Un total de 4 pages ont été trouvées avec le mot clé Knowledge.

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Collaborative Mind Map

A Mind map is a visual representation of related and hierarchical ideas in map form. It can be offered at the end of a course, training module, etc. Learners identify and organize the knowledge taught upstream. It is necessary to have a session before and then after, rather than during the exercise.

Collaborative Mind Map

Group size : Small group (4-5 persons), Group (10-15 persons), Classroom (20-30 persons), Amphitheater, large group

Modality : Presential

Duration of the teaching method : An entire session, Over several sessions

Special equipment : Computer, mind map software (available as free software), video projector (for returns)

Type of knowledge developed : Knowledge, Know-how, Social skills

Target Audience : Students

Course Type : Tutorials (TD), Course

Preparation time :1h

Author and persons who made changes : Nathalie Agbagla

Why am I using this technique?

For my learners...

The Mind map collaborative is a trick that allows learners to check at the end of the course/training/module the understanding and knowledge of the concepts taught.  It allows them to structure their thinking and to have a global and integrated vision of the courses they have been given.

This trick involves the use of software dedicated to the creation of Mind map. The learner learns how to master it.

The Mind map collaborative also promotes mutual aid and shows the power of collective intelligence.

For me, teacher or trainer...

The collaborative Mind map allows the trainer/teacher to check the level of understanding of his teachings by the learners.

Framework and steps / Instructions

The preparation

  • To make the Mind map: all learners and the teacher must have access to a computer connected to the Internet with Mind map software (some are available online in free or free version: see "Useful links")
  • For playback: a computer connected to the internet with Mind map software and a video projector

The process

  • Step 1: This is a preparation step in fact you have to choose and download a software to create Mind map. There are free online software available on the internet. You must then create the Mind map by indicating the object of the Mind map, the title of the course/module/training for example.
  • Step 2: At the end of the teaching, the teacher/trainer must explain the Mind Map principle to the learners and how it works. Then you have to give the instructions for the following TD: list and organize the course elements.
  • Step 3: The preparation of the next TD consists in taking note of the Mind map made by the learners and thinking about the feedback that there is to be done on it, identifying the points misunderstood,...
  • Step 4: The aim of the TD is to review the Mind map with the learners, making modifications, additional explanations and missing elements if necessary.

Variants

An alternative idea could be to propose to a larger group, in an amphitheatre for example, a controversial question with a justifiable thesis and antithesis.

Points of vigilance

Learners are often confused. Some of them have never used a Mind map, they should not be blocked by the tool. You should therefore choose a tool that is easy to use and explain how to make a Mind map.

Maybe do one in class earlier in the training?

What if it doesn't work?

There is always knowledge acquired as in any classical teaching.


Useful links

Examples https://www.mindomo.com/

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Goose Game

It is a question of diverting a board game to learn in a more playful way, here, around the traditional game of the goose.

The principle of the game is as follows: a board game with pawns and a die, presenting, between the Start box and the Finish box, a spiral box with in each of them a question related to a theme or field covered during the training. The first one to reach the Finish square wins.

Goose Game

Group size : Small group (4-5 persons), Group (10-15 persons), Classroom (20-30 persons), Amphitheater, large group

Modality : Presential

Duration of the teaching method : In a session, An entire session

Special equipment : Game board, counters, dice, fairly large tables (not an amphitheatre), a large room so large group (the first time it takes a little budget)

Type of knowledge developed : Knowledge

Target Audience : Students, Professionals in training

Course Type : Tutorials (TD)

Preparation time :One to two days of work to prepare the set of questions for the game board. Then no preparation time since the question game is reusable (and enrichable).

Author and persons who made changes : Jérôme Thonnat

Why am I using this technique?

For my learners...

To memorize, learners need to mobilize and apply their knowledge. This can of course be done through classical exercises but also through play.

In a more playful way, learners cram while having fun. Indeed in this game questions come back, so by repeating, they memorize.

It is also a pleasant moment, with a good atmosphere, which can be interesting for the dynamics and cohesion of the group.

