers against an answer key. Learners can also create the game cards and exchange them with others before playing the game.

Activity: DemonstrationsTable groups can take turns demonstrating a skill or procedure with skits, role-plays,

presentations, and the like.

Activity: Teach-backsLearners pair up and teach each other what they have learned in the session.

Activity: Ball-tossLearners form a circle, toss a soft ball around the circle, and state what they learned or

what they plan to do with what they learned.

Activity: Action PlansOn index cards, learners finish the phrase “I plan to ….” by writing what they plan to do

with what they learned. If time allows, they share their action plans with a partner.

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Activities (Examples)

Try It!

Topic: _________________

Audience: ____________ Time: ___________

Learning Outcomes:

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C1 – CONNECTIONSContent:

Learners Activities:

C2 – CONCEPTSContent:

Learners Activities:

C3 – CONCRETE PRACTICEContent:

Learners Activities:

C4 – CONCLUSIONSContent:

Learners Activities:

= Action Word (Observable learner behavior + Concept/Skill

USE: Identify, define, List, Explain, Summarize, Demonstrate

DO NOT USE: Learn, Understand, Know

Summary

• Begin with an end in mind (what will be the takeaways?)

• Need to know (what must learners be aware of?)

• Design backwards (what will be the activities to satisfy the outcomes?)

• Use the 4Cs Map as a guide

• Use the 6 trumps to measure the level of effectiveness.

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References