4 Steps to Prep: How to Plan for Purposeful and Easy Classroom Engagement | Ken Brown | Skillshare

4 Steps to Prep: How to Plan for Purposeful and Easy Classroom Engagement

Ken Brown, Make learning engaging, memorable and unexpected

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8 Lessons (46m)
    • 1. Introduction

      1:35
    • 2. Why Change How You Train?

      14:38
    • 3. Are You Ready to Change?

      1:29
    • 4. Step 1: Identifying Need to Know vs Nice to Know

      4:02
    • 5. Step 2: Planning Your Purposeful Questions

      7:16
    • 6. Step 3: Designing Activities

      7:27
    • 7. Step 4: Creating a Strong Opening

      1:51
    • 8. BONUS: Group Leader Duel activity

      7:56

About This Class

Engaging your students doesn't have to be scary. You can do it - easiy and confidently. In a way that actually helps them remember more of your content. In a way that allows you - and them - to have fun. And all without losing control of the classroom.

But to get there, you've got to do some work up front. This course walks you through everything you need to know and do to prepare for a truly engaging classroom experience.

  • Identifying the content you should cover
  • Designing Purposeful Questions and activities that pull out the key takeaways
  • Writing your opening in a manner that answers the question, What's In It For Me?

Transcripts

1. Introduction: If you're an instructor, a trainer, a facilitator or even a teacher, you're gonna get tremendous value from this course. Have you found yourself in the classroom feeling like you're talking all the time? Do you struggle to get your students engaged? Do you see them check out early and often, and you just don't know what to do about it. Do you have the same students asking you questions? And you really want other students to be involved? Do you feel like you have way too much contents deliver for the time that you have, so you feel like you have to talk all the time. Are you scared? Maybe that if you do, try to invite discussion with your students that it's going to quickly get off topic and go on a tangent and is going to take you a long time to bring it back and get control of the class. If any of those fears or situations or concerns resonate with you, you're in the right place because what we're going to talk about is going to show you, Ah, whole new way to deliver your contact. Imagine engaging your students early and often, and in a way just like the title of this course says That is purposeful and it's easy. Facilitation translated means easy and ultimately what we're gonna be talking about will make your job as a trainer, as an instructor, much, much easier. And, believe it or not, you're gonna have a whole lot more fun then you're currently having. 2. Why Change How You Train?: I want a reference and activity that I typically used in my class at the very beginning. And I want to walk through it to kind of set us up for the next phase of the course. So I have this activity that I do usually right after the introductions. First thing in my train, the trainer workshop. I call it 99 seconds, and it's an activity. And I built, and it was influenced by something I had seen at one of the, uh, formally a STD training conferences where it was the 99 2nd presentation. People had to deliver presentations in 99 seconds. So I kind of took that idea and kind of played with a little bit. And I came up with what I call 99 seconds. And in a nutshell, here is kind of what it iss All right, so we give, uh, students kind of a warning. Okay, we're gonna play this 99 seconds game, and we give them very simple instructions. So, up in the front of the desk, wherever I'm at, I'll have are on a table. I'll have a number of index cards and on each one of the index cards. I'll have an item, and that's typically a common item that they're familiar with. So it could be, you know, a coffee filter could be a tea bag. Light switch. Q. Tip A match stick? Um, any number of things. There may be some odd things kind of thrown in, like, you know, suspenders or wooden nickel or something like that. But on each card is one item, so they have to go up. They have to just pick a card. Look at that item, and then and then they're supposed to teach us how to use that item. So it's not a features and benefits. It's practically. Here's how you use the item. So if somebody gets coffee filter, for example, then they have to go up and they start teaching us how to use a coffee filter. Now behind them on the screen is a giant clock that's counting down from 99 seconds. The person speaking has to use the entire 99 seconds to talk about coffee filters and how to use them. So that's pretty much the basic set up of the activity. That's all the information I give them what I'm really looking for, as I do this activity as I'm watching to see how often each individual purposely engages with the rest of the students. It could be a question. It could be asking them something directly they could throw it out to. Everyone is a group, but I want to see when and if they do that, and I just kind of make a note for each person. I'll make a note of what they're talking about, And if I see them, ask the question to somebody or throw a question, I'll just kind of make it tick mark and will run for the entire 99 seconds. And then at the end, after we give to the first break, I'll tabulate all the results from each of the teachers, each of the trainers to see what they came up with. And typically, what I find is pretty consistent across the 700 participants that have done this now. So I'll show you an example here on this next slide of what I typically show in terms of the results. So before we go to that first break, I'll ask them a series of questions to kind of rate themselves on their delivery during the 99 seconds. And what I typically