0:03
Hi, everyone, and welcome to today’s webinar, Learning Without Lectures, hosted by HRDQ-U, and presented by Susan Landay.
0:12
My name is Sarah, and I will moderate today’s webinar. The webinar will last around one hour.
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If you have any questions or comments, please type them into the questions box on your GoToWebinar control panel. We’ll be answering as many questions as we can for you today, and make sure that you download today’s handout, which you can also located on your control panel under the handouts tab.
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And today’s webinar is sponsored by HRDQ. For 45 years HRDQ has provided research-based off the shelf soft skills training resources for classroom virtual, an online training from assessments and workshops to experiential hands-on games. HRDQ helps organizations improve performance, increase job satisfaction, and more. You can learn more at HRDQstore.com.
1:00
And now I’d like to welcome our presenter today, Susan Landay, president of Trainers Warehouse. Sue joined her father in 1997 and prior to that spent two and a half years consulting and training in the field of negotiation and another two years marketing, a business history consulting company.
1:19
She received her Bachelors from Yale College and her MBA from the Kellogg Graduate School of Management at Northwestern University. And she also attended Ringling Brothers and Barnum and Bailey Clown College. Susan values blending humor and professionalism to enhance training. Thank you so much for joining us today Sue.
1:38
Thanks for having me.
1:41
So, welcome, everybody, I have to say, when we first were laying this out, and as I look at the screen, The learning without lectures, and here I am in a webinar where, as Sarah said, the only way we can kind of communicate with each other is using that question screen.
2:00
I figure, I have a tall order to practice what I preach, but I think we have have it figured out, And I think it’ll be an interesting time for everybody. So please do if you haven’t already – locate that area where you can type in questions.
2:17
And I’m also going to have you pull out a sheet of paper and a pen, because we do have a few things that I’m going to have you write down as we go along. So let’s do get started.
2:28
And I am going to start first with a poll.
2:32
I have a couple of hunches about what you might say, but I’m curious, what percent of the time do you find yourself lecturing?
2:44
Is it just a small amount? Is it half the time, more than more than half?
2:50
I’d love to kind of get a sense whether my my hunches are correct and even if you don’t lecture a lot, I’m guessing that you’re here still, to sort of build your library of ideas and get some inspiration.
3:08
Know, both from what I might be able to share and from your colleagues. So we’ll see where we are, and we’ll make it happen together.
3:17
So it looks like, as I suspected, I’m kind of preaching to the choir. But we’re pretty much there, I guess. You can close the poll now. It looks like we have a lot of the results in.
3:31
Um, that, The majority of you are somewhere between B and C, 25 to 75, 20 to 75% of the time.
3:42
And, uh, which is kind of what I expected. So, what I have found is that sometimes people find that they can, they can create some interactivity at the beginning during icebreakers and starters and at the end, during the review time.
4:00
But, it’s that middle part where you’re trying to share content that becomes the tricky part to make interactive. So, we’re gonna, we’re gonna dig into that a little bit as we go along.
4:15
Let’s look at another poll, though. And, again, I know that you guys appreciate the importance of not lecturing, but for the fun of it, poll number two, how great is retention, three days after a lecture, just to kind of understand, why, why this matters so much?
4:35
Oh, my gosh, I think I can already see what you guys are on target here.
4:42
Good, And I’ll give you another second before I read.
4:49
Reveal that the correct answer, but I think But your, you are. most of you are correct.
4:57
10% of what is shared in a lecture is retained three days afterwards.
5:04
That’s not so much.
5:07
Um, but all all is not lost. I’m gonna, I don’t want you, you can answer this right now. But let me set this question up a little bit for you, and tell you that there was a study done by Priscilla Laws, David Sokolov, Enron Thornton. And they were looking at a course, that was, I’m not sure if I’m going to say this right, but like, it was a calculus based physics class, calculus based physics. So, really super hard class, and they were looking at 1200 students across five universities, OK?
5:47
And, at first, when they were just using lecture based teaching styles, they found that only like 30% of the students, we’re, we’re kind of getting that really difficult material.
6:02
Then, they started using some more interactive, active learning strategies. So, that’s what this question is asking, when these interactive teaching methods were used to teach this really difficult class. How much do you think that learning and retention and understanding increased?
6:26
So, let’s open that poll up Sarah, and see, see what folks have to say.
6:37
All right.
6:39
I see the results coming in.
6:41
Gonna give you another minute to just finalize your guesses.
6:47
And here, it’s not quite, I think, what everyone is thinking. The answer is actually D, So it went from 30% to 75% of the students were able to really understand it.
7:05
Now, when a couple that, with another study, I read about where some professors were looking at, whether they were looking at teachers and facilitators, pardon me, you increase their interactive teaching methods by just 25%. So that’s not the whole class. Getting rid of lecture, it was 25%. And they saw two times benefit, a 200% increase in retention and understanding and performance. So the good news is that even if we make some marginal changes and marginal improvements in the way, we’re delivering content. It all matters. Even those little bits are going to matter. So having that as kind of our background in understanding as we think about this stuff, I think is really helpful and grounding.
