Whether in a conference workshop or in a classroom-based setting, interpreter trainers and instructors are frequently faced with the challenge of delivering meaningful learning experiences for groups of students who themselves have varying levels of skills and prior knowledge. Add on the challenge of instructing individuals who have different learning preferences, and it can seem impossible for trainers to deliver presentations and classes that hit the mark for everyone. This webinar is designed to provide interpreter trainers with a variety of tools and strategies to overcome these challenges so that no one leaves their workshop or class feeling shortchanged. Learn how to avoid losing precious minutes by bringing one segment of the group up to speed while the other segment is hungry for more advanced instruction and skills practice. Gain strategies on how to prepare activities that are challenging but still accessible and well-suited to each skill level. Create content, or modify existing content, that addresses the learning preferences of each individual and, most importantly, sticks with learners long after the end of the class or workshop. Step-by-step examples of how to use and apply the tools will be presented.

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Home for Trainers Interpreter Trainers Webinars Workgroup
An initiative of the Standards and Training Committee
www.ncihc.org/home-for-trainers

3. Welcome!
Guest Presenter:
Eliana Lobo, M.A., CoreCHITM
Trainer of Trainers of Healthcare Interpreters

4. What is Tiering?
Often, attendees have different levels of proficiency when they show up
for your workshop or conference presentation. You, as the trainer, often
spends a good portion of your limited time slot, reviewing basic
concepts with beginners. This can end up short changing the more
proficient and experienced learners present.
Tiering allows the trainer to break-out learning content, so that it can
work with different students’ levels of proficiency, all within the same
training or workshop
Tiering can also be utilized to develop learning plans that are
differentiated by learning styles
• Auditory
• Visual
• Kinesthetic

5. Learning Objectives for Today
• Learn how to break up or tier, existing lesson plans and
workshop content for:
• Levels of proficiency
• Teaching styles
• Both
• Review how to
• Identify learning objective(s) using Bloom’s Taxonomy
• Create lesson plans/learning plans that are tiered into a minimum of
three, and a maximum of six tiers, using Bloom’s six stages as a guide
• Create Rubrics for
• Formative assessments
• Summative assessments

6. Before You Tier
• Identify/Clarify the Learning Objectives for your class
or workshop
• Develop Rubrics for each module to peg students’
• Understanding
• Competence
• Proficiency

7. Competent vs Proficient
What’s the difference?

8. The best interpreters are highly
proficient, rather than merely
competent. In other words, they are
able to fulfill the demands of the task
at hand as they come up.

9. Competency
Competency: as defined by Merriam-Webster,
is the ability to do something successfully or efficiently.
For interpreters, it means having the skills set of languages,
terminology, knowledge of culture and strong listening and memory
skills combined to function capably as an interpreter.
I want you to aspire to being MORE than merely a competent
interpreter.
How does competent differ from being proficient?
9

10. Proficiency
Proficiency: as defined in the goals and targets for teachers of
world languages means one can--
Use language spontaneously, in unexpected situations,
to communicate any and all needs during that particular
moment in time
As interpreters, our profession is filled with daily unexpected,
spontaneous moments.
We often have to draw upon knowledge of history, geography, world
events, regional conflicts as well as traditional beliefs
and practices, in order to do a good job for our patients and
have their providers understand their needs and complaints.
10

11. Tiering Existing Lesson/Learning Plans
For Different Proficiency Levels

12. Creating Tiered Training for
Different Levels of Proficiency
1. Define Learning Objective
2. Apply Bloom’s Taxonomy
3. Develop Rubrics for different levels of proficiency
4. Create Teaching Style Grid for the Training
A. Basic
B. Standard
C. Specialized
5. Devise learning plans for different delivery or teaching styles
A. Audio –Students learn by listening
B. Visual - Students learn by observing
C. Kinesthetic = Students learn by doing

13. Defining Learning Objective
• Having clear learning objectives for each level of
proficiency and for each of the three main teaching
styles is your starting point
• I find it helpful to use Bloom’s Taxonomy to clearly
state the final learning objective and then work my
back down the steps to the beginning of the process
• So let’s review Bloom’s Taxonomy once more

14. Bloom’s Taxonomy
In 1956, Benjamin Bloom (with collaborators Max Englehart,
Edward Furst, Walter Hill, and David Krathwohl), published a
framework for categorizing educational goals: Taxonomy of
Educational Objectives.
Familiarly known as Bloom’s Taxonomy.
• The framework elaborated by Bloom and his collaborators consisted of six
major categories: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation. The categories after Knowledge were presented
as “skills and abilities,” with the understanding that knowledge was the
necessary precondition for putting these skills and abilities into practice.
• While each category contained subcategories, all lying along a continuum
from simple to complex and concrete to abstract, the taxonomy is
popularly remembered according to the six main categories.

