Chapter 3 – Learning Together 38 Chapter 12 – Instructional Tips

Tips for Helping People Learn

Before a session, take a moment to ground yourself so that you will be available and open to your audience, whether it’s one person or a group. Set other matters aside and be present for them.

 Watch your words. Use language that is simple and jargon-free.

 Make sure that you give your audience time to hear and understand your message and instructions.

 Don’t assume full comprehension. Restate your message in different ways and interact with the audience to make sure they understand. Enhance your message with graphics. Some people learn better from images than words.

 When dealing with different skill sets, don’t make assumptions. For example, if you’re talking about e-mail, ask if anyone has used it. What has been their experience? Why don’t more people in the group have e-mail?

 Once the task is completed or comprehension is evident, reinforce with appropriate praise – not excessive, not babying, but affirming.

 Try and put yourself in the shoes of your audience. How are they experiencing the moment? If you’re dealing with a group, read their body language and see signs for awareness and involvement.

 Ground the learning session in personal experience. “Does anyone like shopping? What do you like to buy? How do you know how much you can afford to spend on the shopping trip?”

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Some Tips for Helping People Learn (continued) Tips for Helping People Learn (continued)

Before a session, take a moment to ground yourself so that you will be available and open to your audience, whether it’s Organize Your Session to Support Learningone person or a group. Set other matters aside and be present for them.

 As best as you can, share what’s coming next in the discussion/training so that people have a framework for the Connect with Your Audience  learning session. Watch your words. Use language that is simple and jargon-free.   Follow their lead – if possible, follow a diversion or capture your audience’s input so that you can develop another Make sure that you give your audience time to hear and understand your message and instructions. learning experience around it.  Don’t assume full comprehension. Restate your message in different ways and interact with the audience to make Plan Opportunities for Skill Practice sure they understand. Enhance your message with graphics. Some people learn better from images than words.

 Doing is better than being passive. When dealing with different skill sets, don’t make assumptions. For example, if you’re talking about e-mail, ask if  Role plays are great and break down social barriers in a group anyone has used it. What has been their experience? Why don’t more people in the group have e-mail?  Give them scenarios to practice their skills.  Use peers to help in learning. Pair those with more advanced skills with someone who might be struggling.

 Once the task is completed or comprehension is evident, reinforce with appropriate praise – not excessive, not babying, but affirming.

 Try and put yourself in the shoes of your audience. How are they experiencing the moment? If you’re dealing with

Your enthusiasm sets the tone. If you don’t appear interested in the session,a group, read their body language and see signs for awareness and involvement.

 Ground why should your audience pay attention?the learning session in personal experience. “Does anyone like shopping? What do you like to buy? How do you know how much you can afford to spend on the shopping trip?”

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Tips for Virtual Instruction

Just because you have a camera and a microphone, that doesn’t mean that your session will be interesting and impactful. You must engage your audience and get used to the lack of immediacy, the distractions, and the inability to clearly read body language and easily assess your audience’s interest level. The lack of presenter/audience interaction can doom any session.

Enthusiasm! The presenter must sound interested! If the presenter doesn’t appear to be interested, why should the audience care?

Limit distracting background visuals and sounds – turn off ringers, alarms and notifications on your desktop computer, tablets, and smartphones. Be aware of how your visual background appears to viewers. Will the mess on your desk distract from the impact of your message? Is your background too bright, causing your face to be in shadow? Do you have any light source that you can put in front of you to remove shadows? Avoid the ghoulish effect from lighting your face from below. If you’re using a Zoom background, is it making your face darker than the background or making you look like a “cutout”?

Put a sign on your door to let others in your household or office know that you’re in a session and should not be disturbed with a knock on your door or calling out your name.

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If you can manage it, two screens are best for a desktop presentation. It allows you to have one screen as the audience view and the other as your management screen, showing the PowerPoint presentation along with comments and information on your audience – names, whose video is live, who is unmuted, etc.

Make sure you have a strong Wi-Fi connection. If possible, the presenter should originate the call from a hard-wired Ethernet connection, like a desktop or laptop networked computer. If you can’t do this, move around the site until you find the location for the strongest Wi-Fi signal.

If you’re using a PowerPoint or other type of slide presentation, look at the slides and ensure:

 Simple, non-distracting slide design

 Minimal text on each slide and make sure font is readable. A slide deck shouldn’t be a book or the presentation script.

 Text should be direct – not everything has to be put into full sentences. Just highlight the main points! Use graphics to emphasize your message

Review online etiquette with participants so that sessions start on time, with limited crosstalk and abundant respect for everyone involved.

At the outset, tell people what you’re going to cover, do it, and then recap what you’ve covered in the session.

Is the session scheduled for a good time of day, not too early or too late, based upon your audience? Is the session a good length? An hour is a long time to maintain people’s interests.

Be human, but don’t make excuses for mistakes – just move on! Don’t dwell on the problem and freeze.

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