8:04
And then there’s this.
8:07
Right. Try lecturers never satisfy. I don’t know who said this but I do love it.
8:14
So I think we can all agree. We need to say goodbye to lectures, we need to ditch them.
8:21
Then we’re left with this blank page, right?
8:24
So some of you had figured out how to fill this in maybe during the beginnings and endings, maybe some during, you know, the process but it’s really kind of hard.
8:37
But it’s also liberating because what we have, what we have to kind of embrace is that we don’t need to be the sage on the stage, right?
8:47
Put it away.
8:48
So on that little piece of paper maybe draw the head of this little owl and this symbol of wisdom and knowledge and knowing everything, then put it on the side of the page somewhere and draw a big X through it. That’s, that’s not our goal.
9:06
We’re facilitators of learnings. So, our goal is to be the guide on the side.
9:13
And, here’s my, my little icon for that, this is the you are here, and you’re off to the side. Our goal is to be that guide, and to facilitate other people, drawing out lessons and learning.
9:29
So we’re going to think about how we can do that by using three different strategies. Sorry, Braining is the first one, Some, we’re gonna look at five different brain science principles that we can use to bring more learning and understanding to the students, rather than are delivering it.
9:50
We’re going to talk about enabling. So how do we enable them to learn, rather than giving it to them? We can’t spoon feed our knowledge. They have to embrace it and be ready to take it in and we’ll talk about gaming, how we can use games to bring that participation in understanding and learning. And that blank page that you have is going to kind of fill up with some ideas.
10:16
So let’s start with, with breathing.
10:20
And yes, I know that’s not a term, but I kind of like it serves me well.
10:26
So we’re gonna think about brain science and principles of brain science that can help strengthen, strengthen learning, and make your your lessons and your teaching more memorable.
10:39
We’re not going to talk about no kinesthetic visual auditory learners. We’re not going to talk about right brain and left brain. We’re going to talk about six brain science principles.
10:53
And I’m going to give credit here to Sharon Bowman of both person training, who develop some of this.
10:59
It’s, it’s consistent with what we, at Trainers, Warehouse, and also HRD Fruit H R DQ. And all of you embrace, also. But let’s kind of get a little bit more specific on what these principles are, and how we can use them.
11:14
So, the first one is that movement, tops, sitting. So, you think about it. And we have blood in their bodies, and they carry nutrients and energy to our brain. If we have people sitting, then, you know, that light pools in their seat, in their feet. And if we can get them moving around, even using, like, cross body motion, you’re going to kind of stimulate. The brain, stimulate the blood.
11:46
We can do that when doing a stand up.
11:51
Parents share, walk around with someone to discuss the question. Walk up to the Board to put a sticky note on their Write something. So, there are a lot of different ways to bring movement in.
12:05
And, to remember this principle, I’m going to ask you on that sheet of paper that I asked you to get out before, to draw an icon that to you, represents movement.
12:17
So maybe it’s the icon that we have up here in the top corner, and, you know, maybe it’s a shoe, something that, to you reminds you of guide, bring in movement into my, my training sessions. The second one is that talking tops Listening.
12:36
So, the idea here is that the person who does the most talking is doing the most learning.
12:43
So, you really want that to be the students and not the trainer, Right? You want them to be talking to one another, asking questions, discussing things at their table, processing, working things out.
12:58
And, you know, maybe they’re teaching back.
13:01
So go ahead and draw an icon in a second box to represent talking Number three, images, top words. So, you think about us as us, us humans, as having our primary sense, the vision.
13:21
So the fact that we respond so powerfully to two pictures, to videos, to icons, should draw us and encourage us as trainers to use things like image card decks, mind maps, um, you know, images, pictures, icon’s, things that we’re going to write on the board.
13:48
And make or use metaphors and that sort of thing.
13:52
So I’ll ask you to write, to create your own Icahn for images.
13:59
The fourth is that writing tops reading, right? So if you can get people to be writing things down, this is kind of a shame to me that we’re so electronic right now, because our brains respond so well to writing.
14:14
And when we have our students reading on computers and typing in notes, we lose that activity of writing on paper, the tactile experience of holding pens, and pencils or flipping the pages through a book. Or even remember in college and in high school, if we had a book, a textbook, we might underline things in it and highlight and make notes in the margin. Those were all really important processes in terms of getting our brain, helping it to remember and an imprint. So you know, go ahead, if you will, and create an icon there on your sheet for for writing.
14:59
Now these first four brain science principles really relate to what the students to what your learners are doing. And the last two, I think, of as more, how you, how we as trainers, structure.
15:14
Our sessions and structure are the segments of our training.
15:21
So, shorter tops longer keep it simple, right? It’s not just taking about breaks.
