Trainers, will participants in your training remember a new idea or skill after one experience with it? You “taught it” but did they “get it?” The fact is that most adults won’t remember a new concept by being exposed to it only once. The human brain needs repeated interaction with a new idea in order to store it in long term memory. Help your participants move ideas from short term memory to long term memory by using the “6 Times, 6 Ways” formula in each training you conduct.
What is “6 Times, 6 Ways?”
Active learning expert, Sharon Bowman has presented the “6 Times 6 Ways” idea at Train the Trainer events hosted by the Center for Child Care Career Development. The concept of “6 Times 6 Ways” is simple. If you want to make sure that the majority of the participants will remember an idea after they leave a training, make sure that the participants learn the material six times and in six different ways. So, at this point, you might be thinking or saying, . . .
“Do I really need to teach the same material six times? Isn’t that overkill?”
“But I have so much information to cover! That takes too much time!”
“How can I teach the material six times and still make sure that the learners get all of the information they need?”
At first glance, “6 Times 6 Ways” sounds like a lot of work. Also the “6 x 6” idea contradicts the traditional training style that most trainers have been taught to use. You may be skeptical, but read on to discover more about this idea and get examples of how you can put “6 x 6” into practice.
Example for 6 Times 6 Ways
Ms. Trainer is planning a two hour training about integrating natural items into dramatic play centers for preschoolers. Her main learning objective is “Participants will draw a plan for a dramatic play center that . . .
- includes at least 4 different types of natural items
- provides at least 2 working spaces in which children can face each other
- provides opportunities for children to manipulate/alter/rearrange the natural items.”
Before Ms. Trainer writes her training outlines, she writes a list of active learning strategies – ideas that will help the participants engage with the learning topic.
Participants can . . .
- In small groups, write a list of the benefits of using natural items in dramatic play centers followed by a list of possible issues/problems that may arise.
- View photo slides of dramatic play centers that use a variety of natural items and identify appropriate ways that children might use the natural materials.
- Pair with a partner and brainstorm lists of natural items that support a theme such as fall, beach, flowers, evergreens, etc. using a graphic organizer/mind map.
- Draw a plan of a dramatic play center that includes the specifics in the learning objective. Also reflect on the plan drawing and write 3 benefits of the plan.
- Analyze the drawing and list potential behavioral conflicts that may arise (such as children may make too much of a mess and not clean it up.) Swap drawings with a partner and share A and B with the partner about their plan.
- Create three ways to plan for and deal with the conflicts that may arise regarding the floor play and interactions.
If Ms. Trainer didn’t know about “6 Times, 6 Ways” she might have prepared a lecture and a visual slides in which she simply shared lots of ideas and examples. Lecture and slides have been the accepted way to “train” adults for many years.
Brain research from the past few decades has informed the training industry that the brain requires multiple experiences to recall concepts. Ms. Trainer created many ways for the participants in her training to learn about using natural items in dramatic play centers.
Which way of teaching better prepares a classroom teacher for adding natural items to a dramatic play center? A traditional lecture and power point approach or the “6 Times 6 Ways” approach? In the traditional PowerPoint lecture style, learners only get to listen and see photos. In Ms. Trainer’s “6 Times 6 Ways” approach, the learners get to write, draw, discuss, evaluate the plans of others and plan ahead for potential conflicts.
Interested in Training about Natural Items in the Dramatic Play Area?
This article was written to illustrate how a trainer used the concept of “6 Times 6 Ways” to plan a training, but if you are interested in the same training topic to plan your own training – about using natural items in a dramatic play area, here are some great web resources to check out:
Have you ever wanted to do a training and couldn’t locate the correct training roster? This article will provide tips for keeping your training rosters organized on your computer or cloud/drive so you can always find them quickly.
I’m Kelly Pfeiffer, one of the Training Coordinators at the Center for Child Care Career Development and I’m here to help. I’m going to share how I save my electronic rosters on my computer so that I can find them in a matter of seconds.
