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Archive for the ‘Training Tips’ Category

Engaging the Unengaged: Part 1

Wednesday, October 22nd, 2014

Metal ladder against red barn wall
I recently picked up a free e-book from Shift eLearning, called Engage the Unengaged: How to Create More Engaging eLearning Courses. You can download your own copy, too, if you’d like. I’ll share a few of their ideas in blog posts this week and next week. The focus of the e-book is on eLearning, but there are lessons here for the face-to-face classroom as well.

What is engagement? Shift eLearning uses “the level of participation and intrinsic motivation student displays in a learning environment” as their definition. It includes both behaviors (such as attention or effort) and attitudes (motivation or interest). An engaged learner is active and collaborative, seeks out help, and exerts his or her best effort in response to a challenge. Disengaged learners may do only the minimum work, delay completion of tasks, avoid challenges and may not participate. I’m sure you’ve met both in your classes.

There are a few things you can do to increase engagement, and even convert the disengaged to engaged. Here are a few strategies to try:

1. Acknowledge the prior knowledge of your students, and show them how the class will build on it.

2. Tell them what’s in it for them right away – don’t assume that they’ll know why the class is important. Why does this information matter and how is it relevant to their work or life?

3. Build in some immediate rewards. I don’t mean candy (though that works for some audiences). Can you reward them with affirmation or encouragement? Can you demonstrate to them how they are already doing something better or faster or more easily as a result of the class? Again, don’t just assume they’ll notice – point it out.

4. Take time for reflection. We’re often tempted to use every possible minute for dispensing information, but allowing time for reflective processing can help students to better retain the content. Ask students to stop, think, and apply what they have just learned or take a minute to consider how what they heard relates to their work.

5. Use good design and quality images. While this probably can’t sustain engagement, it may help to initiate it. In next week’s post, we’ll look at a few principles of attractive design.

 

Tips for Class Discussions

Wednesday, September 10th, 2014

Thinking of incorporating discussion into your next class? Here are a few tips to consider as you develop your lesson plan.

two men and two women seated in a discussion

  • Target the discussion. You should have a well-defined topic or outcome for the discussion. Do you want them to come to a consensus about something? Produce a list of advantages and disadvantages? Whatever the purpose, having a clear focus will help keep the learners on track during the conversation.
  • Put a time limit on the discussion. A timeframe communicates to learners how long they have to discuss their ideas and may help avoid having one or two folks monopolize the discourse. Be sure to set the time expectation at the beginning, and if warranted, you can post a timer or have someone in the group be the timekeeper.
  • Consider the environment. What is the seating arrangement? Does it allow for easy exchange of ideas in small or large groups? Will everyone be able to hear? Do groups need space to discuss privately?
  • Consider the group size. Are you having a whole class discussion? Or will the learners be broken into smaller groups? Sharing ideas in a small group first can be less intimidating and help the salient points to be shared in a larger discussion. Groups of 3 or 4 tend to allow for all voices to be heard.
  • Develop learning materials. Depending on the discussion, your groups may or may not need any supporting materials. You might use a picture or slide to generate discussion, have a recording sheet, or supply data for the group to discuss. Make sure the materials are easily accessible for all in the group.

Assessment on the Fly

Wednesday, June 25th, 2014

With just an hour of classroom time (or less!) how can you fit in assessment? How can you tell if your students have gained the skill you’ve taught or understand a critical concept?

Rubric showing ratings of 5 to 1 with eyeglasses in upper left corner

TeachThought had a recent blog post detailing several assessment strategies, and I thought I’d share a few here.

1. Ticket out the door: Have students write the answer to a question, an a-ha moment or lingering question on a scrap of paper or sticky note and collect them on the way out the door to a break or to leave. This is a quick way to see what stood out to the class and one we’ve used here at the NTC.

2. Ask students to reflect: Before class ends, have students jot down what they learned or how they will apply it in the future.

3. Misconception check: Describe a common misconception about the concept you’re teaching, or show an example of something done incorrectly. Ask students to identify and correct the problem.

4. Peer instruction: Ask a question and have students pair-up and explain the correct answer and why to their partner. Walk around and listen to their responses to assess whether the concept needs to be revisited.

To see the rest of the list of simple assessments you can try, see the blog on TeachThought.

5 Reasons We Forget Presentations

Monday, June 23rd, 2014

Carmen Simon is an executive coach at Rexi Media, a company that teaches presentation skills to professionals. I heard her speak several years ago at the Presentation Summit; an annual conference devoted to better PowerPoint presentations.

In a presentation posted on SlideShare.net, Simon identified 5 reasons why we forget the content of a presentation. See the reasons below and you can also view all of the accompanying PowerPoint slides.

Reason #1: We don’t pay attention to content in the first place.
Reason #2: Some information is too similar to other information.
Reason #3: Content is not processed deeply enough.
Reason #4: Too many presentations are factual and non-participatory.
Reason #5: The list of items presented is too long.

Fight or Flight?

Monday, June 16th, 2014

What type of presenter are you? Does your heart start to beat fast? Does your mouth get dry? If so, you are not alone. These are common effects from the fight or flight response that developed in humans to protect us from danger. Being familiar with the signs of fear can help you prepare for it. Let us know how you feel about presenting. After you take the survey, you can review the SlideShare presentation below for a few tips on how to keep fear from taking over. If you decide to try the suggestion on slide 45, take a picture and send it to the NTC.
 

