Instructional Design Pro (Part 2): No Beginners Allowed!
- 7 hours on-demand video
- 30 downloadable resources
- Full lifetime access
- Access on mobile and TV
- Certificate of Completion
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- Enjoy class more by identifying the needs, goals, and desires of your audience
- Ensure end users can do their job by providing the right tools they can use on a daily basis
- Save time designing the course that best meets their needs
- Avoid training the things you don’t need to teach by designing it right the first time
- Make your curriculum easier for you to write and clearer for your end users to learn
- See your curriculum structural design all come together
- Make your training curriculum irresistible
- Reach every learner the first time you train the class
- Provide the best experience for both trainers and users
- Ensure your content sinks in and gets that “aha!”
- Make the class more fun, authentic, and enjoyable
- See your curriculum teaching design fall into place
- Leverage your design time to produce amazing materials
- Make your activities more creative, fun, and exciting
- Ensure your training is working for each end user
- Make your visuals clearer and more memorable
- Be certain your trainees are successful at their job
- Market your classes so that people show up ready to learn
- Sign up for the Instructional Design Pro Part 1, 2 and 3 for the Full Instructional Design Pro Experience.
- Download the Instructional Design Pro Workbook that accompanies this course so that you can follow along perfectly with what is being said.
- Stop the video when Jason says to do each of the many activities that are in this program so that you can get the bootcamp experience.
- Apply each of the Your turns that occur in each of the major section descriptions to your instructional design so that you can see dramatic differences in your instructional design Rule the Room Style!
You’re about to learn an easier, faster curriculum design that’s clearer to learn and more enjoyable to teach, one that ensures your end users get it right the first time.
Finally, You’ll Have A Step-By-Step Plan For Turning Curriculum Into…
ENGAGEMENT, LEARNING AND RETENTION
(Hint: It looks something like this…)
Part 1: Curriculum Structural Design
•Identify with your audience
• Identify what they do
•Organize what they do
•Determine what to teach
•Organize what to teach
•Determine the initial class structure
Part 2: Curriculum Teaching Design (YOU ARE HERE)
•Determine why they want it
•Research teaching strategies
•Research teaching tools
•Select teaching strategies & tools
•Make it real to them
•Proof the specific class structure
Part 3: Curriculum Production
•Create facilitator guides
•Create in-class activities and assessments
•Create learner workbooks and handouts
•Create a slideshow
•Create evaluation surveys
•Create marketing materials
Ordinary instructional designers just don’t get it….
There was a time when having expertise was enough, but today (if you actually want to get engagement, learning and retention), you need to do more.
So how do you do it?
How do you build “curriculum” that turns instructional design into engagement, learning and retention?
Fortunately, that’s what you’re about to learn.
FACT: Businesses Need Instructional Designers
(…Who Actually Know What They’re Doing)
I’m not going to sell you on the importance of instructional design.
If you’re here, you already know it’s an essential aspect of any training strategy, because instructional design:
Increases ROI and efficiency…
Engages and nurtures both employees and trainers by providing ACTUAL results, and most importantly it…
Enables your training to be engaging (and stick consistently!)
In other words, instructional design increases ROI and efficiency and lowers employee turnover: The lifeblood of any business.
So that’s why businesses need instructional designers.
There’s just one problem: Most so called “instructional designers” don’t know what they’re doing.
That’s where you come in.
As an Instructional Design Specialist, you are uniquely qualified to help business convert training into engagement, learning and retention.
What You’ll Learn In This Course
The Curriculum Life Cycle
Discover how to create stellar content for all 3 stages of instructional design. When you know this, you’ll be able to attract new students to your class and take them on a journey from Engagement through Retention and all the way to Application.
Participant Centered Needs
Learn the 8 audience-centered building blocks you need to succeed as an instructional designer. Whether you want to create new training curriculum from the ground up or remodel existing curriculum, you will learn how to develop curriculum based on business needs.
Teaching Design Mastery
Master the 9 critical teaching strategies and 13 essential teaching tools of a successful lesson. You’ll learn what types of hooks to create, the secret to writing great content, how to create highly-engaging activities, relevant stories, “what now” examples, fun things, and more.
Learn how to develop training materials that double the retention in less time using a combination of facilitator guides, learner workbooks, in-class activities, assessments, slideshows, evaluation surveys and marketing materials. You’ll leave with a complete design template you can customize to fit any training program.
