This is a modification of an interactive lecture activity that is transformed into a textra game. This activity can be inserted after participants finish reading a handout. It involves a poster preparation contest that taps into the listeners' linguistic and visual intelligences.
Studenten maken een Concept Map om concepten en thema’s te identificeren en de onderlinge relaties te visualiseren.
In een Concept Map kunnen de relaties en verhoudingen tussen ideeën, concepten en belangen schematisch weergegeven worden, zodat het verband met het centrale onderwerp of idee zichtbaar wordt.
Understanding and analyzing a piece of advice are important activities. Here is a game that requires the participants to analyze the features associated with different pieces of advice.
Make space for new ideas with TRIZ by stopping unproductive activities or rigid behaviors. Invite everybody to generate new ideas with 1-2-4-All. Ask all participants to identify what they can do immediately, what their 15% Solutions is, and then invite them to help their peers expand and enhance their own 15 percent in a Troika Consulting session.
This is a great activity to show the power of "now" which we usually underestimate.
The use of lectures for training adults has several advantages and several disadvantages. So does the use of training games. What if we combine these two approaches in a complementary fashion? That is the idea behind interactive lectures.
Interactive lectures involve participants in the learning process while providing complete control to the instructor. These activities enable a quick and easy conversion of a passive presentation into an interactive experience. Different types of interactive lectures incorporate built-in quizzes, interspersed tasks, teamwork interludes, and participant control of the presentation.
One effective approach to adding interactivity to lectures involves requiring participants to review what they heard and summarize the key points. This approach reinforces learning and improves recall.
Missing Sentence provides an intriguing twist to an interactive lecture that is based on the review-and-summary strategy.
Polarities live as interdependent pairs that need each other to exist, for example inhaling & exhaling. One pole is not valued as better than the other. Polarities have an enduring quality, they are unavoidable and unsolvable.
Polarities live everywhere from our internal dialogue to external patterns of relating in society and within organizations. Overfocus on any one pole leads to the breakdown of the system as a whole.
One, Two, And More is a flexible structured sharing activity for exploring different topics using different sets of questions. A unique feature of this activity is answering each question in three different modes: individual, pairs, and in teams.
Here's an experiential introduction to this activity:
What is your preferred technique for learning something new?
Write your answer on a piece of paper. If you don't have a piece of paper, just say your answer out aloud.
I am now going to ask you a different question. Once again, write down your answer (or say it out aloud).
What method do you usually use to train other people?
Compare your answers to the two questions. Are they consistent with each other? If not, why is there a discrepancy between the way you like to learn and the way you train others? Should you not help others learn the same way you like to learn?
Does this inconsistency exist because you believe that training is different from learning? Don't you believe that training has to result in learning?
Does this inconsistency exist because you believe that your learning preference is unique only to you? Don't you think that other people may have unique learning preferences? How does your training accommodate these individual differences?