15:28
You’re gonna, and we’ll talk a little bit more about breaks in a little while, But you wanna think about simplifying, Keep keeping it simple, and differentiating from need to know, versus nice to know.
15:45
We want to focus on the need to know.
15:49
Go ahead and draw your your icon for your reminder for Shorter tops, Lager, and finally, different tops. Same. so continuing to switch things around is critical.
16:04
There’s, there’s a concept called habituation, where we get so accustomed to seeing something that we no longer no longer see it, and I’m kind of thinking of like the piles that I have in my house, that I become so accustomed to that now, I just like ignore them. Because our brains focus on what’s new as trainers and facilitators. We also want to focus on what’s new and have our, our learners do that as well.
16:34
So let’s, let’s switch gears a little bit. We’re gonna overlay these six principles with with Bloom’s Taxonomy of Learning. And you don’t need to kind of get into the nitty gritty of this.
16:52
The point here is that we can make every stage of the learning process a little bit more active, and we’re going to be playing a game here and you’re going to be getting ready to, to type some answers into, into your question box there.
17:09
So we’re going to talk about what we can do to build knowledge, expand comprehension, applied learning, and so forth.
17:15
So, here, you’ll see, we’re kind of taking that first step of building knowledge. and you have, in the top right corner, there’s different icons that are for, that represent each of those brain science principles.
17:30
So if we think about some of these activities, sorting and matching to organize new principles, amplifying and reducing what would happen if we exploded or diminished some of these recommendations, these are each different types of activities that you can use to help build knowledge.
17:53
Now, as we, as you think about these things, if you can write in your question box, which ones of these, like 1, 2, 3, and four, kind of, match up with some of those different brain science principles?
18:15
And I see a question about storytelling, which which we’ll get, but if I’d love live to see, you know, as you think about these examples, which brain science principles do they use?
18:32
So one in three, do they use movement.
18:35
They use talking images, which brain science principles do you see?
18:41
So sort and match is different tops, same, a lot of them use chalking.
18:48
Thing number one uses, differents uses movement. It uses images.
18:59
Absolutely, I think you’re getting the idea here, too, Can be, she uses the concept of shorter.
19:07
All right, we’re gonna go on to the next one.
19:10
Same kind of idea here, to expand comprehension.
19:15
You can have them map a journey, order the steps of a process, illustrate a concept to create a mind map, writing, creating a cheat sheet.
19:28
Know what, a cheat sheet, that’s a great one, like, how many of these, of these brain science principles does that use?
19:42
Keep them coming and loving your answers, And, yes, that is the correct box to type it in. Cindy, you got it.
19:52
So, I’m seeing a lot of difference, A lot of these are, you know, creating that cheat sheet that it helps it uses writing, and it uses images depending on how you do that, comparing approaches.
20:06
It could be it could use both the talking if you’re discussing that, and maybe you stand up, and you have people walk to a partner and discuss those approaches. So, again, lots of different ways to bring these activities and to use those brain science principles to really make them meaningful.
20:32
Applying learning.
20:35
Another great set of ideas.
20:38
Teaching back, really, it requires learners to understand something well enough that they can do the talking and teach it to other people. I don’t know if you, you’re familiar with that idea of a gallery walk. But what happens is that you have different teams, create something that applies or represents the learning, and then they put that up on a board and have the rest of the class kind of gallery walk, walk through, and understand what the different groups have done.
21:16
As I was putting this together, it strikes me that it’s not different, maybe, from from how things looked in kindergarten, where, if you remember, Like, the smell of glue and rubber cement, and cutting little squares of paper and gluing them on, and, and matching up concepts by drawing lines, and ranking, and rating, and organizing.
21:41
And, in some ways, yeah.
21:43
And so, it’s always, We’re going back to kindergarten, but we’re not. We’re using those same learning principles that were so effective in our young brains, to our adult brains, and that stuff still works. It uses no movement, images involving different parts of your body involving your whole brain.
22:05
Um, and even when we get to, know to really difficult concepts and you’re synthesizing and evaluating and applying, you know, it helps me to even think about what we did in college. It wasn’t just listening to the history lecture, but writing the dissertation. It wasn’t listening to the Art History lecture, it was also about going to the museum, and seeing and feeling and experiencing the artwork. It wasn’t just about listening to a science lecture, it’s about doing the lab and practicing.
22:43
All right, so you’re in, we’re going to have a little test and again, you know, trying to practice, what we preach here, I’m going to bring up each of the different brain science principle icons, and I’m gonna ask you to type into your question box.
23:05
The, the answers.
23:10
But actually before you do that, it seems like I hadn’t scrolled down all the way in my, in my question box. And we have a couple of comments that I just want to draw attention to.
23:25
The smells of kindergarten, very powerful. Oh, Can I go back one slide, please? I’m not sure when that was, was that?
23:35
Now, I’m gonna go back, and these are all available as handouts, so, alright. I’m not sure which one.
23:45
What movement practice can be done during virtual learning? Aha, We’re gonna get to that in just a second.
