Actual Experience
Brainstorming
Buzz Group
Case Study
Demonstration
Discussion Group
Drama
Key Word Match
Modeling
Panel
Quotes
Role Playing
Skill-a-thon
Skit
Teachable Moment (or Nano-Second)
Definition: This is any direct, purposeful activity relating to a real object or conducted in a real situation.
Uses: For job experiences
Facilitator needs to: Determine if an environment is available to enable learners to have an actual experience, such as:
Interacting or surveying people in a specific department
Designing a policy that could be proposed
Writing a news article to publish
Participating on a committee
Doing a service project.
Definition: Brainstorming is a group process that collects as many ideas as possible in a short time, without concern for quality. Ideas don’t have to be practical or original.
Uses: To develop a list to help find solutions to problems or create new opportunities.
Facilitator needs to:
Ask one or two volunteers to write all ideas on a board or flip chart where people see ideas while they hear the ideas.
Review the rules of brainstorming with the group:
The rules are:
List as many ideas as possible.
Feel welcome to add ideas quickly
“Free-wheeling” and wild ideas are welcome
It’s O.K. to expand an idea that’s already been mentioned
No judgment is allowed regarding any idea that is offered
At minimum, a key word from every idea will be noted
Brainstorming will continue until no new ideas are added.
Invite comments from individuals who have not spoken.
Stop the brainstorm session when no new ideas are added.
Invite the participants to review and discuss the list of ideas
Definition: a buzz group involves every member of a larger group, directly in a discussion process.
Uses: To help expand thoughts and opinions about a controversial topic; or to gather potential solutions to a problem.
Facilitator needs to:
Divide a large group into smaller groups (3-5)
Pose a question or topic
Allow a limited time
5 minutes for a simple topic
10 minutes for a more complex topic
Allow small group discussion to be valuable in it’s own right
Or, ask each group to report (1-2) key thoughts from their discussion
Definition: A story or situation is written for learners to read and consider. It may be presented on paper, read or seen on video.
Uses: A case study helps learners develop skills in identifying concerns, analyzing problems, and considering solutions.
Facilitator needs to:
Select or develop a written situation that incorporates opportunities for learning concepts that facilitator wants to convey
Distribute written case study and review case study with the group.
Have a common set of questions for all learners or groups of learners to address.
Questions should reinforce learning objectives
Complete the process by giving individuals/small groups an opportunity to share analysis and discussion with larger group.
Definition: Visual presentation or explanation of a fact, idea or process.
Uses: To show “ingredients” or steps to accomplish a task or end result
Facilitator needs to:
Determine if this concept is best learned by showing it, step-by-step, to learner
Decide whether:
Facilitator or learners will demonstrate
Groups or individuals will present the demonstration.
The demonstration will be planned and practiced or impromptu?
Gather supplies.
Plan the step-by-step approach
Definition:
Two
or more people discuss a topic informally. One topic may
be assigned to the entire group
Uses:
Increase the opportunities for all learners to contribute to discussion.
To encourage adults to share experiences
To invite a larger number of ideas
Facilitator needs to:
Plan and state discussion questions clearly
Assign a time deadline
State expectations as to whether or not groups will need to report key elements back to the larger group, or if a written report will be submitted
Definition: To experience events or ideas when we cannot confront a situation in it’s real form.
Uses: To have fun and learn through interaction.
Facilitator needs to:
Choose a type of dramatization that best fits the learning situation or type of learners
Choose a drama such as a:
Skit
Role-play
Writing or analyzing prepared “Dear Abby” type situations
A learner designed commercial
Description: Matching key words or definitions with situations or processes that are necessary for doing a task or job.
Uses: To instill accuracy of information
Facilitator needs to:
Provide a list of key words or phrases that are necessary to learn.
Provide second list of definitions or situations that can be connected to the key words, but List #2 is in a “Mixed Up Order”
Invite learners to draw lines to connect each key word with its appropriate concept or definition.
Description: Facilitator will select specific words or behavior to use within a situational context, while learners observe.
Uses: Facilitator may “model” correct words, posture, and behavior to use within a conflict situation. Or greet everyone at the door with a special greeting—as modeling for hospitality and extra customer service.
