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Archive for Presentations

Here’s a great way to teach: the case study. It’s a technique almost every trainer/presenter can use to break up that monotomous and less than effective teaching method too many of us rely on–the lecture.

This month, I’m focusing on training and trainers. Why? Because you actually have the ability to change lives!

In my last blog, I provided a video on the case study.

What’s a case study?

A small group exercise that has people working on a ‘story problem’. This ‘story problem’ can be quite intricate and long. It should have elements that you’ve taught earlier. Usually, case studies are given toward the end of the course to put judgment to work and check learning. It has the ‘story problem’. Then, it asks students to make decisions about the ‘story’ based on what they’ve learned in your course.

Click here for an example of a case study I use when I teach Instructor Development Workshop.

Why Use a Case Study?

. It also tells you if you need to spend some time in certain areas.

Get More Great Reviews, Too!

The bonus for your using the case study? You’ll get more students really enjoying the course, learning better, and giving you great reviews!

Gain My Perspective on Teaching AND New Skills!

Want more teaching skills? Join me for one of my instructor workshops. They have 15 clock hours and fulfill the qualifications to become an instructor in Washington state for clock hour courses. The next one ‘live’ is coming up Oct. 3-4 in Bellevue. See more here.

Or, if you want to get certified to teach clock hour courses and learn great new teaching skills ‘on your own time’, check out my distance learning version of the course, Train the Trainer.

Have you already taken instructor courses? If so, you’ll love my advanced course, Beyond the Basics: Training Techniques to Make that Course Come Alive. We use your course and put exciting, innovative teaching methods into it so you gain confidence AND the skills to energize your courses. I’m teaching this course ‘live’ Oct. 23-24 in Bellevue (7.5 clock hours, too).

Top tips for trainers: Use the Case Study.

This month, I’m focused on helping trainers refine their skills. So, I’ll be sharing some short videos I’ve made to explain various types of teaching techniques.

Is lecture your favorite method of teaching? Maybe you think it’s your only way! Wrong!!!! In fact, relying on lecture and ‘wimpy’ discussion makes you lose control of your audience–and bore them to tears. Instead, use what we trainers term ‘alternative delivery methods’–teaching alternatives to lecture. Your students will learn much more, will be more participative–and love you to death!

Watch this video on ‘case study’–one of the teaching techniques almost every instructor can put into almost every class.

Want more teaching skills? Join me for one of my instructor workshops. They have 15 clock hours and fulfill the qualifications to become an instructor in Washington state for clock hour courses. The next one ‘live’ is coming up Oct. 3-4 in Bellevue. See more here.

Or, if you want to get certified to teach clock hour courses and learn great new teaching skills ‘on your own time’, check out my distance learning version of the course, Train the Trainer.

Have you already taken instructor courses? If so, you’ll love my advanced course, Beyond the Basics: Training Techniques to Make that Course Come Alive. We use your course and put exciting, innovative teaching methods into it so you gain confidence AND the skills to energize your courses. I’m teaching this course ‘live’ Oct. 23-24 in Bellevue (7.5 clock hours, too).

You can always see all my courses, the calendar, and resources at www.crossinstitute.com.


Does your course ‘fit’ the adult learner?

May is my designated Trainer Appreciation Month. So, I’m writing a blog series to help trainers teach and write great courses. And, I’m offering special discounts on my resources for trainers. See them here.

Most real estate courses are not written with adult learning principles in mind. So, let’s look at these truisms and write our courses to reach the adult learner effectively. This is one of the areas we address in my resource on how to write a course (click here to see it).

From writing courses for most of the major real estate franchises, and training thousands of real estate instructors, I’ve found some undeniable truisms. Here’s one:

Why Write a Course for the Adult Learner?

Benefits to teaching to these principles in your course:

  • Adults aren’t bored (!)
  • Adults feel important
  • Adults pay attention
  • Adults retain more
  • Adults feel protected; low risk environment
  • Adults like you better
  • Easier for you to teach!

The Big Principles to Keep in Mind

Adults learn through association.

We learn what we already know. Two fellows teaching community colleges instructors how to teach shared that one with me. How insightful!

How do skilled presenters accomplish this in a course environment?

Do you relate what you’re teaching to the adult’s prior experience? Or, do you jump right into a complex theory and expect your students to keep up…..