23:54
All right, and the handouts, I believe, are the link is at the bottom, Sarah set, correct? Correct. Yes, you can access the handouts on your control panel under the Handouts drop-down.
24:08
OK, All right, so Are we ready for the quiz?
24:17
All right, I’m getting ready to, to stay here.
24:21
And someone else isn’t seeing the chat box. It’s not the chat.
24:24
It’s the question box that you’re, that you’re going to be typing into. And unfortunately, you can’t see each other’s answers. So you have to rely on me to be the conduit of information, but I think you guys have this one, all, right? I should have switched the the order of these, OK. What’s this one?
24:48
First one was movement, yes, the second one is Talking, Communication, talking, Topps listening.
24:55
Exactly, number three.
25:01
Number three, images, images, and pictures. Top words.
25:06
Oh, you guys are doing awesome.
25:09
Number four, Writing, what is writing top?
25:15
You guys got it, Writing Topps Reading.
25:19
number five someone jumped right on this. They use shorter topps longer, and finally.
25:31
Different tops, same. So here we are in this wonky webinar where we can’t really talk to each other.
25:39
And yet, we are making this interactive and memorable, simplifying the concepts that we want to focus on, And, again, trying to kind of do what we’re, what we’re suggesting.
25:57
Um, Sarah, I hope you see that there is a question about the handouts and those being accessible.
26:05
Yes. All right.
26:08
So someone had asked whether you can do this stuff for virtual learning and online. And I know that Zoom has a whiteboard which has some of these capabilities. There are also a couple of online whiteboards called Miro and mural and they have tools like like this.
26:32
So if you were to put people in a breakout room and you would give them access to a mirror whiteboard or to the zoom whiteboard and they can go in and move around sticky note pads and, you know, create visual tables, Create flowcharts, mind maps. Bring them together to do some dot voting.
26:59
So, you could, and we’re going, we’ll get to this in just a minute, but get them physical, by ask, you know, it’s not just what they do with their hands and writing in, but if you’re in a breakout, they can also be talking to each other and interacting with the material using these types of tools.
27:22
Um, so again, this is Muro mural also has, no probably 70 or 80 different tools and templates like this, that are already to go.
27:34
Zoom has a lot, also, but maybe like 30, not quite as many.
27:41
So, speaking of movement, and, you know, whether we’re live or virtual, I am going to ask you guys to stand up and just reach your arms to the sky. Lift your heels balance on your toes.
27:55
Maybe take a spin around, and give yourselves a little break while I talk about breaks.
28:04
Will this work on the team’s whiteboard? While you’re stretching, I’m going to just answer that, to be honest, I haven’t checked out teams and to see if they have different apps like this.
28:18
I’ll put that on my to-do list and, and we’ll share that. Christopher is sharing that the Microsoft White board is built in two Teams meetings too and has lots of templates.
28:34
So yes and can mural be added to a Google classroom? So the Way Mirror Works is it’s a separate website and you would give people a login to it so that they are basically are ready to use it and to have their own personal access into it.
28:53
So let’s say you’re in any online meeting, aye.
29:00
And you have people log into that and then when they are ****, when they’re looking, when they’re logged into this same Miro whiteboard together, they can all see what everyone else is doing in it.
29:17
So it it really nicely mimics being together even though they may not physically be in the same place.
29:26
Um, and, you know, it’s really easy to just like to try a free account, and give it it, give it a try.
29:35
Uh, and so speaking of breaks, there are a couple of reasons why breaks are really important.
29:43
First of all, we do remember beginnings and endings are better than metal’s.
29:49
So interrupting and creating more beginnings and endings can be really an effective way to kinda get started.
29:57
There’s another piece about interrupted tasks. And so there is a researcher named Blumer Zeiger neck. I don’t know if you guys have heard of her.
30:09
But she actually did some studies where she had people get really, really focused on a task or on some information. And then she interrupted them abruptly.
30:21
And the more intently focused, they were in terms of the time that she interrupted them, they remembered those interrupted tasks better than anything.
30:35
So that’s, you know, that’s another way that that that is how our brains work, and interruptions aren’t bad.
30:46
And keeping it short is really helpful.
30:50
So a couple more more data points, Um, changing it up every 20 minutes, I’d always heard that as kind of the rule of thumb. And then I heard someone say, When you’re doing online learning, is, we’ve just been talking about, you really need to change things up like every 5 to 7 minutes.
31:11
So, that’s pretty frequently, Um, so, again, that’s in, in that spirit, of keeping it short, and making sure you keep the key difference, keep making things new and different.
31:27
And if you must, you can lecture, you need to just kind of keep it short.
31:33
There’s one researcher who is comparing students who were in 45 minute lectures to students, who were in a two hour lecture, and, the people who are in the 45 minute lectures, those students, were 50%, more likely, not to look at, their phones, during the lecture.
31:54
So, point number one.
31:55
The second little interesting tidbit with respect to that, was that I read about one lecturer, who would give their students, like, a quick tech break, a technology break every 15 minutes.