Facilitator needs to:
Consider Specific learning objectives you can deliver via modeling
Tell learners that you are going to model specific behavior or methods immediately before modeling. This enables the greatest degree of learning. For variation, facilitator may discuss it immediately following modeling.
Demonstrate by using words and actions within a situation
Invite learners to share observations made during the modeling situation.
Description: A dialogue between three to seven invited individuals who are experts on an assigned topic in front of an audience. A facilitator or moderator ensures that each panel member receives equal time and that the sufficient depth of the topic is covered. The audience or facilitator may ask question of the panel.
Uses: A panel may be used to examine several views on an issue, different phases of a problem or a variety of potential solutions. Panel presentations may be followed by audience comments and questions.
Facilitator needs to:
Choose panel members with experience or knowledge about aspects of a topic
Communicate specific assignments per panel member
Introduce panel to learners stating each member’s unique contribution to the panel discussion.
At the close of the panel, invite open discussion from others.
Description: Quotes can stimulate advanced, “metaphor” learning, by inviting learners to think about words that are related, but not the same as the learning concept.
Uses: Quotes can stimulate thinking and open learners to learning
Facilitator needs to:
Select one or several quotes that relate to the topic.
Provide print copies to individuals or small groups
Encourage individuals or small groups to discuss and determine their personal interpretation of the quote. (There is no “right” answer.)
Invite learners to share their quote and individual interpretation with the larger group.
Description: A small group of participants acts out a real-life situation in front of a larger group. Usually there is no script. Participants make up their parts as they act. The larger group discusses the roles and behaviors that were observed, in relation to the situation or problem under consideration.
Uses: Best and worst scenarios can provide an educational role-play. Skills and attitudes can be portrayed for observation and discussion. Humor is often a part of this experience.
Facilitator needs to:
State the goal of this role-play, such as: to observe the worst behavior between a nurse and the emotional spouse of the patient.
Remove personal aspects of the role-play, by stating: These colleagues are actors now. Their choice of words and actions shall not be judged as how they would respond in “real life”
The
facilitator watches for key concepts to be presented, then ends the role-play by
thanking the “actors”
Description: A task or idea is divided into small, progressive (1-5) assignments. Each assignment becomes a “station.” Learners will attend each station in progressive order and completes that assignment. By the final station, the learner will have successfully accomplished a task.
Uses: To assist learners in understanding the parts of a whole task or concept.
Facilitator needs to:
Determine if task (concept) can be divided into parts.
Determine if there is an interactive assignment that each learner can accomplish with each part of this task.
Break a task (concept) into parts
Gather equipment/materials and place into stations
Place a number and written instructions at each station.
Description: A short rehearsed drama.
Uses: A skit can present or interpret a situation for a group to discuss. It differs from a role-play because it usually involves a fully developed situation.
Facilitator needs to:
Provide a narrative or suggest key concepts to use
Bring a variety of props that “actors” may choose
Allow actors time to prepare for the skit
Thank the actors
Invite others to comment on the concepts they observed.
Description: Unplanned, “aha moments” when learners suddenly make the connection between their experience and a new concept. These may occur between facilitator and learner, between learners or individually
Uses: To take advantage of digression from the topic (or a learner’s comments) in order to reinforce lessons or build on the foundation the learner already possesses
Facilitator needs to:
Watch and listen for opportunities to reinforce learning—even if that objective is not on your lesson plan today!
Be willing to set aside a lesson plan in order for a participant to relate an experience or make a connection with another concept.
Listen for that “aha” or nano-second to occur. Focus on that message. Help all learners understand the message. Reflect on it. Celebrate it.
Description: This is a concrete example, if exaggerated, where learners can recognize similarities to life, without emotional involvement.
Uses:
Popular entertainment can present difficult topics in a fun or humorous way.
Stimulate new learning through presenting media that has high emotions conveyed
Facilitator needs to:
Select a video that has message(s) that reinforce concepts
Guide learner observations by posing questions before the video
Pose questions after the video to help viewers recall concepts and reinforce learning.
Invite general comments and observations, to gain from unplanned learning.