Training of trainers – NFL and interactive methods in Youth work – ACHIEVE

Lesson 12 – Learning motivation – text

text lesson

Participants are more likely to engage in learning when they

  • see value in what they’re learning
  • believe that engaging in specific actions will bring about a desired outcome
  • believe they can be successful
  • perceive that the environment is supportive

To help motivate participants

Structure your training and each session to help participants know what to expect

  • Use the syllabus to clarify what the participant will learn, your expectations, and how the training will be conducted
  • At the beginning of session, explain the focus of it and what they should be able to know and do by the end
  • Align what happens with this initial framing of the session
  • Close the session with a summary; provide opportunities for participants to summarize by asking them to:
  • Respond to clicker questions that gauge what they learned
  • Draw a concept map of what they learned
  • Write a one minute paper about what they have learned
  • Prepare participants for future sessions and other learning opportunities.

Provide learning experiences where participants feel they can be successful

  • Set challenging but attainable goals and assignments (success within reach)
  • Especially early in the training, help participants experience success; for example, incorporate early, shorter assignments that account for a small percentage of their final result
  • Encourage participant’s choice in how to achieve a particular assignment or learning outcome
  • Let them know that you believe they can be successful – that you have set high expectations and you are confident they have what it takes to meet them.

Include opportunities for participants (and you!) to gain information on how they are doing

  • Evaluate participant’s understanding as they enter session (e.g., begin with an informal poll or diagnostic question, or post it the night before)
  • Provide rubrics for assignments and give feedback based on them
  • Provide timely and targeted feedback about how participants are progressing
  • Incorporate questions or other assessments designed to identify what participants know or don’t know
  • Take advantage of training course evaluation
  • Guide participants to use the feedback they are getting  from activities, checks for understanding, discussion, other activities
  • Acknowledge specific areas where participants are doing well and identify a few specific ways that improvement might occur; focus the latter so they has key actions for improvement that are achievable

Foster application/connection of what participants are learning to their own lives

  • Design learning experiences that are relevant to participants’ lives
  • Craft activities that encourage application of content to situations they will likely encounter

Create a positive climate/community for learning where participants feel supported

  • Get to know your participants. Learn participants’ names and create relationships with them a few at a time
  • Craft specific opportunities for individual participants to participate in the learning experience
  • Promote social exchanges for learning among peers. Group interaction is more lively when the conversation broadens beyond just alternating between you and one person in the group
  • Let participants know how they can link with each other
  • Make explicit that you are interested in their success, are available to support them, and have provided or pointed them to ample ways for them to get the help they need

Adapted from – The University of Texas at Austin; TEXAS Learning Sciences; Student motivation, 2015


The training program “Training of Trainers” is an educational product that is currently missing in the partner countries – Bulgaria, Cyprus and Romania. Due to the early stage of development of the youth sector and youth work in these countries the educational materials aimed at non-formal learning are still limited and insufficient. The lack of adequate educational framework for training of youth workers in the field of formal education leads to inefficient use of the capacity of professionals.

This course fills a gap in the youth sector, namely the need of methodologies for the preparation of trainers, who are able to train youth workers. This course will set the basis for the preparation of teams of trainers of youth workers. The course will serve the goal of development of youth work in the participating countries and other interested parties. A large number of youth workers can be trained according to the methodology at national and international level to use and promote non-formal learning as a tool to enhance the realization of young people in the labor market and increase their social cohesion.

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