PLUS 6 quizzes, 1 for each lesson, to make sure you are understanding all of the material
What You’ll Get
When you enroll today, you’ll receive instant access to:
The Instructional Design Mastery Course
18 Core Modules (Found in Parts 1, 2 and 3)
54 Video Lessons
405 Page Instructional Design Mastery Learner Workbook
18 Practical “Your Turn” Assignments
Curriculum Design Spreadsheet Template
Facilitator’s Guide Template
18 Quizzes (one for each module)
About the Instructor
Jason Teteak is the Founder and CEO of Rule the Room Train the Trainer. Jason first made a reputation in the medical training industry, where he was known as “the Epic trainer of trainers.” In response to many requests, he began to offer personalized services and quickly developed a following as a private training coach and training consultant whose clientele includes elite institutions, universities, and top corporations.
In 20 years of working as a trainer and a trainer coach, he has helped more than 15,000 training professionals to “Rule the Room” and has appeared before more than 200,000 people. He’s won praise and a wide following for his original methods, his engaging style, and his knack for transferring training skills via practical, simple, universal and immediately actionable techniques. Or as he puts it “No theoretical fluff”.
He founded Rule the Room Train the Trainer with a mission to DOUBLE the impact of 10,000 training professionals in the next 5 years. The Rule the Room Train the Trainer team, under Jason’s management, has flipped the model and changed the approach to great training and instruction for even the most seasoned veterans.
Rule the Room Instructional Design Pro Is Different
Sure, you can probably find other “instructional design” trainings and certifications that cover similar topics, but Rule the Room instructional design is unique because it’s built and taught by real trainers who actually write and train their own classes and observe, coach and train thousands of trainers to mastery.
In other words, we aren’t “researchers” sharing “theoretical fluff”. We’re in-the-trenches trainers who despise untested theory and believe that the best way to learn training techniques is to actually get up and teach in front of a real classroom. If that sounds like something that fits you, then welcome! You’re in the right place.
Instructional Design Pro Course: Reviews
“Jason’s methods set the standard by which other trainers measure themselves. When I experience a problem in class or another trainer asks me for advice, the first thing that goes through my mind is, what would Jason do in this situation?”
Bren Mochocki - Software Trainer & Corporate Trainer Coach
“Jason is an engaging teacher who is not only knowledgeable about this field, but is intensely passionate about it. This course not only gave me the knowledge, insight, and skills to excel in this new role, but the confidence to implement these new skills and to share this knowledge with others.”
Lorielle Ouimette - Physician Software Trainer
“Jason’s passion for helping trainers is so contagious. When I work with him, not only do I want to be a better trainer, I want to be able to help others the way that he helped me.”
Sarah Gernetzke - Corporate Trainer at Epic
“You taught me and many, many other trainers here how to not only survive in the classroom, but how to thrive. We owe you a big thanks.”
Paul Mellon - Software Trainer
“So many of us have become better instructional designers/presenters/trainers/etc. as a result of your tips and in turn helped our customer trainers grow in their presentation skills as well.”
Lauren Wons - Training Team Lead
“Jason’s experience with teaching and working with our trainers and trainees has given him an unmatched knowledge of how to best train adult learners. During our sessions, he not only helped me develop the techniques to be a great presenter, but he told me exactly why those techniques work and why they are important to my audience. I was quickly able to incorporate many of his tried-and-true methods, such as standing in the “sweet spot” and making eye-contact with everyone every few minutes, and IMMEDIATELY saw an improvement with my class engagement and understanding. His genuine and passionate interest in training is apparent and contagious-Jason truly embodies what it means to be a great trainer and inspires those around him to do the same.”
Leanne Britton - Software Trainer
“Jason embodies the meaning of the word "coach". Always accommodating, he meets others on their terms and speaks their language in order to communicate everything necessary. You will be hard pressed to catch Jason idly spinning his wheels or wasting time. Everything he does is for a reason and is building toward something. Given the variety of education and psychology theory that he has spontaneously absorbed and researched over the years, Jason always tailors a custom plan for growth and development based on what is truly needed then and there. Every roadblock is anticipated and resolved before it occurs. It is very easy to work with Jason. As a true leader, he always makes you feel like you were the one to come up with the solution, or you arrived at your own realizations without any guidance on his part. Would that more of us were so gentle yet effective.”
Anthony Arlotta - Technical Trainer
Frequently Asked Questions
Q: “How will this Instructional Design course help me?”
A: It depends on who you are…..
If you’re a business owner, this certification is a great way to learn instructional design yourself. It’s also a great way to train and certify members of your own team and get them up to speed in half the time on the latest instructional design trends and best practices.
If you’re a consultant, this certification is a practical way to show that you are an Instructional Design Specialist, which could help you attract better, higher-paying clients, boost their ROI and efficiency, and lower turnover, safety and security concerns.