15. Start with Bloom’s Taxonomy

16. Develop an exercise or task for each level
(start with the bottom most basic level)
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create

17. Develop an exercise or task for each level
For example, enhancing memory or recall
• Remember/Recall
• Recall a list of seven different prescription medications
• Understand
• Differences between long-term and short-term memory
• Techniques one can use to support recall (chunking, creating a story, etc.)
• Apply
• Experiment with different memory techniques using random word lists
• Analyze
• Track errors according to the technique utilized
• Record metrics over multiple attempts with different techniques
• Evaluate
• Assess to choose a technique that is beneficial for a student’s learning
OR
• Self-Assess to choose a technique that is beneficial for one’s learning
• Create
• Customized training routine

18. Free Online Tools for Developing Rubrics
for your training/learning plans
• Rubistar.
• Has a page to help you develop a new, custom rubric for
your training and teaching
• http://rubistar.4teachers.org/index.php?screen=NewRubri
c
• Rubric Maker
• Also allows you to create custom rubrics
• http://rubric-maker.com/

19. Rubric created with
RubiStar, for my
Portuguese
language class

20. Sample Ways to Tier Terminology
for scenario practicum in class, individuals roles could be assigned according
to each student’s proficiency
• Basic Medical Terminology
• Basic – Basic Human Physiology, understanding and finding equivalents
for Healthcare Provider Job Titles in target language, Insurance, Family
Medicine/Primary Care
• Medical & Social Services Terminology
• Standard - Human Physiology and Medical Specializations, Housing,
Customer Service, Infection Control, Wayfinding, Clinics and Therapy,
Domestic Violence
• Specialized Terminology
• Advanced - Mental Health, Acute Care, Oncology, Genetics
Counseling, Organ Donation, Neuropsychological evaluations,
Involuntary commitment

21. A second way to tier lesson plans
By Delivery Method or Teaching Style

22. Creating Tiered Training for
Different Teaching Styles
Often, we think of these three basic categories when we think
about different delivery or teaching styles
• Audio
• Visual
• Kinesthetic
But there are many more…

23. Differentiating Content by Teaching Styles
Different approaches to
teaching and learning

24. Tweaking your existing lesson/learning plans
to better suit different learning styles
• Verbal
• Visual
• Musical/Auditory
• Physical/Kinesthetic
• Combination
• Solitary
• Social
• Logical/Mathematical
• In-Person classroom (0-30 students)
• In-Person conference/large audience
• Remote/Online delivery

25. Tiering a Memory Exercise
For example

26. For Auditory Delivery – memory exercise
Read ALOUD from a list of 12 or more everyday items Do this twice,
have students write down as many as they can recall.
 Mardi Gras bead
 Wooden Spoon
 Magnifying Glass
 Shoe horn
 Date stamp
 Ceramic tile
 Golf ball
 Moisturizer
 Chopsticks
 Keychain
 Penlight
 Teacup
 Red apple
 Sea shell

27. For Auditory Delivery
Play a recording of someone reading a list of 12 or more everyday
items, then have students write down as many as they can recall.
You can select different audio files to vary or increase the speed of the rendition.
The more words per minute, the greater the degree of difficulty.
For best results, you should have the recording downloaded onto a flash drive or
embedded in the presentation to minimize lag time.

28. For Visual Delivery – memory exercise
Display photo of a sample grouping of 12 or more everyday items
for 90 seconds, have students write down as many as they can recall.

29. For Kinesthetic Delivery
Bring a wooden bowl to class containing everyday items for memory
exercise, allow students to hold or manipulate items for 90 seconds, then cover with a
towel. Have them write down as many as they can remember.

