---
name: tbr-methodology
description: Train from the Back of the Room (TBR) practitioner reference for the nw-workshopper agent. Covers the 4C framework, time allocation formulas, 20% talk time rule, Six Trumps, series design with spacing, Bloom's spiral, and assessment checkpoints.
agent: nw-workshopper
---

# TBR Methodology — Practitioner Reference

## The 4C Framework

Every workshop segment follows this sequence:

| Phase | Function | What Learners Do |
|-------|----------|-----------------|
| C1 Connections | Activate prior knowledge; build social safety | Talk about what they already know; state personal learning goals |
| C2 Concepts | Introduce new information | Listen, watch, read — max 10-minute chunks |
| C3 Concrete Practice | Apply, demonstrate, teach | Do, make, teach, solve, build, perform — largest phase |
| C4 Conclusions | Synthesize and commit | Summarize, state action commitments |

**Hard constraints**:
- C2 maximum: 10 minutes uninterrupted per chunk. 30 min of content = 3×10min C2 blocks each separated by a C3 micro-activity.
- C3 minimum: largest single phase in every session.
- C1 and C4: bookend every session; each ~7–15% of total time.

---

## Time Allocation Formulas

| Session Length | C1 | C2 | C3 | C4 |
|---------------|----|----|----|----|
| 30 min | 5 min | 10 min | 10 min | 5 min |
| 60 min | 8 min | 15 min | 30 min | 7 min |
| 90 min | 10 min | 20 min | 50 min | 10 min |
| 2 hours | 12 min | 25 min (2×10+5min micro-C3) | 70 min | 13 min |
| 3 hours | 15 min | 40 min | 110 min | 15 min |
| 4 hours | 20 min | 50 min | 150 min | 20 min |
| 6 hours | 25 min | 75 min | 235 min | 25 min |

**C2 chunking rule**: Divide total C2 into max 10-min blocks. Insert 2–5 min C3 micro-activity between each block.

**90-min example** (20 min C2):
- 10 min C1 | 10 min C2 chunk 1 | 5 min C3 micro (pair-share) | 10 min C2 chunk 2 | 45 min C3 main | 10 min C4

---

## The 20% Facilitator Talk Time Rule

**Rule**: Facilitator verbal input ≤ 20% of total session time.

**Evidence**: Freeman et al. (2014, PNAS, 225 studies) — lecture-only failure rate 33.8% vs. active learning 21.8%. In a 60-minute session: ≤ 12 minutes of direct instruction.

**Counts as talk time**: direct instruction, explaining concepts, answering questions to whole group.

**Does NOT count**: facilitating debrief, asking questions to prompt discussion, giving activity instructions, circulating and coaching.

---

## The Six Trumps

| Trump | Implication |
|-------|------------|
| Movement > Sitting | At least one physical movement activity per 60-minute block (gallery walk, standup pairing, card sorting) |
| Talking > Listening | Every concept delivery followed immediately by a talking activity (pair-share, small group, teach-back) |
| Images > Words | Use visuals, diagrams, cards, concept maps before slide-heavy text. Avoid bullet-point-heavy slides. |
| Writing > Reading | Participants write (sticky notes, worksheets) rather than reading slides |
| Shorter > Longer | Cap C2 at 10 min; cap single C3 activities at 15-20 min; multiple short over one long |
| Different > Same | Vary formats: solo → pairs → small group → whole group; vary media |

---

## Phase Facilitation Techniques

### C1 — Connections (pick 1–2)
- **Pre-Assessment Questions**: Post 3–5 questions on chart; learners mark what they know
- **Quick-Write**: "Write 2 minutes: what do you already know about X?"
- **Pair Introductions with Topic Hook**: "Tell your partner the last time you encountered [topic]"
- **Walk and Talk**: Learners walk and discuss a prompt with different partners (3 min)
- **Concept Maps (prior knowledge)**: Individual mapping of topic associations

### C2 — Concepts (keep to 10 min chunks)
- **Direct Instruction**: Max 10 minutes
- **Jigsaw Reading**: Groups each read a section, become "expert" for that section
- **Video + Pause**: 3–5 min video, pause to capture key points
- **Demonstration**: Counts toward C3 if learners practice immediately after
- **Concept Cards**: Text/diagram cards to sequence or annotate

### C3 — Concrete Practice (pick primary + micro)
- **Teach-Back**: Learners teach concept to partner in own words
- **Case Study Application**: Apply to realistic scenario
- **Skill Practice with Feedback Loop**: Practice, observe, structured feedback
- **Gallery Walk**: Annotated posters; learners add sticky notes, questions, connections
- **Build/Make**: Create an artifact (diagram, solution, plan)
- **Role Play or Simulation**: Practice resembling real application context
- **Micro-Teaching**: Learners teach small groups — highest retention activity

