Train the Trainer Activity: Facilitate Classroom Activities
- 4.5 hours on-demand video
- 23 downloadable resources
- Full lifetime access
- Access on mobile and TV
- Certificate of Completion
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- The critical tools that get buy-in for any activity (and two of these are rarely ever done)…
- The key prerequisites that actually increase credibility and rapport (get these wrong and you’ll waste your time and money on useless activities)…
- The 3 crucial factors for checking to see which participants “got it” (we’ll show you when and how to use them)…
- How to use Case Studies to work the room (and which style works the best)…
- Our proven formula for developing rock solid assessments (this will give valuable insights regardless of your activity’s outcome)…
- The 3 most effective tools for tutoring all 4 learning styles (and how to use them, step-by-step)…
- How to apply tone and body language to an activity (and the one crucial technique most facilitators forget to do when starting)…
- The three ways to manage the pace of an activity (and why most trainers ignore one of these, which is a huge mistake)…
- Know when and how to handle “Fast and Slow” learners (get this wrong and your activity will be sabotaged)…
- Know how to create an activity checklist to prepare, lead and apply the activity so that the training is fun, because it’s fun it sticks, and they apply what they learned back on the job).
- Get a crash course in 44 alternatives to lecture that “move the needle” (including preparing for the activity, facilitating the activity, and critical things to do after the activity is complete), and more…
- Download the Activity 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 full activity experience.
- Apply each of the Your turns that occur in each of the major section descriptions to your training so that you can see dramatic differences in your training Rule the Room Activity Style!
A Proven 16-Step Activity Facilitation Process For Turning Boring Learning Activities into More Engagement and Retention, You’ll Truly Become An Activity Facilitation Expert...
(…and you’ll know when and HOW to do this for any activity)
Unfortunately, most trainers just don’t get it!
When it comes to facilitating activities, they either don’t do activities at all…
…ONLY facilitate them when they see disengaged participants…
…or only facilitate activities when people tell them they’re supposed to do an activity.
That type of “I hope this sticks” activity facilitation just won’t cut it anymore!
Not only is it not improving engagement, it’s almost certainly costing you money!
If you actually want to facilitate interactive and fun activities that make learning sticky, engaging, and applicable, then you need to do more.
You need a PROVEN process in place to tell you exactly how (and when) to facilitate activities!
But how do you create a “process” that systematically converts boring training into engaging activities and turns engaging activities into saving training time and money…
…one that will work for any activity, any learner, any curriculum?
FACT: Businesses Need Activity Facilitation Experts
(…Who Actually Know What They’re Doing)
All businesses need a way to train their employees to generate more learning in less time.
They need a proven and repeatable process to identify exactly where they should focus their training efforts to truly “move the needle” in their business.
I’m not going to sell you on the importance of interactive learning and facilitating activities.
If you’re here, you know how important even the slightest increase in employee engagement can mean to a business.
In other words, you know that increasing your engagement rate means more production and more retention, all from the training that you’re already giving.
So that’s why businesses need Activity Facilitation Experts.
There’s just one problem: Most so-called “activity experts” don’t know what they’re doing…
That’s where YOU come in.
As an Classroom Activity Facilitation Specialist, you are uniquely qualified to help trainers facilitate their existing activities in an even more engaging and exciting way.
More specifically, in this master class, you’ll learn:
The critical tools that get buy-in for any activity (and two of these are rarely ever done)…
The key prerequisites that actually increase credibility and rapport (get these wrong and you’ll waste your time and money on useless activities)…
The 3 crucial factors for checking to see which participants “got it” (we’ll show you when and how to use them)…
How to use Case Studies to work the room (and which style works the best)…
Our proven formula for developing rock solid assessments (this will give valuable insights regardless of your activity’s outcome)…
The 3 most effective tools for tutoring all 4 learning styles (and how to use them, step-by-step)…
How to apply tone and body language to an activity (and the one crucial technique most facilitators forget to do when starting)…
The three ways to manage the pace of an activity (and why most trainers ignore one of these, which is a huge mistake)…
Know when and how to handle “Fast and Slow” learners (get this wrong and your activity will be sabotaged)…
Know how to create an activity checklist to prepare, lead and apply the activity so that the training is fun, because it’s fun it sticks, and they apply what they learned back on the job).
Get a crash course in 44 alternatives to lecture that “move the needle” (including preparing for the activity, facilitating the activity, and critical things to do after the activity is complete), and more…
In short, Classroom Activity Facilitation Specialists (a.k.a. “Activity Masters”) are able to not only make training more fun and engaging… they have a proven and repeatable process to increase retention and save time and money with the activities they’re already facilitating!
If you’re interested in becoming such an “Activity Master,” then I have one question for you…
Are You A “Doer”…or Just a “Talker”
(or…why You Might Want To Take This Course)
Let’s face it: Training experts are a dime a dozen.
