INTERACTIVE TRAINING METHODS1

Presented at BUV Train-the-Leadership-Trainer Seminar Tuesday April 28, 2009 9:30-12:00

Darren Cronshaw, BUV Coordinator of Leadership Training

Introductions
a. What is the best training you have ever received and why?

b. What training have you given and what did you learn as a teacher from it?

Dr Bilezikian & Rosa Parks stories

Two stories inspire me (Darren) to be passionate in transformational leadership training. The first story is about Dr Bilezikian. You might know who Bilezikian is or have seen or read one of his books, but just as likely you will not have heard of him. However, you more likely will have heard of one his students, Bill Hybels, pastor of Willow Creek and advocate for seeker services. Hybels has done widely-respected things for his church and helping church leaders around the world do church innew ways. Hybels is an inspiring leader. What captures my imagination, however, is not so much Hybels leadership but the formative influence of Dr Bilezikian as one of his teachers at Trinity College. Impressionable young Hybels was inspired by Bilezikians teaching, in particular his teaching through the book of Acts. Hybels recalls: Dr.B. would say, I dont see many churches like this in America in the70s. I mean, I see buildings andI see programs, I see budgets and I see a lot of activities. He said, I just dont see the life of what the Scriptures is talking about. I dont see that kind of life being breathed out in a vital way in a fellowship called a church. And he would just look off into the distance, and he would say, Someday, someday the mold will be broken. Somebody will get serious about doing church Gods way
1 Most of these notes and tests are inspired and adapted, with appreciation and permission, from: Evelyn C Davis, Understanding Learning Styles and Teaching Styles (Summer Institute of Linguistics, 1997) and Evelyn C Davis, Enhancing Instruction (Summer Institute of Linguistics, 1997).

Interactive Training Methods and theyre gonna take all the risks and endure all the attacks. Someday, somebody will start a church, and it will be a lot like this: it will rock the world. (Gregory A Pritchard, Willow Creek Seeker Services: Evaluating a New Way of Doing Church, Grand Rapids: Baker, 1996, pp.44-45). Hybels imagination was captured and he developed a vision for giving his life to this task. I applaud what Hybels has dome for his context, but the question I ask about his inspiration is how can we teach and inspire people to transform their approach to church for Victoria? The second story is about Rosa Parks. The sanitised version of her protest is often told that on December 1,1955 she was just tired. She stood up for her rights by sitting down, sparking the Montgomery bus boycott and catalysing the civil rights movement that changed her nation, the United States of America. But she was not merely just tired but very active in the movement for justice and equality and tired of being treated unequally. Furthermore, five months previously she participated in a workshop at the Highlander Centre, an adult education centre for community workers advocating for social and economic justice. She picked up some skills, and perhaps more importantly said it was the first time she experienced an atmosphere of equality with members of the other race (See http://highlandercentre.org/n-rosa-parks.asp). Again I respect and am inspired by Rosa Parks initiative on the Montgomery bus. But I am just as inspired by the training that helped shape and equip her and give her a vision for a better world. Bill Hybels and Rosa Parks stories prompts me to question, how can we spark transformation in our Baptist tribe of churches that changes the way we do church and that changes the world? a. What sort of training will change the way we do church and transform our communities?

b. Who inspires you as a teacher?

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Jesus as master teacher

What can we learn from Jesus training of others, for example: a. What passages come to mind for you? b. What about Luke 8:4-15? What can we learn about training others from this story?

Parable of the Farmer Scattering Seed

One day Jesus told a story in the form of a parable to a large crowd that had gathered from many towns to hear him: 5 A farmer went out to plant his seed. As he scattered it across his field, some seed fell on a footpath, where it was stepped on, and the birds ate it. 6 Other seed fell among rocks. It began to grow, but the plant soon wilted and died for lack of moisture. 7 Other seed fell among thorns that grew up with it and choked out the tender plants. 8 Still other seed fell on fertile soil. This seed grew and produced a crop that was a hundred times as much as had been planted! When he had said this, he called out, Anyone with ears to hear should listen and understand. His disciples asked him what this parable meant. 10 He replied, You are permitted to understand the secrets[a] of the Kingdom of God. But I use parables to teach the others so that the Scriptures might be fulfilled: When they look, they wont really see. When they hear, they wont understand.[b] This is the meaning of the parable: The seed is Gods word. 12 The seeds that fell on the footpath represent those who hear the message, only to have the devil come and take it away from their hearts and prevent them from believing and being saved. 13 The seeds on the rocky soil represent those who hear the message and receive it with joy. But since they dont have deep roots, they believe for a while, then they fall away when they face temptation. 14 The seeds that fell among the thorns represent those who hear the message, but all too quickly the message is crowded out by the cares and riches and pleasures of this life. And so they never grow into maturity. 15 And the seeds that fell on the good soil represent honest, goodhearted people who hear Gods word, cling to it, and patiently produce a huge harvest.
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Training aims?
a. What is the aim of training? b. Which of the definitions of learning do you think is the most accurate? Which one(s) fits you the best? Why?