Adults learn by doing

Life is do it yourself. Do you have your students doing an action in class? What happens in your course to assure the students are doing? How do you know they can do whatever it is you are teaching them to do? Observe it in class, of course!

Retention soars when adults do and say something at the same time. How are you using this principle in your course?

How much doing of significance do you have planned in your class?

Big principle: How we retain information is directly related to how we acquire that information.

Would you say that instructors are most concerned with short-term, or long-term student learning?

Adults learn from each other

Use teaching methods to encourage information exchange.

How do you assure students are exchanging information? Are you using various alternative delivery methods (not lecture) to assure students are learning not only from you, but from one another?

Adults learn through repetition

Use several approaches to the same concept/process. Does your course offer review and repetition to assure students are really learning?

Adults learn through rapid recall

What rapid recall methods have you seen used in the classroom? Do you do this so you ‘tie up’ each section before you move on?

Adults seek to satisfy individual needs

Experience levels vary greatly. How would an instructor find out each student’s individual experience levels prior to getting into the classroom?When I’m teaching Instructor Development Workshop, I provide each attendee a ‘pre-conference survey’ at registration, so I can see the needs and level of learning of that person. Even the words used give me some powerful hints about each attendee’s priorities and beliefs!

Adults learn practical information.

They want information and skills to directly apply to their lives–right away.

How have you seen instructors assure that the information is not only applicable, but that the student applies the information to their challenges, while in the classroom? Are you assuring that each of your attendee translates the course information/skills into action plans?

Go back to the course your teaching or writing and see if you are adequately addressing how adults learn. Doing so is one of the attributes of a real course, not just an ‘information overload!

Expert Guidance to Write that Great Course–at a $30 discount this Month!

If you’re serious about writing that great course, this is the resource for you. Step by step, Carla Cross, who has written courses for Re/Max, Better Homes and Gardens, Keller Williams Realty, GMAC, Royal LePage, and CRB, shows you exactly how to create your course and your outline. And, for those Washington state instructors, she shares tips on how to get your course approved for clock hours.

This resource is digital. You will get access immediately.

May Trainer Appreciation Month bonus: Keys to a Killer Introduction

This ‘how to write a course’ includes:

2 instructional videos
Templates to use as guides for course creation
Examples of courses
2 ‘cheat sheets’ to write your course modules

Tips on how to write teaching methods right into that course, so you can sell it!

Guidance in how to get your course approved in Washington state.

With 95 pages, this resource, along with the 2 instructional videos, shows you exactly how to create a course that has substance, sizzle, and ‘sell’!

May Trainer Appreciation Month price: $99.95 with coupon create course. (Regularly $129.95. Save $30)

Click here for more information and to order. You’ll get immediate access to the 95-page resource guide and 2 instructional videos. Remember, to get your discount use the coupon code create course.



Teaching adults effectively: How are you doing it?

This month, I’m writing a blog series to help trainers write great courses or take those courses and make them ‘live’. From writing courses for most of the major real estate franchises, and training thousands of real estate instructors, I’ve found some undeniable truisms. Here’s one:

 So, let’s look at these truisms and write our courses to reach the adult learner effectively. This is one of the areas we address in my resource on how to write a course (click here to see it).

How Adults Learn and Retain: How to Weave These Principles into your Course

Benefits to teaching to these principles in your course:

  • Adults aren’t bored (!)
  • Adults feel important
  • Adults pay attention
  • Adults retain more
  • Adults feel protected; low risk environment
  • Adults like you better
  • Easier for you to teach!

The Big Principles to Keep in Mind

Adults learn through association:

We learn what we already knowa Two fellows teaching community colleges instructors how to teach shared that one with me. How insightful!

How do skilled presenters accomplish this in a course environment?

Do you relate what you’re teaching to the adult’s prior experience? Or, do you jump right into a complex theory and expect your students to keep up…..

Adults learn by doing

Life is truly ‘do it yourself’. Do you have your students doing an action in class? What happens in your course to assure the students are doing? How do you know they can do whatever it is you are teaching them to do? Observe it in class, of course!

Retention soars when adults do and say something at the same time. How are you using this principle in your course?

How much doing of significance do you have planned in your class?