So how do you separate those who “walk the talk” from the ones who merely…
That’s the problem!
And at Rule the Room, it was our problem, too.
You see, we don’t just teach training best practices, we actually MODEL everything we teach…
In other words: WE ACTUALLY DO THIS STUFF…
… we actually are trainers, just like you.
… we created this program from scratch after watching THOUSANDS of trainers, just like you.
… we train trainers, just like you.
…and here’s the difference…
You get to see us actually MODEL for you how to train by TRAINING YOU OURSELVES …
…so you’ll know right away (you’ll FEEL right away), what we’re doing…
And we know how hard it is to find truly skilled people who know what they’re talking about.
That’s why we built this class… to train our own team members.
But in the spirit of “open sourcing” our business (which is what Rule the Room is all about) we’re now making this training available to the world.
In short, we’re making it available to YOU…
Activity Facilitation Mastery Course Details
Module 1: Get Buy-In For The Activity
· Build Pre-activity Credibility and Rapport
· Hook the Trainees on the Activity
· Build Activity Credibility and Rapport
Module 2: Find Trainees Who Need Help
· Check for Following Along
· Check for Understanding Key Concepts
· Check for Critical Tasks
· Check for Remembering Key Take-Aways
Module 3: Tutor Effectively During Activities
· Get in the Tutoring Door
· Teach to Their Learning Style
· Master Tutoring Non-Verbals
Module 4: Manage The Activity Pace
· Handle Fast Learners
· Handle Slow Learners
· Manage Activity Time
Module 5: Prepare To Lead An Activity
· Lesson 1: Prepare a Pre-Activity Checklist
· Lesson 2: Use a Checklist during the Activity
· Lesson 3: Apply a Post-Activity Checklist
Bonus Materials: 89 Page Activity Learner Workbook to follow every word.
PLUS 5 quizzes, 1 for each lesson, to make sure you are understanding all of the material
Activity Facilitation Mastery Course Reviews
“I was impressed by the number of methods I could use to actively improve learning in a non-lecture setting. During activities, I will definitely be benchmarking students earlier and adding more enrichment exercises.”
Craig Thompson -- Corporate Trainer
“It’s so simple and never taught. College teaches all the wacked out, in depth theory and pedagogy without giving presenters the simple steps of what to do, that’s the brilliance of these classes. A lot of us know the why, now we get to know the how. The theory that you teach is practical and effective. Learning through college teaches a lot of high level information and assumes the basics (or the basics are not thought to be needed because college is taught by experts not by teachers). These classes give those basics that, though many of them may be getting done, they are brought to consciousness to do them effectively, consistently, and across all areas.”
Chris Chalhoub - Healthcare Software Trainer
“I’m on site with the CTs and they just finished watching your video on how to train. I introduced myself and opened the floor for some questions. The only question I received was “Do you work with Jason? He’s so good! Just wanted to pass along the positive note.”
Brittany Crosby -- Training and Implementation Services
About Your 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 Train The Trainer Is Different
Sure, you can probably find other “train-the-trainer” trainings and certifications that cover similar topics, but a Rule the Room Train-the-Trainer course 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.
Frequently Asked Questions
Q: “How will this Activity Facilitation Mastery Class help me?”
A: It depends on who you are…..
If you’re a business owner, this course is a great way to learn activity facilitation techniques 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 activity training techniques, trends and best practices.
If you’re a consultant, this course is a practical way to show that you are an Activity Facilitation 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 class 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 course 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 Activity Facilitation 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 master activity facilitation. I’ll say that again: YOU WILL KNOW ACTIVITY FACILITATION.
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.
Q: “How soon can I finish the class”
A: The Activity Facilitation Mastery class is 4.5 hours of video training, so if you are dedicating yourself full time to it, you could probably finish in one day, but we don’t recommend that. Instead, we recommend you take 2 – 5 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 7 – 14 days to finish it up and do the activities.
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 finished. 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.
Q: How hard is the class?
A: You can liken our class 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 course, we have made the class challenging and the activities specific to our proprietary Rule the Room Train the Trainer techniques, methodologies and recipes. Don’t expect to pass the course just because you have taken other trainings or certification courses in the past. This training is different, and the class will reflect those differences.
Q: Why are Activity Facilitators so important?
A: A master at activity facilitation so they can make your learning activities fun, engaging, sticky, and applicable is one of the learning team’s most valuable assets. A set of master activity facilitation techniques at scale can pay for itself immediately with employee growth and retention and these skills can make you truly irreplaceable.
- Training Professionals & Teachers: Grow in your career, and make training activities fun with engaging learning techniques that guide people through an activity learning process that sticks.
- Team Leads & Managers: There’s nothing harder than managing a team that can’t apply what they’ve learned back on the job. So let us fix that for you.
- Directors & VP's: Give your managers and employees the training they need, so you can stay focused on strategy and execution, not on costly errors or injuries.
