Page 282 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

lucas chap 08 11/20/02 12:49 PM Page 271
Making Your Visual Message Sizzle 271
By seeing and encountering program relevant information more often learners are more
likely to retain and act on it.

BRIGHT I DEA
Control Your Classroom Traffic
recently found a wonderful means of communicating classroom rules and other
Imessages to participants by placing messages on the walls around the room.
These messages come in the form of signs you hang that look similar in design
to various road signs. Messages include the following:

QUIET: LEARNING IN PROGRESS
DANGER: TALKING OVER CLASSMATES CAUSES IRRITATION
SERIOUS LEARNERS ONLY BEYOND THIS POINT

NO SNORING 8:30 AM TO 5:30 PM

CAUTION: CELLPHONES IN USE MAY DISRUPT LEARNING
NO HOGGING THE SHOW
They are interesting, colorful, tasteful, and can be purchased from The Trainer’s
Warehouse (see Resources for Trainers section in the appendices).

CLARIFYING WRITTEN MESSAGES

Printed messages can provide a comprehensive explanation of a topic supplement what
you say verbally, and work in concert with visual images. Whether you put text in hand-
outs or onto visual aids, such as transparencies, slides, or flip charts, the written message
should be clear and concise. It should also be checked for correct spelling, grammar, and
syntax. This is crucial because what you write sends a message about your abilities
and professionalism. Improperly composed messages can actually distract certain per-
sonality types. Instead of focusing on you and your intended message, they will spend
time editing and criticizing your written messages. They will also likely point out your
errors on the end of session evaluation.
In addition to ensuring accuracy in your written messages, remember to format them
in a manner that addresses brain-based principles that you read about in earlier chap-
ters. Also, keep in mind that there are likely some people in your audience with vision
or learning disabilities, and who may have difficulty reading certain textual messages.
Make sure you address their needs, as discussed in Chapter 3.