32:13
So, just, like, take it, take a beat, check out your phone, you know, do what you need to do, and then come back, and be really focused when you come back.
32:22
I admit, I haven’t tried that, but I really love, love that idea.
32:28
Um.
32:31
OK, so, Sarah, just to note to you, I think people are still having a little trouble seeing the handouts, but please know also that we can send these out to folks afterwards, as well, and so, you’re not, the handout doesn’t have anything more than what I’m showing you now, so no fear will get them to you.
32:51
Yes, I have contact been chatting with any folks as having an issue, downloading the handout is available in the handouts drop-down on your control panel.
33:03
And, if not, we’ll get that to you, well, you can e-mail us and we’ll make sure to get that in your way.
33:10
Um, All right.
33:13
I see also a question about dealing with hybrid, in person versus virtual, And if we have time, maybe we can come back to that.
33:22
But want to kind of stick with where we’re focused, focused right now.
33:29
So we’re still on brakes for another moment and I want to just take it, because someone else has said that they do some, like brain breaks or puzzles.
33:40
So, we want to just take a moment to brainstorm with you guys breaks that begin with the letter P, for example, puzzles, play, I have some also, but I want to see what you guys say.
33:56
Pause, excellent, love it, getting physical pilfer. Loved these to practice.
34:09
Take a moment to just break away and give it, you know, try something out.
34:17
A popcorn response!
34:19
Oh, can someone tell me what that is? Is that just people answering, share that pop up, party partner? Whoever said, popcorn responses, I wanna understand more Oh, that was Sonia.
34:35
Pounds preys Yeah, take a minute to just appreciate what people are doing.
34:43
OK, so the pop quicker sense ask a question and Popcorn your answer right Position changes OK, so I’m going to share a lot of you.
34:57
Came up with the same ones that I did so I’ll share a few of these getting physical pulling people pivot pucker That’s sort of in the physical break Pronto Yama. Like just taking a breathing break.
35:12
Um, Punchlines telling jokes Pilates, yes, yes, yes, we’re kind of in the same same mind place right there, Participation, position changes.
35:25
Pinterest, so this was my, know, my, also, my take on that, that tech break to, like, you know, take a take a social media moment, and then come back a power walke. Love it.
35:41
All right.
35:42
Moving on, moving on to enabling.
35:46
And here, again, we’re focusing on that concept, where we’re the guide on the side, right?
35:53
And the different ways that we can enable our participants are learners to learn.
36:01
We’re going to talk about flipping.
36:04
Talking, talking tactics. And, I feel like I should have taken a sip of water while we were taking a break.
36:12
Pardon me? In thinking time. So, let’s start with flipping.
36:17
The idea of flipping, I think, started in around 2007, when there were some professors who had some students out sick. So this is Long before coven and needing to do anything differently. And the idea was that they created some videos, and they wanted to flip the lecture in the homework.
36:37
So the lecture, ish happens at home, and the homework happens in the classroom.
36:44
And so, they wanted to be with each other when kids were trying to apply the learning and, and work through issues and questions and problems.
36:55
When school, ajai did a study about how many teachers were using flipped learning.
37:01
It’s really, it’s under 30%, but I think it still is informative and it gets us thinking about how we use the time together in classroom settings differently from how we traditionally had.
37:20
participation.
37:22
Now, in some ways, everything that we’ve been doing by having people write in questions and answer, and, you know, do this range of activities is participation, but I also feel like we have, no, we do feel like we want to be able to ask a question and have people answer, So why?
37:48
Why is it, and why is it that people are reluctant to participate?
37:55
And I’m seeing your answers already coming in, and I thank you for participating and offering these to me.
38:04
Fear of being wrong, being shy, not wanting to be wrong, is, I think, the biggest one, lacking. Confidence, not knowing the answer, feeling, like, you know, if you say something you’re going to be perceived as dumb.
38:19
This is all stuff like you guys are writing this stuff in right now, this isn’t me, we all kind of get this right, not wanting to be in the spotlight.
38:33
So, the next questions that we need to dig into are, what do we do to encourage participations two part participation?
38:46
And how do we make people feel OK if they don’t know the right answer if they answer incorrectly?
38:55
And I’m going to be quiet for a second as you guys write in some of your answers because I feel like there’s a lot of wisdom that we have right here.
39:14
We set a group of norms and encourage a safe and brave place.
39:18
So, discussing with the group beforehand, I think what your strategy is, and how how you can, for each other, make it feel safe, like the idea of using word Clouds in breakout rooms, so some, so the idea here with breakout rooms is that people feel small, feel better. Sandra says working in small groups rather than enlarge groups.
39:47
Allowing people to brag about their personal experiences might make them feel a little bit more positive.
39:56
Wendy says, sometimes give more pause.
39:59
as we wait for responses, some people need a little bit more time to answer.
