Why is this topic important?

We talk too much. As trainers and teachers, we bore our learners to death. We don’t mean to. We truly think that we are doing the opposite. But the fact remains: As long as learners are passively sitting and listening to us talk, they are not learning much. It gets worse. Those of us who train trainers, or who teach people how to teach, are often modeling the exact strategies we rail against. We lecture about not lecturing. We read straight from our PowerPoint® slides. We ignore current brain research and use outdated instructional strategies that never worked well to begin with. To compound the problem, as more people realize that they can get a wealth of knowledge from the Internet—what they need when they need it—there is absolutely no reason for them to sit in a classroom and waste their time while someone drones on and on. They know this. The resistance to this type of learning grows stronger with each generation.

So as trainers and teachers, the single most challenging thing for us to do is to step aside and allow learners to learn. Real learning takes place when we stop talking and our learners start talking. Real learning takes place when learners participate in the instructional process, from beginning to end. And real learning takes place when learners become active creators of their own learning experiences. Brain research on how humans learn supports this. For the sake of our learners, our companies and educational institutions, and our own satisfaction as facilitators of learning, we need to learn other ways of training, ways that engage learners from the moment they walk into the room until the moment they leave.

What can you achieve with this book?

Training from the BACK of the Room! gives you sixty-five ways to step aside and let your learners take center-stage as they discuss, question, reflect, experiment, participate, present, practice, teach, and learn from each other. You’ll change the traditional and ineffective “trainers talk; learners listen” paradigm to a more powerful and brain-friendly approach: “When learners talk and teach, they learn.” You’ll be immersed in a simple, four-step instructional design and delivery process that involves learners every step of the way. You’ll explore useful brain research and put to rest some outdated assumptions about how humans learn. In the end, you’ll combine all of this to create learning experiences that are profoundly different from traditional instruction.

How is this book organized?

Training from the BACK of the Room! begins with an introduction to the need-to-know information: what’s in it for you, current brain research that supports the book’s concepts, and the 4

Cs—a brain-friendly instructional design and delivery process. Each of the following four parts of the book gives you definitions, descriptions, and practical training strategies for each step of the 4 Cs:

• Part One: Connections—Fifteen opening activities that connect learners to the topic, to each other, and to what they want and need to learn.

• Part Two: Concepts—Twenty strategies that engage and involve learners during the lecture or “direct instruction” training segment.

• Part Three: Concrete Practice—Fifteen strategies in which learners actively review content and practice new skills.

• Part Four: Conclusions—Fifteen learner-led summaries, evaluations, and celebration activities.

In addition, you, the reader, will be encouraged to participate in short, quick learning activities that you can use with your own training topics. Finally, this book offers a section of nice-to-know information that will add to what you have learned: the secret about adult learning theory, a fresh way approach to learning outcomes, more collaborative learning strategies, tips for interactive e-learning, and great resources to expand your own learning adventure. Welcome to Training from the BACK of the Room!

About Pfeiffer

Pfeiffer serves the professional development and hands-on resource needs of training and human resource practitioners and gives them products to do their jobs better. We deliver proven ideas and solutions from experts in HR development and HR management, and we offer effective and customizable tools to improve workplace performance. From novice to seasoned professional, Pfeiffer is the source you can trust to make yourself and your organization more successful.

Essential Knowledge Pfeiffer produces insightful, practical, and comprehensive materials on topics that matter the most to training and HR professionals. Our Essential Knowledge resources translate the expertise of seasoned professionals into practical, how-to guidance on critical workplace issues and problems. These resources are supported by case studies, worksheets, and job aids and are frequently supplemented with CD-ROMs, websites, and other means of making the content easier to read, understand, and use.

Essential Tools Pfeiffer’s Essential Tools resources save time and expense by offering proven, ready-to-use materials—including exercises, activities, games, instruments, and assessments—for use during a training or team-learning event. These resources are frequently offered in looseleaf or CD-ROM format to facilitate copying and customization of the material.

Pfeiffer also recognizes the remarkable power of new technologies in expanding the reach and effectiveness of training. While e-hype has often created whizbang solutions in search of a problem, we are dedicated to bringing convenience and enhancements to proven training solutions. All our e-tools comply with rigorous functionality standards. The most appropriate technology wrapped around essential content yields the perfect solution for today’s on-the-go trainers and human resource professionals.

To my Aunt Marnet,
Margaret Cote,
who did the loving “Mom” things
and persistently pushed me
to write this book.