Before I became a Training Coordinator at CCCCD, I trained child care providers for more than 10 years. When I developed a training, I would often teach the same training over and over again to different groups over a span of two to four years. When someone called me to ask for a training, I needed to be able to find the correct roster on my computer and print out a copy to take with me to each training. Over time, I developed a simple system for storing my CCCCD rosters so that I could locate them quickly, print them out and have copies ready for each training event.
For my system, I created specific folders on my computer and saved my rosters in those folders. You can use my system or create one that works best for you. If you don’t know how to create folders, then watch the helpful video that I include at the end of this article.
Here’s how I organized my files so that I can easily find the correct roster when I need it. I created one file called “Child Care Trainings.” Then in this file called “Child Care Trainings”, I have sub folders. I created one folder for each topic area.
To view the content within a folder, double click on the folder name.
After I double click on the folder, I can see the folders for each of my trainings. I have three Growth and Development Trainings called A Child’s Palm Pilot, Gross Motor Milestones and Social-Emotional Development.
I store my documents for each training in each corresponding folder. So I can double click on “A Child’s Palm Pilot” and see my files that I need for that training – the handouts, the roster and the training outline. I can click on each document and print it out to take with me. This is also helpful if I need to email these documents to anyone else. If I am training for an agency and they are printing the handouts for the training, I can create an email, click attachment and then easily find the handouts file in this folder system to attach the correct document.
How to Save a New Roster on Your Computer
After you submit your training outline to CCCCD, you’ll know the training is approved when you receive an email with the roster attached. In your email, click on the roster to “open” it. Next click on the word “file”, then click on “save as.” On the left side of the screen, you’ll see a list of file folders. Choose the appropriate file folder that you want to save the roster and click “save.”
What if I don’t understand about folder systems on computers? To get an introduction to how folder systems work on computers, watch this video.
How do I create a new folder? For more information on how to create folders, watch this short and helpful video.
How do I move and rename folders? For a tutorial on how to move folders and edit the names of the folders, watch this video tutorial.
Share Your Tips
If you have a great way to organize your training rosters or supplies, please e-mail us about it. We’d like to interview you and share your organization tips.
Get the brain’s attention by providing interesting graphic organizers for training participants. Graphic organizers . . .
- provide visual cues to adult learners
- give adults the opportunity to write about a topic
- can be used to review content in novel ways
What are Graphic Organizers?
Most of us have seen graphic organizers and used graphic organizers. We just may not have known that they are called graphic organizers.
A graphic organizer consists of shapes and lines arranged on a page. The design of the shapes and lines help adults visually see how different concepts and topics are related.
How Graphic Organizers Help Adults Learn
Why are graphic organizers helpful for adults? Here are a few of the reasons.
- Vision Trumps All Other Senses: In Brain Rules by John Medina, Rule #10 is “Vision Trumps All Other Senses.” Graphic organizers serve as a strong visual way for the adult brain to take in information.
- Images are Memorable: The brain thinks in images (rather than words). Graphic organizers create a “picture” for the brain. “The more visual the input becomes, the more likely it is to be recognized — and recalled,” writes Medina [Brain Rules, Pear Press, 2008.]
- Graphic Organizers Can Be Interactive: One of the best ways to use graphic organizers is to give them to adult learners with just the graphic organizer shapes but no information filled into the shapes. In Using Brain Science to Make Training Stick [Bowperson Publishing, 2011] Sharon Bowman tells us that “Writing Trumps Reading.” Let your participants write in or draw in the content they are learning at different times during the training. Your participants are more likely to remember the information if they write or draw in the graphic organizer with words, symbols or images.
Find Free Graphic Organizers on the Internet
Lots of free graphic organizers are available on the internet. One easy way to search for these is to type “free graphic organizers” into a search window and choose “images” on one of the bars near the top of the screen.
Reuse Graphic Organizers for Child Care Related Topics
Many of the free graphic organizers found on line are ones used by teachers working with school age children. That’s okay. You can still use graphic organizers and use it for your training topic to train adults in child care provider trainings.