40:08
Thank you, Wendy. In fact, that’s a really good segue to my next slide. I’ll explain the presenter.
40:18
I’ll explain how the presenter might feel like no one participates. I love that, Sarah.
40:24
Any others that you’re feeling like you want to pull out here?
40:29
I think you haven’t nailed.
40:33
Respond to your tonics that show genuine interest in the response of others, which I think is a good one.
40:39
Absolutely.
40:42
Repeat the question by writing them down for the ones who aren’t good at listening like that. Thank you.
40:50
That was from Jojo.
40:53
Um, explore, right and right. Right. On answers to better understand why an answer was given.
41:01
So, in terms of, of not, you know, making a wrong answers. Small, like, thinking about how you can change that into a right answer. What you can learn from like that. The perception of why that might be.
41:18
And starting off with an activity before you just ask for people to start talking.
41:24
So and this is from Adriana so that they feel like they’ve already kind of dip their toe into into the, into the waters here.
41:39
Use true and false questions.
41:42
Using true and false questions can help, um, Acknowledging their input and thanking them for it, and you know, saying that that’s interesting, to anything you guys like, give prizes or like throw something out to the first person, two, to answer a question, um.
42:09
Candy, hello that can I’ve heard about candy money, prizes or a raffle ticket that no, you can get people to, to accumulate and win a bigger prize later.
42:25
Someone said making a pass an acceptable answer thank you, Wally for that. So, making it OK to say, I need to pass on this one and that’s, that’s OK.
42:37
Um.
42:39
For the folks who are virtual I think it is a little bit harder, but it may be easier in that they can be a little bit more anonymous.
42:47
I’m not sure.
42:51
Lots of great suggestions.
42:53
Here I use Koosh Ball to select the person to answer a little game and and maybe it’s like the person the last person to catch the Koosh ball or something so that people don’t feel targeted.
43:06
A nickel for every time of participation a dime for every time they catch me in an error and a price to the one who has the most at the end Sherry, I love it.
43:17
Thank you.
43:20
I love it. Pair partners and then have them give the, and then have the other person share what their partner said.
43:30
All right. Sarah. I think we’re going to have to put this stuff together somehow and make this accessible, because this is so so rich.
43:38
I’m not going to be able to capture all of these answers, but, um, such great suggestions here. We’ll do this together for you.
43:48
We have a really great audience today, and they are sharing some really great, really great feedback here.
43:56
Yeah. Absolutely. Well, we’ll pull this together, promise, promise promise.
44:00
So David Brooks did a lot of that wrote an article, I guess, I Should say, on Getting Students to Talk in class and had 8 these 8 different suggestions for how to make that easier.
44:17
And some of his, I think, are also helpful to share, he said that by having students recite pak passages is one way to get them verbalizing. Students can explain things to one another, you can do presentations.
44:34
This idea of putting out solid content is an interesting one.
44:37
To me, the idea is that you’re giving them something very specific to discuss, and to talk about, rather than having them kind of pull something out of the air, setting discussion rules.
44:51
I think that’s another one that one of you suggested in, in the question answer.
44:59
And the idea here is maybe that you have after the first person answers if you have one person who’s like the big talker and you kind of can’t get them to shut up, that you kind of have a rule where, after one person talks, three other people have to talk before that person can speak again. And maybe this is true of the facilitator also. Right? So it’s on the whole group to get this going.
45:27
And it doesn’t just rely on the facilitator, the trainer to do it, but it might also be coming, you know, be relying on you to come up with those prompts that are gonna draw out that talking in that exchange.
45:43
I also like the idea of kind of schmoozing and having pre class chatter as a way of getting people to both getting people to start to talk from the beginning, but also, it gives you something to connect with them on and then launch into further discussion as you go forward.
46:03
And one of you also said, Listen to what they have to say, and I can’t, It might have been Wednesday, but I can’t remember it, because there’s so many names going through this, the discussion board.
46:14
But, right, if you want people to talk, when they do, you gotta listen to them and acknowledge it, right?
46:21
It’s not just, you know, saying: Hey, talk, and then if you just sort of dismiss it, you’re going to teach them, not to make the effort again.
46:31
And, finally, distributing questions in advance.
46:35
But, it’s going to have different answers anyway. It’s not like you’re, you’re helping them achieve, you want to foster that involvement in that consideration. So giving questions out in advance can be really helpful in that way.
46:52
And then, as you all said, sometimes you just need to pause and be quiet and give people time to think of answers.
47:06
Cricket’s can be scary, but yet, I like this quote from Mary Boudreaux that calling on the first hands to go up, it’s going to signal to everybody else to stop thinking.
47:19
They stop that retrieval process.
47:22
I mean, think about, like if you’re doing a crossword puzzle or you’re testing your kids on the state capitals in the car, on the way on your big road trip. So just like, you know, coming to my mind right now, like you have the older kid just jumps in and says the answer right away.
47:43
It doesn’t give your younger child the time to sort of think through, OK, what is the answer, if it’s math, or if it’s a crossword, Whatever it is, give people the time to think don’t be scared of those crickets.
