||Start with an experiential activity.
Use the lecture for processing.
||Begin with learner brainstorm. Use the rest of the lecture
to collaboratively classify, evaluate, modify and prioritize the
|Role Play Lecture
||Have learners role play topic content. Recap major points
and/or procedures in a lecture.
|Chain Gang Lecture
||Present different steps of a technique or procedure to
different subgroups of learners. Have them form teams to master the complete
||Divide the learners into teams and have each team prepare a
list of questions to quiz you. While one team conducts the interview, ask
the other team to prepare a summary of your responses.
||Using input from learners, give a demonstration of a
technique or procedure.
|Team Quiz Lecture
the learners into 3 teams. At the end of the first segment of your lecture, ask Team A to conduct a quiz program with Teams B and C
competing against each other.
||Before the lecture begins, secretly plant index cards (with
questions pertaining to the key concepts of the topic and cues for asking
the question) with different learners. Begin by saying you’ll respond to
questions rather than present a lecture. At this cue the first learner
raises their hand and asks the question. Give your response and then the cue
for the next question. It’s okay for learners to ask spontaneous questions,
|Expert Call In
||An expert on the subject actually calls in by phone during
the training and lectures/answers questions from the learner’s. You’ll need
phone speaker loud enough for all the hear. A picture of the expert is a
|Real Time Video
||Tell the learner’s they’ll be watching the lecture on the
monitor closest to them. Bring one learner up to front and lecture to them
with video camera running and showing real time on various monitors around
the room. This is particularly good for a large room where the learners will
be far away from the facilitator.
||The learner’s have workbook pages with key points that will
come in the lecture. Each key point is missing several words using a f ill
in the blanks format. As the Facilitator lectures the learner’s fill in the