If you’re a student, this certificate can set you apart from other graduates who may have a business or education degree, but don’t have the specialized skills that employers today are looking for.
If you’re an employee or training professional, this certificate can make you more valuable to your company, which can get you that raise or promotion you may deserve (but don’t have a reason to request).
Q: “How valuable is this Instructional Design Course?”
A: The course itself is highly valuable if your goal is to set yourself apart from the competition. What’s even MORE valuable than any course is the knowledge and understanding you’re going to gain when you take this class and pass all the tests. You will know instructional design. I’ll say that again: YOU WILL KNOW INSTRUCTIONAL DESIGN.
Q: “When do I have to finish the class?”
A: You can go at whatever pace suits you best! You’ve got a lot of other things going on in your life, so just because you enroll in the workshop doesn’t mean you need to complete it right away. In fact, you can start and finish the workshop whenever you want. Either way, we’re going to be there with you every step of the way to ensure you’re successful and can get certified.
Q: “How soon can I finish the class?”
A: The Instructional Design Mastery class is in three parts. You will need the three courses on Udemy to complete the 16 hours of video training, so if you are dedicating yourself full time to it, you could probably finish in 3 days, but we don’t recommend that. Instead, we recommend you take 7 – 14 days (if you can give your full attention to the material. If you only have a little bit of time each day, then you should dedicated 4 – 6 weeks to finish it up and take the test.
Q: “How certain can I be that I will finish?”
A: It’s never a guarantee. If it was, then our course wouldn’t mean anything. Instead, it does mean something, and because of that, you’re going to have to work at this thing to get completed. When you do finish, you can be certain that it will actually mean something. The class and the activities are both going to challenge you, but rest assured we make everything simple, easy to understand, and quick to learn. With that said, you will have to earn your completion.
Q: “How hard is the course?”
A: You can liken our course to the story of “goldilocks and the three bears” – not too hot and not too cold. In other words, they’re hard enough that you need to study and know your stuff, but we don’t make them intentionally hard just to be difficult. We make them as hard as they need to be to make sure you know how to “Rule the Room”. We believe learning doesn’t happen until a behavior change occurs, so to preserve the integrity of this certification, we have made the test challenging and the questions specific to our proprietary Rule the Room Train the Trainer techniques, methodologies and recipes. Don’t expect to pass the test just because you have taken other trainings or certification courses in the past. This training is different, and the course will reflect those differences.
Q: Why are Instructional Designers so valuable?
A: Instructional Design is the front line effort of all your training and retention efforts. If you know how to develop appropriate content at the right time in the employee and customer journey, and EXACTLY how to implement it, then you’ll be able to build a path to better results and ensure everyone knows how to do their part in the best way possible. When you can help others teach twice as much in even less time, you’ll be one of the most essential employees at your organization.
- Curriculum Designers
- Training Team Leads
- Training Managers
- Instructional Designers
- Training Professionals
- Directors and VP's
- Team Leads
- Founders and CEO's
This program is the solution to easy curriculum design and production. The following techniques will show you that writing can be simple and easy. It can actually be easy to get over the design hump and produce amazing training curriculum. Once you learn this process, it will become much easier to meet your goals. Eventually, it might even become fun. You may want to start “upping the ante” and working with more and more challenging projects.
You have to make it clear to the audience why they would want the items on your agenda. Knowing why creates desire—the motivation to stay in their seats and crave every word you have to say. If you can highlight why they want this material and you’re able to provide that before, during, and after class, you have an audience who wants to be there.
This chapter represents the unique element of your training: when you tell them the “whys.” When they have their why, you get their buy-in. What’s unique about my approach is it gives you an understanding of how to create desire and work with it to compel your audiences to listen and learn. Telling them what you’ll give them isn’t nearly as important as making sure they know why they would find it valuable. Oddly, when I ask, “Why would your audience want the takeaways that you’re offering them?,” most trainers don’t have a ready answer.
Once you’ve created your lesson hooks, it’s time to keep track of them. Your goal is to have all of the hooks you create in one central place so that when you produce your actual classroom materials, they are easy to find and put into place.
You can do this quickly and easily using the Curriculum Design Spreadsheet you created in chapter 3. Simply copy and paste each of your lesson hooks into the blue cell under the column “hooks” and in the row that corresponds to each lesson. You can see an example of my hook for lesson 1 of class pasted into the Curriculum Design Spreadsheet for this class.
It’s your turn to create lesson hooks for your class.
Step One: If you haven’t done so in chapter one, identify the pain points and pleasure points of your audience by interviewing one to three people using the following questions:
What are your biggest concerns or worries?
