Make seminars, trainings and workshops lively: 2 X 5 Tips for teaching and learning


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Text comes from: Seminare, Trainings und Workshops lebendig gestalten (2017) from Andrea Lienhart, published by Haufe Verlag, Reprints by friendly permission of the publisher.
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Whether it is a seminar or a training session, every good coach wants the participants to have the feeling that they have learned something afterwards. But how do you achieve sustainable learning effects in others? How do you bring your knowledge to the man or woman?

Make Seminars, Trainings and Workshops Alive: 2 X 5 Tips for Teaching and Learning coaching1

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Here writes for you: Andrea Lienhart is a management trainer and coach - for Bosch, Audi o. Accenture and others. Profile

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Do you like learning?

Overview

The way in which we explain something to someone, and whether we succeed in inspiring others for something new, has to do with how we ourselves are on the subject of "learning".

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Most people have a lot of learning experience from a certain age. You may have noticed a lot about the sentences. Probably you have positive and negative experiences in learning situations.

What motivated you?

Overview

Vermutlich haben Sie am liebsten gelernt, wenn Sie selbst ein großes, eigenes Interesse am Thema hatten oder den dahinterstehenden Sense und Zweck erkannt haben. Oder Sie hatten eine tolle Lehrerin, die es verstand, auf eine wertschätzende Art und Weise den Unterricht so interessant und abwechslungsreich zu gestalten, dass Sie einfach mitgerissen wurden. Die Frage ist nur, wie hat sie das gemacht?

Since the memories of the school time are not always positive, seminars or workshops should contain as few school elements as possible. This starts with the placement of the chairs and does not stop at the address of the participants.

How we learn

Overview

Before we go deeper into the subject of learning, first of all, make sure we all understand the same thing. Learning psychology defines learning as a change in behavior, thinking or feeling based on new insights and experiences. This can happen intentionally or casually. For example, we learn when we

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  • to repeat
  • questioning
  • discover
  • beobachten
  • read
  • consider
  • to discuss
  • search
  • consider
  • try out
  • to invent
  • to listen to something
  • look at something
  • to train us
  • exchange with others
  • to question something or other

Adults learn differently than children: 5 tips

Overview

People can learn into old age. At the same time, adults learn by no means worse than children, but simply differently.

  1. Understand: Instead of just trying something out and learning as if by the way, many first want to understand what they are learning. That's why input is an important part of working with adults. It offers the opportunity to provide participants with both a technical understanding and a practical knowledge so that everyone can "grasp" the topic.
  2. Let go: Adults, unlike children, have learned inhibitions. They usually only think about something before they do it. Many adults already have an idea of ​​how something should go; sometimes they have to let go of this performance before they can learn.
  3. Build on existing knowledge: Adults want to build on already existing knowledge. Therefore, from the outset, you should take the experience and practical knowledge of the participants as a basis.
  4. Practical: Adult learners learn particularly well if they can recognize a concrete and immediately feasible help or relief for their professional life.
  5. Own experience: Adults have their own experiences and ideas for solutions. Therefore, it is important to actively involve the participants and to encourage them to participate with their personal expertise.

Everyone learns in his own way

Overview

Whether the learning leads to the desired success also depends on the participants themselves. What do they bring with them? Are they asleep, healthy, good-humored, or have they just had a difficult project or a severe cold? In addition, everyone has their own learning time and learning experience. They already know that learning is not just learning, but a very individual process.

1. Same learning conditions - different successes?

Overview

Consider the following situation: They give different animals the task of climbing onto a tree. A monkey will master this task excellently. An elephant does not, however, although he, like the monkey, also has four limbs.

In humans this is similar. Participants in seminars achieve quite different learner success with the same learning conditions, because they have different previous knowledge, a different motivation and individual abilities.

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2. Different learning types

Overview

Everyone has their own way of learning. Some can remember content well when they read about it, others when they listen to an expert, and others learn best when they write or share information with others.

The learning material enters into our memory through the sense organs involved. Now the individual sense organs are differently pronounced with each person, which leads to different learning types depending on the type. One differentiates auditive, visual, communicative and motor learning types. Since there are very few people who can only learn about a sensory perception, it is good to have as many senses as possible.

3. This is the best way to talk about learning types

Overview

The following is an overview of how you can best address the senses of each type of learning.

  • auditiver: This guy learns best about language or music.
  • more visual: For this type, learning contents should be displayed in the form of graphics, images, films.
  • more communicative: Only in the dialogue do learners learn about communicative learning. This is why discussions and discussions take place.
  • more motorized: This type of learning best understands certain procedures when he or she is able to observe them directly.

You can download a content z. Explain, for example, by means of a sketch (visually), present a topic (auditory), talk to the participants about it (communicatively), accompany the spoken word with gestures and / or do an exercise or an experiment (motorized).

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4. Connect to familiar

Overview

Did you know that our brain makes little difference between what it realizes and what it remembers or what it imagines? You can take advantage of this by repeatedly docking on the memories of the participants.

Say z. B. "You have certainly experienced the following situation before ..." Then tell an incident that is familiar to the participants and in which everyone has the freedom to follow his own memories. In these examples, you can well pack your learning goals.

5. Learn with all the senses

Overview

Everything that we have experienced, because we have smelt, felt, or seen, or what has been told to us, combined with these sensory experiences, is a better expression of our memory. Therefore, use the power of words and memories, and consciously build sensory perceptions in case examples or anecdotes that tell you.

So also tell you how it smelled in one place, how warm or cold it was there or whether a color was particularly prominent. The more perceptual fields involved in the brain, the more mental links can be established. In turn, you can increase the attention and learning motivation of the participants and achieve greater learning success.

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