ask her questions around how well they felt. They connected emotionally with the audience. They're asked them to rate their comfort level while they were up there. How well, they thought they captured the audience's attention. The, uh, their level of subject matter expertise with the particular item that they had selected. Do they think they're delivery? Their content was memorable, and for me, I'm tracking how often they talked versus how often they purposely engaged the students. Okay, so I take all that information and I kind of plot it. So I take all there. It's pretty easy thing to do it. It's It's for a small class. You conduce it during the break without any issue. I was kind of run it through Excel. And then based on the information, this is pretty typical of what I get. So usually they rate themselves very low on their comfort, their connection attention. What not subject matter expertise just depends, you know. But still, you know, six out of 10 I think it's pretty low. Was it memorable for Okay? These are all telling numbers, but the big thing. I look for how often you talked. So every time they did engage again, I make a tick mark. And then I used that to kind of pull out of the total number. What you see here with how often they talked is they talked pretty much the whole time. And typically what I find is between 90 and 100% of the time across the 700 participants that I've done this with 90 to 100% of the time they talk. So it's 10% of the time they that anybody tries to actually engage the audience that other students with some type of question or anything they to me, that's telling. So the whole design of the 99 2nd activities say OK, here's a very common task you familiar with getting up in speaking in front of people I'm giving you and item that you should be somewhat familiar with, and Piers that you may or may not know in the audience is depending on what the crowd is, And I'm giving you 99 seconds. So it's a little bit of a pressure that clock ticking down, you've got to use all that time and teach us about and teaches about this idol, all right, so it's a mix of comfort with a little discomfort, a little anxious. So given that situation, what's their default style of teaching? What are they gonna default to? And what I typically find is 90% out of 100%. They default to talking because that's where they feel most comfortable. That tells me. Okay, that's probably what you do when you're in front of your students. When you train, you talk the majority of the time, and as we've seen already from some of the foundational fax and principles we've been talking about, that's not benefiting your students if you're talking all the time, so this helps me because I've got this raw data and then I can show this to them to each individual class and say, OK, here's how you guys scored. You're talking quite a bit. So why is that? Why are you talking so much? And that's the next thing that we get into its at this point in the training where I typically will ask this question. So why change how you deliver training as you currently do based on the metrics we just looked at. We know the majority of people who train and instruct deliver their content or the courses as a presentation and the way I'm defining a presentation. If you show up and throw up, if you're standing up there and you're talking 90% or greater of the time, that's a presentation. Presentation is a one way flow of information. If you're talking the majority of the time, if not all of the time, there is no room are very little room for two way communication. So it's you dominating the conversation. That, to me, is a presentation. So why why are you doing this? Why do you keep talking to people like this? You show up and throw up your students leave with 10 to 20% retention, and you're okay with that? Why do you do it? Here's what I've discovered over the years of doing this workshop talking with these folks . Here's what I've discovered doing your training as a presentation is it's easy. There's Ah, little prep time, and that's about it. That's all the commitment you've got enough or sufficient content on your slides that you could read them right and everything's good, so you don't really have to prepare. You don't have to memorize anything. It's all there on your slides. You get to talk most of the time. So for certain instructors, that's a big deal. They want to be heard. They want their voice to be heard for other people, not so much. But in that situation you are talking most of the time. Maybe you've designed it or it's been designed handed to you as the trainer in such a way that you're being told. Hey, I know you. You only have this much time, but we need this much material covered. Make it happen, right? So you've got too much material to cover, typically in less time than you adequately need. You'll pause and you'll answer questions when ask. OK, maybe you take the 80 20 approach here and you think that only 20% of the students there are really going to get something out of it. So maybe it's your engaged learners and their the three people sitting on the front row. Those are the only people you're focused on. You don't care about anybody else. Maybe that's your approach or Perhaps training is not your primary job. That's one of the really interesting aspects of when I've done this train. The trainer. It's been for internal colleagues as well as external customers. And I would say, 98% of the time the people that have been through my train the trainer workshops are not primarily trainers, their sales, their service, their support, their engineers and they also trade. So it's been an interesting breakdown, and perhaps you just don't know any better way to train. This is how you were taught. This is all you know. So there you go. Eight reasons why, I think, based on my experience, trainers