Dusting off the Tool Box: Tips for Trainers

Section 2: Handout 6

Instructional Approaches and Learning Strategies

To assist instructor to achieve a balance in presenting information, several learning structures are described below.

Ice Breaker
Ice breakers are simple activities that often begin a class or training. They are used to help people learn each others names, connect names and faces, introduce or focus on a topic, and encourage people to share and relate their own experiences. A carefully selected ice breaker sets the climate and tone for the training and can serve to create a relaxed, comfortable, and positive learning environment.

Affinity Diagram
This is a structured form of brainstorming. It’s a creative rather than logical process that produces consensus by sorting cards rather than by discussion. It gives each individual an opportunity to contribute in a nonthreatening way. The affinity diagram is useful when gathering input about a particular subject, theme, topic or issue and when there are a large number of ideas and opinions. This structure is used to actively involve participants in looking at particular topics that are known to them but which need to be grouped and organized around a specific concept. The added benefit of using this structure is the creation of a concrete product or plan that can be used to take information home to further work on and apply to their practice. The affinity diagram involves 5 steps. Before beginning the activity the instructor articulates an “essential question” or possesses a specific issue from which participants can begin sharing information and thoughts.

Step 1: Brainstorm

• Follow the guidelines for brainstorming
• Record one idea per note
• Be creative, think big, look at all areas
• Write legibly

Step 2: Post on Chart Paper

• No talking
• Post anywhere
• Read and review what’s posted

Step 3: Sort

• Sort into related groups
• No talking
• Gut reaction—rapid process
• All participants jump in (individual sorting is done simultaneously)
• If disagreement, don’t discuss, simply move. If disagreement continues, create duplicate note and place one in each

Step 4: Develop Headers

• Be concise
• Complete thought (5-7 words is best!)
• Should make sense standing alone
• Captures essential link in all under it
• Should have consensus of group
• Place at top of each grouping

Step 5: Draw the Finished Diagram

• Connect the Boxes
• Review the work

Story Telling
Story telling is a strategy that provides participants with concrete experiences related to the topic and helps to generate a personal connection to the material. Instructors can provide a sample story to illustrate a particular issue or idea or can ask participants to share a story that gives an example of something they’ve experienced or are having concerns about. Stories also provide a way to discuss observations and impressions about what is working or not working in a particular situation. Stories used as a small group activity provide an opportunity for participants to reflect about their own experiences, reactions, and approaches to emotional or sensitive topics and offers problem solving opportunities within a classroom community.

Guided Video Viewing
This is an information processing approach to assist participants in gathering particular content. When working with a new group of participants or a class new to formal education, this structure assists participants to develop observation and recording skills. As an added feature, the instructor can provide a format or template for documenting information, allowing time for the larger group to share and compare responses.

Visualization
This teaching strategy is a powerful tool for tuning into one’s past experiences. It is to be used carefully as it can access feelings that people don't always know they have. It bypasses the conscious, linear part of the brain and goes right to the intuitive. This teaching strategy can be done with eyes closed or focusing softly on a spot, letting the mind drift from the here and now, back to a time when…(fill in the topic of discussion). These memories and feelings can often be shared, if the participant wants to, and comparisons can be applied to current child care issues.

Turn to Your Partner
One way to provide a structure that quickly incorporates opportunities for participants to think about and discuss what they just learned is to use Turn to Your Partner. This approach can be used to balance a lecture or discussion. Participants are asked to turn to the person sitting next to them and to discuss 3 key points made during the last 10 minutes, share a situation in their program that highlights this subject, and discuss concerns they might have regarding what was just discussed.

Think, Record, Pair, and Share
Think, record, pair, and share is an expansion of the above strategy to assist participants in reflecting and integrating the information presented. This strategy can be used to break up lecture information and provide participants with an opportunity to respond to questions, analyze how the information presented could be used or tried out in their setting, and move from self-reflection to articulating a viewpoint. Instructors provide participants with a question or issue, ask participants to think about the question and the material covered, and record their thoughts. They are then asked to discuss their information with a partner and share responses with the entire class.

Find Your Spot
Find your spot can be used to build class community and to identify and share information, beliefs, and opinions about a particular subject. This strategy can be used to quickly connect participants and allow participants time to learn about each others’ values, beliefs, likes, and talents. Instructors can pair this activity with content specific information or just provide time for sharing around global areas of interest (e.g. favorite seasons or favorite colors). Typically, this strategy is effective at the beginning of a class, when introducing a new subject, or when beginning with a new group. Instructors prepare for this activity by posting corner signs or numbers in designated places in the room. Instructors then announce the areas, provide time for participants to think about and choose their spot, and ask participants to move to their selected spot. Once in their location, instructors provide guidance on topics to discuss and share.

Jigsaw
A jigsaw is a cooperative learning strategy used as an alternative to lecturing or as a way to read articles and materials and to share knowledge with others. It gives participants an opportunity to learn a particular subject or strategy, become “expert learners,” and teach others this information. The advantage of using this strategy is to provide participants with the opportunity to direct their own learning and to reinforce their learning by teaching others new information. This approach divides the class into cooperative learning teams and then into expert teams within those learning teams. The expert teams are provided specific reading materials or information. After reviewing and discussing the materials, the “experts” return to their learning groups and teach this new information to the other members. This approach can be helpful to participants by providing a template for gathering and sharing information while reviewing the readings and working in teams.

Walk Around
The walk around is a different form of brainstorming and gathering information. It provides participants with an opportunity to get individual, group, and collective input, information, and ideas about a particular topic. This strategy also provides for bodily-kinesthetic learners and participants who need an energy boost during a class. Chart paper is posted with a topic or question written on top, and groups of participants work together at each of these stations. Groups are given different colored markers and are asked to choose a recorder and facilitator. Participants are asked to quickly brainstorm responses and write down their thoughts on the paper. After a designated period of time (2-3 minutes) groups are signaled to rotate to the next station, review the information, and add to the list. Groups continue to rotate until they returned to their original station. As a final review, all groups are asked to circulate and review their collective work. Finally, the instructor or volunteer participant summarizes the findings.