If there are words or titles on the graphic organizer that don’t relate to your topic then your have two options.
1. Print a copy of the graphic organizer then white out the words you don’t want to be there and then make a copy of that on a copier.
2. Create your own version of the graphic organizer using one of the methods in the next section of this article.
Make Your Own Graphic Organizers – Helpful Resources
If you’d like to create your own graphic organizers to use for training adults, here’s a short list of helpful resources:
- Worksheets Work Website: Choose from 14 different types of graphic organizers at this section of Worksheets Work and customize them for your needs.
- Microsoft Word or Microsoft Publisher: You can also create your graphic organizers using Microsoft Word or Microsoft Publisher. After you open the program, click on the “insert” button at the top of the screen and then click on “shapes” to see a variety of shapes you can use to easily create your own graphic organizers within your hand-outs.
- Learners Can Draw or Write the Graphic Organizer: Ask your adult learners to draw a “window pane” or other graphic organizer on paper. Another option is to provide a piece of blank copy paper and ask learners to fold the paper in a specific way and then unfold it so that the folds serve as the “lines” of a graphic organizer.
Useful Tips from Sharon Bowman
To refresh your memory of how to use graphic organizers in your trainings, read this article from Sharon Bowman called Nifty Notes: Involving Learners with Graphic Organizers.
What is a Pecha Kucha? Do you know how to pronounce Pecha Kucha? Most importantly, how can Pecha Kucha enhance your training for adults? Read on to learn the answers to these questions and watch a video example of a Pecha Kucha.
What is Pecha Kucha?
Pecha Kucha (pronounced Pe – Chak – Ku-Cha) is a short format for presenting Power Point slides. A Pecha Kucha presentation uses only 20 slides and each slide is shown for only 20 seconds each. So that’s 20 slides x 20 seconds each for a total presentation time of 6 minutes, 40 seconds.
How Can Pecha Kucha Be Used as an Engaging Mini-Lecture?
Mini-lectures are supposed to be “mini” or “short.” A mini lecture or lecturette should last between 5 and 12 minutes. Why? Because of the 10-minute rule. The 10-minute rule is a guideline for trainers to change something in the training every 10 minutes.
This is because the adult brain tends to wander and get bored with the same activity after about 10 minutes. Read the rationale for this in John Medina’s article, Brain Rules: The 10 Minute Rule.
You may be more familiar with Ted talks, which stretch the 10-minute rule to 18 minutes but Ted talks are limited to a short presentation time for the same brain based reasons.
Watch a Pecha Kucha Presentation
Pecha Kucha “nights” and events happen all over the world. Crowds gather to watch others present content using the Pecha Kucha format on almost every day of the year. To find a live Pecha Kucha event in your area, visit PechaKucha.org.
To get an idea about how a Pecha Kucha presentation is given, watch one of the videos below of Pecha Kucha presentations. Notice that use of images for the slides and the lack of words on the slides.
-Teaching Kids to Fail by Maurya Couvares, Scripted
Mindfulness in Education by Carolyn Chandler
How to Use Pecha Kucha in Training Sessions
A Pecha Kucha format can be used any time you would use a mini-lecture but it can also serve as other interesting parts of a training. Consider using a six minute and forty second Pecha Kucha presentation as an/a . . .
- Opener – Peak interest visually to begin a training session
- Mini-Lecture – an engaging way to deliver content about a specific topic
- Story Example – highlight an example about your content with 20 slides that tell a story about a child, a teacher, a classroom, a parent, a center, etc.
- Visual Case Scenario – If you want participants to use a scenario to apply and practice skills, make the scenario come to life through the visuals in a Pecha Kucha format
- Image Rich Review – Near the end of a session, spend 6 minutes and 40 seconds to show visual examples of how concepts (presented in your training) have been implemented in real life or could be implemented
The possibilities are endless for using the Pecha Kucha format in your training outlines.
- Decide on a narrow topic and the “need to know” information about the topic. (Exclude the “nice to know” information.)
