DTS - Lecture and Visual Aids - Questions; Trainer Development Program

1. How do you assess Lecture as a method of training in comparison to Coaching?

2. What is Lecture?

3. How does Glossary of Training Terms define ‘Lecture’?

4. Can we make group participation as a component during Lecture?

5. What are the stages involved in preparing a Lecture?

6. What is the logical starting point for ‘Lecture’?

7. What are the questions a Trainer would ask himself while framing the Objective of a Lecture?

8. What is the benefit of defining Objective at the beginning of Lecture?

9. Is the once framed objective requires to be changed according to certain factors?

10. If yes, what are those factors?

11. What is the purpose of Lecture?

12. Since Lecture deals with knowledge only, what should the statements of performance of the objective of Lecture state?

13. What are the features of an Objective?

14. Can the Objective define how the performance would be tested?

15. What are the phrases that would be used while framing Objective of ‘Lecture’?

16. If the Objective says that trainees can state the four stages of SAT to training, how would it continue to include the test of performance?

17. Consideration of Entry Behaviour of trainees would help in what part of preparation of a Lecture?

18. What are the points about Entry Behaviour that need to be considered while planning a Lecture?

19. How would the Trainer be benefited if he is aware of existing knowledge of the Trainees?

20. The Trainer can alert himself about Trainees by being aware of which aspect of Entry Behaviour?

21. How would it help to have the prior knowledge of the Trainees in the Lecture?

22. How can you make your lecture acceptable to the Trainees?

23. When do you think, are the possible situations when Trainees would reject information given in a Lecture?

24. The likelihood of acceptance or rejection of knowledge imparted through lecture depends upon what factor?

25. The maturity of the trainees, which affects the way one discusses the subject in a Lecture, also influences another aspect of the Lecture content. What is that?

26. What would enable a Trainer to avoid the worst of the pitfalls awaiting the unwary, insensitive Lecturer?

27. It is difficult to build in one’s lecture some degree of flexibility particularly when dealing with a large group of Trainees. What would be the right approach to overcome this difficulty?

28. What does Mature Trainees expect from a ‘Lecture’?

29. What is the learning event during a Lecture?

30. A Lecturer can help Trainees’ learning by way of knowing two things. What are they?

31. In a Lecture, the Trainees must know where they are going. What aspect takes care of this?

32. What is the right procedure to decide the content of the Lecture?

33. What is the useful technique to identify items to be considered for Content of a Lecture?

34. What is ‘Spray Diagram’?

35. What are the benefits of ‘Spray Diagram’?

36. How can one edit the ‘Spray Diagram’?

37. What are the items that form the ‘Must’ part of the content of a Lecture?

38. What are the items that form the ‘Should’ part of the content of a Lecture?

39. What are the items that form the ‘Must’ part of the content of a Lecture?

40. What is planning the sequence of the content of a Lecture?

41. How far is having a logical sequence of the content is important in a Lecture?

42. Is it necessary that what seems logical to the lecturer may not seem so to the Trainee? Why?

43. What happens if the content is of apparent irrelevance of the early stages of the lecture to the Trainees?

44. What is the best way to ‘Switch the Trainees on’ during a Lecture?

45. What is the relation between the capacity of the Trainees to remember information and the content of a Lecture?

46. What are the senses of a Trainee that are used in the communication process in the lecture?

47. What is the capacity of the Short-term memory of a Trainee to retain any information?

48. How can a Trainer make full use of the trainee’s sensory inputs to increase the amount remembered?

49. What does the Trainee’s capacity to recall major points of a Lecture depend upon?

50. When do the maximum level of recall start occurring in a lecture?

51. Why is the earlier period/part of a lecture less effective?

52. How can this period of reaching the full learning recall be shortened?

53. For how much duration can this maximum level of recall be maintained?

54. How can we lengthen the period of maximum recall?

55. What are the factors affecting a Lecture in the later stages of the lecture after the period of maximum recall is over?

