Ann M Jenkins
Instructional Intervention
IPT 560
Instructional Intervention Strategy
Participatory Lecture/Discussion
Background:
This is the first session of a number of short learning activities for my staff of 60 trainers, based
in Ithaca, NY. Management has requested that these new training activities be as efficient and
high-impact as possible.
Topic:
The topic for the first instructional intervention is Thomas Gilbert’s Behavior Engineering Model.
The Behavior Engineering Model provides human performance technologists with a way to
systematically and systemically identify barriers to individual and organizational performance.
The behavior engineering model will add an important tool to our training and performance
repertoire.
The audience: where and how employees work:
Learners consist of the training group (60 trainers) located in Ithaca, NY. Approximately three
quarters (45) of the trainers in this group of sixty travel extensively. All trainers spend the last
two weeks of each month at corporate headquarters working on analysis, development, and
implementation of training activities. A group of approximately 20 trainers spend two weeks of
each month traveling for two-week extended training periods to branch offices around the world
and the other portion of the traveling training group (25 employees) travel for one-week
training sessions. These travel periods always occur during the first two weeks of each month,
allowing the last two weeks of each month for training development, working together on new
projects and implementation processes. The two week period at the end of each month also
allows for the training group to plan in-house training and learning.
Description of the instructional strategy:
Participatory lectures and discussion methods seek to put lecture material in the hands of the
learners and stimulate learner involvement. (Boyd, 2000) Participatory lectures may use large
visual aids to illustrate concepts, enhancing most learners’ ability to recall concepts later.
Participatory lectures will allow for a large number of learners to feel involved in the lecture
process and learners will benefit from visual aids, comments, discussions and movement
around the training room that is generated by using participatory lecture format. Participatory
lectures also involve learners in the process of the lecture without intimidating or burdening
them unnecessarily.
Why I chose this strategy:
I chose participatory lecture as the instructional strategy for a number of reasons. Lectures
provide the opportunity to display methods and examples, provide structure and inspire and
motivate learners to explore topics further. Participatory lectures result in learners learning
more than in traditional lecture formats because learners can work on problems within a group
to truly grasp the fundamentals, having additional opportunities to clear up confusion or
misconceptions with the facilitator or lecturer in the room (Sarkisian, 1994).
Employer-based reasons for choosing participatory lecture and discussion methods are the fact
that classroom instruction has the economical potential of reaching many students at once. My
employer also is familiar with and expects some sort of classroom training to be held on site
during each fiscal year. Employees at this time are also used to and prefer face-to-face
instruction for new training purposes. Using the checklist Deciding to Use Classroom
Instruction from Stolovitch and Keeps, (p. 487), classroom instruction was found to be a good
fit. Reasons include the ability to provide supervision and support to the learners who are
learning the new HPT methods, the flexibility to provide changes during the course as
experience grows and affordability of the method. We currently have a technology equipped,
large training room that holds 100 employees, and while we are also in the beginning stages of
implementing an online learning management system to our training department, not all
Ann M Jenkins
Instructional Intervention
IPT 560
employees are comfortable with or desire to learn online yet. The face to face instruction will
give the learners the ability to focus on learning Gilbert’s BEM instead of focusing on the new
and mostly yet unused online system.
Employee-based reasoning for choosing participatory lecture is to allow learners to practice
their new skills as part of the hour long training session. The classroom instruction will also
allow for explanations and motivational activities to occur. Since we are moving to an entirely
new training method with the introduction of HPT methods, motivating the employees to accept
HPT methods and think in new ways will be an important part of the training. Lastly, classroom
instruction allows three training facilitators to provide sequenced and realistic practice
conditions for the 60 employees. The facilitators will be able to walk around the room to
provide assistance, and employees will be able to share useful prior experiences with the class.
Employees who grasp the new methods quickly can also support their co-workers throughout
the learning activities.
Experience and Learning
Our Level of Involvement
We Tend to Remembe r
Re ading
Hearing words
Looking at pictures
50% of what we
hear and see
Watching a movie
Looking at an exhibit
Verbal recei ving
Passive
10% of what we read
20% of what we hear
30% of what we see
Visual recei ving
Watching a demonstration
70% of what
we say
Recei ving and
partici pating
Participating in a discussion
Doing a dramatic presentation
Active
90% of
what
we say
and
do
Seeing it done on location
Simulating the real expe rience
Doing
Giving a talk
Doing the real thing
Image taken from PowerPoint presentation Case Teaching and Writing
http://lnweb18.worldbank.org/essd/essd.nsf/bef216e1366e2b1d852568d300686bba/c8a44
8995068faed85256a49007e34c8/$FILE/Case%20Teaching%20and%20Writing.ppt#1
How I will teach it:
Content Covered:

Behavior Engineering Model
Objectives:

Participants will be able to explain and identify barriers to individual and organizational
performance in a short case study activity.

Participants will be able to distinguish the differences between an individual’s repertory
of behavior and environmental supports.
Ann M Jenkins
Instructional Intervention
IPT 560
Preview:

Preview of the behavior engineering model technique. – 5 minutes
Lesson Overview:

Introduction to Gilbert’s Behavior Engineering Model using a case study story – 10
minutes

Behavior Engineering Model Overview using visual aids, carefully constructed questions
for learners, and flashcard activity between learners. Invite learners to ask questions
and challenge what they’ve learned so far. When questions arise, instead of answering
them, ask for an answer from other learners. – 15 minutes
Exercise:

Explain to learners they will now use what they learned in the last half hour and apply it
to the case study sheets they have in their packets. Directions for the activity will be on
the slide at the front of the room. Learners will be grouped into groups of four (15
groups) to complete this activity. The three (3) facilitators will walk around the room to
support learners and guide them in the right direction. - 15 minutes
Discussion and wrap up:

Learners will complete a one-minute paper at the end of class. Students write down
what they consider the main point of the class and the main question they still have as
they leave. Some of these questions will be used to continue instruction on the behavior
engineering model.