To acquire knowledge of or skill in by study, instruction, practice etc. To find out; to become aware of To commit to memory To acquire by experience or example To become informed (Readers Digest Great Encyclopedic Dictionary) To gain knowledge or understanding of or skill in by study, instruction, or experience. To find out; to ascertain. (Websters Seventh New Collegiate Dictionary) Learning is a change in a living individual which is not heralded by their genetic inheritance. It may be a change in insights, behavior, perception, or motivation or a combination of these. (Bigge, Learning Theories for Teachers) Learning is a change that becomes part of the behavior response pattern of the individual. (Cass, Basic Education for Adults) There is a remarkable agreement upon the definition of learning as being reflected in a change in behavior as the result of experience. Learning is a change in human disposition or capability, which can be retained, and which is not simply ascribable to the process of growth. (Haggard, quoted in The Adult Learner: A Neglected Species) Learning means change. It is not simply a matter of accretion if adding something. There is always reorganization or restructuring. (Kidd, How Adults Learn) Learning can be considered the means (the process) by which change in persons occur: changes in knowledge, perception, attitude, insight, and/or motivation. Learning is not merely absorbing information, but an active process of using new knowledge, insight, and skills, and translating them into behaviour. (Evelyn Davis)

Interactive Training Methods c. A model for communication the Johari window

1. Open window pane easiest area for communication because it is things I know about myself and others know about me 2. Concealed window pane things I know about me and others dont. So I have to be willing to reveal myself for communication to take place here. Through appropriate sharing, make open window larger and concealed self smaller. 3. Blind window pane Things I dont know about myself but others do. If I am willing to listen to feedback, my blind spots can be reduced. Again open window gets larger and blind self smaller. 4. Dark window pane Unknown area for me and others. These can be illuminated by revelation by God who knows us (Psalm 139:1-4, 23-24). 5

Training presentation methods

Method Lecture Primary objective Advantages Disadvantages When would you use this method?

Demonstration

Practical work

Seminar (paper & discussion)

Games simulating real life situation

Role play

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Field education

Excursion/ field trip

Brainstorming

Discussion group

Exercise/assignment

One-to-one instruction

Computer-based learning

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Problem-based learning

Audiovisual

Workshop group work

Case studies, critical incident analysis

Personal reading

Individual research project

Peer group research project

------------------------------------------------------------------------------------------------------A time for every purpose in adult education (based on Ecclesiastes 3:1-8) To every thing there is a season, and a time for every purpose under heaven: - a time to lecture, and a time to discuss; - a time for instruction, and a time for self direction; - a time to challenge, and a time to accept; - a time to control, and a time to let go; - a time for expository writing, and a time for artistic expression; - a time to be serious, and a time to laugh; - a time for statistics, and a time for narrative; - a time to work alone, and a time to collaborate; - a time to test, and a time to support; - a time to reflect, and a time to act; - a time for simplicity, and a time for advanced technology; - a time to process, and a time for content; - a time to speak, and a time to listen; - a time to feel, and a time to think. By Jonathan Bennker, Evanston, Illinois

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What is important, from your experience as a leaner and trainer, when it comes to: a. asking questions

b. provoking debate and discussion?

c. Other techniques or principles for fostering interaction in small groups?

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Other suggestions questions and fostering interaction in small groups (e.g., leading a cohesive training group or Bible study)
a. b. c. d. e. Know and use personal names of group members Dont call on individuals to answer questions unless you are sure they are willing. Give a person lots of time to answer a question, and if necessary repeat it casually and informally. Acknowledge any contributions, regardless of merit. Dont correct a wrong answer or embarrass the person. Thank the person then ask the group What do the rest of you think? or Has someone got another perspective? If an individual monopolizes discussion, say, On the next topic, lets hear from someone who hasnt spoken yet, If necessary, privately talk to the monopolizer about giving other people space to answer. If someone goes off on a tangent, when they draw breathe say, Thanks for those interesting comments. Lets get back to . And mention the subject or restate the question. Encourage shy members.

f.

g.

h.

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Principles of learning how do adults learn?