continue to show up and throw up delivered content, deliver their courses as a presentation. But here's what happens when you do that, based on what we know in the training industry, based on my experience, here's what happens when you do your training as a presentation, you create a passive audience. Okay, as in those prisoners in the back rooms, sitting there, not really caring what you have to say, not really paying you any mind or attention, not answering questions, not asking questions. They're passive because they're passive because they're passive the entire length of your training that can really sap your energy. And so you see your students really dragging as they leave at the end of the day and because they're passive because they're so low energy by the end there retaining very little information 10 to 20% at most. So let's say you you put in an order with FedEx. You've got 100 boxes that you need them to deliver, and a couple weeks later, you check with them to kind of find out where everything is that what happened? Find out they delivered 20 of those boxes. The rest. Yeah, I don't know what happened. 20%. Would you keep FedEx as a supplier as a vendor if they were only delivering 20%? No. But yet 10 to 20% as far as training retention, we seem to be OK. That's fine. And it's unacceptable. I believe it's unacceptable. We can do so much better. But when we're delivering training as a presentation and we're just talking, talking, talking, pounding them with information, making impassive, making them sapped of energy, it's no wonder they're not retaining as much as they are. But I want you to imagine this. What if instead of a passive audience, you could create an active group of students whose energy level was off the chart by the time they left? At the end of the day, you could couldn't tell the difference between when they came in and when they left because they were energy level was looked like it was just the same. And on top of that there retaining maybe 70 80% or more of the content that you deliver. Would you like that? How cool would that be? An active audience. High energy level. Much, much greater retention. That's all possible. But here's what's gotta happen to make that work. You, as the instructor spend more time prepping you spend more time in prep work. Doing that allows you to ask more questions in class. Those questions require discussion amongst those students, and then they answer. Because of that, you actually talk less So again, Imagine instead of you talking 90% because you have all this material to deliver. Imagine fairly talking 70%. That means 30% of the time you've got them. Your students talking, engaging, discussing That's what facilitation is. That's what facilitation does for you. That's what facilitation requires. It allows you to move from delivering your training as a presentation to delivering it as a facilitated event, a facilitated experience. 3. Are You Ready to Change?: Are you ready to move from a mode in which you go in? You show up and throw up and you deliver your training as a presentation and instead you deliver it as facilitation. You deliver it as facilitation in such a way that you get to ask more questions. You've planned those questions. They're purposeful. You can easily engage your students. In fact, you can engage every single student in your class if you so desire, you spend more time prepping all of that. But that gives you the freedom and the flexibility to ask those questions. Those questions create engagement. That engagement creates opportunities for students to learn and retain so much more information. 70 to 80% 90% maybe mawr all depends on how you develop it and deliver it. Okay, so question is, are you ready to move on? Are you willing to acknowledge that what you've done in the past has worked to a degree? But do you realize that you could be so much more effective if you tried something different? If you tried this approach of facilitation because you're about to click on the next lesson , I'm gonna take that as a yes and we're gonna move forward. So let's go 4. Step 1: Identifying Need to Know vs Nice to Know: So let's get started talking about the prep work. And again, here are the four things we're gonna be talking about. Need to know versus nice to know, planning your personal questions, designing activities and creating a strong opening. So let's talk about need to know versus nice to know, and we'll do it in the context of what I call a presentation scenario. You've got too much material, too little time to deliver it in, right kind of common thing that I've referenced in in various lessons so far through this course. So if that's the situation you find yourself in, let me pose this question. If your training time that you had available was cut in half, what content would you deliver? So think about that. You've got an eight hour class you all day class that you typically do or course or workshop, whatever may be. And then all of a sudden, so my comes to the last minute since oh, you know, are you're taking this training to customer and customers got some big event happening in the afternoon or something like that, totally likely. Write something like this could happen and they say to you Hey, you know, we still want you to come out, but we can only give you four hours. Can you do a class in that little bit of time? So if that's the scenario that's presented to you, what's the first thing you're gonna do? Are you just gonna cover the first half of material and forget the second half? Or are you going to go in and kind of look through and see what are the most important things that I need to cover in the time that I have to do it? That should be your approach, the latter. What's the most important things I need to cover? So what you're doing there is distinguishing the need to know