аЯрЁБс>ўџ GIўџџџHџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС#` №П'bjbjЁЁ .4УУ[%џџџџџџЄ       &&&8^r>Жšš"МММ———НПППППП$єh\у —————у  ММлјЃЃЃ—  М МНЃ—НЃЃ%  qМŽ РН„Я4Щ&7И=Н0>E,ья”ьqь qL——Ѓ—————ууƒ ———>————ЄТ dТ       џџџџ CAP Coaches Rally – September 9, 2008 Interactive Learning Techniques – Appealing to the Adult Learner FACILITATORS AGENDA General session agenda with times will be posted on flip chart. Section I – Is Powerpoint really that bad? Adult learning basics without Powerpoint (30 min) Lead facilitator will introduce the session, helper- facilitator, and session objectives. Participants will be asked to pay particular attention to how this session is structured. We will then use a “scavenger hunt” format to find and share some basic facts on adult learning. Participants will work in teams of two or three depending on how many laptop computers we have. Each team will have 15 min to search the internet for one interesting fact or aspect of adult learning. Teams will be instructed to focus their search on “teaching their fellow participants something useful, compelling, or inspiring about adult learning” and the presentation scoring scheme will be explained. In round-robin fashion, each team will have 1-2 minutes to present their fact or finding for a total of 15 minutes. Other teams will “score” the team on the usefulness/inspirational factor of their presentation/fact. The team with the best presentation/fact wins a prize. Interactive formats demonstrated: Letting participants teach each other the facts using small teams. Internet scavenger hunt. Friendly team competition. Section II – The big “BUT” – a million and one reasons for defaulting to passive listening formats (15 min) Participants will be asked to articulate the many reasons, constraints, and uncertainties of using or trying interactive learning formats. Each participant will get one large index card and will have 2 minutes to write down their greatest constraint in using interactive learning formats. Facilitator will collect all cards, and will quickly read them aloud, taping them up on the wall in logical categories and similarities. If time allows, general comments and questions can follow. Interactive formats demonstrated: Letting participants articulate the constraints. Quick version of individual ideas on cards with sorting and grouping by facilitator. Section III – It’s easier than you think: ideas and solutions (30 min) There will be large signs posted around the room representing broad categories of interactive learning techniques (e.g., games, quizzes, live polling, creative Q&A, role playing, simulations, case studies, etc). Participants will have 5 min of quiet time to think of one good example of an interactive learning format they have tried themselves or experienced with someone else and will jot down a few notes on it (e.g., how well it worked, what could have been better). They will then be asked to go stand under the sign that best reflects the category their example falls under. Depending on the number of participants, we will go around the room and each person will have a chance to describe their example or if there are too many people a subset can be called on, trying to hit as many different categories as are represented in the allotted time. This exercise should illustrate at least 10 ideas and get people’s creative thinking going. A summary handout of examples of interactive learning formats with several references will be distributed to participants at the end of this section. Interactive formats demonstrated: Letting participants generate interactive learning examples based on experiences they have had. Using pre-selected broad categories posted around the room to help focus their thinking and structure the discussion. Getting participants up out of their seats to go to different areas of the room. Section IV – Trying it out for yourself (45 min) Participants will take the creative ideas generated in Section III into small breakouts and produce an interactive session agenda for a topic they commonly teach. We will either have them count off or we will cluster them by how they are standing around the room in category areas. Teams will consist of 2-3 people. Teams will get the same “teaching assignment” (see details below). Each team will have 30 minutes to draft an outline of an interactive learning agenda for the topic. The only rule is that they can’t include powerpoint presentations that are comprised of text and bullets and they will be encouraged to stay away from powerpoint altogether (verbal presentations okay, other computer media such as videos or podcasts are okay). Assignment details: Teaching topic – the 10 basic steps of CAP Audience – approximately 20 multi-disciplinary TNC staff in a “typical” OU (science, conservation, philanthropy, operations, etc.) Learning objective – “Participants will gain a general overview of the 10 basic steps of the CAP process” Length of teaching session – each team will be assigned a different length of time for teaching this topic. Two to three teams will be assigned a 6-hour session format, 2-3 teams a 3-hour session format, and 2-3 teams a 1-hour session format. Teams will be asked to write a simple and clear outline of their interactive agenda on a flip chart page such that the session facilitator can understand it quickly. All the flip chart pages will be posted across one entire wall, grouped by similar session length. The facilitator will ask for a volunteer team from each of the three session lengths to share their ideas ("who thinks that they really nailed this?") and after each spotlighted example ask if anyone else had any similar or different ideas that they would want to highlight/add. Facilitator can also pull out any obvious highlights – pointing out similarities and differences that will drive home learning. To wrap up, the facilitator will do a fast on-the-fly synthesis calling out all the many different ideas for interactive learning for the same topic and empowering them to try it when they go home. There will only be about 15 minutes for this entire summary discussion so it has to be facilitated tightly. Finally, if at all possible, the facilitator should find a way to circle back to call in some of the techniques that this interactive learning session used throughout the last two hours. We will have a handout of this facilitator’s agenda which will highlight these techniques and methods that participants can take home and digest. In addition, someone from each team will be asked to type up their agenda from the breakouts to distribute and post later so that all participants get all the draft agendas and ideas. Interactive formats demonstrated: Small team exercise on a topic that is a real teaching scenario. Practice applying the ideas they heard immediately. Using different lengths of time in the assignments to create some contrast that will enhance what they learn from each other. Using flip charts hung across a wall combined with tight facilitation focused on synthesis and summary to compare and contrast similar assignments. Optional Section V – Interactive Learning Squad – applying what you learned in this session at the rest of the Rally (15 min) At this point the session will be “officially” over but participants will have the option to stay for an additional 15 minutes to become the Rally’s Interactive Learning Squad (ILS). Those who choose to stay will be asked to keep an eye open for and take a few notes on interactive learning formats that they experience in the Rally sessions they attend over the next two days. The ILS will meet near the end of the Rally to compare notes, share what new ideas they learned, and to award a new Rally “trophy” for the best interactive session (and maybe runner up?). We will have some fun prize or award that will be given as a surprise at the end. If folks are really into it, we can develop some quick and dirty criteria for them to use in their observations. Interactive formats demonstrated: Applying what they learned immediately during the next few days. Using the rest of the Rally as a place to observe and learn. Giving them a fun incentive with awarding a surprise prize.     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