View the presentation below for some tips on taming stage fright. from Jerson James

Teaching the Google Generation

Wednesday, June 4th, 2014

A few months ago, TeachThought had a blog post entitled 10 Ways Teacher Planning Should Adjust to the Google Generation. While their posts are often geared toward K-12 educators, it can be helpful to think about the students soon coming to your schools or hospitals — or those who are already there.

TeachThought suggests that you make the work Google-proof, that is, it should be something in which a few searches and clicks can’t locate a single answer. Instead, think of questions that require the synthesis of multiple sources, ideas, or media. Secondly, they recommend using questions that have no real answers. These first two recommendations go hand-in-hand. Using a complex case or scenario can spark engagement and interest, give a context to the lesson, and provide an opportunity to teach about databases and search skills. You can use a real reference question or work with a clinician to develop a few realistic scenarios appropriate for the audience.

Their fourth point is to focus on learning strategies rather than specific content that may be fluid. We all know with changing interface designs, new databases, and advances in technology students and faculty will have to adjust to changes over the course of their time as clinicians or researchers. By resisting the urge to “cover” everything and focusing on how to wade through the information deluge, they’ll take with them skills for their entire careers.

 

A True Story

Monday, May 5th, 2014

I recently had to complete some online training. I put it off as long as I could and now it had to be done. There were 4 modules and a test after each. Things were moving along pretty well; I was making progress. Then, I started module 3. OMG! Noooo! It was all text. Not a picture in sight. Not a “try this” button to click on. I groaned. Yes, out loud. I advanced to the next slide. I groaned again. I felt like a kid in grade school who didn’t want to do their homework. Mom, do I have to?

So, what gives? Why was I able to make my way through the first two modules without too much whining, only to feel like I had hit a brick wall when I got to #3? I’ll tell you why…no interactivity. The first 2 modules asked me questions and gave me the opportunity to test myself as I went along. I was also presented with some matching and I had to move some items around the screen to answer questions. All of which held my interest and kept me engaged. Module 3 on the other hand was long, text heavy, hard to pay attention to and easy to become distracted from.

While it may not always possible to create interactive training modules, I have been to the other side and back and am here to say: please try. Here are some tools that can help:

 

Break It Down: 5 Benefits of Chunked Learning

Monday, April 28th, 2014

Bite-sized learning, coffee-break webinar, lunch and learn, chunked learning. Whatever you call it, many people want their training options short (chunks) and on demand. Here are 5 thoughts on how smaller can be better.

  1. Fights boredom. No frills, to the point.
  2. Promotes a sense of accomplishment.
  3. Our energy comes and goes throughout the day. Our interests come and go throughout the day. Providing to-the-point training opportunities allows an individual to fit training into their inner productivity clock.
  4. Bite-size chunks of information are easier to process and transfer to long term memory.
  5. Makes the learner feel that their time constraints are understood and respected.

Teach Back

Thursday, April 24th, 2014

Two women discussing

What do you do when you have a difficult concept to teach your students? Do you give the best possible explanation and then ask if there are any questions? If you’ve tried that method, chances are you’ve been met with a few blank stares.

One strategy we like and use is the teach-back method. The teach-back method is often used in the healthcare setting to check in with patients that they have clearly understood the healthcare professional’s instructions. It’s not used as a test or a quiz, but rather to gauge if the teacher’s explanation was effective and if there are any points that need to be clarified or reemphasized.

You can use this tool in your classes by partnering students in groups of two or three to have them explain or recap any material you have introduced. You might say, “Turn to the person next to you and take turns explaining what we just talked about.”

A few examples:

  • When would you use X instead of Y for your search?
  • What’s the difference between Database X and Database Y?
  • How do you get the full-text of an article?

While students are teaching each other, you can circulate to listen for misconceptions. At the end, you can ask the class for any points of confusion that came up during their discussion, for volunteers to relate their explanations, or for students to then apply the concept to an example.

Teach Like the Brain Learns

Monday, March 31st, 2014

A recent post from the blog Teacher Thought wrote about using what we know about how the brain thinks to create a more productive learning environment. Here are just a few of the ideas from the post.

1) Learning doesn’t happen in a bubble.

 “Learning only occurs when the student can connect new information to old information. Teaching someone how a car works is pointless if they don’t know what a car is.”

From the NTC: This comes out in many of the PubMed core competency discussions we have during PubMed for Trainers. Trainers often include a What is PubMed section in their classes. It’s one thing to know how to use PubMed, but knowing why and when to use PubMed can help students choose the best database to start their research.

2) Create a friendly learning environment

Neuroscience: The brain feels before it thinks. The amygdala (think fight/flight) receives stimuli 40 milliseconds before the cortex (thinking).
Usable classroom translation: stress impedes learning. Try to connect with your students when they come into your class by making eye contact, greetings, and taking a moment to chat before diving into the lesson.”

From the NTC: If you teach online, there are a few things you can try to create a comfortable environment. 1) Create a discussion forum where students introduce themselves. 2) If you teach a live/synchronous online class, consider using a web cam and use people’s names when they enter the online classroom.

3) Teaching for mastery

“Neuroscience behind it: In order for information to be retained it must make its way from short-term to long-term memory.
Usable classroom translation: Use the arts as a tool to enhance and reinforce learning.”

From the NTC: One trainer recently sang a song in class to help students see the difference between two concepts. Later we overheard a student refer to the song as a way to remember the new concepts.

Read the full post at: http://ow.ly/vdK2g