- Divide the content into 20 parts. (Write each point on a sticky note or type into a table on Microsoft Word.) Develop this into your “script” to narrate through the slides.
- Find photographs and images for each slide.
- Practice a few times to make sure that your script for each slide fits into the 20-second time frame.
Tips for Creating Slides for a Pecha Kucha
Check out a few of the resources listed below for templates and different ways to plan your Pecha Kucha presentation.
- 5 Tips to Pecha Kucha Excellence, a super helpful video by Charles Greene III, Presentation Magician
- Your Ultimate Guide to Giving Pecha Kucha Presentations by Paul Gordon Brown
- Inquire To Create a Pecha Kucha Presentation by Thoughtful Learning
The Center for Child Care Career Development is transitioning from using social security numbers to student numbers to document training. Now, people who attend child care training for DSS credit can sign a roster and receive DSS credit using their six digit Student Number instead of a full or partial social security number.
If you visit the CCCCD website, you’ll notice the image below that prompts child care providers to find and begin using a student number for documenting training hours to a transcript.
Why the Change to Using Student Numbers?
Identity theft is a serious concern and CCCCD strives to protect the security of all training participants. This change is being made to safeguard sensitive information (the social security number) of the individuals who sign DSS rosters.
Encourage Use of the Student Number
Trainers, near the end of your training session, when you ask participants to sign the roster, encourage them to write their Student Number on the roster instead of using a social security number or partial social security number.
Participants may still use a social security number during this transition period, so assure participants that they will get credit for the class by using either a full or partial social security number. At some point in the future, you will notice that new rosters issued to you will ask participants to write either a social security number or a student number.
Where Can an Individual Find a Student Number?
The Student Number is located at the top right hand corner of each transcript. If a Child Care Provider wants to find his or her student number, he or she must visit the CCCCD website, click on DSS transcripts and sign in. After signing in, the next step is to click on the word “transcript.” On each transcript, the six digit Student Number is highlighted in bright yellow to make it easy to spot.
What If an Individual Doesn’t Have a Student Number?
If an individual does not have a student number, he or she can sign a DSS roster using a full social security number. When the roster is processed, the individual’s transcript will be created along with a Student Number.
If You Get Questions from Participants . . .
You may inform individuals that they will be receiving communication about this change from CCCCD in the near future. If individuals have additional questions, tell them they can call CCCCD at our toll-free number, 866-845-1555 (inside South Carolina) or our direct number, 864-250-8581.
As a timeless saying tells us, “A picture is worth a thousand words.” The human brain doesn’t “think” in words, but rather in images. One way trainers can boost learner engagement and increase learner retention is to use more images and fewer words to teach participants.
Images Trump Words in the Brain
In Using Brain Science to Make Training Stick (2011, Bowperson Publishing), Trainer Sharon Bowman writes about six learning principles that trump traditional teaching.
Learning principle #3 tells us that “Images Trump Words.” In this section of the book, Sharon quotes research that supports how the human brain is wired to remember and store images rather than printed words. Trainers, if you want your audience to remember and use information, concepts and connections, then help them store the information through the use of an image rich training experience.
- Images are a Brain Turn On: Images helps the brain stay engaged and pay attention.
- Images Evoke Emotions: Emotion drives attention, so the brain focuses and stays more engaged when emotions are attached to the learning content.
- Images Trigger Long Term Memory: Because the human brain is wired to remember both images and emotions, images help the brain store new information in a way that is easier to retrieve than using only words.
- Images Create Short-cuts: It takes less time for the brain to “read” an image versus reading words.
An Example in Action of “Images Trumps Words”
Teachers at Trinity School in Atlanta, GA experimented with the concept of using images for note taking. They met together as a group several times and watched TED Talks while drawing images to record their observations and reflections. Read about their results and how it inspired them to make changes in the way they taught in the classroom in Making Learning Visible: Doodling Helps Memories Stick.