- Instructional Designers: Infuse your lessons with fun and excitement to fully engage your audience and maximize learning with meaningful metrics along the way.
- Founders & CEO's: Running a business is hard enough without also having to worry about training activities, so let us worry about it, instead, saving the company tons of time and money.
There are times in a classroom when you just can’t keep lecturing. Your audience members can only focus on your lecture for so long before their minds start to drift. To maximize learning and keep their focus, you need to change gears and add activities that keep participants engaged. This four-hour program focuses on how to facilitate those activities so your participants can enjoy themselves and still learn exactly what they need to know.
If you have a hard time getting all your trainees to work on activities, I bet I know what your problem is. And—though all these things matter—it’s not because of how well your activity is written or where you’re standing or that your activity is too long or too short. It’s not because of anything you are doing. It’s what you are not doing.
You haven’t kept your focus. You’ve forgotten that the activity isn’t about you; it’s about your trainees. When you’re introducing the activity for the first time, when you’re making that first impression, how you’re feeling and what you’re doing doesn’t matter as much as how they’re doing and how they’re feeling. You should be concentrating on their feelings and their needs.
Credibility isn’t enough; trainees also need to feel comfortable around you. Establishing rapport will enable them to ask you questions and accept help when they need it. It’s almost more important to build rapport during a non-lecture lesson because not only do you have to get them to accept you and your teaching style but also the activity. You must successfully build rapport with your class in order to get them to attempt an activity outside the norm.
To accomplish this, you need to learn how to be welcoming, meet trainee needs, show that you care, get trainees to like you, make class enjoyable for your trainees, and make them feel comfortable asking you for help.
Be sure to set up good expectations as well. Reassure your trainees that although they might not currently understand why they are performing a particular activity, it will all make sense in the end. If you’ve successfully built rapport, you can even ask them to “do this for you.” Remind them that you’re invested in them as their trainer and that you’re not going to abandon them as they perform the activity.
Within the activity, you need to demonstrate your credibility and build rapport not only with the material (functionality and workflows), but also with the content and format of the activity. For any activity that you might choose, the way to accomplish this is to walk from person to person or group to group and ensure that things are going well. In part, this means that they understand the functionality and the industry knowledge.
Here’s one of my favorites. So many trainers are afraid to go up and ask someone if he needs help. Many more are afraid to confront the trainee who blows off an activity entirely. Checkpoints will not only solve this problem, they will also help to ensure the trainees actually GET IT when they work on an activity without you up in front leading them.
An independent assessment is a great way to determine if trainees are able to do things on their own. What’s more, it can serve nicely as an “if you have time,” without taking a lot of time out of your prep schedule. It allows the fast trainees to not only have something to do, but it also encourages them get to stage four of learning (I can do this myself).
One of the greatest challenges trainers have when facilitating an activity is getting a conversation opened up in the first place. How do you get in the door with trainees who don’t seem to want help? Recall there are three kinds of trainees who will ask questions in a classroom activity environment.
Did you know that when you help trainees during non-lecture activities, you are actually tutoring them? That has implications for how to teach them. You no longer have to focus so much on teaching four learners simultaneously. Wouldn’t it be more efficient if you just taught in the learning style(s) of the individual trainee you are tutoring, the one the trainee really wants to learn in?
Teaching tools can be a powerful means of tutoring trainees if you know when and how to use them in the right situation. In this lecture, we'll cover some of the key methods and strategies on how you might harness each of them during activities in your classroom.
Answering a trainee’s question is very different when it’s one-on-one during an activity versus in front of the whole class. When it’s in front of the whole class, you only get three “get out of jail free” cards. In other words, if you say, “I don’t know,” more than three times in any given class, you start to lose your credibility. Trainees are much more forgiving one-on-one during an activity.
The pace of your voice can be used to subtly give importance to a subject while you are tutoring. Decrease your pace when you want to emphasize something or make a point. Increase your pace when relating trivial items used only for emphasizing a much larger point.
Slow learners are trainees who either ask a lot of questions or none at all. They often have a hard time keeping up with exercises but may not share this with you. Many are the quiet type of slow learners. A slow learner could be someone who really struggles to learn new things or someone with very little experience with an EMR or the tasks of the roles in class.
If you find yourself short on time, one of two things happened during your training. Either the estimation on how long the activity would take was wrong or you let the class control the time and take more than was allotted.
If the estimate for the activity was just wrong and all of your trainees were still actively working on the basic tasks when time was up, one option is to just finish the topic and improvise your subsequent lessons to save time where possible.
You’ve learned your course content, and you’ve taken this course. Now what? Remember, learning doesn’t truly happen until a behavior change occurs. How do you start to put into practice all that you’ve learned? How do you ensure your trainees get the benefit of everything you want them to get? It’s time for setting up your activity and dealing with all the logistics you have both for the activity and for yourself.