information from the Nice to know, right? So what are the things that students absolutely need to know versus what would be nice to know if we had more time? The first step in creating a course or a workshop that is truly facilitated is doing exactly this, figuring out from your existing content that you've been presenting all these times. Now you want to facilitate it. Take a look at your content. What's the need to know and What's the nice to know? Figure out what that breakdown looks like. Pull out the need to know. Keep your same amount of time that you've typically had to deliver this course. But now your primary focus is on the need to know if you have time. If you can get to it, you'll cover the nice to know, but your focus primarily is going to be on the need to know. So let's say, for example, that it just happened to work right down the middle and of your eight hour class. Four hours of the content is time. You would need to present need to know, and four hours is the nice to know. So let's say we push the Nice to know aside. Now we have four hours of need to know Constant in four hours of the rest of the day. What are we gonna do with that? Well, we've been talking and teasing about how to engage our students and how to do activities and participation and various things like that. So that's the set up. That's all I'm gonna give you right now. We're going to get into it deeper as we go, but What you've done is first critical step identifying need to know. Nice to know. Separate those out to create the time to really focus on the need to know. Because if you just focus on the need to know and you hit it and you reiterate it and you work with your students on it, you gauge them. You ask them questions about just the need to know information. Guess what happens to your retention. It goes up. Bingo. Think you're getting the picture? 5. Step 2: Planning Your Purposeful Questions: number two planning your purposeful questions. So the first obvious question is, Well, what is a purposeful question? Let me break it down this way, kind of wordy. I'll go through it and then I'll come back and kind of hit on some key ideas. So a purposeful question is an open ended question that drives participants to revisit the previously covered content in an effort to pull out the key takeaways from that content. Okay, that's a lot. So let's go back. Notice the words and orange. Let's go back and kind of look at those so purposeful question. Orpik. You is an open ended question. What's an open ended question? It's a question that can't be answered by a yes or no, it promotes discussion. OK, so that's the open ended question that dries participants to revisit the previously covered content. Right? So when you go back and you let's say you go to a break and you come back, say OK, well, remember earlier we talked about this this in this. What you're doing as the instructor, as the trainer as a facilitator, I should say, is a review. We're going to distinguish that from when we get those students to go back into their workbook material into their content, into their notes to find information we previously covered. When they engage in the activity and they go back and they look for content and they look for key takeaways, they we call that revisiting. And that's different from us as the facilitator reviewing. Okay, we'll hit that again later, but I just want to make that important point here. All right, so the participants to revisit the previously covered content in an effort to pull out the key takeaways from that content. What are the key takeaways? What are the key points from that content we just covered The absolutely want my students by participants to remember if you recall back when he talked about brain science, one of things we talked about was shorter instead of longer. Remember focusing on shorter content. What we're doing here is we're taking our content were kind of breaking it down, and we'll talk about this in more detail, but we're breaking it down into, like, 10 to 20 minutes sections, OK, Within that section, we're gonna go back and we're going to look and see OK within this 10 to 20 minutes section what are the key takeaways that I want my participants to remember? And you're gonna identify those? And those will be part of where the purposeful questions come in. Okay, so there's always going to be at least one, if not more key takeaways within a given section of content. So key takeaways will be easy enough to find. But that will be part of the prep work that you need to do to identify them. Okay, but we'll talk more about that as an example. A question, a purposeful question that I could propose to you guys, as the participants in this course is to say, what were their four adult learning principles that we discussed earlier this morning? Now, if I just spout those off to you, say, Hey, remember, we talked about four don't learning principles, and they were blah, blah, blah, blah. That's me reviewing, right? But if I ask you, then you have to go find that information. Now, if you're in an actual class and you've got a workbook in that content, is there What do you have to do? Which direction do you have to flip? Oh, my Gosh, you have to go backwards. What? No. We have to go forward. We always go forward. We can't go backwards. Yes, you can. We're gonna go backwards. We're gonna always be pushing our participants to revisit the content. Which means they're gonna have to go back and find it right. How cool is that? So not only are they going back and they're finding the information. Depending on how you've designed your training materials and your workbook, you've got some pretty solid content in there. The more they start flipping around and looking for stuff, they start remembering where things are. So now all of a sudden you're creating a workbook that is becoming