And to Ross Barnett,
my life mate, helper, encourager, partner,
for everything he is and does,
which makes this work possible.

Foreword

Sharon Bowman writes about how trainers need to think about learning, plan learning experiences, and deliver the goods in a class or training. Her suggestions are clear, simple, and commonsense. She doesn’t get hung up with behaviorism, flow charts, human performance models, levels of evaluation, or complex learning objectives. Her writing is not sufficiently obscure to appeal to doctrinaire instructional designers and academic design gurus. So, if you consider yourself an expert instructional designer, with all the associated jargon, this book is not for you.

Roger Schank has a four-word explanation of what’s wrong with training: “It’s just like school.” School clings to vestiges of a bygone era: Students get the summer off to help bring in the crops. Schools are literally an alternate reality, walled off from the real world to protect their “customers” (aka students), thereby guaranteeing that schools remain “out of it.” Teachers coerce pupils to learn rather than motivate them to learn. New graduates find out about the unspoken hoax: Outside of schools, grades are meaningless. Teachers are the font of all the right answers—hardly a stance for developing critical thinking. In the workplace, teamwork is esteemed; in school, learning with others is called cheating.

Training has adopted most of this bad baggage from school. After all, every trainer was brainwashed for a dozen or more years that this is how you learn. An example: Most executives don’t realize that there’s more to leading learning than gut feel. Trainers can fall into the same trap. A training director told his sales trainers that henceforth their bonuses would be calculated as a percentage of their former trainees’ sales. “But we’re not responsible for that,” they complained. Hello?

Suspend judgment, and go with Sharon and me for a moment. How do people learn? What comes naturally? They discover things. They experiment to see what works. They watch others and mimic them. They converse with their colleagues. They find out what they need to know to get things done. They follow their hearts.

It’s time to break the schooling myth and begin doing what it takes to foster learning. It’s time to

• Encourage discovery and coloring outside the lines.

• Provide opportunities to experiment, and don’t punish “failures.”

• Enable people to learn from one another.

• Provide challenges to groups, not individuals.

• Make time and room for conversation with peers.

• Provide resources for people to learn things for themselves.

• Give workers the freedom to learn.

This book offers a four-step model for engaging learners, and backs it up with sixty-five specific interventions. It’s like a good cookbook. But a good cookbook does not make a good cook. The recipes are here, but they are just the starting point. Every cook tweaks the instructions to get the best from local ingredients. Every trainer will put his or her spin on things; that’s what a professional does.

Here’s an oversimplification of Sharon’s meta-recipe:

• Create engagements that capture the learners’ attention.

• Get out of the way; don’t try to think for them.

• Encourage people to learn from one another.

Hans Monderman is a Dutch traffic engineer who is gaining fame for what he doesn’t do. He’s also famous for what he doesn’t like: traffic signs. Remove the center line from a country lane, and people drive more safely. Clutter a road with signs and barriers, and people feel sufficiently protected to drive as fast as they like. If you treat people like fools, they act like fools. Take off the training wheels, and they drive like grown-ups. When Monderman’s changes sink in, traffic accidents drop 30 percent.

Follow Sharon’s advice. Take off the training wheels and entrust people with their own learning. Keep them engaged. You won’t lower the traffic accident rate, but I guarantee you’ll improve the quality of their learning.

Jay Cross
Internet Time Group
Berkeley, California
www.jaycross.com

NEED-to-KNOW

Need-to-Know Information from the Front of the Book

Warm-Ups for Training from the BACK of the Room!

Welcome to a very different kind of learning experience! Before you begin to read this book, consider doing one or more of the following Warm-Ups, which will give your brain a head start (pun intended) as you explore the concepts and activities in Training from the BACK of the Room! Warm-Up activities are explained in detail in Part One. Enjoy the learning!

1. Do a short Internet search for anything related to cognitive neuroscience or how the human brain learns. Write a few notes about your findings and compare the Internet information with what you read in this book. Also make note of the URLs of a few other websites you discover that might be worth exploring.

2. Interview a person who, in your opinion, is an “expert” on any aspect of learning, teaching, or training. Find out what this person thinks is important for you to know about effective training. Compare/contrast what the expert says is important with the concepts in this book. Discuss this comparison with a training colleague.

3. Choose one training book you have already read, and compare the main ideas in that book with the main ideas in this one. Write a summary of your comparison. Share it with a colleague, and discuss whether you agree or disagree with either book’s ideas, and why.

4. Write a quick list of everything you know, or think you know, about the best ways to teach and train. Come back to your list after you’ve read this book, and decide whether or not to change anything you’ve written. You may want to add, delete, or edit items on your list.

