Chapter9

Question 1

List the training delivery activities:

Answer 1

1. Develop a lesson plan
2. Choose the trainer
3. Decide on the trainees who should attend a training program
4. Determine the training materials and equipment required
5. Prepare the training site
6. Schedule the training program
7. Administer the training
8. Implement the training program

Question 2

What is lesson plan

Answer 2

is the blueprint that outlines the training program in terms of the sequence of activities that will take place.

Question 3

What is a lesson

Answer 3

is a cohesive unit of instruction with a specific learning objective.

Question 4

what should a good lesson plan entail

Answer 4

A good lesson plan should be prepared in advance of the training program and be detailed enough that a trainer could use it guide him/herself through the program.

Question 5

what is a critical phase to a lesson plan?

Answer 5

• The development of a lesson plan is a critical phase in the design of training program.
• It allows for the approval and the smooth operation of training activities.

Question 6

What should be listed on the cover page of a lesson plan

Answer 6

Some of the things that should be listed on the first page or cover of a lesson plan are :

• the training objectives
• the trainer
• time allocation
• location
• classroom requirements and seating
• training material and equipment, and supplies and handouts

Question 7

What are the qualities of a good trainer?

Answer 7

•Trainer should be an expert on the topic or content area being taught.

o Not only will trainees learn more but the trainer will be perceived as more credible

•Effective trainer must also have the ability to make the material and were able to deliver it, but all the same, they did not make it very interesting.

• One way for trainers to generate interest and increase trainee motivation is by being expressive during the delivery of a training program

Question 8

Trainer expressiveness:

Answer 8

refers to a trainer who uses linguistic devices and is physically animated.

Expressive trainers are physically animated (eg: posture, gesturing, eye contact) and use linguistic devices such an animated and enthusiastic voice rather than a monotone voice, and vocal fluency rather than speaking with hesitancies (eg: “ums”).

Question 9

The success of a program rests largely on

Answer 9

trainer…no matter how good the training program, if the trainer is ineffective the program will suffer.

Question 10

How does training expressiveness help?

Answer 10

• Trainees recall a greater amount of the training content when ta trainer is more expressive
• A trainer’s expressiveness enhances trainees training motivation and self-efficacy
• In addition to being expressive, a good trainer is also engaging.
• In other words, a good trainer is able to draw trainees into the training program and keep them interested, focused, and involved in learning.
• When a trainer is engaging, trainees are more likely to be motivated to learn, and they are attentive and absorbed in the learning process.

Question 11

what is a way trainers can be more expressive?

Answer 11

-One way a trainer can do this is by using seductive details: which refers to the use of entertaining and interesting information during the delivery of a training program (eg: showing a cartoon, telling a story, or telling a joke) that is only tangentially related to the training material.

Question 12

What is one of the difficulties of finding a good trainer?

Answer 12

• One of the difficulties of finding a good trainer is that the individuals who are skilled trainers often do not have the subject matter expertise to deliver a training program in their organization
• On the other hand, individuals who have subject matter expertise often are not experienced trainers.
• Trainees are more likely to learn and recall training content when the trainer is well organized and easy to follow. The trainer must be able to deliver the training material in a manner that is understandable to trainees.

Question 13

How can an organization develop good trainers?

Answer 13

-One solution to this problem is to teach subject matter experts how to be effective trainers.

These programs are known as train the trainer and focus on the skills that are required to be an effective trainer. this is TRAIN the TRAINER

Question 14

Train the trainer:

Answer 14

refers to training programs that teach subject matter experts how to design and deliver a training program.

Question 15

Why are more SME are being asked to become traienrs?

Answer 15

With the increasing use of tech in the workplace, more SME are being asked to become trainers and attend the trainer programs

Question 16

Why is who is trained an important question

Answer 16

This is an important question because money and time can be wasted, and performance problems are likely to continue, if the wrong people attend training and those who require training do not attend.

Question 17

According to Donald Kirkpatrick, the following four questions need to be asked when selecting participants for a training program:

Answer 17

1. Who can benefit from the training?
2. What programs are required by law or government edict?
3. Should the training be voluntary or compulsory?
4. Should the participants be segregated by level in the organization, or should two or more levels be included in the same class?

Question 18

What is Kirkpatricks point of view on training programs ?

Answer 18

According to Kirkpatrick, some training programs should be compulsory otherwise some employees who will benefit from the training might not attend.