To live by my own principle, I just increased the amount of ‘student’ teaching I have during my Instructor Development Workshop. The students loved it and showed me I can get them into action faster and more often than I thought!

Big principle: How we retain information is directly related to how we acquire that information.

Would you say that instructors are most concerned with short-term, or long-term student learning?

Adults learn from each other

Use teaching methods to encourage information exchange.

How do you assure students are exchanging information? Are you using various alternative delivery methods (not lecture) to assure students are learning not only from you, but from one another?

Adults learn through repetition

Use several approaches to the same concept/process. Does your course offer review and repetition to assure students are really learning?

Adults learn through rapid recall

What rapid recall methods have you seen used in the classroom? Do you do this so you ‘tie up’ each section before you move on?

Adults seek to satisfy individual needs

Experience levels vary greatly. How would an instructor find out each student’s individual experience levels prior to getting into the classroom? When I’m teaching my Instructor Development Workshop, I provide each attendee a ‘pre-conference survey’ at registration, so I can see the needs and level of learning of that person. Even the words used give me some powerful hints about each attendee’s priorities and beliefs!

Adults learn practical information.

They want information and skills to directly apply to their lives–right away.

How have you seen instructors assure that the information is not only applicable, but that the student applies the information to their challenges, while in the classroom? Are you assuring that each of your attendee translates the course information/skills into action plans?

Go back to the course your teaching or writing and see if you are adequately addressing how adults learn. Doing so is one of the attributes of a real course, not just an ‘information overload!

Honestly: Are the Courses You Teach Boring? (Even to YOU?)

Come join me to put these creative, fun teaching methods into your course. Attend Beyond the Basics: Advanced Skills to Make that Course Come Alive, coming up April 23-24 (approved for 7.5 clock hours in Washington state).

We’ll be working with parts of a course you bring. We’ll put in some great methods and then practice to see how they work–a unique opportunity!

There’s no other course like this–and your chance to get some individual and small group coaching to make your teaching and your course a huge success! Click here to see the course and register.

Creating a course? Here are the 6 ‘ws’ you need to answer to assure you have a course–a good course!

Trainers: Here are some tips on how to gain focus on that great course you want to create–that course that’s been bouncing around in your head for years! In my next few blogs, I’m going to give you some specific tips to make your course truly ‘teachable’. Why? From teaching for over 2 decades, I’ve found many courses are not actually very ‘teachable’. In fact, they are either

1) Streams of consciousness

or

2) Information dump

If you’ve picked up someone else’s course’, and tried to teach it, I’ll bet you know what I mean. Unfortunately, too many times, courses are written from an ‘information organization’ perspective, not a teaching perspective. In fact, because so many instructors have expressed frustration, I’ve just finished a resource on how to write a course (see below).

Gaining Focus for your Course

Let’s look at the 6 W’s that you should answer before starting to create your course: The What, Why, Who, When, Where, What Next of your course, so you can clarify what you want to accomplish and gain focus. As I give you these, take time to answer each of these questions.

What course do you want to create?

That’s certainly okay in a course, but not as a whole course. Instead, you have a ‘persuasive presentation’. Sometimes we want to impart our beliefs to people or make them ‘be’ in some way, but that’s not a course. (Be responsible, be customer-service oriented, etc.) Now, it’s true that can be one of the objectives of a course, but, just getting in front of people and telling them how they should be won’t make it as a course!

Do you see this course as an overview? An introduction? Comprehensive? A series?

Why? What are your compelling reason(s) to create this course? Be sure it’s not just all about you….

Who is this course for? What segment of the population do you want to address? One of the mistakes we make is not narrowing our focus to the level of expertise of our desired target audience.

What is their level of learning in your topic right now?

Who would not benefit from your course?

Do you need to narrow your scope for this course?

Where (type of delivery)

Is this course ‘live’? Is it distance learning? Will it be given as a webinar? Your decisions will direct you to the delivery methods (how you will teach).

Note: If you haven’t taken my Instructor Development Workshop, this would be your first step. Or, you can take the distance learning version, Train the Trainer.

Armed with the answers to the 6 W’s, you can gain a laser focus for your course, and go to the next step of course creation.

Expert Guidance to Write that Great Course!