7 Awesome Ideas for Using Pictures & Images to Teach Adults
Now that you know how much the brain likes images instead of words, try using some image rich strategies in your training events. Below you’ll find seven useful ways to integrate pictures and images into your training design.
- Use Drawing Activities: To reinforce ideas ask participants to draw a simple sketch. To review diaper changing procedures, maybe the participants are asked to draw a sketch of a changing table that is ready and well equipped to change diapers. This could be done as a pre-test and a post-test and then the learners can compare the two sketches to see what they have learned in the training.
- Immerse Slides with Images: Gone are the days of power point slides with words scattered across the screen. Primarily use images and photographs to support your comments or lecture points. For examples and to learn more, click through Sharon Bowman’s Slideshare called Preventing Death by Powerpoint.
- Use Printed Photographs: Add printed photographs and/or postcards to learning activities. In a training on diaper changing procedures (mentioned above) print out photographs of diaper changing stations and give them to your learners to work together in small groups. For example, after learning about the proper equipment needed for diaper changing, ask learners to look at the pictures and identify the essential supplies in the photograph. Is everything there within reach in the photograph? If not, what is missing?
- Cut Photos from Catalogues: Learning supply catalogues can be a great resource to use in a training. Cut out product photos that relate to your training topic and put a certain grouping in envelopes (one envelope per small group in your training.) Hand out an envelope to each small group in your training and give the groups specific instructions on what you want them to do with the product photos. For example, if you are training about setting up a block center, you might hand out product photos of different types of blocks and other supplies that might support block play. Then in the training, ask the small groups to look through the product photos and choose supplies that they would definitely want to include in a block center. Next, the groups could look back through the product photos and choose items that might be added to a block center throughout the school year.
- Add Graphic Organizers for Note Taking: Have adult learners use visual note taking as part of your training. You can create graphic organizers for the participants to write or draw in. You can even ask learners to fold a blank piece of paper two, three or four times and then unfold it to create boxes to write or draw information. For more about using graphic organizers, check out Sharon Bowman’s article, Nifty Notes, Involving Learners with Graphic Organizers.
- Say It with Symbols: In Using Brain Science to Make Training Stick, Sharon Bowman suggests to create learning activities that “say it with symbols.” Ask your participants to reflect back on what they’ve learned in the past ten minutes about the training topic and create a doodle, squiggle or image that represents it. After participants draw the image, ask them to explain it to another person in the room or to their table group. Read more ideas for using images in your training in Using Brain Science to Make Training Stick.
- Encourage Learners to Create Metaphors as Images: When adult learners create their own metaphors, they build new learning pathways that help them remember what they have learned. After you’ve introduced a topic and your audience has had a chance to explore it, consider using a metaphor activity to help learners reflect on the new topic. Thinking with metaphors creates helpful pictures for the human brain. Read specific ideas for using metaphors in these two articles: Using Metaphor to Build Community and Positive Climate by Jen Stanchfield and The Magic of Metaphors by Sharon Bowman.
Using images and photos will help your adult learners remember your training topics and store them in long term memory. In John Medina’s book, Brain Rules, Rule #10 is “Vision trumps all other senses.” Medina writes, “. . . the more visual the input becomes, the more likely it is to be recognized – and recalled.” As you experiment with new ways to integrate images and photos into your trainings, we’d love for you to share! Send your training photos to Kelly.Pfeiffer@dss.sc.gov. We might use them in a future blog post.
Helen Barnes is a Quality Coach for South Carolina Child Care Resource and Referral Network. She worked as a preschool director for 10 years in North Carolina and 2 years in South Carolina. She enjoys every opportunity to get back in centers and Family Child Care Homes and working with providers to enhance quality. When not working, or eating (a self-proclaimed foodie), Helen can be found reading a novel (currently on a Harlan Coben kick)!
10 Questions with
Master Certified Trainer
1. Tell us about your training style using a color, an adjective, and a shape.
The color of my training style would definitely be ORANGE. I read an article once that fast food restaurants use the color orange because it stimulates appetite. When I train, I wish to satiate participants hunger with new ideas to take back to their classrooms but at the same time stimulate their appetites; inspire life-long learners.