The 4 Cs Reference Guide

This is a quick reference guide for the instructional design and delivery model that is the foundation of this book. While reading this book, you will experience this model, even as you learn how to use it in your own training.

Learners make connections with what they already know or think they know about the training topic, with what they will learn, with what they want to learn, and with each other.

Learners take in new information in multisensory ways: hearing, seeing, discussing, writing, reflecting, imagining, participating, and teaching it to others.

Learners actively practice the new skills, or they participate in an active review of the new knowledge they have learned.

Learners summarize what they have learned, evaluate it, celebrate it, and create action plans for how they plan to use the new knowledge or skills after the training is over.

What’s In It For You?

An Introduction to Training from the BACK of the Room!

Put the learner to work.

Michael Allen
Michael Allen’s Guide to e-Learning, 2003, p. 161

CONNECTIONS

One-Minute Connection: Fast Pass

Here is the million-dollar training question. Circle your most honest answer, then read what your answer reveals:

What do learners spend most of their time doing during your training programs?

a. Reading the text, handouts, slides, or manuals

b. Listening to you

c. Watching visuals on slides, televisions, or computers screens

d. Discussing concepts or practicing skills

e. Teaching each other and learning from each other

• For Answer A: Reading the text, handouts, slides, or manuals. Easy for you, maybe, but too bad for your learners. If you define “learning” as being able to remember and use information in some way, then reading is one of the least effective ways of learning for most people.

• For Answer B: Listening to you. As interesting as you think your lectures are, most folks remember very little of what they hear, especially if they don’t immediately apply the information. Yes, strong auditory learners may be content to simply sit and listen, and sprinkling your lecture with stories, metaphors, analogies and humor definitely makes your message more memorable. But listening doesn’t mean learning, even if you entertain while you talk.

• For Answer C: Watching visuals on slides, televisions, or computers screens. This is a step up from reading or listening, especially if the media used is saturated with images, such as video-clips, graphics, photos, cartoons, icons, and the like. In this case, information becomes more image-rich, and consequently easier to remember.

• For Answer D: Discussing concepts or practicing skills. Now you’re heading in the right direction. Any time training participants discuss concepts and practice skills, they dramatically increase learning. Furthermore, they will be able to remember and use the new information for longer periods of time.

• For Answer E: Teaching each other and learning from each other. You are light years ahead of most trainers because you know that teaching another person is one of the most powerful ways to learn. When you allow learners to teach each other, and learn from each other, they increase their own confidence, competence, and ability to use—and master—what they have learned.

Allowing learners to be active participants in their own learning is what this book is about. If you already involve learners from the moment they walk into the room until the moment they leave, you will use this book as a resource to enhance what you are doing well. If you aren’t engaging learners throughout the entire training process, you will use this book to learn how to train from the back of the room, as you step aside and allow learners to take charge of their own learning.

Imagine That . . .

You just completed a three-day train-the-trainer program in which you learned how to design and deliver effective training. But you didn’t learn sitting down. Nor did you learn by passively listening to a lecture while watching a series of PowerPoint® slides. Instead, you participated in short, quick learning activities from the moment you walked into the room until the end of the training. Most of what you learned was a result of participating in collaborative activities with other learners. Occasionally, the instructor, Marcia, spoke for about ten minutes while you wrote main ideas on note-taking pages that included cartoons, photos, and other topic-related images. A quick review activity followed each ten-minute lecture segment.

You noticed a number of unusual things. For example, Marcia often stood in back of the room while you and the other training participants took “center stage.” At various time during the training, different table groups stood in the front of the room and led a presentation, discussion, or an activity that introduced new concepts. You focused most of your attention on the other participants as you learned from, and taught, each other the train-the-trainer content.

You also noticed that Marcia practiced what she preached. She never told you something was important and then didn’t give you time to practice it. Nor did she bore you with dozens of slides, while telling you not to bore your training participants.

The most important thing you observed was that Marcia didn’t act as if she were the only one who knew the content and all you had to do was show up and listen. Instead, she gave you and the other participants plenty of opportunities to talk about what you already knew about effective training, and to network and share best practices with each other. You worked hard and learned an immense amount of new information because you were actively involved every step of the way.

CONCEPTS

Do You Want Them to Hear It or Learn It?

This is the second million-dollar question, and probably the most important one you will ever ask yourself as a trainer: “Do I want them to HEAR it, or do I want them to LEARN it?” Your answer to this question is crucial, as it will impact the effectiveness of every training program you design and deliver.