SSS_coverIf you’re serious about writing that great course, this is the resource for you. Step by step, Carla Cross, who has written courses for Re/Max, Better Homes and Gardens, Keller Williams Realty, GMAC, Royal LePage, and CRB, shows you exactly how to create your course and your outline. And, for those Washington state instructors, she shares tips on how to get your course approved for clock hours.

Check out How to Write Your Course with Substance, Sizzle, and ‘Sell’.

This resource is digital. You will get access immediately.

Bonus: Keys to a Killer Introduction. Most introductions are boring! Find out how to make yours sparkle AND inform. Plus, your introduction should make people enthusiastic about hearing you and adopting your ideas. This eBook and videos will show you how to make your introduction really work for you.

Includes:

2 instructional videos

Here’s why your small group exercises don’t work–and what to do about it.

(See my 12-point checklist to use every time you’re going to launch a group exercise. You’ll find this invaluable!)

You’re teaching, and you’ve decided to change it up and add a small group exercise–instead of that boring lecturing. So, you blithely put people into small groups. But, things go wrong:

  1. They wander around without knowing where to go to get into their groups
  2. They cluster together in groups of 10-15 so no one gets anything done
  3. They don’t know how to proceed as they as supposed to start the exercise
  4. They don’t know what the exercise is
  5. They don’t know what to do when the exercise is over

And on and on…..

This month, I’m doing blogs on teaching–specifically, how to change it up and quit lecturing your way through the day.

So, in this series, I’ll help you build in ‘relief’ from that awful, boring lecture and change it up to keep your audience interested and learning.

The Alternative: Divide and Conquer

In the previous blog, we explored the ‘divide and conquer’ method of teaching. One of the configurations of the ‘divide and conquer’ is the task force: Small groups of people working on a common problem. In this blog, I’ll show you a few things to do with that task force to assure it goes right. Most of these principles would also apply to dividing people into groups, too, for role play and other small groups.

The Checklist for Assuring Every Small Group Goes the Way You Want 

See my 12-point checklist to use every time you’re going to launch a group exercise. You’ll find this invaluable! How do I know? I’ve made every mistake you can make on these, and have learned how to avoid mistakes and make the small group go well.

Gain Advanced Teaching Skills Now!

Come join me to put these creative, fun teaching methods into your course. Attend Beyond the Basics: Advanced Skills to Make that Course Come Alive, coming up April 23-24 (approved for 7.5 clock hours in Washington state). We’ll be working with parts of a course you bring. We’ll put in some great methods and then practice to see how they work–a unique opportunity!

Challenge: How would you teach this? Without lecturing!!!

In a month from now, I’ll be doing a training on how to make your courses come alive. Why? Because, unfortunately, most real estate courses consist of someone at the front of the room droning on…..and on….and on. Now, I don’t think that’s the instructor’s fault, to an extent. I think it’s the fault of the course writer.

The Challenge: Few Courses Written for the Instructor to Teach

You innocently pick up the course outline (it’s big and heavy, of course), and you start talking. How long does it take for your audience to quit listening and play with their phones? 3 minutes? 10 minutes? Probably no longer than that.

It Doesn’t Matter if You’re an Expert–or an Expert Lecturer

In truth, our attention spans have shrunken–and continue to shrink. So, we instructors just can’t talk through that outline and expect to keep the audience’s attention. But, what do we do instead? In this series of blogs, I’ll show you how to take part of that outline and make it more interesting.

In Most Cases, YOU Have to Also Put in the Teaching Methods

Since few courses have these teaching methods written in, you’ll have to develop the skills to take that boring outline and put in various and varied teaching methods. Find out how to do that in my upcoming course: Beyond the Basics: Advanced Skills to Make that Course Come Alive, coming up April 23-24 (approved for 7.5 clock hours in Washington state).

Divide and Conquer: Using the Task Force

One of the reasons our real estate audiences get antsy is that they don’t like to sit quietly. But, you’ve probably seen the room get out of control if you encourage wild, unabated discussion! So, how do you help them talk and still control the situation? Divide and Conquer. Instead of having them all talk in open discussion, use the small group method. That’s called ‘task force’, because you’re literally putting them into small groups to work on a task they can accomplish.