What are the biggest challenges you have with those areas?
What are the problems they are causing?
What is your ideal outcome?
What would getting that outcome do for you?
Step Two: Use the answers you received from the interview above to summarize how each of your lessons relieves the pain points and enhances the pleasure points of your target audience.
Step Three: Define how each of your lessons offers your audience more happiness, success, and/or freedom.
Step Four: Using the data you collected in steps 1-3 above, write your lesson hooks for your class. Remember, the lesson hooks each have three main components:
Why will they be more happy, successful, and/or free?
How will you offer them the why above?
One sentence that starts with one of the following:
o “I’m going to show you . . .”
o “I’m going to each you . . .”
o “You’re about to learn . . .”
o “I’m going to offer you . . .”
Step Four: Add each of your lesson hooks to your Curriculum Design Spreadsheet.
Once you have the hooks for each lesson, you can create the main hook for the entire class. Just as the class title is a summary of your lessons, the class hook is a summary of your lesson hooks. Find it this way.
Once you have created your lesson hooks, you’re ready to create the agenda and the takeaways for the class. While this process is actually very simple, it’s important for you to understand the difference between the agenda and the takeaways for your class and when you would use each of them later on.
Imagine the time you and your end users will save when your classes are able to hit all the different learning styles completely the first time. You won’t have to circle back and retrain people again. Discovering the right teaching strategies for your content will save you a ton of time because your class will be successful from the very first time it’s trained.
There are many different teaching strategies that a trainer can choose from in order to deliver new content to trainees. Which teaching strategy you choose depends on multiple factors, including the learning styles and the abilities of your trainees, as well as the content to be taught.
There are four learning styles that individuals use to absorb new information. Each learner tends to be naturally good at learning and teaching in one or two of these styles. Thus, the goal of all good trainers and curriculum writers is to learn to center oneself so that you can learn to teach and write to all four styles of learning, even if you aren’t comfortable with a certain style.
Individual activities are any activities that can be done in class where each individual trainee works on the activity on his own. Below, you’ll see three examples of individual activities you can use to enhance learning for each learning style, based on the tasks and objectives of the course you teach.
Jason and the group fill in the grid in the activity on page 160. We also take a deeper dive into Information Synthesis.
The Information Synthesis strategy is an individual strategy that teaches new material by having trainees research lesson objectives and then synthesize that information. Trainees will complete reading, in-system exploration, visual aids, and etch-a-sketches, and synthesize that material by answering questions and participating in a discussion after the activity. This keeps trainees active and engaged, as well as enables them to learn more challenging objectives in an independent activity format.
Think of this activity as an individual Step-by-Step done with partners.
The Partner Guide activity is a guided exercise that presents new information to trainees who work together as partners. One person is the guide and uses only the workbook, and the other is the follower, using only the software or other materials. If it’s done in an EMR software system, for example, the pair shares one patient and login to complete the activity.
The guide reads the instructions in the exercise to the follower and provides the follower with additional clues and feedback as the follower uses the software. The roles of follower and guide should be switched with each new goal or exercise subsection.
Does your lesson target all four types of learners? How can you ensure all four styles are targeted? Teaching tools are powerful ways to supplement your lesson and make a bigger impact on your audience, especially if they are of a learning style that is not commonly addressed by the strategy selected for the lesson.
It is not possible to target all learning styles all of the time, but it is possible to target all learning styles in every topic at some point. It is very important that every learning style be addressed in each topic. If you have chosen a primary teaching strategy that does not address all four learning styles, it is your responsibility to incorporate tools that will address those remaining styles.
One of the best ways to keep students engaged also happens to be a great way to make them feel you wrote the training just for them. It’s referring back to the hooks that captivated them in the first place. This is also a great way to re-engage your trainees when they start “drifting.”
It’s your turn to research engagement tools. Select a lesson for which you want to improve engagement in one of your classes.
Step One: Create reference hooks for your lesson, using the steps below:
Find your class hook and lesson hook you created in lesson 7.
Write down three statements or questions you could make as you teach one of your lessons that refers back to the class hook.
Write down two statements or questions you could make as you teach one of your lessons that refers back to the lesson hook.
Step Two: Write down two recall questions you will ask in that lesson to engage your trainees.
Step Three: Write down one or two expertise questions you will ask in that lesson to engage your trainees.
Step Four: Write down two relevance questions you will ask in that lesson to engage your trainees.
Once your trainees are engaged, the next step is to ensure they are following along with what you are saying. If they aren’t engaged, they can’t follow along. If they aren’t following along, they can’t understand key concepts (which we will cover in the next section). This section of this lesson discusses three key tools to keep trainees following along with you, the workbook, the system, and the material being taught.