For me, teacher or trainer...

This takes time and organization, especially the first time. But the learners remember what was said. And this makes it possible to evaluate the acquired knowledge of the training because by following the evolution of the game as well as the answers brought by the participants, the trainer can measure what was well or badly understood about his teachings and detect a possible heterogeneity of understanding within the group.

And then once again, it is a pleasant moment with a good atmosphere.

Framework and steps / Instructions

The framework

The game of the goose is done after a course rich in theoretical elements to memorize (grammar, vocabulary, dates, concepts, treatments of diseases, ...). This game is ideal for people with little schooling, especially adults who have had little or no schooling.

As part of a training course, these games can be made available to learners at lunchtime, or in the evening if they sleep on the training site.

The preparation

A kit of game is thus constituted:

  • a game board with in each box a simple question related to the knowledge addressed during the training. OR An ordinary game board and cards with questions on them ;
  • pawns: one per learner or per group of learners ;
  • a die.

Allow 4 to 6 counters per board, each counter can correspond to an individual or a small group of 4 to 5 individuals.

For the place, it is necessary to have a table around which the participants can sit or stand (to avoid if one foresees a long time of game, it is not very comfortable) and on which it is possible to put the board, to make roll the die, etc..

Depending on the size of the group, you may need one or more game kits or even several rooms (this game can be noisy). This makes it possible to divide the large groups.

A game lasts between 1h00 and 1h30.

The process

PREPARATION

It is necessary to prepare the game board and especially to choose the questions well. They must make it possible to mobilize the theoretical aspects of the course, be clear, have only one good possible answer.
The questions are then written in the boxes on the board or on cards (can be simple pieces of paper).

Don't hesitate to put some crazy or funny questions to relax the atmosphere during the game. This keeps the fun side and prevents it from turning into a disguised exam.

SETTING UP THE GAME

You need at least one teacher (or trainer) for 3 or 4 games played simultaneously in the same room. And this teacher needs to know the answers to all the questions.
If the number of learners is small, each participant plays alone and takes a pawn. Otherwise it is possible to play by teams, each team then has a counter.
The checkers are placed on the starting square, each team rolls the die, the team with the highest number starts and then turns clockwise.
If you use cards for questions, you have to ask a lot of questions face down.

THE ROLLER

There are two possibilities. In both cases, if no learner knows the answer to a question, they can contact the teacher/trainer. The latter can take advantage of these requests to provide supplements. But be careful, if there are several groups you must be available for the other groups otherwise they are blocked and cannot advance.

First possibility: Each box corresponds to a question written directly on the board. The player (or team) rolls the die, advances the correct number of squares and must answer the question on which he is standing. The other participants in the game decide on the correctness of the answer (it is important that the trainer makes sure that they are not mistaken at this point and correct immediately if there is an error). If the answer is correct, it remains on the square. Otherwise he goes back to square one. The winner is the first to arrive at the finish.

Second possibility: We have a deck of cards and before rolling the die, the player (or team) draws a question card. If he answers correctly (same mode as in the first option), he can roll the die and advance the number of spaces indicated by the die. Otherwise he stays where he belongs.
Be careful, if you want the questions to come back, you should not expect too many (25 to 40 for a game board). And the ideal is to put the question randomly back in the pile.

To finish the session, a short debriefing time is strongly recommended. This can allow learners to ask questions and the teacher/trainer to ask them what they thought of the game, gather criticism and advice to improve it.

Evaluation

Hot, it is interesting to evaluate the satisfaction of the participants because it allows to see if the game is as playful as one wishes it and if it works for this type of public. This makes it possible to see if there are any adjustments to be made.

The game also makes it possible to evaluate the knowledge to which the questions related and thus also to evaluate the course which brought this knowledge

Later, to find out if the game worked, was useful, an evaluation at the end of training or teaching unit can be interesting. It will be compared with the same evaluation without the game, the previous year for example. (Attention, take into account the promotion effect: from one group to another the effect can be very variable.