Here’s an example of how to take the facts in that outline and throw them to the audience to reveal. Think of it this way: Instead of you–standing up in front of everyone and telling, and telling, and telling, you ask small groups to tackle parts of your topic and come up with solutions.

The Example of a Task Force

I teach Instructor Development Workshop, (coming April 9-10 in Bellevue, Wa), which certifies instructors in the state of Washinton to teach clock-hour approved courses. In one part of the outline, the topic is How Adults Learn. I have 3 pages in that outline that innumerate all the ways adults learn, including obstacles to adult learning.

Your turn: If I were to give you that outline and ask you to teach it, how would you proceed? You might just talk through those 3 pages, reading what I’d written. Hate to tell you, but that would be so boring! (And you wouldn’t learn what your audience does and does not know!) Instead, here’s how I do it.

Using the Task Force to Explore ‘How Adults Learn’

Here’s how I teach this section. I divide that topic into 4 areas: How adults learn, the obstacles to adult learning, the attributes of the real estate adult learner, and effective retention techniques.

See the slide from my Insructor Development Workshop I use that gives instructions to the task forces here.

Here are 2 Keys to doing Task Forces:

  1. The tasks must be something that the attendees can accomplish from information they already have
  2. The tasks must be meaningful to what you’re teaching

Task Forces Must be Meaningful: And a Springboard

Look at the last sentence in the slide. That’s my ‘springboard’. I’m asking the attendees to figure out ‘what does it mean to me?” That’s the relevance of the exercise.

In later blogs, I’ll give you tips on using this and other ‘divide and conquer’ methods to make your teaching–and their learning–much more enjoyable! You’ll get great reviews and return customers!

Let me Help your Instructors Put Pizazzz into those Courses

There are 2 ways I can help you: If you’re in Washington state, come to my class April 23-24. Or, invite me to your company anywhere in the US or Canada and I’ll customize a special session for you. I use YOUR outlines and we actually put in the methods and teach them. You’ll get much better attendance at your courses, have excited, enthusiastic instructors, and find it easier to get return business!

Contact me to find out how I can help. Let’s make your courses shine!

Not a speaker? Here are four tips to present like a pro.

We’ve all been there. We’ve been asked to speak for ten minutes to a group of people. Our first reaction is extreme fear. Our second reaction is,

1.Slow Down

Most speakers, amateurs or professionals, speak too fast. Slow down. Pretend you are speaking to a huge room and project your voice to the back of the room. You’ll find yourself going slower and using more inflection (vocal dynamics) . Better delivery!

2. Get Persuasive

There is a process for everything, including crafting a persuasive presentation. It’s simple. It’s the structure of your favorite popular tune: ABA. In other words, it starts with a theme, develops the ‘bridge’ in the middle, (supporting information to your point of view), and ends with the same theme.

Free giveaway in this blog: Click here for my Persuasive Presentation process.

3.Launch with a Great Start

How are you going to begin your presentation? With a provocative question? With a relevant story? How does that beginning tie to your theme? Sit down and write down your beginning. Post the problem, suggest your solution, and build a rosy future for following your recommendations.

4. Bring it Home with a Great Ending

Have you ever been at a presentation that just puttered out at the end? The speaker said, “Well, we’re out of time.” And you thought, “Good”…..Remember, it’s just like a popular tune. Bring back the theme at the end. Close with reminding the audience of the rosy future they will have by following your recommendations. Remember, your job during the persuasive presentation is to persuade. And, here’s my point of view: All presentations that anyone gives should be persuasive. Otherwise, simply read a book!

Let Me Work with Your Trainers to Create Better Presentations

Are your courses boring? Are those presentations great for taking a nap? Are you instructors talking through every outline? And, most importantly, are your courses not filling up? It’s time to invite me to work with your instructor group.

Contact me and we’ll work out the best solution for you!

Share this with your presenters: Click here for my Persuasive Presentation process.

 

Here are 4 ways your meetings go wrong, and a planner to assure they go right.

This month, I’m focusing on the main responsibilities of a real estate manager. If you’re going into management, how are you going to make your meetings exciting, interesting, and participative?

Death By Meeting…….

If you haven’t been in a meeting that went sideways, you probably haven’t attended enough meetings! I just attended a meeting that was almost painful to experience. It went on and on, with little organization. The speakers had no rhyme nor reason to their presentations. And, finally, I wasn’t even sure what we were to do as a result of this meeting!

