The document provides guidance on using a 4Cs training map approach to design effective training sessions that incorporate accelerated learning principles. It outlines the 4Cs - Connections, Concepts, Concrete Practice, and Conclusions - as an instructional design tool to show learners where the instruction is going and get them there together through multisensory activities. Examples of learner activities are provided for each C, like graphic organizers, teach-backs, and action planning. The goal is to actively engage learners through movement, images, writing and different approaches rather than passive activities like long lectures.

1. Training from the BACK of the Room
Salah Elleithy
@selleithy

2. Think…
of a time when you participated in an
effective training.
• What made it effective?
• How much of it do you
remember?
• What have you applied?

3. Do I want them to
HEAR it?
or
Do I want them to
LEARN it?- Sharon Bowman
Ask yourself…

4. Quotes
Knowledge depends on engagement.
Engagement is inseparable from empowerment.
Empowerment means the opportunity to contribute.
Learning is an act of participation.
We are all lifelong learners.
- Jay Cross
Who dare to teach never cease to learn.
- John Cotton Dana
We learn in context, with others, as we live and work.
Recognizing this fact is the first step to crafting effective learning experiences.
- Jay Cross

5. Salah Elleithy
salah@sparkagility.com 410.262.5550@selleithy
Founder and Learning Facilitator
Certified Trainer in
Training from the
Back of the Room
Managing Partner

6. Session Outcomes
• List the 6 learning principles that trumps
traditional learning (6 Trumps)
• Define the 4Cs Map
• Identify activities to be used for Agile training
6

7. 7

8. Challenges?
8
Attention
Engagement
Retention
A memorable learning experience together!

9. Accelerated Learning Manifesto
9

10. The 6 Trumps
10
Movement
trumps
sitting.
Talking
trumps
listening.
Images
trumps
words.
Six Learning Principles that trumps Traditional Teaching
Writing
trumps
reading.
Shorter
trumps
longer.
Different
trumps
same.

11. • An instructional
design tool that will
show you and the
learners where the
instruction is going
and get there
together.
11

12. • Learners make
connections with:
– what they already
know or think they
know about the topic
– what they will learn
or want to learn
– each other
– the instructor
12
Learner activities:
• Quick Start
• Top Take-aways
• Standing Survey

13. • Learners take in new
information in
multisensory ways:
– Hearing
– Seeing
– Discussing
– Writing
– Reflecting
– Imagining
– Participating in short,
quick review activities
13
Learner activities:
• Concept Centers (Myth or Fact Game,
Self-Correcting Sheet, Best Practices
Discussions)

14. • Learners actively
practice a skill using
new information,
participate in an
active review of
what they have
learned, or teach the
skill or new
information to others
14
Learner activities:
• Teach-Backs

15. • Learners summarize:
– what they have
learned
– evaluate it
– celebrate it
– create action plans
for how they plan to
use it after the class is
over
15
Learner activities:
• Learning Logs
• The Walkabout

16. 16

17. 4Cs Training Map Example
Topic: _________________
Audience: ____________ Time: ___________
Learning Outcomes:
17
C1 – CONNECTIONS
Content:
Learners Activities:
C2 – CONCEPTS
Content:
Learners Activities:
C3 – CONCRETE PRACTICE
Content:
Learners Activities:
C4 – CONCLUSIONS
Content:
Learners Activities:
= Action Word (Observable learner behavior + Concept/Skill
USE: Identify, define, List, Explain,
Summarize, Demonstrate
DO NOT USE: Learn, Understand, Know

18. 4Cs Training Map Sample 1
Topic: Agile Manifesto
Audience: New team members Time: 10 minutes
Learning Outcomes: Identify 4 values of the agile manifesto
18
C1 – CONNECTIONS
Content: What learners already know
about the agile manifesto.
Learners Activities:
Standing Survey
C2 – CONCEPTS
Content: 4 values and 12 principles of
the agile manifesto
Learners Activities:
Graphic Organizer
C3 – CONCRETE PRACTICE
Content: Active review of the agile
mindset characteristics
Learners Activities:
Teach-backs
C4 – CONCLUSIONS
Content: Summaries and action plans
Learners Activities:
Ball Toss (What have you learned? What
will you do with it?)

19. 4Cs Training Map Sample 2
Topic: Understanding the Agile Mindset
Audience: Agile team members Time: 10 minutes
Learning Outcomes: Identify 3 characteristics of the agile mindset
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C1 – CONNECTIONS
Content: What learners already know
about the agile mindset.
Learners Activities:
Pair-Share, Shout out
C2 – CONCEPTS
Content: 3 characteristics of the agile
mindset: exert effort to learn, ask for
feedback and continuous learning
Learners Activities:
Graphic Organizer
C3 – CONCRETE PRACTICE
Content: Active review of the agile
mindset characteristics
Learners Activities:
Teach-backs
C4 – CONCLUSIONS
Content: Summaries and action plans
Learners Activities:
Ball Toss (What have you learned? What
will you do with it?)

20. Activity: Myth of Fact Game
Each table group is given a stack of index cards with myths or facts about the topic. Groups
collaboratively sort the cards into two piles, then check their answers against an
answer key. Learners can also create the game cards and exchange them with others
before playing the game.
Activity: Demonstrations
Table groups can take turns demonstrating a skill or procedure with skits, role-plays,
presentations, and the like.
Activity: Teach-backs
Learners pair up and teach each other what they have learned in the session.
Activity: Ball-toss
Learners form a circle, toss a soft ball around the circle, and state what they learned or
what they plan to do with what they learned.
Activity: Action Plans
On index cards, learners finish the phrase “I plan to ….” by writing what they plan to do
with what they learned. If time allows, they share their action plans with a partner.
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Activities (Examples)

21. Try It!
Topic: _________________
Audience: ____________ Time: ___________
Learning Outcomes:
21
C1 – CONNECTIONS
Content:
Learners Activities:
C2 – CONCEPTS
Content:
Learners Activities:
C3 – CONCRETE PRACTICE
Content:
Learners Activities:
C4 – CONCLUSIONS
Content:
Learners Activities:
= Action Word (Observable learner behavior + Concept/Skill
USE: Identify, define, List, Explain,
Summarize, Demonstrate
DO NOT USE: Learn, Understand, Know

22. Summary
• Begin with an end in mind (what will be the
takeaways?)
• Need to know (what must learners be aware
of?)
• Design backwards (what will be the activities
to satisfy the outcomes?)
• Use the 4Cs Map as a guide
• Use the 6 trumps to measure the level of
effectiveness.
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23. References