48:04
Give people time to process.
48:11
We’re moving on to gaming. That kind of gaming that looks like it for our purposes.
48:23
Gaming. We sell a lot of tools and toys for, for learning through games. Let me ask this question.
48:32
And, Sarah, if you can open up this poll for us.
48:35
When do you all typically use games during your learning events are using them just as intros to introduce content, to review material at the end?
48:50
Maybe it’s A and C, Maybe it’s all of the above.
48:54
How and when are you using games, Because I wanna kinda dig into games as another way, as another alternative to lectures a little bit more deeply.
49:06
And want to see kind of where you are.
49:13
OK, so, let’s just give it another minute, I think that we can probably share the poll right now. Are you able to show that for people to see?
49:25
Great, yes, those. results are up on the screen now.
49:29
OK, so, really interesting to me.
49:33
Um, only a handful of us are using it to introduce content. So do want to dig in there a little bit.
49:42
Um, it’s much easier for intros, or ANC. All. we do have a good, actually, I should have to add to that 4%. We have 38% who do all of the above.
49:56
Um, so let’s, let’s dig in and, and see how we can do this more systematically what we can learn about some of the, the options.
50:07
And we have a few comments here. Let me just pull out.
50:10
Gains are easy to stop people from focusing on themselves and focus on the interesting content.
50:19
Absolutely.
50:22
So, games can come in a lot of different formats. We’ve just kind of had some polling questions, as we’ve seen in these presentations.
50:34
And I think everybody is probably familiar with game show kind of in jeopardy games, in terms of using those to reinforce reinforced learning.
50:51
But one of the things that I’ve seen that’s really interesting is using a game show like that, to actually introduce content, And they’re thinking, not feeling like you have to restrict yourself to the normal way. Those game shows are played. Where one player, you know, picks the point value and a category, and they kind of lead where that game is going.
51:16
You as the facilitator, can put in these questions and guide the group and see what they know at the beginning, and use that as a way to explain and discover different segments of the presentation. You know, ask the questions. See.
51:34
See what the whole group, nos, either score is a team or don’t score at all.
51:41
Then, after the pre run and you do a post run and see no, what they know afterwards, maybe you switch the categories, reword the questions, but, remember, the goal isn’t to stump people.
51:57
The goal is to have them learn, give hints, tell them answers, rerun game, seri quiz people.
52:06
Again, the focus isn’t on, It’s not on you creating this great game, it’s on them learning.
52:13
And that can take a lot of different forms, and they don’t just have to be high-tech.
52:19
Know, there are software, games, and gaming games.
52:24
But you can also use, you know, a spinning wheel and have people pick a category, pick a question, category, pick points, and you create fun just from that, and there’s also really much more low-tech.
52:42
You know, having everybody write an answer on an answer board and show them, doing it, a team assessment and talking about that as an activity, I guess maybe not a game but an activity that brings people together.
52:56
Create your own conversation, vaal, um, use card decks and have people match a, uh, a card, a photo, to something that they’ve learned. See who can pair the most pictures, and create a story from them.
53:17
So, many different ways to, no, to, that aren’t, aren’t high-tech that aren’t a huge investment.
53:24
But bring together, movement, talking, images, learning change, and so forth.
53:32
Thank you, Jodi, for loving the thumb balls, and we remember in the highlight to highlight movement, what is the best test and learn, tustin learn games, So let’s, I love your.
53:50
If folks can can join me in answering that question, how would you use a crushed ball to create a toss and learn activity?
54:05
And while you’re thinking about that, I’m going to share Wally’s answer about saying that he’s used, who wants to be a millionaire, since it’s a multiple choice, and it allows players to pull the audience, and that brings in a lot of learners that way.
54:24
In terms of the toss, toss, and learn, we have hot potato activity where you like, have to toss and answer quickly a talking stick, so, you would toss the ball to someone, have them answer a question. It’s almost like that. They, they only talk, if the ball is in their hand, and it’s there.
54:42
Mike, Um, toss the ball to an instructor with the question they might have.
54:50
Um, that’s from Stephanie. Thank you. Sonya says, learn what people will do after leaving this session.
54:57
And there, it requires some recall, but also some creativity in their answers.
55:04
Thank you, Sonya.
55:08
Sherry says, use the ball and ask a question, toss it to someone to answer.
55:13
Then they ask a question, and toss it to another person.
55:20
Great questions And Jenga blocks. So, again, lots of answers and ideas here, and we will synthesize these as well and share them with you. But thanks to everybody for, for all participating in and sharing your wisdom and successes as well.
55:39
And then, top of those, where you’re kind of creating your content, there are a lot of ready to play games to teach about leadership, communication, team building, process improvement. What’s key about all of these games is that they are not real life.
55:59
So, you’re taking people out of their work environment and you’re focusing on something that feels really different.
