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Didactic levers: Improve the quality of your seminars

How can you get your seminar participants' learning going? You will find 44 small answers to this big question in the two inspiring collections of cards by Harald Gross "Small leverage - big impact". With the suggestions from teaching and learning research, you can check and improve the quality of your seminars and your teaching - both in the design and in the implementation. The following applies to all aids: "Small leverage - big impact".

Small leverage - big impact: making voices resonate


You want participants to actively take part in your course: Ask questions, answer questions, discuss. You can set the course for active participation right at the start of the seminar: Make the learners' voices heard as early as possible. Let as many participants as possible say something in the first few minutes of the course. Regardless of whether it is thematic or personal.

Good ideas for starting questions

  • "What experience do you already have with our topic?"
  • "What do you think of the term X?"
  • "Give us three pieces of information about your life. Outside of work / studies."
  • "How are you doing today - on a scale from O to 5?"
The earlier the learners express themselves, the easier it will be for them as the course progresses. They have already heard their own voice in the learning group. This creates security and confidence. In small groups, all participants can be heard in the whole group. In large groups, let the learners chat with their neighbors. With the same effect. Conclusion: Instead of long monologues by the teacher, the learners can become active right at the beginning.

Small lever - big effect: keep waiting times after questions


The American didactician Mary Budd Rowe observed how long teachers wait for their students to answer after asking a question. Big finding: Most teachers are too impatient: many wait only 1 second. Keep waiting times after questions!

Waiting time 1


After asking a question, wait for 3 seconds before nodding or calling out to encourage the student to answer.

Waiting time 2


Also wait for 3 seconds after the participant's answer before responding verbally or non-verbally.

The two waiting times have several effects that promote learning

  • More learners participate. Even the quieter and weaker learners.
  • Answers become longer and more thoughtful.
  • Learners relate more to each other in conversation. Discussions can arise.
  • The quality of the teacher's questions increases.

Important


Enduring waiting times is a matter of training. Mary Budd Rowe put it like this: "Waiting times go 'contre cœur', against the heart. Try it anyway. You'll be surprised what you achieve!"

"Small lever - big effect" card set


In Harald Gross' two sets of cards, you will find a total of 44 didactic tricks that you can use to test and improve the quality of your seminars, lessons and training sessions. You can look forward to lots of practical suggestions for designing and running your courses.
In these two sets of cards, Berlin-based didactics trainer Harald Gross has described the findings from teaching and learning research in a concise and easy-to-understand way. All the tricks are visualized with catchy pictures by graphic designer Marion Kreutter. Let yourself be inspired again and again by individual tips for further learning in your practice.
Order card set no. 1 in the Neuland Shop
Order card set no. 2 in the Neuland Shop