Helpful feedback is based on precise observations. General feedback is of little help. I need my pad and pen to take notes while observing. This is the only way to make my feedback accurate. Digital natives probably do this with tablets or suchlike.
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There are many arguments for giving feedback in seminars and longer training courses not only to trainers but also to the other learners. Of course, such rounds are often time- and energy-consuming. Therefore, here are tips on how to organise these feedbacks in groups.
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Booking two trainers for a seminar is a quality standard in many trade union educational institutions. Trainers themselves have different experiences and preferences. Not everyone sees team teaching, as training in pairs is often called, as the best option. As in any team, good cooperation is not something that happens automatically, but requires extra effort.
Would you like to learn why team teaching can not only be more fun, but also increase the quality of learning processes and contribute to your development as a trainer? Then you may find reading on worthwhile.
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Often, feedback givers and feedback takers in seminars and training sessions know little about each other. We don’t know what is helpful and what we should pay particular attention to. So why not ask the trainer and pre-structure observations and feedback in a short conversation beforehand?
Let’s take the training of negotiation strategies, presentation skills or moderation techniques as examples. Before the training begins, the trainer starts a short conversation, as informally as possible, for subsequent feedback. This is not very easy because the participants‘ minds are already on the performance.
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Das Jahr neigt sich dem Ende zu, das letzte REFAK-Seminar ist bereits abgeschlossen – wir vom REFAK-Team machen Winterpause und wünschen allen Teilnehmer*innen und Blog-Leser*innen entspannte und erholsame Feiertage!
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Suggestions for organising one’s own learning
„He who knows nothing must believe everything,“ Maria Ebner-Eschenbach aptly put it. Knowledge is an important resource for self-empowerment. It is the basis for being effective in our professional (and trade union) contexts. How can we encourage learners to become active lifelong learners and take „ownership“ of their knowledge? Curious?
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Studium der Soziologie, Politologie und Volkswirtschaftslehre. Lektorin und Planspielleiterin in den Themenbereichen Europäische Politik und Förderung demokratischer Prozesse. Externe Trainerin der ÖGPB.
Let’s say your seminar is today. You arrive early to prepare everything. You enter the room. Emptiness. Where you would have expected a projector, a flipchart or whiteboard, or at least pens, you find nothing. And there is no one far and wide who can provide what is missing. The participants are on their way, it will soon start. What to do? Panic? Not us.
Because today I’m giving you a little toolbox that will enable you to use images in your seminar without any outside aids or materials. You can do that? Oh yes.
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Haven’t we done that already? Why another #dimi on this topic? The answer is that creating a collaborative learning environment is one of the most central questions in the design of learning processes and therefore deserves a lot of attention.
This blog post addresses the question of what makes a group work well and what it takes for me as a trainer to make this happen.
Using the SCARF model, I will explain why group work and other forms of collaborative learning can unconsciously generate a lot of stress and what we as trainers can do to turn stress into a positive learning zone.
In order to follow well on from the #dimi_17, I will summarise the most important statements once again:
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… ist selbständige Grafikdesignerin mit Schwerpunkt Magazindesign und – wie hier im Blog – Illustratorin. Ihre Illustrationen wollen Geschichten erzählen, die manchmal durch Worte nicht transportierbar sind. Julias handgezeichnete Grafiken bringen Wortspiele und Sprachbilder auf eine illustrative Ebene und schaffen einen lebendigen Konnex zum Text. Ihre Beschäftigung mit Materialien aller Art überschreitet oft auch die zweidimensionale Ebene und lässt Illustrationen zu dreidimensionalen Objekten werden. Im Blog #geb stehen die mit lebendigen Linien handgezeichneten Protagonist:innen im Fokus, die in „Kurzgeschichten“, durch den Text führen und Leser:innen neugierig auf mehr machen sollen …