Learner-Centered Training Part 3

Written by Sheri Mazurek | Edited by Rory Hart
Sections of this topic
    A-student-learning-in-a-classroom

    After the proper learner preparation has taken place and connections have been built with the learners, the facilitator(s)’ role is to deliver the information. It is important to remember in learner-centered training that delivery should be about the learner and their learning of the material. When preparing for this phase, many facilitators, trainers or presenters spend the majority of their time on delivery of content (the presentation of material) within their control ignoring that the leaner is the most important component of this preparation. In many cases, the training is occurring to provide knowledge, skills and abilities that will help the learner achieve the company objectives. The ultimate goal of the training is most likely is to initiate a change in behavior. Since the learner is the only who can control the behavior change, focusing the delivery on the learner is essential is achieving this goal.

    Learner-Centered Delivery Using Creative Presentation

    Traditional PresentationVerses

    Creative Presentation

    		 Traditional 

    Lecture

    Facilitator Focused

    Boring

    Not Learning

    		 Creative PresentationInteractive

    Activity after every 10-15 minutes of facilitator talking

    Requires Movement and Participation of Everyone

    Learner Centered
     

    Three Types of Creative Presentation
    Facilitator PresentsPresentations that increase curiosity, jump-start learning, and engage the learning. Facilitator and Learner Presentation allows learners to create during the facilitation. Learner Presentations and Discovery Exercises allow learners to be introduced to the topic without formal facilitation.
    Some Examples from the Experts 

    These examples can be found in the SharonBowman books and in the The Accelerated learning Handbook by Dave Meier

    1. Use visual props when you present.
    2. When teaching a process or procedure, build it on the wall or table (depending on the size of the group). Make sure it is visible to everyone. Have the group tear it done and re-build it as a teach- back.
    3. Use stories or fables.
    4. Wear a costume or create a character to illustrate the point.
    5. Use a sandwich board to dress yourself up as a product or process or piece of equipment. Present the information in the first person.
    6. Use memory triggers such as rhymes or acronyms. (You can have the group repeat them for reinforcement.)
    7. Use analogies and metaphors.
    8. Use the talk show host character and interview a subject matter expert.
    9. Assign learners a different process or part of the topic and use them throughout the presentation to illustrate their role.
    10. Have everyone choose a learning partner. Let them know that they will be creating a 10 question quiz on the topic and have them quiz their partner at the end.
    11. Have everyone put their name on an index card then drop it in a container. Next have each of them draw a name from the box. That will be their secret pal. Explain that they will have to take notes for their pal. At the end have them review and give the notes to their assigned pal.
    12. Periodically stop presenting and have learners discuss how they can use what they just heard.
    13. Give each participant a BINGO card with words, terms or processes that will be covered. If a learner reaches BINGO have them stand up and award a small prize.
    14. Give learners a set of questions that will need to be answered at the end. Have them take notes during the presentation, then answer the questions (can be done in a team if a group presentation)
    15. Give each learner a card with a question that they will need to ask the presenter. Use a press conference theme to get the questions answered.
    16. Give learners handouts with pictures or charts with missing information. Have them fill in the information as your present.
    17. Give each learner a large card with a term written on one side and the definition on the other. When you discuss the term in the presentation, have the learner stand up and read the definition to the group.

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    For more resources, See the Human Resources library.

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    Sheri Mazurek is a training and human resource professional with over 16 years of management experience, and is skilled in all areas of employee management and human resource functions, with a specialty in learning and development. She is available to help you with your Human Resources and Training needs on a contract basis. For more information send an email to [email protected] or visit www.sherimazurek.com. Follow me on twitter @Sherimaz.

    Resources

    http://www.bowperson.com/ http://www.alcenter.com/



    Sheri Mazurek