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Your Player Snips Are Ready to Copy: Watch the Getting Started Video
Hover over each one to get the Player Snip code. Then in another window, open your course curriculum. Find the lesson you wish to place the snip into and put the editor into code view. After putting the editor in code view, paste in the Player Snip. Once the snip is pasted, get out of code view, save the course and then preview the lesson sinde the course player.
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Welcome To Player Snips
Please watch the getting started video below before you begin using your new superpowers
What type of training did Miles deliver?
IT troubleshooting for new staff.
How did he structure the session?
Lecture with written guides only.
What outcome frustrated Miles afterward?
Learners still felt confused and unsure.
Who offered Miles helpful feedback?
His colleague and friend, Lila.
What improvement did Lila recommend?
Add hands-on psychomotor activities.
What’s the main takeaway for trainers?
Active practice enhances skill retention.
PS-036
What type of training was Ethan leading?
Machinery operation for warehouse employees.
How did Ethan conduct his demonstrations?
He showed each function once to groups.
Why did Ethan choose group tours?
Time constraints limited detailed instruction.
What problem did a trainee share afterward?
Couldn’t see or hear demonstrations clearly.
What training issue does this highlight?
Large groups reduce learning effectiveness.
What improvement should Ethan make next time?
Smaller groups with clearer, hands-on practice.
PS-036
How did Olivia and Max teach originally?
Large demonstrations with recipe handouts.
What feedback did the first class receive?
Average, with limited engagement.
What improvement did Olivia recommend?
Smaller, hands-on brewing sessions.
Did Max support the new approach?
Yes, he agreed to try it.
What was the result of the change?
Ninety percent gave positive feedback.
What broader effect followed improved feedback?
More sign-ups through student referrals.
PS-036
What topics did Ryan’s course cover?
Fire prevention and emergency response.
How did Ryan conduct his training sessions?
Using slides and extinguisher demonstrations.
What issue did Ryan notice in class?
Learners were bored and disengaged.
Who inspired Ryan to rethink his method?
His colleague, Carla, shared her experience.
What made Carla’s training enjoyable?
Hands-on practice using real equipment.
What improvement should Ryan consider next?
Add interactive, experiential learning activities.
PS-036
What subject was Mara teaching?
A keyboarding class focused on fundamentals.
What issue did Mara’s students experience?
They reached a progress plateau.
Who did Mara consult for advice?
Her colleague and fellow teacher, Greg.
What change did Greg recommend?
Encourage independent practice for mastery.
What result followed Mara’s new approach?
Students improved speed and accuracy.
What positive classroom outcome emerged later?
Students began supporting one another.
PS-036
What subject were William and Rachel teaching?
A film class combining technical and creative skills.
What teaching areas did they divide?
William taught camera work, Rachel taught editing.
Where did students struggle the most?
Combining both skills creatively.
What limited the students’ creativity?
Constant instructor guidance during activities.
What change did they decide to make?
Give students independent creative time.
What was the result of this change?
Students showed greater skill and creativity.
PS-036
What subject was Darla teaching?
A computer class nearing completion.
What concern did Darla have?
Unsure if students mastered material.
Who did Darla turn to for help?
Her mentor, Rachel, offered guidance.
What advice did Rachel provide?
Assess students through performance observation.
What skill was Rachel’s advice reinforcing?
Evaluating applied proficiency through action.
What’s the key takeaway for instructors?
Observation confirms real learning mastery.
PS-036
What subject were Tom and Emily teaching?
A dance class emphasizing skill movement.
Which taxonomy did they first apply?
Dave’s version of the psychomotor domain.
What issue did the class experience?
Students struggled to advance correctly.
Who did they seek advice from?
Another experienced dance instructor.
Which taxonomy did she recommend instead?
Simpson’s, focusing on physical movement.
What’s the key takeaway for teachers?
Choose models matching skill type.
PS-036
What type of course was Emily teaching?
Computer certification with typing assessments.
What skills did her typing test emphasize?
Speed and accuracy under pressure.
What challenge frustrated Emily during training?
Students weren’t improving consistently.
Who offered Emily helpful advice?
Her supportive friend, Joy.
What key factor did Joy highlight?
Agility enables speed and accuracy growth.
What’s the main takeaway for instructors?
Build agility before expecting performance gains.
PS-036
What subject was Fiona preparing to teach?
An art class at a community center.
What challenge did Fiona face before teaching?
Students had varying motor skill levels.
Who did Fiona consult for guidance?
Her former instructor, Daniel.
What key advice did Daniel offer?
Assess and tailor to each student’s ability.
What skills did Fiona help students develop?
Gross and fine motor abilities.
What outcome resulted from Fiona’s approach?
Students improved physically and creatively.