Variants

Possibility to make a "contest game" with lots of different games: the winner of each game wins points and at the end those who have the most points win.

Outside of a training situation, this game can be used for awareness-raising or popularisation, either as an awareness-raising support, or as a complement to an awareness-raising meeting: this makes it possible to remobilise what was said in the meeting and makes participants want to come back to the next meeting (if they have lost, they want to take their revenge, if they have won, they are motivated.)

The answers can be written on the cards under the question. It is then up to an opponent of the player (team) to draw the card for him and ask him the question.

It is possible to construct the questions (or part of the questions) with learners in a previous session.

Points of vigilance

Il faut faire attention au nombre de cases du plateau, à adapter en fonction du nombre de questions que l'on souhaite poser et en fonction du temps qu'on a, à disposition.

Si jamais la partie n'est pas finie avant la fin de cette période, le gagnant est celui qui est arrivé le plus loin sur le plateau pendant la partie.

What if it doesn't work?

The risk is that learners do not want to play the game, find it boring.

To avoid this, it is necessary to present the game in a playful way (it is mainly done to have fun) and to stimulate competition between the participants (one can for example foresee a small symbolic prize for the winner(s)).


Testimonials

These games work, they're great! It's working really well.

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[Ice Breaker] - Dynamizer Game

The icebreaker is a method of waking up an audience, stimulating them and encouraging them to speak out. It is very simple to set up and requires very little upstream preparation.

[Ice Breaker] - Dynamizer Game

Group size : Group (10-15 persons), Classroom (20-30 persons), Amphitheater, large group

Modality : Presential

Duration of the teaching method : In a session

Special equipment : A large room suitable for travel

Type of knowledge developed : Social skills

Target Audience : Students, Professionals in training

Course Type : Tutorials (TD)

Preparation time :Negligible

Author and persons who made changes : Nathalie Agbagla

Why am I using this technique?

For my learners...

Facilitate contact between people who know little or nothing about each other.

  • The participants are then "connected" and have more facility to overcome the fear of speaking in a group.
  • They are stimulated, their curiosity is aroused, the participants are more dynamic and attentive for the rest of the session.

For me, teacher or trainer...

Disturbing the students by encouraging them to walk around the room, contrary to their habits, gradually establishes a good mood and an atmosphere of benevolence within the group. He also removes distance from the teacher who proposes him, if he participates.

Framework and steps / Instructions

The framework

It is often offered at the beginning of training in order to facilitate the first contact between learners. It can be proposed at any time when the trainer observes an inertia of the participants (as is the case in the example developed here).

The preparation

A large enough room is needed to allow participants to move around. For example, it is rather difficult to set it up in an amphitheatre because of the constrained layout of the space. If necessary, move the tables and chairs to the sides of the room upstream or ask the participants to do so. It is also possible to create "meanders" or obstacles to avoid the pitfall of less productive circle movements from the point of view of the method's objective.

The process

  1. The trainer first asks them to move around the room in silence.
  2. Then he gradually adds different instructions.
  3. For example, looking into each other's eyes when they meet.
  4. Finally, they have to look at each other, smile at each other and say hello.

Evaluation

There is no method to measure the impact of the Icebreaker Dynamizer. The simple fact of observing the participants, however, allows us to see if it is effective.

At the beginning of the teaching method, if they are confused and lost, it is because the first level of the objective is reached. Then, the trainer must be attentive and look if interactions have improved in quantity (more participation) and quality (caring, listening).

Variants

Possible set point variants :

  1. Ask participants to touch each other's little fingers, say something, shake hands or hug. In the latter case, make sure in advance that it is acceptable to participants or bring it gradually, and respect those who do not want to do so.
  2. When there are many participants (a full amphitheatre), separating them into two groups allows the trainer to manage the situation of the large number and the constraint of space. As a result, the mass effect is reduced. While one group is up, the other half of the amphitheatre follows different instructions.
  3. For example, if standing people are told to be quiet, those who are sitting should talk loudly.
  4. Also possible: while some go clockwise, others go anti-clockwise; some say hello, others respond with a smile, etc..