30. Outside/Online Resources
• Often, online resources will feature a handful of suggested
links, featuring specific exercises or skills drills.
• These are often already tiered progressively in terms of
difficulty, for you
• Upon review, you can select or tweak the suggestions for
your learning objective and students’ needs

31. For example: Nine memory exercises
http://smartidiom.pt/en/9-exercises-to-improve-short-term-
memory-while-interpreting/
―Exercise 1: shadowing
―Exercise 2: shadowing with a twist
―Exercise 3: Freer shadowing with a twist
―Exercise 4: attentive listening for key elements
―Exercise 5: progressively expanding the capacity to recall
―Exercise 6: visualization
―Exercise 7: segmentation
―Exercise 8: recognizing incoherence or ambiguity
―Exercise 9: remembering messages you disagree with or find
offensive

32. For example: Five memory exercises
https://www.magneticmemorymethod.com/brain-exercises/
―Exercise 1:
The 4-Details Observation Exercise
―Exercise 2:
Number Brain Exercises
That Skyrocket Your Concentration
―Exercise 3:
Repeat What People Say In Your Mind
―Exercise 4:
The Metronome-Clapping Exercise
―Exercise 5:
Create A Memory Palace

33. Tech tools to assist you in creating:
progressive and interactive exercises/drills
iPhone
 Best voice recording apps for iPhone
and iPad - iDownloadBlog
www.idownloadblog.com/2016/05/22/b
est-voice-recording-apps-iphone-ipad/
 Audio Speed Changer Free on the
App Store - iTunes - Apple
https://itunes.apple.com/us/app/audio-
speed-changer-free/id680523422?mt=8
Android
 How to Change the Speed of Audio
Playback With these 4 Android Apps
https://www.guidingtech.com/56100/alt
er-speed-audio-playback-android-
apps/
 Audipo:Audio Speed Changer -
Android Apps on Google Play
https://play.google.com/store/apps/det
ails?id=jp.ne.sakura.ccice.audipo&hl=en
These voice recording apps for smart phones, which are ubiquitous today.

34. Assessing Student Learning
Formative and Summative Assessments

35. Two Tech tools to assist in facilitating:
interactive participation and formative assessments
iPhone
 Plickers on the App Store - iTunes -
Apple
https://itunes.apple.com/us/app/plickers
/id701184049?mt=8
Android
 Plickers - Android Apps on Google
Play
https://play.google.com/store/apps/det
ails?id=com.plickers.client.android&hl=e
n
Plickers: https://www.plickers.com/
Plickers is a powerful, yet simple tool, that lets teachers collect
real-time formative assessment data without the need for
student devices or app installation

36. Two Tech tools to assist in facilitating:
interactive participation and both formative and summative assessments
Mentimeter: https://www.mentimeter.com
• Free version online
• Mentimeter is an interactive presentation and training tech
tool, very much like Plickers
• Ask a question
• Audience/Students vote or answer
• Can display answers as graphs or charts
• Results displayed in real-time with no app installation needed

37. Formative Assessments
• Tech tools like Plickers and Mentimeter allow the trainer
greater flexibility in making formative assessments during the
actual training class
• These tools allow for anonymity since “players” (students or
attendees) can select an avatar rather than using their real
name
• Still, it affords a glimpse into how many have a firm grasp of a
concept and how many don’t, allowing for tailoring content
delivery on the fly in order to review or re-introduce an idea,
topic or skill in a brand new way

38. Assessing the effectiveness of your lesson plans
Formative & Summative Assessments

39. Formative vs. Summative Assessment

41. A third way to tier lesson plans
By BOTH Proficiency & Delivery Style

42. Tiering by Task Type
Moving beyond lecture and assigned reading
If you can teach a single concept in different ways, students will retain the
learning better. The very same exercise or skills drill, when taught in multiple
ways, will appeal to different learning types. Your goal is to have something
for everyone.
It may sound funny, but this is one of the reasons I always have some kind of healthy
snack like popcorn or grapes, as well as a tray full of items to fiddle with in the center
of the table for each student grouping. The tray holds assorted pipe cleaners and
different colored markers, as well paper. The tactile items assist kinesthetic learners
pay attention in class. The snacks engage students’ sense of smell, taste and touch. All
of which helps retention of the material being taught.
So, how does one tier a lesson plan by task?

43. Tic-Tac-Toe Grid
for building tiered learning plans
Basic Standard Advanced
Audio
Visual
Kinesthetic

44. Example: Tiered Memory Exercise
Basic Standard Advanced
Audio
Visual
Kinesthetic
Recall
4-5 items
from audio
clip
Recall
6-7 items
from audio
clip
Recall
7-9 items
from audio
clip
Recall
4-5 items
from slide
or illustration
Recall
6-7 items
from slide
or illustration
Recall
7-9 items
from slide
or illustration
Recall
4-5 items
from 3D
objects*
Recall
6-7 items
from 3D
objects*
Recall
7-9 items
from 3D
objects*
* Eclectic assortment of household items in a bowl or basket