56:10
So people have the freedom to mess up and to do things differently to be in it in, in, it’s really something that just doesn’t feel as threatening as, like, what are we doing in our own work relationships day-to-day.
56:29
And once you kind of have that experience, it’s only that.
56:34
It’s all in the debrief, right?
56:36
You use that experience to pull out those.
56:40
The challenge is that the, the experiences of how people lead? Of how they communicate with one another. How do they make each other feel when they’re working together? And do they reinforce one another’s?
56:58
Um, capabilities do they make each other feel good? To think about that in terms of the game.
57:06
Sometimes it does reflect on what happens in their day-to-day office environments, but you can use those artificially created experiences and create a safer place to pull out and to draw out the learning points.
57:23
Any great games on conflict management?
57:26
Yes, There’s a game called Win Win-win and.
57:37
T Trade is another negotiation, and there are several games that basically will require teams to collaborate with one another and they get better results.
57:49
If, if separate teams who think that they’re competing actually work together, you know, even their puzzle kinds of activities, I’m thinking of, oh, I’m not thinking of it right now. So I’m gonna get stuck up on that.
58:07
Yes, there are, and we also have on our blog, so blog dot trainers, wearhouse dot com.
58:17
Oh, we have like an infographic on team building games and we on that blog that have kind of pulled out games that are good for conflict management, collaboration, and so forth.
58:33
And I should also say that there are a lot of companies that have some really great games for this including HR DQ, including RSVP Learning, or Us Trainers Warehouse, MTA.
58:49
They’re in the UK and North Gates in the UK.
58:52
Their games are expensive and inexpensive to bring into the US, but they have really great, uh, great tools and resources, many of which we resell.
59:05
I’d like to know.
59:10
I’m not sure I understand your question, Cindy, I would like to know about the team, one where opposite teams work together.
59:20
I’m visualizing. I can’t come up with the, with the exact name of the game, but I will, I’ll get back to you on that.
59:29
Um, excellent.
59:32
So, takeaways, um, as we try to avoid lectures as we try to use raining, gaming and enabling techniques. And I see that it’s like three o’clock already, and I don’t know where the time all went. So, these were my, my hopes that you would take away from this.
59:55
And, uh, and I didn’t leave enough time for questions, but I feel like I answered a lot as we’re going along. Sarah, do we have time for any questions, or do we need to wrap it up?
1:00:09
Yes, that you answered so many. Great questions. Along the way, I would like to, to end with this one question. I know we had so many other great ones, coming through, as well, but from Sonora, who would like to know, You know, how do you get the buy in from learners? Both students and school and professionals are sometimes really enthused and enthused about doing active learning like this. So, what, um, what tips could you share person, or, and I’m sure the others that are interested in hearing as well.
1:00:39
Absolutely, so, it’s interesting that you asked that, so my, my background in training before coming to Trainers Warehouse Was teaching, negotiation, and conflict resolution.
1:00:53
And I, I, we, we drew on the Getting to Yes. Concepts.
1:01:00
Um, in that, there was a strong focus on using external criteria and data to help people understand. And I would sort of think of it as a negotiation with the students, right?
1:01:16
So, your interests are to learn a lot and to make this time valuable, as are mine.
1:01:23
And we have some choices. We can either, you know, do that in this interactive method. Or I can just talk to you. This is what the data says And share some of the data that I shared with you. I have a lot of that Also.
1:01:41
Online in the blog, I have the information about the brain and science principles about how learning increases with these different strategies, and have them buy in and have them agree, whether it’s your supervisors or the students themselves, have them buy in on it.
1:02:01
And make that a collaborative decision.
1:02:04
Know, sometimes also, I had similar questions about fidget toys, because people are like, Why should I have my managers invest in toys? And on one hand, it’s like, OK, it helps with, with focus and movement.
1:02:21
And the data says that engages people differently, like let’s focus on the data.
1:02:27
And I, I typically hearkened back to that for explanations, for people who are reluctant to, to play.
1:02:39
Great, great. Well, that here, then it does bring us up to the top of the hour. Thank you so much, Susan it was such a fun session today, And we can tell from the audience they were really engaged, We had a really awesome audience with this as well. So thank you so much for your time today.
1:02:57
So, happy to be here. Thanks, all of you for participating and making it work, because you have the answers. I’m, again, I’m trying to be your guide on the side and, and pull them out. And it’s hard to do that in a webinar, but you guys really made it made it work. So thank you.
1:03:17
Yes. Thank you all for participating in today’s webinar you can connect with. So you can see that up on the screen there, at Susan@trainerswarehouse.com. If I saw some comments come through about the recording, the recording will be available on HRDQU.com. You can check your inbox later today or tomorrow to find out how you can watch that. And with that here, that does bring us to the end of today’s webinar. Thank you so much for joining us today.
1:03:45
And make sure that, yeah, yeah. Tune in next week for stop, trying to be me, live at your own life. Same day, same time. And have a great day, everyone.
1:03:58
Thank you.