Take additional breaks and spend that time working with the faster learners.
Maintain the pace to ensure that the faster learners will not lose interest.
Give the group an exercise to work on and provide one-on-one help to those learners who need it.
Slow the pace of the class to match the speed of the slowest learners.
Ignore the distraction and continue with the presentation.
Stop the presentation and ask the two learners to tell the class what they are discussing.
Walk over to the two learners and stand beside them while continuing with the presentation.
Acknowledge the distraction and give the class an unscheduled break before continuing with the presentation.
Give an advanced activity to the other learners and reteach the morning activity to the learner who has not mastered the concepts.
Reteach the concepts taught in the morning session to the class, but use different handouts.
Pair the learner with one of the more advanced learners who likes to share knowledge.
Continue to teach the course as outlined, and after class offer to help the learner who has not mastered the concepts.
Ask the audience to write their questions down for the guest speaker to answer in writing at a later date.
Extend the question-and-answer period, postponing lunch and omitting the next topic of the course.
Arrange to have the guest speaker available to answer questions during the lunch break.
Tell the audience to keep their questions to a minimum, since there is such short amount of time available for questions.
Lengthy and detailed.
LIKELY, because slow learners need extra attention.
LIKELY, because learners can always be expected to make mistakes.
UNLIKELY, because learners generally feel frustrated when they are constantly corrected.
UNLIKELY, because students who make mistakes may slow up the rest of the class.
Providing a model for professional and interpersonal behavior.
Using humorous stories to interest learners in the course content.
Asking open-ended questions and allowing sufficient time for learners to elaborate on their responses.
Using eye contact to engage learners when making an oral presentation.
LIKELY, because the learners who are having difficulty will pay more attention ni the course.
LIKELY, because the other learners will feel more comfortable with the slowed pace.
UNLIKELY, because the other learners in the course will want the opportunity to answer more questions.
UNLIKELY, because the learners who are having difficulty will feel uncomfortable with the increased attention.
Ask the learners on the last day of the class what grade they think they should get int he course.
Give the class a comprehensive final exam on the last day of the class.
Send a follow-up questionnaire to the learners a month after the course ends asking about their ability to apply content on the job.
Send a follow-up questionnaire to the learners' employees a month after the course ends asking them to evaluate learners' use of course content on the job.
Using eye contact to monitor understanding during the presentation.
Using nonverbal cues such as gestures and movement.
Employing appropriate humor and anecdotes.
Postponing audience questions to the end of the presentation.
Eliminating the risk of misspeaking by reading from a prepared text.
Using a lectern to conceal nervous hand motions and to increase the presenter's feeling of security.
Maintaining eye contact with opponents to demonstrate that the presenter is not intimidated by their disapproval.
Anticipating the opposition's point of view and using the question-and-answer period to diffuse the arguments.
To allow learners to practice a new skill in a safe setting.
To provide an opportunity for the instructor to evaluate learners' skills.
To motivate learners to read the course material.
To allow advanced learners to demonstrate their expertise.
The site should be comfortable for all trainees.
The site should match the specifications in the course plan as closely as possible.
The site should offer convenient access to photocopying and other facilities.
The site should provide a variety of recreational activities for all trainees.
Making multiple observations of each learner.
Administering tests and other suitable instruments.
Performing evaluations in a manner that is unobtrusive.
Measuring learner accomplishment according to the instructor's personal opinions.
Discreetly speak to the learner to discourage this behavior.
Request that the learner's supervisor speak to the learner about the behavior.
Announce to the class the at the comments are inappropriate.
Respond with humor to the comments and try to make light of them.
Report changes made to instructional media and provide a rationale.
Explain differences in activities and schedules and provide a rationale.
Redesign the course objectives to accommodate the instructional setting.
Evaluate the effects of the instructional setting on learner progress.
Teach the learners in the way already planned.
Determine who provided the erroneous report about the learners.
Adjust the course materials to fit the needs of learners.
Refer the learners to a more basic course.
Having the advanced learners remain in the course will disrupt the instruction.
The course is a prerequisite for more advanced courses.
The course objectives were advertised before the beginning of the course.
The advanced learners will benefit from reviewing course content they have already covered.
Increased learner anxiety about performance.
Increased number of learner interactions.
Improved learner discussions.
Improved learner performance.