If covering content is your goal, then lecturing is the quickest, easiest, and most time-efficient way of doing that. After all, learning isn’t the main objective; presenting the content to your learners is.

But if learning is your goal, that is, enabling learners to remember and use the information you give them, then listening to you won’t get them there. What will get them there is involvement and engagement during the entire training—high interest, content-related, physically active involvement—where they are teaching and learning from each other. That’s exactly what this book will help you accomplish.

Who’s Doing the Talking?

If you truly want your training participants to be able to remember and use the concepts from your training, you will ask yourself one final million-dollar question: “In my training programs, who is doing most of the talking?”

It takes a strong dose of honesty to answer this question, because most trainers think they spend little time lecturing when the statistics show the opposite. According to research from a variety of Internet articles on the topic, most trainers spend about two-thirds of a training program lecturing, even when they don’t think they are doing all the talking. “Indeed, almost everyone seems to have the tendency to launch into content presentation as the natural, appropriate, and most essential thing to do” (Allen, 2003, p. 189).

Try This

Time It. The next time you attend any kind of adult learning function—a presentation, conference session, class, workshop, or training—make a note of the total amount of time the presenter or trainer talks, versus the amount of time you and the other participants talk. How close to the two-thirds figure does the trainer come? However well-intentioned or interesting the trainer is, he is not focused on learning if he is doing most, or all, of the talking. There is no judgment in saying this. Not all adult learning functions are really about learning; many are about content delivery only. You need to know the difference, and then make sure that your training programs are learning experiences instead of content-delivery experiences.

So, in order to increase the learning, you give learners time to discuss, question, move, act, participate, teach and learn from each other. It’s that simple—and that complicated. It’s simple because it seems obvious and makes sense. It’s complicated because, in order to significantly change any behaviors (the usual ways you train, for example), you have to first change your beliefs about those behaviors. Otherwise, the behavior changes won’t last.

The Power of the Paradigm

Changes in beliefs are commonly called “paradigm shifts,” and a trainer’s behavior—how a trainer most often designs and delivers instruction, for example—only changes when there is a change to the underlying paradigm that causes the behavior.

One of the most powerful paradigms held by the majority of training professionals still is “Trainers talk; learners listen.” I am repeating this fact because it is this belief that creates the day-to-day reality of most training programs. With all the books and research now available about the importance of involving learners in the learning, the majority of adult instructors (corporate trainers and educators alike) are still doing most of the talking while learners do most of the listening—even if those very same trainers and teachers give lip service to the need for active learning. Why? Here are a few possible reasons:

• Learners expect it. It has been done that way since they were children.

• Companies and educational institutions expect it. It has been the traditional method of instruction for decades.

• Trainers have been deliberately taught to do it. They have been taught to deliver training by talking, lecturing, presenting, or telling.

• Trainers have more control over the entire training process. Let’s face it—it’s easier for trainers to stick to specific content, delivery, and timelines when learners are passive listeners rather than active learners. In addition, there are fewer group management issues when the only person talking is the trainer.

• Trainers consider themselves to be the subject matter experts. This implies two things: first, that trainers know all there is to know about the subject; and second, that learners know very little about the subject—otherwise they would be experts as well.

There is only one thing wrong with this “trainers talk; learners listen” paradigm: It has nothing to do with how human beings learn. Instead, it’s about the ease and economics of information-delivery. The paradigm serves three non-learning related purposes:

1. It makes information easy to deliver. There is only one way to do it (talking) with only one person doing most/all of the talking (the trainer).

2. It makes information-delivery easy to evaluate. For example, when a company wants a quick way to evaluate its training investment, it’s simple enough to ask, “Did you tell our employees about the safety regulations?” When the trainer answers, “Yes,” the company concludes, “Good, then they all know the safety codes.”

Check It Off

Read the list below and check off the training paradigms that have been around the longest, and that may no longer be useful at all:

1. Listening is the first step to learning.

2. Learners often already know a lot about what it is they are learning.

3. The trainer’s explanation of the material is better than the learner’s.

4. Learners can often teach the material in ways that work better for the other learners.

5. What learners hear, they will remember.

6. When learners are actively engaged throughout the entire learning process, they retain the information longer.

7. If the teacher taught it, the students should have learned it.

Yes, numbers 1, 3, 5, and 7 are old paradigms that, even now, many trainers seldom question. Although most trainers understand the importance of numbers 2, 4, and 6, translating such beliefs into action can be difficult because these beliefs have not been demonstrated nor modeled in most train-the-trainer or teacher education programs.

