Resources for Training, Presenting, and Facilitating

Four strategies to maximize people’s participation!

For years, the best trainers and facilitators have used index cards to increase participation. Generally, cards are used in two distinct ways:

• to reinforce learning (in training) or
• to brainstorm and cluster themes (in facilitation.)

Let’s explore how to use this fantastic, simple tool!
Using Cards to Reinforce Learning: Three Activities
In almost every workshop, I use a card activity in some form. These are wonderful ways to get participants up and moving and to stimulate recall.
Purpose of the Activities
To allow participants to immediately apply learning in a participatory fashion.
Materials Needed

1. A large wall, blackboard, whiteboard, window, or other blank space.
2. Prepared cards, as described below.

Variation One: Correct or Incorrect?
Instructor delivers a short lecture on the topic. S/he vertically divides a large wall area with a strip of masking tape and titles each side based on the subject of his/her lecture. (Here are examples of categories used by my previous students in their own workshops:)

• legal vs. illegal questions to ask in a job interview
• admissible vs. non-admissible evidence
• actual wording of policies or regulations vs. “commonly believed” meanings
• “symptoms that require a vet” vs. ” symptoms that can be taken care of at home.”

The instructor supplies prepared cards, one or several per participant or group. On each card is an example that fits into one of the categories on the wall. In a time-limited period, participants must read their card, decide in which category it belongs, and post it into the correct column.
Instructor then facilitates a dialogue of the choices, asking the class for revised placements where necessary.
Variation Two: Match Terms with Definitions
Following a short lecture, instructor distributes one card, facedown, to each class member. Half of the cards have “terms” taken from the lesson and half have the matching “definitions.”
In a limited amount of time, participants must get up out of their chairs, move about the room, and find their matches, then read and explain or model to the rest of the class.
Variation Three: Yes or No? (Polling)
This is a sort of kinesthetic “mini-quiz.” Each participant has two cards, one yellow (true) and one blue (false.) Instructor asks questions based on the lesson and people must respond by “holding up their colors.” Instructor facilitates discussion around correct answers when colors shown are not unanimous.

Using Cards to Brainstorm and Cluster Themes (A Facilitation Tool)
Often called “All on the Wall,” this technique has many variations. The Institute for Cultural Affairs introduced it to me in the mid-1980’s. It’s a great technique to use with any sized group - I’ve used it successfully with groups as small as 4, as large as 200, and have read about it being used with groups of 1,000 or more!
What I love most about this brainstorming and clustering technique is that it includes the act of reflection. This means that people with more introverted personalities can participate fully with ease.
Purpose of the Activity
To facilitate divergent thought and the clustering of themes.
Materials Needed

• A large wall, blackboard, whiteboard, window, or other blank space.
• Large Post-It’s, index cards with masking tape, or just cut paper used with an adhesive wall (butcher paper sprayed with adhesive.)

Steps

1. Facilitator prepares, posts and facilitates a discussion of a relevant Focus Question. (Examples: “What are our organization’s most valuable strengths?” “What directions should we go if the levy is passed?”)
2. Participants reflect on the question individually, then scribble a list of personal responses.
3. In pairs, participants share their responses. Pairs then write their responses on cards, putting only one concept per card. Pairs generate as many ideas (cards) as possible.
4. Facilitator asks pairs to bring “their best idea” and post it on the wall. Then s/he asks for their “most creative idea,” “most challenging idea,” etc. etc. These cards go up randomly, with no attempt at categorization.
5. When 8-15 cards are posted, the facilitator asks participants to view the wall of cards. S/he holds up one card and asks, “Does any other card up here seem to share this underlying them?” Facilitator creates 5-6 pairs.
6. Participant post the remaining cards, categorizing those with existing pairs that seem to “make sense,” and posting the rest without attempting to categorize them.
7. Facilitator urges participants to look for cards that share themes until all cards are organized into columns or clumps. New columns often must be made. The important thing is to group by “feel” for underlying themes, not necessarily by logic alone.
8. The facilitator works with the group to name the themes. S/he posts a title card on top of each of the columns or clumps. These titles should answer the focus question in insightful ways.

Simple as they are, cards can be used in many ways to pump up participation inclusion, and learning.

Read more articles about Training Development and Facilitation Skills. Learn about Guila Muir’s Facilitation Skills Workshops.

Guila Muir is the premiere trainer of trainers, facilitators, and presenters on the West Coast of the United States. Since 1994, she has helped thousands of professionals improve their training, facilitation, and presentation skills. Find out how she can help transform you from a boring expert to a great presenter: www.guilamuir.com

© 2007 Guila Muir. All rights reserved.
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