Remember to factor in breaks, and time at the end for an evaluation form. If this happens, you need to decide whether you can use a different learning style (for example, cutting down on feedback), or if you need to lose a topic.ĭon’t scrimp on time for group discussion and feedback for the sake of packing everything into one day – rather cut down the amount of topics you’re trying to cover. Work through the ‘time’ column and estimate how long it will take you to complete each section. Explain what you’re going to do before you start the exercise. Decide in advance whether you want to take feedback from every individual, from each group, or not at all. This can take up a lot of time, and you need to control it. Once you’ve done an exercise with an individual or a pair, you can ask them to join another pair up, doubling the number of people who share their idea or conclusion.ĭon’t forget to factor in time for feed back. Individual exercise/reading – this works when participants need to think about something unique to themselves or their organisation, or where there is a lot of text they need to read (people have hugely differing reading speeds and it can be intimidating to read as a group).It also works when you have little time for an exercise, as there are less people involved in the conversation. This works when you’re confident that everyone has a basic understanding of the topic, so won’t be stuck with only one person to help them. Pairs exercise – ask participants to talk to their neighbour.This can also be useful if you want to make 'force' certain participants to interact with each other. In a group format, it reduces the pressure on the individual to come up with an answer themselves. Asking them to discuss it and answer a question together will help them digest what you’ve told them, and then verbalise the new information for themselves. This is usually when you’ve presented something a bit more complex. Small group discussion/exercises – explain an exercise to the whole group, then ask them to address it in smaller groups.Useful for easy questions that can be answered quickly, and at the start of the session to give participants a chance to speak. Whole group discussion – ask a question of the whole group, and discuss together.Useful for introducing a topic, and for communicating clear facts. Presentation – where you present information using slides or a flipchart, and participants listen.For more complex topics, it’s useful to use two or even three styles for each learning point, to make sure that all participants are taking it in. Write this in the column marked ‘Learning Style’, beside each bullet point in the ‘topic’ column. Thinking about your audience and what you’re trying to communicate, decide what learning style would be best. Ask them if the learning outcomes will meet their needs.ĭon’t forget that some people may need extra help with learning, or will be less able to take part in some activities.ĭecide how you want to teach each section In this case, think about how you can put them at ease from the start – give them a chance to introduce themselves, and take care to explain why you are there and where your expertise comes from.
Is there any reason why your audience could be hostile towards you or the topic? They might not know you, or they might have been ordered to attend the training by their boss. That doesn’t mean you shouldn’t use them, but be aware that your audience might be hesitant or even resistant to making bridges out of matchsticks. Most people fall somewhere in the middle of this spectrum, and it’s normally easier to use a mix of learning styles.Ī group of older trustees, for example, might be less used to interactive exercises. People have different learning styles – some find it easier to learn through discussion, group exercises or using pictures, whereas others prefer to be lectured at, or given information to read themselves. Who do you want to learn from your workshop? What level of knowledge do they already have about the topic? Do you know them, or are they strangers?