It’s your turn to research follow-along tools. Select a lesson that you want to improve the follow-along in for one of your classes.
Step One: Create visual aids for your lesson, using the steps below:
Decide for one of your lessons when you would like to go to the board and when you would like to use PowerPoint or a sticky note and what key visual aids you will use for each.
Decide how you will use the big picture in both your class and that particular lesson.
Step Two: Write down three directional statements you will use in that lesson.
Step Three: Write down when you will use the buddy system in your lesson to keep the trainees following along.
In Bloom’s Taxonomy, a classification of learning objectives, synthesis is defined as “compiling information in a different way by combining elements in a new pattern or proposing alternative solutions.”
To get trainees to understand key concepts in your class, you need to get synthesis. There are three ways to do it quickly and effectively: leading questions, etch-a-sketch, and the “agree and see if you’re right” technique.
It’s your turn to research understanding tools. Choose one lesson from one of your classes for which you want to improve understanding.
Step One: Write down two leading questions you will ask in that lesson to get synthesis for your trainees.
Step Two: Write down etch-a-sketches for your lesson, using the steps below:
Create an important, but not hard to understand, etch-a-sketch that you want to tell your trainees to write down in class.
Take a moment and think of a challenging concept you teach in your class. Then, create a question from the list of choices in this section of the lesson that you can ask your trainees to answer in a “write-it-down box” that will help them understand that concept.
Step Three: Create an “agree and see if you’re right” for your lesson, using the steps below:
Write down one directional to a leading question you will ask to begin the “agree and see if you’re right” with your trainees.
Write down the words you will use to tell them to agree with the person next to them on the answer, and assign them a relayer.
Write down the words you will use to go over the answer with the class to see if they’re right.
We’ve covered teaching tools to engage trainees, keep them following along, and help them understand concepts. Now, it’s time to find out if they got all the information. These are called assessment tools, and there are three key players: benchmark checks, oral reviews, and independent assessments.
In the last two lessons, you learned that the method a trainer uses to deliver new information to trainees is called a teaching strategy. There are many different teaching strategies that a curriculum writer or trainer can choose from in order to deliver new content to trainees. Which teaching strategy you choose should depend on multiple factors, including the learning styles and the abilities of your trainees, as well as the content to be taught.
Once you have selected the teaching strategy(s) you would like to use for your lesson, it’s time to add it to your Curriculum Design Spreadsheet. Doing so will help you later on when it’s time to create the actual workbook and lesson plans for your lesson(s).
Inserting relevant stories into your instructional design allows the curriculum to come alive for the learners. It gives them a chance to relate to someone who has gone through the same thing that the learner expects to go through. That someone may be a patient, a client, an end user, a leader, an administrator, a co-worker, or a peer who builds empathy for the learner.
Too many trainings are boring. They lack engagement for a variety of reasons, but one of the biggest is that the learners can’t apply what they are being taught. Why are these classes so boring? The answer is that they don’t have “what now” examples that the learners can use tomorrow in their lives.
Almost every instructional designer wants to know how to write to get a laugh out of an audience. They want to know how to “liven up” technical content in such a way that you’re not just showing You-Tube videos (etc.) How do you “spice it up” while still remaining focused on the content at hand so that it is still a learning opportunity?
I want to make this point: People don’t laugh because something is funny. They laugh because they’re feeling good. And they don’t feel good until they feel safe. To make your audience laugh, you need to learn how to write so that the trainer can have fun with the learners in the trainer’s own personal presentation style.
You have already created your curriculum structural design in sessions 1-6 of this program. That includes your roles, modules, lessons (tasks), subtasks, and teaching objectives. It’s time to make sure your spreadsheet is completely aligned with exactly how you would like to lay out the curriculum structural design of your courses.
You have already created your curriculum teaching design in sessions 7-11 . That includes your class hooks, lesson hooks, teaching strategies, teaching tools, stories, “what now” examples, and fun things. It’s time to make sure your spreadsheet is completely aligned with exactly how you would like to lay out the curriculum teaching design of your courses.
Recall the primary reason trainers have problems with pacing is they haven’t done enough advanced planning. You may also recall that in session 6, you estimated the time it would take to complete each lesson, activity, etc. At the time, you didn’t have all the data you needed to estimate perfectly. It was just a placeholder estimate to help you plan later on.
Now that you have finalized the curriculum teaching design in phase two, you can use your newfound teaching strategies and tools for each lesson and the objectives in that lesson to fine-tune the time duration of each lesson and module. We will be updating those course timelines in this section of this chapter.