56. How can the decline of information retained in the later stages of a Lecture be avoided?

57. What would help the Trainees to remember if there are facts and explanations in a Lecture?

58. What are the three Ps involved in the process of Lecture?

59. What is the relationship between presentation of a Lecture and the preparation time devoted to a Lecture?

60. What is the normal structure of an ideal Lecture?

61. How can one plan to gain the audience’s attention?

62. What are the different stages of ‘Beginning’ a Lecture?

63. How can Lecturer gain attention/establish rapport during introduction>

64. What are the different stages of the ‘Middle’ of a Lecture?

65. What are the different factors to be taken into consideration while structuring the content of the Lecture?

66. What are the different stages of the ‘End’ in a Lecture?

67. What do you mean by linking trainee’s interests/entry behavior?

68. What are the different forms for using notes during a lecture?

69. What are the methods of formal assessment?

70. What are the methods of formal assessment?

71. What are the Advantage of Lecture?

72. What are the disadvantages of Lecture?

73. What kind of aids can increase the effectiveness of a Lecture?

74. What are the three groups of aids?

75. What is the role of an interesting visual aid in a Lecture?

76. What is the ratio of our senses playing a role in taking the information?

77. Why should a Trainer use visual aids?

78. When should the visual aids be used?

79. What is the easier way for learners to learn?

80. What should an ideal visual aid like: simple or complex?

81. What should an ideal visual aid like: words or pictures & diagrams?

82. What should an ideal visual aid like: small words or large words?

83. What should an ideal visual aid like: Legible or illegible?

84. When should one prepare visual aids – before, during or after a Lecture?

85. What are the different visual aids that can be produced for an effective presentation?

86. What are Mechanical types of visual aids?

87. What are non-mechanical types of visual aids?

88. What are ‘formal’ visual aids?

89. What are ‘informal’ visual aids?

90. What are audio-visual aids?

91. What are audio aids?

92. Can Visual aids create barriers to effective communication?

93. How do these barriers in effective communication occur while using visual aids?

94. One should avoid any kind of visual distractions when one is making a presentation using a visual aid. What are the distractions we are talking about?

95. How can we remove these distractions?

96. If more than one visual aid is being used, what needs to be taken special care of?

97. What should be avoided when using a Projector?

98. How can one maintain the quality of visual aid while using OHP?

99. Why should one not read a visual aid word by word to the audience?

100. Should a Trainer talk to the visual aid when it is being shown?

101. What should a Trainer do when it is necessary to show a visual aid and say a few words at the same time?

102. What are the factors to be taken into account when choosing visual aids?

103. Does having too many visual aids have a bearing on the effectiveness of the presentation?

104. What is the consequence of using too many pieces of visual aid hardware?

105. What are the reasons for using colour when preparing visual aids?

106. What should one do to use colour to the best advantage in a visual aid?

107. When diagrams or aids are complex, how can one simplify them?

108. What should one do to enable a visual aid compatible to a colour blind person?

109. What is the purpose of ‘Handouts’ – printed materials as a visual aid?

110. What are the precautions to be taken while preparing ‘Handouts’?

111. What are the advantages of ‘Handouts’?

112. What are the disadvantages of ‘Handouts’?

113. What is the purpose of ‘Chalkboard’ as a visual aid?

114. What are the precautions to be taken while using ‘chalkboards’?

115. What are the advantages of ‘chalkboards’?

116. What are the disadvantages of ‘chalkboards’?

117. What is the purpose of ‘whiteboards’ as a visual aid?

118. What are the precautions to be taken while using ‘whiteboards’?

119. What are the advantages of ‘whiteboards’?

120. What are the disadvantages of ‘whiteboards’?

121. What is the purpose of ‘Magnetic Board’ as a visual aid?

122. What are the precautions to be taken while using ‘Magnetic Board’?

123. What are the advantages of ‘Magnetic Board’?

124. What are the disadvantages of ‘Magnetic Board’?

125. What is the purpose of ‘Flip Chart’ as a visual aid?

126. What are the precautions to be taken while using ‘Flip Chart’?

127. What are the advantages of ‘Flip Chart’?

128. What are the disadvantages of ‘Flip Chart’?

129. What is the purpose of ‘Models & objects’ as a visual aid?

130. What are the precautions to be taken while using ‘Models & objects’?

131. What are the advantages of ‘Models & objects’?

132. What are the disadvantages of ‘Models & objects’?

133. What is the purpose of ‘Power Point slides’ as a visual aid?

134. What are the precautions to be taken while using ‘Power Point slides’?

135. What are the advantages of ‘Power Point slides’?

136. What are the disadvantages of ‘Power Point slides’?