Question 19

What is a way for employees to know if they are ready to attend a training program?

Answer 19

One way to know whether an employee is ready to attend a training program is to have them take a trainability test.

Question 20

• Trainability test:

Answer 20

a test that measures an individual’s ability to learn and perform tasks in order to predict whether an individual will successfully complete a training program.

Question 21

How are trainability test typically done?

Answer 21

This is typically done by having individuals take a mini course or learn a sample of the training that is representative of the content of a training program

Question 22

What have trainability test been shown to be effective for? Give examples of job types its good for.

Answer 22

Trainability tests have been shown to be effective in predicting training success and job performance in many jobs such as carpentry, welding, dentistry, and forklift operating.

Question 23

How does trainability test help a manager?

Answer 23

• Managers can maximize trainee learning by assessing employees readiness to learn and trainability prior to training
• Information on who requires training can be incorporated into a training plan.

Question 24

What is indicated in a training plan?

Answer 24

indicated who in an organization needs training (eg: human resource staff), the type of training (eg: structured employment interviewing), and how the training will be delivered (eg: in a formal classroom).

Question 25

What can a training pre test determine?

Answer 25

-Training pre-tests can be also used to determine what kind of remedial training an individual might require to prepare them for a training program

Question 26

What is training materials?

Answer 26

refers to the expendable items such as note pads, pens, markets, tape, and so on.

Question 27

What are common supplies used for training programs?

Answer 27

-Common supplies include computer equipment, a projector, and workbooks or manuals. -Handouts such as course outlines that indicate the course objectives, the material to be covered.

Question 28

What does training equiment refer to?

Answer 28

Training equipment refers to things that have a life beyond a single use, such as projectors, computers, dvd player and so on

Question 29

What is a training site?

Answer 29

facility or room where the training will take place.

Question 30

Companies with no learning/training room must do this and take what into consideration?

Answer 30

• Organizations that do not have learning centre or training rooms will have to find suitable facilities to conduct the training.
• Important concern is the travel time required for trainees to get to the training site and ensuring that trainees have transportation.

Question 31

** Number of factors need to be considered to ensure the training program runs smoothly.

Answer 31

1. Training site should be conducive to learning (this means that the training environment should be comfortable in terms of things like space, lighting, and temperature.)
2. Training site should be free of noise or distractions that might interfere with or disrupt learning.
3. Training site should be set up in a manner that is appropriate for the training program.

Question 32

What is one thing trainer must do on the day of training for things to run smoothly?

Answer 32

Trainer should arrive early on the day of the training to make sure that the room is properly set up and that the required equipment has arrived and is functioning.

Question 33

why seating arrangement important for training?

Answer 33

• The seating arrangement is also important because it can facilitate or limit trainee involvement and participation.
• It can also energize or inhibit trainees and it communicates the trainer’s style.

Question 34

What the types of training seating arrangement?

Answer 34

high, moderate, low

Question 35

low involvement seating

Answer 35

-Low involvement seating represents a traditional classroom arrangement in which the instructor is in control and stands or sits at the front of the room or behind a desk or table.

Question 36

high involvement seating

Answer 36

-High involvement seating arrangement, small groups of trainees are seated together in groups around small tables. As a result, group members can interact and work together on projects.

Question 37

moderate involvement seating

Answer 37

trainee can look at each other and also look at the trainer

Question 38

what implications does the seating arrangements have for the trainer and trainees

Answer 38

Seating arrangement has important implications for the trainer and trainees and should be arranged in accordance with the objectives of a training program and the desired level of trainee involvement.

• Thus, trainer needs to carefully choose a seating arrangement that is appropriate for a particular training program and the methods, activities, and exercises that will be used.

Question 39

What are the facors to take into consideration when scheduling a training program

Answer 39

• one has to arrange the training schedule to accommodate all of the participants.
• It is important to be sensitive to the needs and desires of employees and their supervisors.
• Another factor to consider is the availability of the trainer.