a true resource. So when they take it back to their office and they stick it on the shelf with every other training workbook and binder and material that they've ever done, it's not just gonna sit there, because now they know. Oh, if I have that question, if I wanted to do that, what did can say about that? They could go pull it off the shelf and from memory, probably get very close, if not exactly on the page where that information waas because you made them revisit and revisit and revisit to find and pull out those key takeaways. So you're creating additional value for your training materials as a result of this activity, How often do you use a purposeful question? I would say for every 10 15 10 to 20 minutes of content. Okay, which is going to give you if it's 10 to 15 minutes 4 to 6 times an hour, you're gonna be asking Your participants are purposeful question. But why you say it's not enough time. We've got so much material toe cover and Oh, wait a second. We got rid of all that. Nice to know. So now we just have the need to know, and we've got time to play with to reinforce and revisit. Why do this? Well, one we know our participants have a short attention span. Whether they're prisoners, vacationers and or engage learners, they have a short attention span. Our brain science principle talks about shorter versaces longer. Right, so we know that the key takeaways, those things you want them to find and walk out of your classroom with should be reviewed a total of six times through your training So if it's part of the prep, you go through your day long course, and you find 30 s a 30 key takeaways. Then your goal is for each of those takeaways to have them reviewed or revisited a total of six times for each take away six times 31 80. Suddenly, that's a whole lot of time spit reviewing and revisiting key takeaways. But you've gotten rid of the Nice to know. So you've got that time to make that happen. That's why we got rid of the Nice to know. 6. Step 3: Designing Activities: All right, So next let's talk about designing activities. So purpose of activities is all based around the peak. Use which or what? Purposeful questions. What we're trying to do is really keep the purposeful questions fresh, if you will. Okay, What you don't want to get into is kind of this rut or this routine where you're asking the same type of question over and over again. So I was like, OK, so what were the four adult learning principles we talked about earlier? What were two of the brain science principles? What were three of them made to stick principles that we talked about? Um, where were the three types of learners? What were two of the types of learning styles? What was what was one example of a room set up? Okay, it's kind of that same question. Answer, question. Answer, question, answer. You want to mix it up? Okay. But through the prep work, you've identified the takeaways, and you're working toward asking those purposeful questions which point your participants to those key takeaways. But how that plays out how that question plays out is where you can have a lot of fun. All right, so let me give you kind of to kind of the basic scenarios of how it can work through activities on these air. These air two concepts shout outs and teach backs that I learned from Bob Pike, and they were really kind of eye opening as far as what they allow you to do in the classroom. And if you ever taken about pipe group course, you know that you're they model it and you're immersed in it and you experience it and it it's profound. It opened your eyes, so So let's talk about shout outs and teach bags. So in the first example, let's talk about teach back. Teach back is gonna flow like this. They're going to be four steps to it. First, there's going to be the purposeful question that you, as the facilitator asked. You'll give time, usually around 1 to 5 minutes for that question to be discussed amongst students. Then you will have a spokesperson for each of the student groups, the small groups. If you will give back an answer or answer the question or however you want a frame, that and then your role as the for as the facilitator is to debrief is to follow up on anything that may be was missed. If you need to clarify any of the responses, you do that here. Okay. So teach back is purposeful question. When the five minutes to discuss that question teach back a spokesperson from the from each of the groups gives one aspect or one part of the answer to that question. One of the key takeaways and then you debrief follow up as needed. Okay, let me give an example. So let's say I proposed to you guys as participants. I would say, OK, here's here's the question. When I asked, Ask you guys, what are the six brain science principles? And I'm gonna say I'm gonna give you two minutes. Some say take two minutes and discuss them with your neighbor. So you just lean over to the person next to you and you guys kind of have a conversation around those brain science principles, all right? And by partnering up by pairing up of kind of broken up into groups. So after the two minutes is expired, I'll say All right. Okay. So Group one, maybe you guys on the front, give me one brain science principle you guys discussed okay, and then I'll go to group to give me one, and you can bounce around the group's until you get all six answers that you're looking for . Those air six takeaways specifically around the brain. Science principles. That's how it works. And for the debrief, you know, let's say maybe. Okay. Okay, guys, you mentioned three of the four or five of the six. Don't forget about deaths. Don't forget about movement instead of sitting, for example. Okay, You want to kind of make sure you closed the loop on that, right? So that's the basic flow of a teach back. You pose the question you give them a time to discuss