TBR Methodology — Practitioner Reference

The 4C Framework

Every workshop segment follows this sequence:

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

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

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

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.

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)

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.