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JSA Best Practices

JSA Best Practices. Tips for Trainers. Framing Our Work. Purpose: Increasing trainer presentation and facilitation skills Expected Outcomes: Awareness of the latest adult learning research Identification of successful strategies for participant movement/involvement

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JSA Best Practices

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  1. JSA Best Practices Tips for Trainers

  2. Framing Our Work Purpose: Increasing trainer presentation and facilitation skills Expected Outcomes: • Awareness of the latest adult learning research • Identification of successful strategies for participant movement/involvement • Identification of examples of successful icebreakers

  3. Window Paneto Meet You…On a note card

  4. Share 1 with your shoulder partner. • Share 2 with your table group.

  5. Three Senses • Movement • Closure • Validation 7 +/- 2 Nested Process

  6. Content What? Handout, pg 6

  7. Process How?

  8. Context Process Content What? Trainers Participants How? Why?

  9. Three Senses • Movement • Closure • Validation 7 +/- 2 Nested Process

  10. Adult Socialization Alone Pairs Small Group Large Group

  11. Characteristics of Adult Learners Adults must: • Formulate their impression of a learning situation within the first 90 seconds. • Have immediate relevancy (WIFM). Experience and Time color their connection to new learning. • Summarize new learning within one hour or they lose it. • Participate outwardly within the first 30 minutes in order to be an active participant. • Be given choice in their learning. • Have a break or energizer about every 50 or 60 minutes. • Have a break an hour after the start of the day’s learning and an 45 minutes after lunch. • Have movement and engagement for the first hour after lunch.

  12. The First FiveDeveloping Credibility and Rapport • 1.Focusing attention and energy. Nonverbal tools help bring eyes to the presenter. • 2.Clarifying the facilitator’s role. Leader must specify their role. • 3.Framing the work. Establishing purpose and outcome is key to participants’ success. • 4.Acknowledging resistance. • 5.Developing inclusion. Presenters need to help adults feel included. • 6.Arranging the charts. Visuals help participants focus their attention on particular content. • 7.Activating relevant knowledge. Just like the classroom prior knowledge is key. • Source: Garmston and Wellman

  13. Three Senses • Movement • Closure • Validation 7 +/- 2 Tips for Priming and Grouping Nested Process

  14. North • Need to see the big picture first • Get lost in all of the details • Need to feel safe and in control of the learning experience before I can learn

  15. South • Need to work sequentially • Like to have lists to go by • Need the details fully explained up front

  16. East • Just a ‘get it done’ person. • Give me the task; let me get to it! • Can work with others but working alone is just fine with me.

  17. West • Need to develop relationships first; like working with others. • Want to get to know my team and develop trust • Like to have fun along the way

  18. Marzano’s Analogy From perspective of Campus Leader: Supporting and sustaining continuous improvement is like ________ because_______. From perspective of teacher: Supporting and sustaining continuous improvement is like ________ because_______. Note: This can also be done as a Bridge Map.

  19. Resources • TSDC~Learning Forward Texas Tips, Tools and Techniques for Leading Learning • Bob Pike – Creative Training Techniques Newsletter • Eric Jensen – Brain Compatible Teaching • Rich Allen – Green Light Presentations • Robert Garmston and Bruce Wellman – How to Make Presentations that Teach and Transform

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