either with a partner or in a small group, or however it may be. After that, you asked the spokesperson in each group to give you an answer, and then you follow up with the debrief. Okay, we'll go into more detail on this, but that's kind of the basic approach to how you do a teach back. So it's the question, the time, the response from the group from each of the groups. And then you do a debrief as needed. If the group's do great, you've got nothing to do but to compliment them, congratulate them. Good job. Let's move on. So let's contrast that with a shout out. So shout out a little bit simpler. You ask the question. Somebody answers the question, and then you follow up is needed. For example, say, what's the difference between need to know in Nice to know, I just throw that out of the question. Somebody answers. One person may be answers, gets the entire thing right. Maybe somebody gets part of its money out. Sense was the other part, however. It flows. You let it go until you get what you're looking for, and then I follow up or you follow up as a facilitator. Fill in anything that's missing, all right. That's basically how it works. So there's one last step through a shout out. It's much quicker, obviously, because we don't have the time where the groups are discussing the answers. Okay, so there's present constitutes one of these to recap. Here's what they look like again. The teach back four steps the shout out three steps. Each of these can be used. Obviously, when we're talking in the context of activities. It is not a lot of activity around a shout out. You ask the question, somebody gives you an answer and you move on. So for the most part, you really want to kind of focus on teach backs because teach backs were going to give you the biggest value because it's creating that opportunity for the students to get together in groups and discuss, And when they start talking about it and discussing it with each other, they end up teaching one another. And then when the spokesperson from each group gives their answer, they're essentially teaching the class. So you've got a couple different levels of teaching that are happening. And while that's going on, what are you doing? You're not talking. You're standing there, you're watching. You're observing your listening, but that's time when you don't have to teach, you don't have to facilitate because they're doing it for you, and that's the beauty of it. And that's how you start getting into this 70% you talking 30% in them talking, getting it down to 50 50 50 or however you want to do it. The more activities you have, the more opportunities for them to engage and you not to have to talk, and that's the beauty of it. 7. Step 4: Creating a Strong Opening: Step four in the prep work process is creating a strong opening, specifically one that addresses what's in it for me. If you recall what's in it for me, w I I f m Same thing. OK, we're answering that question to communicate the value to our participants of registering, attending, participating in our course. How you make sure you address this in your opening can be broken down into three questions . Why do they need this information? Okay, the content in your training course. Why do they need it? Speak to that. How will they benefit from it? What will they be able to do differently when they go back on the job when they go back toe life? How will they benefit and how can they use it when they go back on the job? Okay, so not only how will they benefit, but what are they gonna be able to do differently? What's the behavior change that we can expect to see as a result of them participating, attending our training course? So why do they need this information? How will they benefit from and how can they use it back on the job? If you answer each of those questions and put that into your opening. You'll effectively address what's in it for me and you'll communicate the value to your participants. So that is the end of prep work. Those of the four major things that you need to focus on and work on as part of your prep, how those play out in the classroom or some things we'll talk about when we get into starting the next lessons that are focused on what you do when you're actually in the class . 8. BONUS: Group Leader Duel activity: Are you ready for another bonus lesson? Because I've got one for you. Let's take a look. This is an activity that I call the group leader dual. And it's something I came up with to get help me get around one of the potential issues with some of the prep work that we just talked about. So let me kind of step back and recall what we were talking about when we talked about prep work when we were in the lessons on prep work, One of the things we talked about was the difference between the shout out and the teach back and how the shout out was is pretty much at you asked, the question is the facilitator. Somebody answers, You debrief and you move on. Teach back. You're asked the purposeful question. And then you break your students into groups and you give them time to discuss that question in their groups. And then one of things we talked about is the third step in. That was the actual teach back where somebody designated from the from that small group gives an answer for the groups that they basically become the spokesperson or the group leader before that group. Now the question is, how are you going to decide who is the group leader for each purposeful question that you asked. If you just leave it up to the group, then you're gonna have people that are dominating the conversation. So one of the things that I talked about early on was 100% engagement that is getting 100% every single one of your participants engaged in your class when you're facilitating. So how do you do that? Well, you've got to figure out a way to identify a spokesperson for the