3. It makes information-delivery easy to afford. It takes less training time to deliver a lecture than it does to engage learners in the learning, and less time means less money spent on training programs. It takes fewer resources to deliver a lecture than it does to create training activities. Finally, it takes less space: One-hundred people can sit in a room designed for fifty, if chairs are arranged theatre-style and the learners are not expected to move around.

This Book Will Get You There

Training from the BACK of the Room! will help you make the paradigm shift from instructor- and content-focused training to learner-focused training. You won’t just be giving lip service to learner involvement; you will actually be engaging learners in dozens of innovative and content-related ways, even when the content is dry, technical, or complex.

Here are ten benefits that Training from the BACK of the Room! offers you. By applying this book’s concepts and strategies, you will

1. Engage learners in the learning process from the moment they walk into the training room until the moment they leave, and every step along the way.

2. Decrease the time you spend talking and increase the time learners spend learning.

3. Hand over much of the direct instruction to the learners with simple, structured, collaborative learning activities.

4. Use current brain research about human learning, which supports allowing learners to teach and learn from each other.

5. Shift the training focus from you to your learners as you make them the center of the learning during the entire training process.

6. Observe increased learner-retention of important information through learner demonstrations and a variety of easy evaluation strategies.

7. Design training more quickly and effectively, using the 4 Cs—a simple four-step instructional design process that will save you considerable time and effort.

8. Deliver training in a variety of ways that will increase learner involvement, interest, and motivation.

9. Increase your own energy and enthusiasm before, during, and after training, so that it becomes an exciting process for you as well as your learners.

10. Teach others what you have learned about training from the BACK of the room.

Fab Four

Reread the list of the ten benefits, and circle the four that, for you, are the most important. Then write these four benefits on the lines below.This will help you remember them and connect what you are learning throughout this book with what you consider most important.

First important benefit:

________________________________________________________

Second important benefit:

________________________________________________________

Third important benefit:

________________________________________________________

Fourth important benefit:

________________________________________________________

How This Book Is Organized

Training from the BACK of the Room! begins with three chapters of need-to-know information, which are the foundation pieces on which the book is based. Then it gives you four major parts that include sixty-five practical training activities. These four parts apply the foundation pieces of the first three chapters. You can use the activities in your own training, regardless of the topics you teach or the ages or experience levels of your learners. Finally, the book gives you six chapters of nice-to-know information and useful resources to add to what you’ve already learned.

Here is an outline of what you will discover:

Need-to-Know Information from the FRONT of the Book

• What’s In It For You? An Introduction to Training from the BACK of the Room! You are reading this chapter now. In it, you are learning what the book is about, why it is important to you, and how you can use the concepts and strategies.

• Brain-Friendly Training: Learning About Learning. This chapter is a summation of some of the current brain research on how the human brain learns, and how to apply that research to training.

• The 4 Cs: A Quick and Remarkably Effective Instructional Design Process. This chapter gives you an overview of the Accelerated Learning instructional design and delivery model on which this book is based. In addition, the seven major chapters of the book (including this one) have been formatted using the 4 Cs model. As you read the book, you will experience the process, even as you’re learning about it.

Part One: Connections

• What You Need to Know About Connections. This is the first step of the 4 Cs instructional design process, and the one upon which all the other steps are based. The remaining sections in this part of the book contain fifteen activities that help learners make connections to the topic, the learning outcomes, and each other in relevant, content-related ways.

Part Two: Concepts

• What You Need to Know About Concepts. This is the second step of the 4 Cs instructional design process. The activity sections in this part of the book will give you twenty ways to engage learners during the direct instruction, including strategies that allow learners to teach and learn from each other.

Part Three: Concrete Practice

• What You Need to Know About Concrete Practice. This is the third step in the 4 Cs instructional design process and includes actual, skills-based or knowledge-based practice activities. The fifteen strategies in this section are time efficient ways of doing concrete practice during training.

Part Four: Conclusions

• What You Need to Know About Conclusions. The fourth step of the 4 Cs ensures that learners summarize what has been learned, evaluate their own learning, make a commitment to apply the learning in real-life, and celebrate the entire learning experience. The fifteen activities in this section are learner-led conclusions.

Nice-to-Know Information from the BACK of the Book

• The Secret of Adult Learning Theory: It’s NOT About Age! Much of the traditional research about adult learning is based on false assumptions about the differences between children and adults. Find out what the most current research says about adult learning theory.

