Instruct each group to stand next to one of the flipcharts.

By building active learning techniques into the structure of the class, any instructor can improve his or her class.Following are 25 ways to engage participants in a lecture-based program or lecture module in a training seminar.In this activity, participants are divided into groups of 4 to 7 people.

Wait an appropriate amount of time for participants to complete the puzzle. To wrap up the activity, total the number of points given to each group (e.g.
List terms you are discussing on a BINGO card for each of the participants listening to your lecture.

Finally, let each group present the material. You can find worksheet generators, fill in the blank, etc., at In this activity, you give each participant either a question or its corresponding answer on an index card. This activity has been selected for inclusion in the CLEAN collection. When using a workbook, leave space for this information.Before the lecture begins, pass out a pretest to each participant. Once all of the questions are written, they are switched among groups and then answered. Talk faster? A lecture should not bore your students. Pass out 2 to 3 pages of information to each. This often works best if you tell them where in the workbook/book they can start looking to find/confirm the answers.Either in groups or individually, have the participants develop questions based on material presented for you to answer. Typically, lecturers tend to have too much material, so they rush or awkwardly skip over parts of the lecture. Once you begin to time the lecture, you may find that you have to go back and narrow your topic. Whether you lecture from an outline or from a script, it is important to verify that you have the right amount of information. After everyone has seen every question, the bags should return to their original authors. Often what works best is for a group to prepare for one of the parts and then to elect a representative to play that part in front of others. Roleplays can work if they are done well. Give each group a paper bag and a stack of single-colored index cards. Next, ask participants to stand next to the use they think is most applicable to them. Then go through each chart clarifying and reviewing areas of difficulty. The average adult can sit and just listen for about 20 minutes. If the group cannot come up with any application, you can throw their problem out to the whole group. Write out a composite on a whiteboard, flipchart sheet, or overhead projector transparency and have the class copy it down in their notes. In this round, have the participants add any needed information to the answer given. Specialized sub-collections of longer activities , questions of the day and think-pair-share examples are also available. the green card group got 12, the pink card group got 6, etc.). Go around the room and have each group read its statements out loud.

When all questions are ready, rotate the questions so that each group has one that it did not write. When a group provides a correct question, give them the card. The amount of time allowed will vary depending on the group’s education level and complexity of the puzzle. Here’s some information you minght find useful to remember: Some handy reminders to help make lectures beneficial for you and everyone else: This activity is part of the On the Cutting Edge Exemplary Teaching Activities collection.

Most people don’t like to have empty spaces on their pages, so they will fill in the blanks with the information you provide.After a lecture segment, hand out a crossword puzzle quiz to each participant. You will need 5 of each amount if you have 5 categories. Next, ask the participants to get themselves in order from beginning to end. This page currently houses examples from the geosciences. Most people will write when you tell them to.

Once a participant gets a row, two rows, or whatever criterion you set, the game is over. Have them summarize the information you shared during your lecture on the card. What Students Say & Do – Keep in mind that even in a so-called lecture class, you don’t have to lecture the whole time.

Write the question (the answer) upside down on the reverse side of each card.
Review each of the summaries when all groups are done. At this point, the groups should open the bags and evaluate the answers to their question. During the second part, you can clarify misconceptions or gaps in learning regarding why a fact or application might be valuable.Divide participants into groups of 4 to 7 people. Simply hit the highlights? The other groups should identify on paper which statements are true and which are false. Divide your group into teams and have them create questions to the answers displayed on the wall/screen. Engage! Have them list why that is on the paper. Crumple and throw one more time. What’s an instructor to do?

For maximum interaction, you can then have them work in groups for a group answer before reviewing the answers yourself.This technique is a good one to use while you are lecturing. Then have them open the question and record an answer. Next, instruct participants to stand up, move around, and find the person holding the matching question or answer.To add variety to your lecture modules, divide your participants into groups of 3 to 5 people.

If nothing develops, move on. Nobody seems to like roleplays, but practice cases are okay. Once at the appropriate chart, ask the participants to write down what is particularly difficult. You can then add any needed information. They may either be basic or more complex. You can vary this exercise by beginning with prewritten questions on each page.25 Activities for Making Lecture-Based Training ActiveJust don’t call them roleplays! Hand them out randomly. Each group should have its own color. Longer Activities provide an opportunity to have the students work on more complex problems and with data sets. Consider giving a prize for the first correctly completed puzzle.

You then instruct participants to go stand next to the chart that lists the topic they find most difficult.


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