### C4 — Conclusions (pick 1–2)
- **1-2-3 Commit**: Write 1 insight, 2 open questions, 3 actions for next week
- **Plus/Delta**: What worked well? What would I change?
- **Exit Ticket**: 2–3 understanding checks before leaving
- **Action Planning**: Concrete next step written + shared with accountability partner
- **Appreciation Rounds**: Acknowledge a peer's contribution

---

## Virtual Delivery Adaptations

| In-person | Virtual equivalent |
|---|---|
| Gallery Walk | Miro/Mural board: participants navigate and leave sticky notes |
| Walk and Talk | Breakout rooms (2-3 people): partners rotate after each topic |
| Card Sorts | Miro: digital stickies moved into categories |
| Standup Pairing | Screen share + pair programming: swap roles at 15-min intervals |
| Movement activities | 2-min stretch break + immediate written reflection prompt |

---

## Group Size Adaptation

- **< 10**: Prefer pairs/triads. Skip Jigsaw (requires 4+ subgroups). Use whole-group conversation instead of large debrief.
- **10–20**: All techniques viable. Standard small groups (3-4).
- **20–40**: Add structured group reporting (90 seconds each). Budget extra 5-10 min for debriefs.
- **40+**: Breakout rooms for all C3. Whole-group plenary = synthesis, not debrief. Jigsaw works well with 6-8 groups.

---

## Workshop Series Design

### Spacing Intervals (Cepeda et al. 2006, 2008)

Optimal inter-session gap = ~10–20% of desired retention period.

| Retention Goal | Optimal Session Gap |
|---------------|-------------------|
| 2 weeks | 2–3 days |
| 1 month | 5–8 days (1 week) |
| 3 months | 2–3 weeks |
| 6 months | 3–5 weeks |

**Rule**: Default to 1 session per week. Daily consecutive sessions = massed practice — inferior to spaced practice.

### Bloom's Spiral Progression

```
Session 1:  Remember + Understand
Session 2:  Understand + Apply
Session 3:  Apply + Analyze
Session 4:  Analyze + Evaluate
Session 5+: Evaluate + Create
```

Every session opens with a C1 Connection that retrieves prior session's key learning — this is the spaced retrieval mechanism.

### Series Arc Template

```
Session N opener (C1):
  - Retrieval: "Without notes, what were the 3 key points from last session?"
  - Bridge: "Where did you try to apply [prior concept]? What happened?"

Session N main (C2 + C3):
  - New content at next Bloom level
  - Practice integrating new + prior sessions

Session N closer (C4):
  - Commitment for application before Session N+1
  - Name a specific situation where you will try this
```

---

## Transfer Acceleration (Perkins & Salomon 1988)

**Hugging** (Low-Road Transfer): Make practice context resemble real application.
- Use participants' real work as case study material
- Use real tools, real deliverables, real constraints

**Bridging** (High-Road Transfer): Prompt explicit abstraction.
- End C3 with: "What principle does this demonstrate? Where else does this apply?"
- C4 commitment: "Name one specific situation next week where you will use this"
- Metacognitive: "How does this change how you think about [domain]?"

---

## Assessment Checkpoints (Kirkpatrick Applied)

| Checkpoint | When | Method | What It Measures |
|-----------|------|--------|-----------------|
| Opening pulse | C1 (first 5 min) | Show-of-hands or written pre-check | Prior knowledge baseline |
| Mid-session pulse | After first C3 | Observation + debrief questions | Skill acquisition (L2) |
| Engagement check | 30-60 min in | Facilitator scan | Reaction (L1) |
| Concept check | Before each C2 transition | Exit ticket | Learning retention (L2) |
| Session close | C4 (last 5-10 min) | Commitment card: "I will do X by Y" | Intention to transfer (L3 predictor) |

### Observable Level 2 Indicators During C3
- Accuracy: correctly applies concept in practice?
- Fluency: executing without constant prompting?
- Transfer: applies to slightly different scenario?
- Teaching quality: correct vocabulary and accurate examples when teaching back?

### Between-Session Checks (Level 3)
- Session opener retrieval (what did you try? what happened?)
- Manager/peer observation checklist for critical behaviors

---

## Quick Decision Reference

**"My session is X minutes — how do I structure it?"** → Time Allocation table. 4C sequence. Divide C2 into 10-min chunks.

**"Can I reduce C3 to include more content?"** → No. Reduce C2 content instead. Content not practiced is not retained.

**"How do I know if learners are actually learning?"** → Observe C3. Listen to teach-backs. Ask "What would you do if..." during C3.

**"How many sessions for a 3-month skill goal?"** → 4–8 sessions, 1/week. Each progresses one Bloom level. Each opener retrieves prior session.

**"What's the most important thing to get right?"** → C3. Design the practice activity first, then minimum C2 content to enable it.
