CAPÍTULO 3: IMPLEMENTACIÓN Y PRUEBA
3.3 C ASOS DE PRUEBA DE ACEPTACIÓN
Process
Prior to the session starting, create a flip-chart page that looks like the“Please Give Me a Hand” sheet at the end of this activity.
Note
If you do not have artistic talent and do not have access to someone who does, try making a transparency of the sheet, put it on an overhead projector that you project onto a flip-chart page and trace the hand.Before learners arrive, take the flip-chart page outside or to a well-ventilated area and spray the front of it with repositionable artist’s adhesive (sold at arts and craft stores). Then tape the sheet to the back of the classroom exit door or on a wall next to it.
Reproduce the “light bulb” handout onto various colors of bright-colored copy paper and then cut out the bulb images.
When ready to start the review activity, give each learner one light bulb handout.
Explain that during the session they have experienced a number of key con-cepts and that they are to select the one they believe to be most important or useful to them, then write the concept briefly on the front of the light bulb.
Once everyone has finished, have them turn their bulbs over and write one thing they would do differently if they were facilitating the session. If they cannot think of anything, have learners write “Nothing” on their bulbs.
Give learners 5 minutes to share the key concepts they selected and what they wrote with the persons on either side of them and tell why they selected the terms or concepts.
Tell them that they are going on a break/to lunch now and that on the way out the door, they should place their light bulbs on the Please Give Me a Hand flip-chart page.
While learners are out of the room, gather all the bulbs and read the key concepts to see which they selected.
If it appears that there are key concepts that they should recognize as impor-tant, but did not, re-emphasize these concepts when learners return to make sure they heard and understood the concepts.
While learners are out of the room, also look at the things that they indi-cated they would change. If appropriate, make those changes during the remainder of the session, rather than waiting until the next session. In the latter case, current learners receive no benefits from the changes.
Process Follow-Up
After everyone returns, go around the room and ask for a volunteer to tell which key concept he or she chose for the light bulb and why he or she thinks it is important or useful.Reward volunteers with candy or small prizes.
Ask: “What did the light bulb review successfully force you to do?”
“What are some of the key session concepts you considered putting on your light bulb, and why did you choose the one you did?”
“How do the key concepts identified in this activity relate to your work-place?”
Have everyone give a round of applause for their efforts.
Option
Instead of using as an interim review of key session concepts, use this activity to gather any information desired during a session (for example, alternative suggestions for session content, possible solutions to a problem presented, questions about the session or content, or answers to a question posed).Props/Tools Needed
• Cutouts of the light bulb handout on various colors of copy paper;• Artist’s adhesive;
• Pre-drawn flip chart of a hand;
• Masking tape; and
• Small prizes or candy.
Possible Topic Application
Any session in which you want to gain session feedback and to review key concepts covered.Why It Is Brain-Based
Engages memory and encourages recall;Mentally and physically engages learners;
Appeals to auditory, visual, and kinesthetic learners;
Uses color to enhance the learning environment; and Incorporates novelty and fun in review.
Transfer of Learning
“For the things we have to learn before we can do them, we learn by doing them.”
—Aristotle
Overview
One of the biggest challenges facing anyone who trains or educates others is: “How do I make sure that what they learn is used or makes a difference?” Trainers and educators continually look for ways to make sure that the knowledge and skills they are giving learners will really be useful in the “real world.”
Many experienced trainers, educators, and brain researchers have found out that, through such elements as novelty, fun, challenge, competition, and reflection, people are better able to attain, retain, and recall information for later use. Because games and activities can be used to stimulate interest, reinforce key concepts, and help learners grasp information in a fun manner, it makes sense to incorporate them into your learning initiatives.
In this section, you will find games and activities that help with the all-important transfer of learning issue that so many trainers, educators, and meeting facilitators struggle with. It provides useful ways to help learners attain an “ah ha” moment in which they see how the content learned during a particular session will be applicable to their own workplace situations.
Games and Activities in This Section
Title Time Required Page
34. It’s Very Simple 15 minutes 135
35. I Can Describe That 20 minutes 139
36. Putting Knowledge to Work 60 minutes 144
37. Words to Live By 40 minutes 147
38. Content Shuffle 75 minutes 151
39. What if. . .? 60 minutes 156
40. A Puzzling Matter 15 to 20 minutes 160
41. Picture This 90 minutes 167
34. It’s Very Simple
Time Required
Approximately 15 minutesPurpose
To provide a fun and creative activity that reinforces the importance of effective interpersonal communication skills.Objective(s)
Through a demonstration, the facilitator will be able to help learners:• Recognize the importance of correctly using effective verbal commu-nication to share information with someone else;
• Identify ways that we sometimes make assumptions about the level of knowledge someone has about a topic when we communicate with him or her; and
• Become aware of the need to plan communication before delivering messages.
Group Size
Maximum of fiftyProcess
Ask for two volunteers to participate in a demonstration.Give each volunteer a copy of his or her “role” instructions (see handouts at the end of this activity) and allow 3 minutes for the volunteers to read their roles and mentally prepare.
Give all participants copies of each handout so that they will know the scenario.
Place a zippered jacket on a table at the front of the room and position both role players as described in the handouts.
When you tell them to begin, each person will follow the instructions pro-vided until you say “stop” (3 minutes).
Process Follow-Up
At the end of the time period, start with the “scientist” by asking the follow-ing questions:• “What did you do that was effective in instructing your partner? Why did it work?”
• “What do you think you did that was not effective? Why didn’t it work?”
• “What could you have done differently to make the learning experi-ence more effective for your partner?”
Ask the “tribesperson” the following questions:
• “What did the ‘scientist’ do effectively in instructing you?”
• “What did he or she do that you think was ineffective?”
• “How could he or she have been more effective?”
Ask other participants in the program:
• “What did you see the scientist do effectively or ineffectively?”
• “How could the instruction have been improved?”
Ask everyone:
• “How will all this apply to situations in which you are communicat-ing with others?”
Option
Have each learner bring a zippered jacket to the class. Have learners form pairs with one assuming each role. When told to begin, have each scientist instruct his or her partner on how to put on a jacket;After the 5 minutes have elapsed, have everyone switch roles and the former tribespeople will instruct their partners on how to put on a jacket.
Process the activity by asking the questions listed in the original activity above.
Props/Tools Needed
• Zippered jacket (extra large, unless you know the size of your demonstra-tor in advance); and• Tribesperson and Scientist handouts (enough for demonstrators and one of each participant so that they know the scenario before the demonstra-tion begins).