group, for each purposeful question that you asked, and by rotating that responsibility of being the group leader. That's how you get everyone involved and engaged. Okay, So again, you can't leave it up to the group because you're gonna have people that dominate and they're people. You just want to keep quiet sometimes. So this is a benefit because it keeps those extroverts who want to talk and want to be heard. There are times when they're not the group leader, and they don't get to speak for the group, so they have to be quiet while somebody else represents and speaks with a group. So to get there you need to be creative. And I've created this activity as a way of helping my participants leave my training with a list and I'll show you what that looks like. So here's basically how the group leader dual works, so I break them up typically. And if I've got a small group, I'll put him like 45 and a group, Um, and put position them at different places around the room with a piece of wall chart paper stuck to the wall. And I'll given these instructions on a slide just like this. Write down a list of techniques to select group leaders in a duel with the group or groups across the room, and the group with the most techniques remaining is the winner. All right, so what are the techniques that we're using to select group leaders while as part of your prep, what you conduce you as a facilitator is to come up with some questions to pose to the group's When you ask a purposeful question and you want them to engage in their small groups and talk about the answer, talk about the key takeaways. All right, So it could be a question like who is the 1st 1 in the group to arrive at the training class today? Ah, who drove the further wrist or traveled the furthest to come to the training? Maybe it's something a little bit more quirky, like who had the longest hair in high school in the group? Okay, something like that that helps designate spokesperson for that round for that purposeful question. And then when you come back around and it's a time for another teach back and another purposeful question, you ask a different question to identify somebody else in the group. That way you start circulating the responsibility for being the group leader around everybody in the room and everybody in the group so that everybody gets a chance to participate. All right, so the purpose of this exercise is to help your participants leave with a list of those questions. So they're going to start capturing questions like that on their sheet, working as a group. So they're going to come up with those and they're gonna come up with some things that are probably not ah, great from an HR perspective. So you need to kind of feel those and manage those. But you give them, I'd say 10 15 minutes, maybe to kind of work on this as a group, and they'll start coming up with a really good list of questions. So let's say maybe they've got 20 questions. Okay, These air, How we're gonna identify the group leaders. Okay, one of these. Each of these 20 questions another group may have 15 of the group may have 30. It all depends. So once they're kind of tapped out as faras ideas and you'll be able to see when they just really slow down. And I like, I don't have any other ideas. That's when you kind of move on to the next part of activity. So then you start the duel. So you start with maybe say, a group ones over on the right and say, OK, Group one, read off the first question that you have on your list and they'll read it off. If any of the other remaining groups have that question, they have to scratch it off their list, all right, and then in group one could kind of put a check by it or something. so they know they got that one. That's theirs. Then we'll move on to Group two group to ask their next question. Everybody evaluate. Scratch it if it's there, Um, and we'll just keep circulating around the room. This one, if you're the the facilitator, can take a little bit of time to kind of get going, because it's kind of you need to kind of get into a flow of a back and forth, and it could take a while to get the group's kind of end of that. But after about five minutes, they're pretty good at knowing what to do, and they'll start doing it before you even say, Hey, what's your question? They'll go ahead and ask until you start getting this really fun kind of back and forth, almost like a gun slinger duel, and they'll scratch stuff off in their check and stuff. And so, by the ends, when everybody's read everything, you have them count up how many they have remaining, how many they have checked that aren't scratched through, and whichever teams got the most is the winner now, typically, when there winner and my workshop, they don't get anything other than Hey, you're the winner. Hey, you don't need to give prizes or anything, just they want. And it could be a simple Is that Okay, So do that. And then what's left on the sheets is a running list. Uh, could be 20. Could be 40. Arm or questions that these guys your participants can use when they go back in their courses and they need to ask and identify group leaders for their participants is a okay question. They've got the questions already, so they're good to go. All right, so if you do this well and you manage it well and it can be a little tricky, but you can do it. They'll leave with questions so they can use her, use their phones, take a picture of it. Whatever. And they've got that list of questions ready to go. So that's one less thing that have to prep. The only thing they need to do is figure. Okay, which question am I gonna use where? Based on the purposeful questions that I'm asking, but otherwise they're good to go. So you're giving them a benefit and a bonus. Try that. I think that'll work for you. Um let me know. Give me some feedback. Let me know how you like it.