Learners are only brought out of a lethargic state of being overwhelmed or underwhelmed and only feel really comfortable when they themselves are actively involved in imparting knowledge. According to brain researcher Manfred Spitzer, the emotional state in which the participants acquire the learning material is stored together with the information. Only with enthusiasm do trainees create above-average products and services from what they have learned afterwards.
Through our training, trainers will experience a noticeable relief. You will experience that the qualification of large groups with the right methods is not a burden, but actually a relief, because it calls on the natural potential of the participants to take on responsibility.
From a learning point of view, a large room full of students is not just a gathering of empty buckets that we fill with knowledge, but a room full of personalities with enormous human and didactic abilities.
In order to increase the creative scope for the individual, one can reduce the number of participants and thus increase the costs. But to what extent do you want to increase quality by reducing the number of participants? Until you only have one participant per course instructor? Or are there other ways to increase the seminar quality substantially, verifiably, cost-effectively and in a timely manner?
If you want to impart know-how to 30 learners for 45 minutes. Then you can use 15 minutes for your presentation and, for example, allocate 30 minutes for the group discussion, because you tell yourself that your participants learn the fastest by articulating the learning content independently. If you are a very fair trainer, you have one minute per participant in the remaining time. However, if we create a precise course of action beforehand, which the participants can follow in pairs, the speaking time increases by a factor of 15 to 15 minutes per participant.