The possibilities are numerous and leave a lot of creativity to the trainer!

Points of vigilance

Pay attention to the size of the group, individual limits, "habits and customs"...

What if it doesn't work?

If it doesn't work, you have to realize it quickly and adapt to your audience. This requires observation and perception.

For example, propose a more appropriate alternative instruction and stop earlier than expected. Continue with another pedagogical practice, but you must either have prepared it or master it. It is also possible to propose a quick debriefing at the end of the pedagogical practice to remobilize the participants.


Testimonials

This method creates a good atmosphere. Students are surprised, even disbelieved, at first, then get caught up in the game. I had more respondents from them throughout the rest of the course!

This type of course was quite original and much more motivating than a simple lecture!

Facilitate contact between people who know little or nothing about each other.

  • The participants are then "connected" and have more facility to overcome the fear of speaking in a group.
  • They are stimulated, their curiosity is aroused, the participants are more dynamic and attentive for the rest of the session.

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[Ice Breaker] - Interpersonal Presentations

When creating a new working group, it is often difficult to find the time to get to know each other. Especially when hierarchical positions are poorly established, or when strong cultural differences exist within the group. Communication problems can then arise.

That's when you have to break the ice.

[Ice Breaker] - Interpersonal Presentations

Group size : Group (10-15 persons), Classroom (20-30 persons)

Modality : Presential

Duration of the teaching method : In a session

Special equipment : A sufficient number of tables and chairs

Type of knowledge developed : Social skills

Target Audience : Students, Professionals in training, Particularly suitable for groups with cultural heterogeneity

Course Type : Tutorials (TD)

Preparation time :Negligible (re-reading of the methodology for the facilitator and arrangement of the room)

Author and persons who made changes : Jérôme Thonnat

Why am I using this technique?

For my learners...

Facilitate interpersonal relationships among training participants. Begin to build cohesion within the group. Encourage active participation and involvement of group members.

For me, teacher or trainer...

Create a group dynamic that facilitates a caring atmosphere at the breasts of my group of learners.

Framework and steps / Instructions

The framework

At the very beginning of a training session, for groups of people who know each other little or not at all. This phase is particularly useful when there is a heterogeneity of hierarchical or social position within the group.

The preparation

A sufficient number of tables and chairs.

Preparation of a random draw of pairs of participants (optional).

The process

The trainer asks the participants to submit to a presentation plan by answering a list of presentation questions (which can be projected during this sequence) among which are more or less personal questions. Classically we can, for example, divide the presentation plan into 4 parts:

  • Who am I? Who am I? Name, first name, age, marital status, profession
  • Where am I from? Geographically and professionally
  • Where am I going? Professional project, place of this training in my professional project
  • To know me better: My passion in life, my disgust or what irritates me in life, one or two important dates that have marked my life.

Individual presentation :

If the trainer uses the guided presentations in the form of a tour de table, it is preferable that he introduces himself first following the presentation plan that he will have previously presented. This will "de-dramatize" personal questions and give participants some time to prepare.

Evaluation

It is difficult to evaluate the effectiveness of an icebreaker. However, following an icebreaker the atmosphere of the group must seem more relaxed, more serene, less on the reserve.

Variants

Presentations in pairs :

In the case of very heterogeneous groups, the use of guided round table presentations may be relatively anxiogenic and may require the use of pair presentations.

  • The trainer then forms pairs of random pairs of learners (for example, he prepares papers in advance with numbers: 2 n°1, 2 n°2, 2 n°3, 2 n°4,... that he has the participants draw lots).
  • Once the pairs are formed, he leaves 10 to 15 minutes for each pair to isolate themselves and for the participants to interview each other.
  • He then brings the group into plenary and asks everyone to introduce the partner they interviewed.

Points of vigilance

Be generally benevolent. Pay attention to the respect of the word of all and to the expression of shy people.

What if it doesn't work?

Very unlikely. The facilitator can ask questions to encourage the person to introduce themselves.


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