As I sat there, I thought, “How can I help meeting planners/managers/presenters avoid the mistakes I’m experiencing and plan a meeting that works every time?” I came up with this Presentation Planner and Promotion form. Using it with your presenters will assure that you avoid these four big mistakes:

1. No promotion to your target audience for the meeting
2. No focus to the meeting–no theme, no stated benefits to the target audience
3. Presenters do not have a format from which to create their presentations–so they just wander around in a vast wasteland of facts and figures
4. There’s no call to action as a result of the speaker or of the meeting

Promoting Your Event

So, my Presentation Planner includes a section on promotion. After all, as you plan your presentation, you’ll naturally think:

  • Who is the event targeted to?
  • What are the 3 major benefits to this target audience?
  • What will they walk away with?
  • Where will I promote it?

The planner I created will help you avoid the 4 common mistakes listed above. It not only assures a persuasive presentation, it helps you promote the event, too!

Click here to grab your Presentation/Promotion Planner.

I’m Here to Help You Become a Great Leader!

If you’re new to management, or you’re being challenged in management, I can help. My Leadership Mastery individual, custom coaching program will help you master the major activities of management–stepping you from ‘maintenance management’ to true leadership. Check out my program here. Contact me for a complimentary consultation.

If you teach: tips to stop them from being bored!

Let’s get honest. Do your students get bored when you present? As a student, you know those 71/2 clock hour courses can be killers! The presenter goes on and on. It may be great information, but, after _____ minutes (you fill in your blank), you just zone out (usually about 10-15 minutes!). And, sellers and buyers feel the same way about boring presentations.

Here are 2 quick tips to rev up your presentations, increase your effectiveness, and keep your a�?audiencea�� riveted.

  1. Ask more questions

Dona��t go over 3 minutes in a listing or buyer presentation without asking a question. How about your presentations? Do you drone on for A? hour or an hour without involving your audience? Quit right now. Thata��s where your audience a�?controla�� problems starta��when ita��s all about you.

Action: Write down a question you can ask during your normal a�?lecturea�� period. Or, as a listing or buyera��s agent, write down a question you can ask instead of droning on over 3-4 minutes.

  1. Quit lecturing your way through all that time!

Instead, break up that lecture with some questions. Better yet, use a�?alternative delivery methodsa�� (all those methods to teach besides lecture!). Those would include breaking students into task forces, or giving small groups a case study to tackle, or role play.

You can even do some of this with your sellers and buyers. Involve them in the process!

Action: If youa��ve taken an instructor development course, go back and see where the instructor used a�?alternative delivery methodsa��. Then, find a place in your presentation where you could use one of these methods. Keep expanding your horizons!

The result: Youa��ll have more enthusiastic a�?receiversa��. Youa��ll have more fun teaching, and youa��ll greatly reduce any audience a�?controla�� challenges.

Click here to grab my ‘workshop cheat sheet’, which shows you how to put alternative delivery methods into any workshop–and in which order so they ‘flow’ right.

Is the Course You Teach Just a Lecture (read ‘boring’ to students!)?

Is the class youa��re teaching (or supposed to teach) full of facts and figures? And, therea��s no instructor manual or guidance in how to teach it? Are you finding yourself talking through ita��talking for hours? (Even boring yourselfa��) Are you struggling to make that course come alive?

If you want to energize your course, keep your audience interested, and change their outcomes for the better, you need this unique course!

Bottom line: Youa��ll walk out of this course with the skills to take any boring class and make it highly participative, useful, and fun to teach. Youa��ll get the 3 best methods to use, how to use them, and when to use them to a�?plug them intoa�� any course at the right time. Youa��ll even have time to try out your new methods in your own course and get feedbacka��and watch others, too.A� Why not energize your course, have a better time teaching, and gain business all at the same time?

When: Sept. 12 and 14 (2 half days, so you can polish your course)

Time: 9:30 am to 1:30 pm each day

Where: Bellevue, Wa.

Investment: $149

Accredited for 7.5 clock hours in Washington state

Not in Washington? Contact Carla to bring her to your company or association and invigorate your courses so your students clamor to come back! (and they learn a lot!)

Click here to register.