• Begin with the End: A Fresh Approach to Learning Outcomes. Discover an easier way to write learning outcomes than the traditional methods taught in train-the-trainer and teacher education programs.

• The World Cafe: An Innovative Process with Conversations That Matter. This collaborative, conversation-based learning tool is an innovative way to engage learners in creative thinking and collective knowledge-sharing, while strengthening the learning community.

• Wake ‘Em Up! Ten Tips for Interactive e-Learning. Not sure how to apply the concepts in this book to computer-based training? This chapter will get you started.

• The Author’s Epilogue. A personal note from the author, with a final reminder that we, as trainers, need to let the learners do the talking if they are to do the learning.

• Great Resources. The resources in this book serve two purposes. First, you will find relevant and useful brain science books, articles, and websites on how the human brain learns. Second, the resources give you practical ways of applying the brain research. As such, they combine the best of human learning theory and application.

Using the Thing to Teach the Thing

In this book, I use the thing to teach the thing, that is, I use effective design and delivery strategies to teach you about effective instructional design and delivery. This book includes a variety of brain-friendly activities for you, the reader, to do—activities that teach you how to use the concepts, even as you’re learning about them. Furthermore, you can use these same activities with the topics you teach. Because many readers learn more through active participation while reading, this book provides you with opportunities to participate as you learn. Whether you choose to do the activities or not is up to you. In effect, these quick, active learning strategies will deepen your own understanding of the book’s concepts while also giving you concrete examples of how to do the same in your training programs. They include:

• One-Minute Connections. These are the chapters’ opening activities that connect you to what you already know or what you are about to learn.

• One-Minute Concept Reviews. These quick review activities reinforce what you are learning, and help you understand it better and remember it longer.

• One-Minute Concrete Practice. These are active review strategies in which you apply what you have learned.

• One-Minute Conclusions. These closing activities give you practice in summarizing and evaluating what you have learned from the chapter.

In addition to the quick, one-minute activities sprinkled throughout this book, you’ll also notice that seven chapters, including the one you are reading now, demonstrate the 4 Cs instructional design process. You get to see the process in action, in written format, as you read and actively participate. In other words, you experience this effective design and delivery method even as you learn about it. Here is an overview of the 4 Cs, as they relate to you, the reader:

• Connections. During this section of a chapter, you’ll make your own personal connections to the chapter’s concepts and to what you already know (or don’t yet know) about the concepts. This section will also let you know what you will get out of the chapter.

• Concepts. This chapter segment contains the need-to-know information about the concepts being introduced and discussed. Occasionally, it may contain some nice-to-know information as well—material that is not essential to your learning, but that may help deepen your understanding of the concepts.

• Concrete Practice. This chapter section gives you ideas and suggestions for practical ways of applying the concepts. For Parts One, Two, Three, and Four, this section also lists the activities you’ll find in those parts of the book.

• Conclusions. This segment contains a summary of what was covered in the chapter, a short self-assessment of what you learned and ways to remember and apply the learning to your own training. It may also offer some resources to explore and a celebration of your learning journey so far.

Finally, in using the thing to teach the thing, this book includes four other tools that you can use in your own training:

• Concept Maps. At the beginning of the major chapter for each of the four book parts (Parts One, Two, Three, and Four), you’ll find a visual outline of the chapter’s main ideas. This is a Concept Map, an example of a visual-spatial, note-taking tool. I encourage you to fill this page out as you read these chapters. You’ll remember the information longer if you do. In Part Two, you will find the definition, rationale, and instructions for five learner-created Concept Maps.

• Try It. These are activity suggestions that you can try later, either in your spare time or during training, in order to further your understanding of the concepts you’re learning about.

• Learning Logs. At the end of each major chapter is a section in which you can write your responses to questions posted there, write your own summary statements, or write your reactions to the chapter’s concepts. In effect, this is your summary and evaluation of your own learning.

• Trainer’s Toolboxes. Each major chapter ends with a box in which you can write all the tools you’ve collected along the way - ideas, strategies, and activities from the chapter - that are important to you and that you might want to use in your own training. By listing these tools in a specific place in the book, you will remember them longer and be able to find them more easily.

Why is this topic important?

What can you achieve with this book?

How is this book organized?

CONNECTIONS

Imagine That . . .

CONCEPTS

Do You Want Them to Hear It or Learn It?

Who’s Doing the Talking?

The Power of the Paradigm

This Book Will Get You There

How This Book Is Organized

Using the Thing to Teach the Thing

CONCRETE PRACTICE