Sparking Learning
The Effective Trainers and Training section of FET will help you identify and begin to cultivate the skills you need BEYOND SPECIFIC CONTENT KNOWLEDGE to become an effective trainer.
Watch the video below from a TED Talk given by a high school chemistry teacher discussing how to spark learning in the classroom and focus on finding elements in this talk that relate to what you might do as a trainer to spark adult learning.
Complete the Sparking Learning ?Handout (page 3) as you watch the video and then take the Think Spot before proceeding.
Post three questions you have RIGHT NOW about becoming an effective trainer. Your Training Coach and other FET participants will be able to read and respond.
Note: You may want to write your specific questions down as you will be referring to those later in the Touch Point: Revisiting Your Three Questions.
Questions new Trainers may ask:
1. how do I stir curiosity for learning?
2. how do I include “reflection” in my training for participants and myself?
3. asking questions to the participants seem to put them on the spot, how can this be done affectively without put participants on the spot?
1. I like how he said curiosity comes first and we all have questions, I have to totally agree with that. I think everyone has questions. I do not know everything therefore, I have a lot to still learn about children and the way they learn. Children change, techniques change, and times change. It is my job to stay up to date about early childhood education and how to teach it while being fun, engaging, and informative.
2. Allow groups to share their reflections within a small group or ask them to do a small journal entry that asks them to reflect.
3. Ask opened ended questions which will allow them to elaborate on the topic at hand.
I. It is all about the WHY? When we can motivate kids to find passion in the why? That is half of the battle. He is really talking about Student Led learning and have student discover their own learning through interested and passion. Teachers are facilitator of student learning? If we can use questioning that builds on curiosity it will develop deeper learning and meaning.
2. I start my training out with a question about what they want to know about the topic. Throughout the training I will pull questions that enhance or validate the learning. At the end of training I also provide a plus/delta. I want to know what went well and what needs to be tweaked. It help me reflection and provide continuous improvement to my own training and growth.
3. I think if you allow open discussion and have them provide input to the training, questioning because naturally. I also have a piece of data that can be used to springboard discussion. I use a backward planning process to help with questions. What is our current state? What is our desired state? What do we need to get to our desired state?
As early childhood educators, I feel as if it is important that we ask “why” along side our children and help them discover new things, rather than just stating facts for them. It is also important that we give the adults we are training a reason to be engaged and curious. This can come by embracing a variety of teaching methods. We as trainers can include discussion and hands on experiences instead of just lecture type teaching. This this will keep the attention as well as give the material and training more life.
Curiosity, Embrace the mess, and practice reflection are three great ways to engage children in learning. Curiosity first opens up a whole realm of possibilities, from open-ended questions, experiments and so on. Embracing the mess allows children the opportunity to dig deeper for more understanding. Reflection gives them a chance assess what they have learned. As an ECE educator for many years, I found the most rewarding days were the ones that didn’t go as planned.
Most people learn more through experiences that simple lectures or coloring (for the children in the classrooms). Maggie learned so much through her experience of the experiment which I also experienced in the CDA of Ms. Dianna’s teachable moments with the paper colored apple, plastic apple and then a real apple.
His use of demonstration, visual support, and true passion for his topic really seemed to captivate his audience. Students require the same level of enthusiasm that this speaker showed. He truly had passion for his topic and presented it in a manner that reflected that passion. Students will not learn from a teacher that has no desire to be there. Our students require our desire for them to learn. They need us to allow them to be messy- to explore and enjoy learning. I think this chemistry professor is a great example of someone who lives his profession. His students are so inspired by his passion that they continue to learn and experiment even on their own. There is something so amazing about this. To me this should be the goal of every educator. We should want our students to be hands on and engaged learners in order to spark their curiosity.
the number one key to be a successful trainer is to know the content of the training. that will guaranty confidence when answering questions. Make open ended questions to motivate discussion and curiosity. Use individual personal experiences to build knowledge . Be hones and embrace challenges, they are an opportunity for learning . At the end of the training,summarized the lessons learn and the new discoveries.
In my efforts in training teachers I have tried to contextualize the content similar to how I did as a teacher in the school system. I want to help the students to try to figure out why we needed to know what was in the lesson.
What does it matter?
When would I use this knowledge?
As that is being done, the culture needs to be one of learning and acceptance, a safe place to ask questions. Often, as he did in the video, he made himself human, and this helps us to relax.
I was so glad he mentioned that student questions are the “seeds of real learning”. This validates the premise I’ve always had and advocate for so often, face to face training and how valuable it can be as it is great that we learn from other’s questions. This is often missed with online training. I also appreciated his willingness to open up about his personal health struggles it makes him more human and students can relate to him, sometimes highly intelligent people can be intimidating, for this reason I like that he incorporated something personal about himself, his health issue, his children, etc.
1. How can I balance an adult training so participants have enough time to share anecdotal experience, cover content, and engage them in some experiential learning?
2. How do trainers follow up with participants to hold them accountable for applying what they learn in training?
3. Is it effective to let the participants really lead the discussion, share ideas and experiences with others rather than the trainer talking the entire time. How do we gauge what the participants already know/don’t know?