June 2025

In this newsletter, we’re diving into what your learners already know, why productive conversations matter, and how fresh air can boost learning. Also, we want to hear from you, What instructional strategies are you curious about? Don’t miss Mary’s quick tips for keeping things accessible!

What's in This Issue:

The Brain Dump
Why Conversations Matter
Fresh Air = Fresh Thinking
We'd Like to Hear from You!
Mary's Rules of the Road
What's Happening in Connecticut?
Fiscal Corner

Participants sit around a table in a large room, actively engaged in a hands-on training exercise using a tabletop traffic layout and various instructional tools. Other groups work at nearby tables, contributing to a collaborative workshop environment.

The Brain Dump

The brain dump is an activity where participants write down everything they know about a topic. You can pose a question such as, What do you know about __? or What comes to mind when you hear __?

Incorporating the brain dump in your workshop will:

Activate prior knowledge.
Identify misunderstandings or misconceptions.
Get to know what your learners already understand.
Encourage engagement before diving into new material.

It can be done individually, in pairs, or as a whole group, and is especially helpful at the start of a workshop.

A group of adults stands inside a community room, engaged in discussion while looking at something posted on a wall.

Why Conversations Matter

Class discussions provide a framework for learners to think more deeply about topics being covered. They also provide an opportunity to gauge how well your learners are comprehending the material. Properly facilitated classroom discussions foster a sense of community where learners can share their thoughts and ideas, and explore differing opinions.

To spark more discussion during workshops, try this: When someone asks a question, invite participants to weigh in first, and then follow up with your perspective as the instructor.

Three men sit at a classroom table engaged in a focused discussion during a workshop. Printed materials, notebooks, and a nameplate are spread across the table. In the background, other participants are standing and talking in a well-lit room with checkered flooring and large windows.

Other Tips & Tricks!

Allow participants to discuss in small groups before sharing with the whole group.
Provide "Think Time" or "Wait Time" to give those who need to process information more time to respond.
Follow up with questions like: Does anyone have a different perspective? Who can add on? Can you explain more about that?

Click Here to Read More about Facilitating Productive Classroom Discussions

Fresh Air = Fresh Thinking

With warmer weather here, it’s the perfect time to take learning outside!

A change of scenery can inspire fresh ideas and new energy. Whether you’re leading a hands-on demonstration, guiding learners with a checklist, or encouraging reflection, a little fresh air can go a long way. Use the following prompt as a quick and easy way to engage learners: I see..., I think..., I wonder...

A group of public works professionals wearing high-visibility safety vests gathers around an instructor holding a stop sign during an outdoor roadway safety training. The session takes place at an intersection near a residential neighborhood under a partly cloudy sky.

Tips for Bringing Your Classroom Outdoors:

Plan ahead: To create strong learning experiences, explore the outdoor area on your own before going out with learners. Consider how it supports your class content, where to facilitate, what aspects to highlight, and which questions or activities will engage participants best.
Set Clear Expectations: You have to establish learner expectations in your training. It’s just as important to do this for the outdoors. Rather than a long list of rules, each starting with, “NO” (No talking. No leaving.), keep the list short and positive. For example: Remain with the group. Stay focused. Use materials responsibly.
Have What You Need and Know What You Don’t: Before you go outside, think carefully about what you are going to do and what you want to accomplish, so you know exactly what materials you are going to want to bring. When it’s time to head out, be sure you have everything you need gathered together and ready to go.

Click Here to Read More Tips for Creating Outdoor Learning Experiences

We'd Like to Hear from You!

Complete the following survey to share what instructional strategies you are curious about and ask any questions you have about instructing/facilitating a class with the T2 Center. Thank you, in advance, for your participation!

Click Here to Complete the Survey

Mary's Rules of the Road

Quick Tip: Using the Check Accessibility Tool

Use the Check Accessibility tool in Microsoft 365 to determine accessibility issues with your Word document or PowerPoint presentation and follow the prompts to fix issues.

A screenshot of the “Review” tab in Microsoft PowerPoint, highlighting the “Check Accessibility” dropdown menu. The options listed include: “Check Accessibility,” “Alt Text,” “Reading Order Pane,” “Options: Accessibility,” and “Accessibility Help.”

A graphic comparing serif and sans serif fonts. On the left, a capital “A” with decorative strokes at the ends of the lines is labeled “Serif.” On the right, a capital “A” without decorative strokes is labeled “Sans Serif.” Circular highlights emphasize the difference in the letterforms.

A Couple of Other Accessibility Pointers:

Make sure fonts and images are large enough for participants to read.
Fonts like Arial and Calibri, sans serifs, are easier to read.
Each slide or section should have a header. Headers should be different depending on the content on the slide/in the section.
Avoid "click here" and instead have the text describe the link's target.
Make sure there is a clear color contrast between slide backgrounds and font colors.
Only use color to convey meaning.
Include transcripts or textual descriptions for all purely audio or visual media, and use only captioned multimedia.
Minimize animations and eliminate flashing elements.
Make sure to set ALT (alternative text) for all images.
Avoid justified (centered) formatting.

Please watch the following video to further understand why accessibility matters: What Losing My Vision Taught Me about Access by Luis Perez

Click Here to Learn More about Creating Accessible Content

If you have questions about accessibility, please feel free to reach out to Vanessa vanessa.corrao@uconn.edu or Mary mary.c.mccarthy@uconn.edu, and we will be glad to help you!

What's Happening in Connecticut?

Connecticut is working hard in preparing to adopt the 11th Edition of the Manual on Uniform Traffic Control Devices (MUTCD).

We encourage you to review your course curriculum and identify any updates that may be needed once the new MUTCD is officially adopted in the state. The T2 Center will continue to keep you informed throughout this transition.

Cover image of the "Manual on Uniform Traffic Control Devices for Streets and Highways, 11th Edition," dated December 2023. The design features a road background with a dashed yellow centerline, overlaid with photos of traffic signs, signals, and road scenes. Published by the U.S. Department of Transportation Federal Highway Administration.

Fiscal Corner

Instructors, sharing a reminder to please take some time to make sure all of your contact information is up to date in our Husky Buy system. Thank you!

Participants sit at round tables in a large, well-lit conference room, attentively listening to a presentation projected on a screen at the front of the room. Workshop materials and nameplates are visible on the tables, indicating a formal training or professional development session.

Have a question or a topic idea for the next edition of the Instructor Quick Tips newsletter? Don't keep it to yourself! Reach out to Vanessa Corrao, vanessa.corrao@uconn.edu, and let’s make the next issue even more incredible.