Whether the trainers are from the human resource department or elsewhere in the organization, they will likely have responsibilities that will restrict their availability.

o Trainers from within the organization will have to receive release from their other duties

o If trainers are from outside they will also have restrictions regarding their availability and will have to be contracted for a particular date

-Third consideration in scheduling a training program is the availability of the training site, equipment, materials, and so on.

o If the training site and facilities are frequently used a training program will have to be scheduled in advanced

o Materials need to be designed or purchased, prepared and available for the day

• When scheduling a training program one must also consider whether it would be best to offer it all at one time, such as one day versus four two-hour sessions in the case of an eight-hour program.
• There are also issues of resources and logistics

o Sometimes it is just not feasible to conduct a training program over a longer period of time

Question 40

Training administration

Answer 40

involves the coordination of all the people and materials involved in a training program.

Question 41

What is the next step after the lesson plan has been done?

Answer 41

Once the lesson plan has been done, a number of activities must be undertaken to manage and administer a training program.

Question 42

What is a routine but necessary activity for training adminstration?

Answer 42

The maintenance of trainee records, training histories, customized learning opportunities, schedules, and course and material inventories is a routine, but necessary, activity.

Question 43

Who needs to be informed about the training program and why and with what details?

Answer 43

Employees and their supervisors have to be informed of training programs with respect to the objectives and the content as well as where and when the training will be taking place

Question 44

What does the trainer need to ensure when implementing the training program?

Answer 44

When implementing a training program, the trainer has to ensure that the learning climate is conducive to learning. This means that trainees should feel relaxed, comfortable, and safe in the training environment

Question 45

What is a learning climate

Answer 45

A climate that is conducive to learning and consists of pre-arrival factors, greeting participants, the learning environment, and trainer’s style and behaviour.

Question 46

Creating a climate that is conducive to learning involves four elements: 1.Pre-arrival factors:

Answer 46

• Although trainees form perceptions of the learning climate during training, there are some things a trainer can do before their arrival to create a positive learning climate.
• Pre-arrival activities might include pre-work readings or assignments, a pre-session get together(to hand out materials or perhaps a cocktail party or dinner)

Question 47

Creating a climate that is conducive to learning involves four elements:2.Greeting participants

Answer 47

• While the tone can be set before participants arrive, even more important are the perceptions trainees form once they arrive for training.
• Trainees might be anxious about the training and some will be skeptical about its value.
• Therefore trainer should meet and great participants and make them feel welcome when they arrive for training
• Nice touch is to have a welcome message posted on a board or a flipchart in the room.

Question 48

Creating a climate that is conducive to learning involves four elements:3.Learning facility and environment

Answer 48

Major factor in trainee’s climate perceptions is the training site itself. In this regard, the trainer should ensure that the physical set up of the training room is attractive, comfortable, bright, relaxing, and clean.

Question 49

Creating a climate that is conducive to learning involves four elements:4.The trainer’s style and behaviour

Answer 49

• Trainer’s perceptions of the learning climate will also be based on how the trainer interacts and conducts the training.
• If the trainees do not know the trainer, then one of the first things trainers should do is to provide a brief personal introduction about themselves and their involvement in the training program.
• Trainer should circulate throughout the room during training and at times be seated rather than standing at the front of the room throughout the session
• Key to creating a positive learning climate is the style of the trainer

o A trainer can create a positive climate by listening with empathy, accepting different ideas…

Question 50

Critical factor in the sucessful implementation of a training program?

Answer 50

Creating a positive climate that is conducive to learning is a critical factor in the successful implementation of training program.

Question 51

Gagne’s nine events of instruction:

Answer 51

1. Gain attention: reflects adult learners need to know why they are learning something and their training motivation.
2. Describe the objectives: reflects adult learners need to know how the learning relates to their job and the importance of goals as indicated in goal setting theory
3. Stimulate recall of prior knowledge: reflects adult learner’s existing knowledge and experience and how that can be linked to the training material. Proving a framework for learning is similar to an advance organizer.
4. Present the material to be learned: reflects task sequencing as well as incorporating adult learners job relevant experiences into the training content
5. Provide guidance for learning: reflects the use of metacognitive strategies, attentional advice, and advance organizers
6. Elicit performance practice: reflects the importance of active practice and experiential training methods (role plays, games, simulations) 7.Provide informative feedback: reflects the importance of feedback and knowledge of results during training.
7. Assess performance: reflects the importance of linking training objectives to trainee learning and ensuring that the objectives are being met as well as the stages of learning.
8. Enhance retention and transfer: reflects generalization from conditioning theory and self-regulation and self-efficacy from social cognitive theory

Question 52

Gagne’s nine events of instruction: 1. Gain attention:

Answer 52

• First thing a trainer needs to do is to draw trainees into learning process. In other words, get the attention of trainees.
• Getting trainees interested and motivated is an important way to begin a training program. Trainees should know why the training program is important for them and the organization

Question 53

Gagne’s nine events of instruction: 2. Describe the objectives:

Answer 53

• Trainer must communicate to trainees what they will learn in a training program, what to expect, and what they will be able to accomplish at the end of the program.
• Trainees should understand what they will learn and how they will be able to use it on the job

Question 54

Gagne’s nine events of instruction: 3. Stimulate recall of prior knowledge:

Answer 54

• It is important to show trainees that they know some things that are related to what they will learn in training.
• This allows trainees to think about what they know and can do that is related to what they will learn in training program

Question 55

Gagne’s nine events of instruction: 4. Present the material to be learned:

Answer 55

• Organization and presentation of the training material should be done in a logical and consistent manner
• Trainer can ensure learning and understanding by asking questions at various points or junctures during the training and by asking trainees to provide examples from their own work experience.

Question 56

Gagne’s nine events of instruction: 5. Provide guidance for learning:

Answer 56

-Trainer should provide trainees with guidance and direction on how best to learn the material. This can be done by providing trainees with relevant examples that demonstrate what they need to learn and asking questions to help them generate ideas and solution

Question 57

Gagne’s nine events of instruction: 6. Elicit performance practice:

Answer 57

• Trainees should be given the opportunity to practice and apply the training material.
• Trainers should provide sufficient time for trainees to do something with the information they have gotten during training

Question 58

Gagne’s nine events of instruction: 7. Provide informative feedback:

Answer 58

• Trainees should get feedback on their performance during training
• It is essential that trainees know and understand what they did correctly, what they did wrong, and how to correct what they did wrong to improve their performance.

Question 59

Gagne’s nine events of instruction: 8. Assess performance:

Answer 59

• It is important to test trainees on their learning during and after a training program.
• Learning should be assessed after each topic is done
• The assessment of performance can involve a formal test or it might simply involve informal question and answer session

Question 60

Gagne’s nine events of instruction: 9. Enhance retention and transfer:

Answer 60

• Trainees need to know how their learning can be used and applied on the job
• It is important that trainers discuss how the training material can be applied on the job and in actual work situations

Question 61

What should the closing of the training program be similar to?

Answer 61

Like the rest of the program, closing should be well planned and include a closing activity that signals the successful completion of the program.Some sort of recognition is common such as ceremony

Question 62

What is so important about the closing?

Answer 62

The lasting impression following the closing should be that the next step is a change in behaviour and performance

Question 63

To learn about the types of problems that a trainer might encounter, Richard Swanson and Sandra Falkman conducted a study in which they asked novice trainers about the problems they have had when delivering a training program.
12 common training delivery problems:

Answer 63

12 common training delivery problems:

1. Fear: fear that is due to lack of confidence and feeling of anxiety while delivering the training program
2. Credibility: the perception that they lack credibility in the eyes of the trainees as subject matter experts
3. Personal experiences: lack of stories about personal experiences that can be used to relate to the training content
4. Difficult learners: don’t know how to handle problem trainees who may be angry, passive, or dominating
5. Participation: hard getting trainees to participate
6. Timing: trouble with the timing and pacing of the training material and worries about having too much or too little material.
7. Adjusting instruction: difficulty adjusting the training material to the needs of trainees or being able to redesign the presentation of material during delivery
8. Questions: hard using questions effectively and responding to difficult questions
9. Feedback: Unable to read trainees and to use feedback and evaluations effectively
10. Media, materials, facilities: concerns about how to use media and training materials
11. Opening, closing techniques: the need for techniques to use as ice –breakers, introductions, and effective summaries and closing
12. Dependence on notes: feeling too dependent on notes and having trouble presenting the material without them.