45. Example: Tiered Terminology
Basic Standard Advanced
Audio
Visual
Kinesthetic
Recall list of
medical
specialties
Recall/interpret list
of medical specialties,
discuss specific
challenges for individual
scenarios
Identify and
Interpret
bodily
systems from
pictures
Identify
equipment by
touch, when
blindfolded
Identify and
interpret names
for equipment by
touch, when
blindfolded
Don and doff
PPE, (personal
protective
equipment)
properly
Recall and
Interpret list of
medical
specialties
Identify and
Interpret names
for tools or
machinery used
by providers in
different
departments
from pictures
Identify and
Interpret forms
used by
providers in
different
departments
from samples

46. Start with Bloom’s Taxonomy

47. Develop an exercise or task for each level
beginning with the bottom level
1. Remember
2.Understand
3.Apply
4.Analyze
5.Evaluate
6.Create

48. Linking exercises to each level in Bloom’s
1. Remember
1. Assigned Reading
2. Lecture
2. Understand
1. Asks questions
2. Pair and share
3. Apply
1. Explain to partner
2. Quiz
4. Analyze
1. Discuss in small groups
2. Debate in teams
5. Evaluate
1. Debrief discussion or debate
2. Feedback
6. Create
1. Personal materials like glossaries for one’s language pair, scripts for challenging situations
2. Scenario/Skits

49. Keep in mind how students take in information,
have tasks prepared for each type of process
• Taking it in
• Reading
• Watching (video or film)
• Listening to a recording or lecture
• Putting it Out
• Writing
• Drawing
• Discussing
• Interactive
• Share and Pair
• Shadowing fellow students
• Playing a Part in a Scenario or small group activity
• Presentational
• Show and Tell
• Practicum
• Sight Translation

50. Tic-Tac-Toe Grid
for building tiered learning plans
Basic Standard Advanced
Inward
Outward
Presentational

51. Tic-Tac-Toe Grid
for building tiered learning plans
Basic Standard Advanced
Inward
Outward
Presentational
Introduce
yourself in both
languages,
reminding
parties to use 1st
person & HIPAA
Write your
standard intro-
duction, that you
will use going
forward
Read about the
components that
should be
present in your
introduction
Interpret patients’
rights &
responsibilities for
the facilities where
you will be
working
Write about your
understanding of
patients’ rights &
responsibilities for
the facilities where
you will be
working
Read about
patients’ rights
and
responsibilities
Read about
advanced
directives
Write about your
understanding of
advanced directives
and any culturally
specific challenges
for your language
pair
Interpret
advanced
directives for
your language
pair

52. Resources for Developing Training Content
 https://medium.freecodecamp.org/200-universities-just-launched-560-free-
online-courses-heres-the-full-list-d9dd13600b04
 https://www.coursera.org/
 http://www.tedmed.com/videos
 https://www.store.healthyroadsmedia.org
 https://ethnomed.org/clinical
Speeches in specific language pairs
 http://www.speechpool.net/en/
 http://webtv.un.org

53. Resources for Content Used in this Webinar
• Bloom’s Taxonomy, by Patricia Armstrong, Assistant Director, Center for
Teaching, Vanderbilt University, https://cft.vanderbilt.edu/guides-sub-
pages/blooms-taxonomy/
• Tic-Tac-Toe Grid for Learning Plans, Teach-nology – The Online Teacher
Resource, http://www.teach-
nology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=1&lsn_id=2
2041
• Rubistar, http://rubistar.4teachers.org/index.php?screen=NewRubric
• Rubric Maker, http://rubric-maker.com/
• 9 exercises to improve short-term memory while interpreting, 2 August 2017,
Catarina Ramos Translation and Localisation, Translation Student, Translator
• 5 Brain Exercises That Ensure Memory Improvement, Last Updated October
12, 2017 By Anthony Metivier

54. You Can Do It!
Just remember to always
• Identify/Clarify the main Learning Objectives for your class, your
workshop or presentation
• Develop Rubrics for each module
• Use the Tic-Tac-Toe grid to create an activity that supports learning for
each of the three levels of proficiency and for each of the three
teaching styles.
• You are now ready to face a roomful of workshop attendees and
• Choose tasks that will enhance their learning experience
• Tweak content to reflect greater or lesser degree of prior knowledge or
proficiency in the room

55. • New topics coming soon!
• Please complete evaluation
• Follow up via email:
TrainersWebinars@ncihc.org
Home for Trainers Interpreter Trainers Webinars Work Group
An initiative of the Standards and Training Committee
www.ncihc.org/home-for-trainers
Announcements

56. Questions?

57. Thank you for attending!