My training style adjective would be ADVENTUROUS. When participants walk into my workshop, I want them to have fun and be actively engaged as I challenge them to higher heights and levels of thinking.
An OCTAGON would be the shape that could be descriptive of my training style. This shape has so many points on it and I think of “point of views,” on evaluations. Participants really seem to enjoy the activities in which they get to express their points of view.
2. What helps you stay organized and on schedule while training?
I like to have a certain flow to the training that helps to keep me organized and on schedule. I ensure that the objectives build one behind the other so that I can move from one to the next effortlessly. As the participants are thinking about what they learned and ask a question, I can say, “I am so glad you asked that, or that brings us right into our next objective.” I also try and make sure that I am not doing all the talking and build in time for the participants to express what they want to say without having to hurry them along.
3. Where do you find inspiration for new and different training activities?
It has been my desire to attend as many of the Train-the-Trainers as I possibly can. I have truly been inspired by the new resources that I receive every time I am in attendance. I utilize these resources and incorporate them in my trainings. I also enjoy and am inspired by watching my peers conduct workshops and how they present training activities.
When I am training, I realize from experience that it is 1) important to introduce new ideas (even if it is Blood borne pathogens, I personalize a point or two with a story from my 12 years as a director). 2) I always want to give the participants a graphic organizer, even if it is a blank sheet of paper to write something on. I share with them that I am a doodler, while I am listening I am drawing circles and flowers, etc. and it helps me focus and I invite them to do the same. Finally, 3) I really want the information to be meaningful. I always relate the information back to intentional teaching.
(Get ways to use graphic organizers in Nifty Notes: Involving Learners with Graphic Organizers by Sharon Bowman)
I would definitely say the SKYTOWER. It has a glass enclosure and lets you in at the bottom, slowly takes you all the way to the top, spins around so you can see the whole park and slowly comes down again. I have a very laid back personality, but am very inquisitive. I like to take things slowly to make sure that I get it all in. I am friendly and fairly transparent (the glass enclosure), and like to see everything and I don’t usually miss a thing.
6. In your role as a trainer, what’s your superpower?
My superpower is ENCOURAGER. I don’t take it for granted that early childhood is an easy profession and we have been consistent in change. I want to encourage everyone in the field that it is a great professional choice and that to be better recognized it is important to rise to the same professional demands of other highly recognized professionals (doctors, lawyers, etc.). I encourage them to think about what makes those professions great (education, professionalism, specializations, certifications, etc.) and to go for it.
7. What are your improvement goals in the coming year as a trainer?
My improvement goals always include to stay current on the changes and trends that are happening in early childhood. I will continually seek new opportunities to sit in and engage in workshops where I can learn and then teach.
8. What do you know now about training that you wish you’d known when you first started training?
A lot! Two things that I wish I knew when I first started training that jumped out that I practice now are: 1) I don’t know everything and I learn a lot from the participants (so let them talk); and 2) Even if the information is good if you do not allow the participants to be actively engaged, you will lose them.
9. In your professional opinion, every training needs. . .
10. Every trainer needs to be . . .
Trainers, if you didn’t get to attend CCCCD’s spring Train the Trainer events, you missed a real treat! Here’s a recap of the March, April and May events.
Innovative Training Techniques by Rich Meiss
Rich Meiss wowed with two full days of creative ideas to use openers, closers, interactive hand-outs, a Training Design Funnel and other ways to engage participants. New and novice trainers walked away with lots of new tools to use in designing and delivering effective training.
Watch a short video of Rich Meiss as he explains the “ACT” of closing a training. At the end of this video, Rich states to enjoy these closers. Here are links to two closers that Rich refers to: Closer Window and Piece of Pie.
Practice Makes Permanent! by Sharon Bowman
Sharon Bowman’s seminar focused on “Concrete Practice Strategies to Make Content Stick.” One of the main ways the brain remembers new knowledge is to practice using it. This concept is called concrete practice – when learners actively practice applying knowledge during a training.