Question 64

Solutions to Training Delivery Problems: Fear

Answer 64

• be well prepared and have a detailed lesson plan
• use ice breakers and begin with an activity that relaxes trainees
• acknowledge the fear and use self-talk and relaxation exercises prior to the training

Question 65

Solutions to Training Delivery Problems: Credibility

Answer 65

• don’t apologize and be honest about your knowledge on the subject
• have the attitude of an expert and be well prepared and organized
• share personal background and talk about your area of expertise and experiences

Question 66

Solutions to Training Delivery Problems: Personal Experience

Answer 66

• relate to your own personal experiences
• report experiences of others and have trainees share their own
• use analogies, refer to movies or famous people who relate to the subject

Question 67

Solutions to Training Delivery Problems:Difficult Learners

Answer 67

• confront the problem learner and talk to them to determine the problem
• circumvent dominating behaviour by using nonverbal behaviour such as breaking eye contact or standing with your back to the person
• use small groups to overcome timid behaviour and structure exercises where a wide range of participation is encouraged

Question 68

Solutions to Training Delivery Problems: Participation

Answer 68

• ask open-ended questions and provide positive feedback when trainees participate
• plan small group activities such as case studies and role play to increase participation
• invite participation by structuring activities to allow trainees to share early in the program

Question 69

Solutions to Training Delivery Problems: Timing

Answer 69

• plan for too much material and prioritize activities so that some can be omitted if necessary
• practise presenting the material many times so that you know where you should be at 15 minute intervals

Question 70

Solutions to Training Delivery Problems: Adjusting instruction

Answer 70

• determine the needs of the groups early in the training and structure activities based on them
• request feedback by asking trainees how they feel about the training during breaks or periodically during the training
• redesign the program during breaks and have a contingency plan in place

Question 71

Solutions to Training Delivery Problems: Questions (answering and asking)

Answer 71

ANSWERING QUESTIONS
- anticipate questions by writing out key questions that trainees might have
- paraphrase and repeat the questions being asked so everyone can hear and understand what was asked
- redirect questions you can’t answer on the spot and try to find answers during the break
ASKING QUESTIONS
- ask simple and concise questions and provide enough time for them to answer

Question 72

Solutions to Training Delivery Problems: feedback

Answer 72

• solicit informal feedback during training or breaks on whether the training is meeting their needs and expectations and watch for nonverbal cues
• do summative evaluations at the conclusion of the training to determine if the objectives and needs have been met

Question 73

Solutions to Training Delivery Problems: media, materials, facilities

Answer 73

MEDIA
- know how to operate every piece of equipment you will use
- have backups such as extra cords, extension cords, marker tape etc.
- as well have the material in another medium in case one has problems
-enlist assistance from trainees if you have a problem and need help
MATERIALS
-be prepared and have all the material placed at trainees workplace or be ready for distribution
FACILITIES
- visit facility beforehand to see the layout and plan out where things can be set up
- arrive at least an hour early to set up and handle any problems

Question 74

Solutions to Training Delivery Problems: opening and closing techniques

Answer 74

OPENING

• develop a file of ideas based experimentation and observation
• develop and memorize a great opening
• relax trainees by greeting them when they enter, taking time for introductions, and creating a relaxed atmosphere

CLOSING

• provide a simple and concise summary of the course contents using objectives
• thank participants for their time and contribution to the course

Question 75

Solutions to Training Delivery Problems: dependence on notes

Answer 75

• notes are necessary
• use cue cards with an outline or the key words as prompts
• use visuals such as notes on the frames of transparencies or your copy of the handouts
• practice and learn the script so you can deliver it from keywords on your cue cards

Question 76

These 12 common delivery problems of novice trainers have three basic themes:

Answer 76

1. Problems pertaining to the trainer
2. Problems pertaining to how the trainer relates to the trainees
3. Problems pertaining to presentation techniques.

Question 77

What is Accelerated Learning:

Answer 77

a multisensory, brain-compatible methodology that can be incorporated into every aspect of the teaching and a learning process from design to delivery.

Question 78

What theories fall under the learning brain?

Answer 78

The Learning Brain
Left Brain-Right Brain Theory
Triune Brain Theory
Multiple Intelligences Theory

Question 79

What represents the left brain?

Answer 79

• Verbal
• Analytical
• Symbolic
• Abstract
• Temporal
• Rational
• Digital
• Logical
• Linear

Question 80

What represents the right brain?

Answer 80

• Non- verbal
• Synthetic
• Concrete
• Analogic
• Non-temporal
• Non-rational
• Spatial
• Intuitive
• Holistic

Question 81

Tip for trainers using the left-right brain theory:

Answer 81

• Pay careful attention to power of the whole brain in designing and presenting information
• Two brain concept – valuable metaphor
• Helps trainers acknowledge two separate but simultaneous tendencies in the brain.
• Review material to ensure the more familiar left-brain techniques of analysis are well balanced with right-brain approaches of synthesis

Question 82

What is TRIUNE BRAIN THEORY and discuss the history?

