TEACH LESS TO LEARN MORE: ACCELERATED LEARNING
 
You have been given the task of training people within your department. You would like to generate long-term learning as well as encourage ongoing learning. This workshop will show you how to do just that.

Can be delivered to fit your needs.  This course is currently offered as a 2-day workshop.

WHO SHOULD ATTEND
Individuals attending this session are involved in one or more of the following areas:

  • Directors of Recruitment.
  • Updating classes to increase long-term learning.
  • Teaching others to learn.
  • Teaching more, in less time, with more retention.
WHAT THE SESSION PROVIDES
Using accelerated and adult learning theory, our experienced facilitators will guide you through the newest techniques in both the creation of training material and the delivery of classes.


 

WHAT PARTICIPANTS LEARN
After attending this session, the participants will be able to:

  • Determine and document the learning required within a course.
  • Design a course to meet a specific training need.
  • Formulate learning objectives that are competency-based.
  • Map learning objectives throughout skills practices, student materials, and support materials.
  • Design activities that promote maximum retention of material.
  • Design an evaluation strategy for a course.
  • Utilize alternatives to pure lecture format.
  • Determine when to change their role from trainer to facilitator to learner/observer.
  • Create a training environment that expands each student's potential to learn.
  • Adjust your training "on the spot" to meet the needs of any group.

 

 

Back to Retention
Back to Academics
Back to Compliance
Home

 

UNIT 1  Changing the Way We Train

  • Traditional vs. Accelerated

  • Learning Styles

  • Processing Styles

  • Brain Dominance

  • Multiple Distinct Intelligences

  • The Triune Brain

 UNIT 2  Identifying the Audience

  • Three Groups to Consider

  • Different Priorities

UNIT 3  Identifying Tasks and Creating Learning Objectives

  • What is Competency-Based?

  • Determining Objectives

  • Need vs. Nice

UNIT 4  Creating Skills Practice

  • The Best Exercises

  • Cautions

  • Debriefing

UNIT 5  The Rest of the Story

  • Basic Sequencing Principles

  • Backwards Chaining

  • Building Support Material

  • Testing and Implementation

UNIT 6  Creating a Learning Environment

  • Orchestrate the Room

  • Music

  • Managing Yourself and Students

UNIT 7  Fine Tuning the Course

  • Trying New Activities

  • Contract with Myself

Bibliography
Exercises