Which of these principles of learning are most important to you in being trained or in training others, especially adults? Mark with an asterisk those that are important and with two asterisks the three most important principles. a. Relevance now. Just-in-time learning. b. Clear objectives. c. Interaction and discussion with a group. d. A teacher who is knowledgeable about the subject. e. Accommodation to different learning styles. f. Modelling (actions speak louder than words). g. A suitable reading and extra resources list. h. Practice and reinforcement i. j. Spaced learning with an ordered and sequential syllabus. Mutual support among the learning group or class.

k. Treating learners opinions and comment with value. l. Frequent and prompt feedback on progress, or lack of it.

m. Evaluation clearly understood and tied to what is taught. n. Self-directed learning. o. Belief in students potential (Pygmalion effect/self-fulfilling prophecy) p. Reinforcement and repetition. q. Flexibility and adaptability in class. r. Learning that is reinforced (overlearning). s. Opportunity to express any problems. t. Active learning (based on experience not just theory). u. Multiple-sense learning (auditory, visual and tactile). v. Transfer of learning (having opportunity to apply it with action). w. Maximising primacy and recency (First and last things). x. Encouragement and reward. y. Conducive learning environment/atmosphere. z. Self-motivation.

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Learning and teaching styles

Learning and teaching styles can be analysed at different levels. The first level is least likely to change, the last is most flexible: a. b. c. d. Basic characteristics of personality. Information processing. Social interaction. Modes of instruction and learning environments. (Curry 1983)

Self-report questionnaires develop awareness of these different aspects of our learning styles. These are not tests but self-identified preferences. They can point to steps to help a learner maximize their learning experience, or a trainer to offer a more productive learning environment, or to help show a match or mis-match between a learner and trainers preferences. E.g.: i. Myers-Briggs Type Inventory describes personality; how we relate to the world, perceive information, make judgments and perceive the word. ii. Barsch Learning Style Inventory evaluates preference for visual, auditory and/or tactile channel learning. iii. Brain-Dominance inventory shows percentage of left (linear, analytic) and right (wholistic, global) brain hemisphericity. iv. Learning Type Inventory identifies preferences and tendencies for concrete vs abstract and reflection vs action learning. v. Inventories for Social Interaction include Personal Profile System, Basic Values Model and Learning Type Test. vi. Instructional preference is shown in the Caulfield Learning Style Inventory. Exercise: a. Complete the Barsch Learning Style Inventory (attached). This is to help you gain a better understanding of yourself as a learner and one aspect of how you prefer to learn. It can help you develop a style which will enhance your learning potential. Answer each of the 24 questions as honestly as you can. The result will show you if you have one best channel of learning or some combination of two or three. Read the suggestions for your learning style and report to the class the suggestions of what you have learned which might be helpful for your style. Consider how God has made you, your learning strengths and weaknesses, and ways you can be more tolerant and accommodating to others who are different from you. 12

b.

c.

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Experiencing God differently

People transmit and receive information in different ways speech, pictures, writing, drama, textbooks, lectures. But different methods can all be categorized into twelve systems of signals for almost all communication: 1. Verbal (speech) 2. Written (reading & writing) 3. Numeric (numbers to convey meaning) 4. Pictorial (pictures) 5. Audio (sounds & music) 6. Artifactual (objects) 7. Kinesic (body motion) 8. Optical (colour & light) 9. Tactile (touch & feeling) 10. Spatial (space) 11. Temporal (use of time to give a message) 12. Olfactory (taste & smell) How do you most readily experience God? How does God get to you? What do learning styles say about the different ways we experience God? (Cf. Open to God, p.19)

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Jesus different teaching styles

What can we continue to learn from Jesus training of others and his use of different means? Choose one passage from your learning style and reflect on the power of the learning style that is used: a. Visual b. The Transfiguration The bad fig tree Jesus walks on the sea Mark 9:2-8 Mark 11:12-14, 20-23 Mark 6:45-52

Auditory Jesus teaches in the synagogue Mark 1:21-22 Jesus teaches in the desert Mark 6:32-34 Jesus teaches person to person John 3:1-11

c.

Tactile Jesus feeds 4000 people Mark 8:1-10 Jesus heals by touch Mark 1:40-41 Jesus washes the disciples feet John 13:3-5; 12-15

Much of these notes and tests are adapted, with appreciation and permission, from: Evelyn C Davis, Understanding Learning Styles and Teaching Styles (Summer Institute of Linguistics, 1997) and Evelyn C Davis, Enhancing Instruction (Summer Institute of Linguistics, 1997). 27-4-09 Darren Cronshaw Coordinator of Leadership Training Baptist Union of Victoria mobile 0438 136 287

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