Answer 82

Three Brains are Better than Two:

Dr. Paul MacLean – 1952 (Bethesda, Maryland)
•Used in conjunction with other theories, provides a powerful perspective on teaching and learning.
•Identifies powerful natural forces at work within people, evolving over millions of years
• Helps us to understand and apply how the brain is organized intellectually and emotionally.

Question 83

According to the Triune theory what are the three primary stages?

Answer 83

MacLean theorizes that the human brain has evolved through three primary stages:
»Reptilian
»Limbic
»Neocortex

Question 84

Tips for trainers for reptilian brain:

Answer 84

Coddle reptile brain:
•Provide comfortable training environment
•Breaks every 50-90 minutes; healthy leisurely lunch break
•Acknowledge initial need to establish “territory” before asking participants to move.
•Build in relaxation techniques
•Build in class rituals

Question 85

Techniques for limbic system

Answer 85

Create familiar and pleasant associations (using stories, myths and fables)
•Build an upbeat emotional and social environment (use plants, flowers, anything attractive in the classroom)
•Use positive suggestion – help trainees transcend doubts, fears

-Play games (engage in interactive exercises and have fun)
•Incorporate music, graphics and art
•Develop interactive activities (use analogies, themes and metaphors)

-Facilitate meaningful exchanges with others

Question 86

Discuss Neocortex

Answer 86

• in consists of waves and steps

-Tapping the pattern-seeking organizing principle of the neocortex is an especially humane tactic for presenting technical information.
•The neocortex likes to see things in familiar places and in relationship to other things it knows.
•Through this processing, new information is quickly and easily absorbed, understood and retained.

Question 87

What is combined approach and what does it do?

Answer 87

• Best training teaches both sides and all three brain regions together.
• Trainers “work” the content
• When learners physically, emotionally and intellectually experience information in different modes – all parts of the brain are satisfied.

Question 88

Music in training as a tool. Discuss.

Answer 88

Essential tool for adult learning
•Highly effective tool for integrating both halves of the brain and all three developmental compartments
•Music influences heart rate and breathing (repitilian brain)
•Stimulates limbic systems emotional core
•Acts as a carrier to integrate brain’s two hemispheres and helps develop the neocortex in newborns
•Directly encodes information into both conscious and unconscious memory systems
•Key element in speeding up (5X) learning of foreign languages

Question 89

Music in training as background

Answer 89

• During interactive exercises and projects
• While telling stories, myths and fables
• During reading/reflection
• During creative and journal writing
• To relax during guided visualization

Question 90

Music in training adding value. Discuss.

Answer 90

• Enliven breaks, stretches and rituals
  •Create a sense of ceremony and celebration
  •Enliven a metaphor or theme
  •Add special effects or excitement during an assignment

Question 91

Mulitple intelligence Theory. Discuss theory and who created the theory.

Answer 91

Howard Gardner (Psychologist)
•Gardner and colleagues proposed that:
–no single way in which everyone thinks/learns
–many forms of intelligence exist by which people learn, understand, think, problem solve, and relate to the world

Question 92

What are the Multiple Intelligences (8) Theory

Answer 92

-Verbal
-Linguistic
•Logical-Mathematical
•Interpersonal
•Intrapersonal
•Musical-Rhythmic
•Bodily-Kinesthetic
•Visual-Spatial
•Naturalistic

Question 93

What are the key points regarding the 8 intellegiences

Answer 93

Everyone possesses all 8 intelligences
•Most people can develop each intelligence to an adequate level of competency
•Intelligences work together in complex ways – defined by individual, social and cultural influences
•No standard set of attributes required to be considered intelligent in a specific area

Question 94

Tips for Music trainers

Answer 94

Musical-Rhythmic
•Singing, humming or whistling
•Putting information into chants or raps
•Hearing songs that teach
•Using music in the background
•Playing all kinds of musical instruments
•Linking old tunes with new concepts

Question 95

tips for trainers: naturalistic

Answer 95

Naturalistic
•Field trips, time outdoors
•Expeditionary activities
•Clarification and activities that locate the connections
•Hands-on experiments
•Activity write-ups