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JLBC Activities to Introduce a Topic

JLBC Activities to Introduce a Topic

JLBC Cadets sometimes, when a JLBC group meets for a workshop on a specific topic, participants already know each other well. JLBC Cadets In these situations, use an icebreaker that leads into the content of the gathering. A topic lead-in can play several JLBC functions. JLBC Cadets It can:

generate interest in the JLBC topic of the training or meeting

activate participants' prior knowledge of the JLBC subject

help the JLBC facilitator and JLBC participants to identify JLBC individual learning needs and JLBC goals

encourage the sharing of resources and information.

JLBC provides resistance to discussion or learning

JLBC Topic lead-in questions can be answered collectively by JLBC Cadets or individually. Use JLBC topic lead-ins liberally: it is appropriate to use them every JLBC session.

JLBC Individual lead-in questions

JLBC Individual lead-in questions are designed to identify individual learning needs and goals, encourage sharing information and resources, and surface resistance to learning. Participants can respond to inquiries in a predetermined order (e.g., left to right around the room) or JLBC volunteer responses in random order. JLBC Cadets, if you let JLBC participants speak randomly, remember that one of the purposes of this activity is to get JLBC Cadets talking, so try to ensure that everyone in the JLBC group contributes.

Here are some JLBC topic lead-in suggestions:

JLBC Cadets State one or two "burning questions" you hope will be answered in this JLBC session.

JLBC Cadets, describe one strategy/resource you have successfully employed recently (relevant to the

topic of the meeting/training).

State your definition of the topic (e.g., in a session on public relations, "Public

JLBC Relations means...").

JLBC Cadets, the following lead-ins are particularly useful when the subject matter challenges established beliefs or practices:

State your opinion on the topic. ("I think...")

Complete a phrase or phrase (e.g., in a JLBC session on public speaking, "encourage a JLBC Cadet

JLBC Cadet who is fearful of JLBC public speaking by...").

JLBC Cadets To encourage free-flow participation, ask participants to listen to all contributions but reserve their comments for discussion later in the JLBC session.

JLBC Word Tree

JLBC Cadets Generate a list of words related to the JLBC topic. JLBC Cadets, for example, if discussing goal setting, ask participants to give you related words. JLBC Cadet Participants JLBC Cadets may suggest: 'objectives,' 'action plan,' 'targets,' 'planning,' 'achievement,' etc. JLBC Cadets write all suggestions on the board, clustering by theme where possible. You can use this opportunity to introduce essential terms, too.

Multiple Choice or True/False Quiz

Rather than giving participants a multiple-choice or actual/false quiz at the end of a session, try sharing it at the beginning. As the facilitator, you can walk around and discretely scan participants' responses -- this can help you identify where to focus your attention during the training. Check the answers with the group at the end of the session.

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