To actively learn and remember what concrete practice is and is not, participants visited three different engaging table stations. Later they critiqued training activities through a “Grab and Gab” activity and created a graphic organizer – a “Wheel of Choice” on which they recorded concrete practice activities to use when they plan trainings in the future.
Planning Physical Activity by Rae Pica
Rae Pica traveled from Alexandria, VA and took a break from her busy life producing BAM Radio to spend the day with trainers. Rae presented helpful facts and information about the benefits to both a child’s body and brain when children are engaged in movement. Trainers left equipped with knowledge and examples to use in future trainings about developmentally appropriate physical activity for children.
If you are registered for any Train the Trainer seminars in July, 2015, we look forward to seeing you there. The July seminars are completely full.
If you are interested in attending future Train the Trainer seminars offered by CCCCD, look for announcements in your e-mail box near the end of 2015.
Bloom’s Taxonomy of the Cognitive Domain (a fancy term for six critical thinking skills) has been around for a very long time and is still taught as part of educational pedagogy in most colleges and universities across the USA. Although many educators and trainers are familiar with Bloom’s, the percentage of them that deliberately design courses and programs using Bloom’s is probably quite small. Why?
Let’s face it: It’s challenging and time-consuming to create courses and programs that give learners opportunities to use all six critical thinking skills instead of just one or two. Want to test learners to see how well they recall facts you’ve taught them? That’s easy: just give them a pencil-and-paper test and they will have used the first of the six thinking skills – remembering. Have them explain the facts to someone else and they will have used the second thinking skill – understanding.
From there, it gets more difficult to figure out what learners are really taking away with them from a class or training.
- Can they use the information in real-life situations? That’s the third thinking skill – applying.
- How about analyzing (fourth skill) the facts for missing information?
- Or evaluating (fifth skill) the facts to determine whether or not the information makes sense in different situations or circumstances?
- Or creating (sixth skill) new ways to use the information?
Why would you want to have learners use all of these six thinking skills when learning new content? There are many answers to this question, but I’ll just share two:
1. Learners will remember the content longer because they’ve spent time thinking more critically about the information.
2. Learners will be able to use the information you’ve taught them in more complex and meaningful ways in real-life situations.
Here is a short PDF-formatted slide presentation that will give you a humorous yet informative introduction to Bloom’s Taxonomy of the Cognitive Domain: Gearing Up With Bloom’s. The slides will help any trainer or educator understand more about Bloom’s six critical thinking skills.
For the best impact, view it in full-screen mode and advance the slides by using your right arrow key. Enjoy!
Linda Lawson is a Master Certified Trainer who is also the Director of the Ida Thompson Child Development Program at Spartanburg Regional Hospital, now managed by Bright Horizons. Linda has served in many capacities in child care for the last 30 years. She fell in love with the field when she began teaching 3 year olds in her church’s preschool program.
1. What one word best describes your training style?
2. Where do you find inspiration for new and different training activities?
Other trainers and trainings, articles from the internet or early education magazines, and Sharon Bowman is the best resource ever!
3. In your trainer role, what’s your superpower?
Presenting information I feel passionate about.
4. What helps you stay organized and on schedule while training?
It is helpful to me to have the details in writing with times notated when I should finish one section and begin another – it serves as somewhat of a “map” for me.
Pair share – where they have to find a “matching” person to share information with.
6. If you were a box of cereal, what would you be and why?
Honey Nut Cheerios because I am sweet and basic, nothing fancy.
7. What’s one item you take to every single training?
My “map”! (described above)
8. In your opinion, what’s the biggest challenge about training adults?
Giving them information they can use and will attend to – since they are required to be there and we usually have a variety of ages the teachers work with in attendance.
9. How would you like to improve as a trainer?
I would like to broaden my range of topics to cover in training.
10. What one piece of advice would you give to new trainers?
Know your subject but be prepared to go with the flow as the class “unfolds”.