Ask participants what they learned from the activity. Bring in the major points of
information allowing time for general discussion of observations, questions and remarks.

Facilitate a large group discussion concerning the ideas of where participants can use the
behavior engineering model in their daily work.
Case Studies:
A Swedish study selected an educational method including participation, interaction, recurrence,
and a locally well known facilitator. The design of this participatory learning method was based
on the case method learning technique. This method, using participatory learning in recurrent
seminars, was then compared to the traditional way to implement practice guidelines on
secondary prevention in coronary heart disease. The seminars begin with the presentation of a
case. A case is a description of a defined critical situation requiring a clinical decision from a
defined general practitioner. It could be an authentic patient case, or a defined critical situation,
which addresses aspects of secondary prevention in daily clinical practice. A locally well known
cardiologist together with 4–7 general practitioners participated at each seminar. The
interactive dialogue starts with the evidence, followed by a discussion on the context—for
example, working conditions, family situation, life style, economical constraints, and social and
cultural settings of both the patient and the physician. However, the most important
components of the decision process are believed to be of an abstract nature and include values,
attitudes, beliefs, emotions, motivation, knowledge, ethical aspects, and communicative
capability of both the patient and the physician. Important components affecting the decision,
and the final treatment result, are also the physician’s sense of professional coherence, and the
patient’s sense of coherence as a patient.
To approach the goal of continuous medical education—improvement in health care delivery—
the use of effective evidence based educational methods are necessary. Educational methods
have to evolve from didactic lectures to active educational methods that have been shown to
have the potential for changing professional practice, such as participatory learning.
http://heart.bmjjournals.com/cgi/content/full/90/1/113
Ann M Jenkins
Instructional Intervention
IPT 560
This case study focused on The Essential Service Index for Women’s Health. The objectives of
the program were:



To understand the process used to develop the Essential Service Index for Women’s
Health in the Local Public Health System,
To recognize how the application of the Essential Service Index can be used to teach the
essential services and to assess the local system for women’s health care; and
To identify leadership competencies that can be taught through group assessment,
action planning and specialized training
During the education process the following issues were uncovered:






About 11% of US women live below FPL
Access to health insurance coverage often determined by employment
Disparities exist for women of color
As opposed to breast cancer, lung cancer is number one killer of women
Mental Health/Substance Abuse
Women make about 80% of health care decisions for their family
Goals of the project were to:


To promote increased knowledge and understanding of the essential public health
services and national public health performance standards at the local level
To increase knowledge and skills in the areas of the core competencies of public health
Lessons learned:






Staff were concerned about women’s health issues and invested in problem solving
process
Staff saw importance of using team building activities
Participatory model was much more effective than traditional “lecture” style
Small group work offered opportunities for “wisdom of the group” to emerge
When staff was given the opportunity to identify and prioritize their own goals, there
was much more “buy-in”
Administrative staff enjoyed opportunity to learn and share with clinical staff as equal
team members
http://www.nwgahealth.com/phli/PHLI.ppt
Buzzwords
Mini-lectures
Discussion-lectures
Empowerment-lectures
Brainstorming
Debates
Lecturettes
Surveying
Quick-thinks
Enabling environment
Consultants and Writers:
Consultant: Peter Frederick: Developer of the "participatory lecture," orderly brainstorming,
in which students are asked to generate ideas and share their knowledge on a topic.
Instructional Consulting: School of Education: Indiana University at Bloomington
http://www.indiana.edu/~icy/lecture.html
The Training Doctor, LLC: http://www.trainingdr.com/capabilities.htm
Ann M Jenkins
Instructional Intervention
IPT 560
Sources of Help:
Web sites:
Lectures play a vital role in teaching. Here are twenty ways to make lectures more
participatory. Adapted from Participatory Lectures, Derek Bok Center for Teaching and
Learning, 1992. http://bokcenter.harvard.edu/docs/TFTlectures.html
Teachers can create an active learning environment by encouraging students to ask and answer
questions. Excerpt from the TA Handbook on the University of Delaware’s Center for Teaching
Excellence website discusses how teachers should ask questions and how to encourage
students to ask questions. http://www.udel.edu/cte/TAbook/question.html
List of strengths and limitations of 14 teaching methods, such as lecture, lecture with
discussion. brainstorming, videotapes, class discussion, small group discussion, case studies,
etc.
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/comteach.htm
Books:
Peter Taylor - How to Design a Training Course: A Guide to Participatory Curriculum
Development
Peter Taylor shows teacher trainers, development trainers and course developers how to design
training courses by actively involving potential course participants and stakeholders. Users of
this book will be able to provide leadership, training and coaching in all aspects of the
participatory curriculum development process, leading to the design, implementation and
evaluation of more effective training programs.
Chambers, R. (2002) Participatory workshops: A sourcebook of 21 sets of ideas & activities.
Sterling, Va.: Earthscan Publications Ltd.
Patricia A. Richard-Amato: Making It Happen: From Interactive to Participatory Language
Teaching, Third Edition
References:
Bold, M Participatory Lecture Technique: Increasing learner involvement in a traditionally
passive setting. Retrieved April 21, 2006, Web site: http://www.marybold.com/plt.pdf
Sarkisian, E (1994). Tips for teachers: Twenty ways to make lectures more participatory.
Retrieved April 21, 2006, from Derek Bok Center for Teaching and Learning, Harvard
University Web site: http://bokcenter.harvard.edu/docs/TFTlectures.html