Gender and Development GAD Training Module PDF

Module 2.1: Learning Theory & Foundations of Learning Learning Theory and Foundations of Learning  Module 2.1: Learning Theory & Foundations of Learning TRAINING OBJECTIVES At the end of this le...

Module 2.1: Learning Theory & Foundations of Learning Learning Theory and Foundations of Learning  Module 2.1: Learning Theory & Foundations of Learning TRAINING OBJECTIVES At the end of this lesson, you will be able to: 1. Explain the strategies that need to be incorporated in the instruction for the different learning styles. 2. Describe each of the nine (9) Multiple Intelligences by Dr. Howard Gardner. Instructor Development Course Module 2.1: Learning Theory & Foundations of Learning HOW DO YOU LEARN BEST? Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 3 Student Learning Styles VISUAL Illustrations, graphics, books, manuals, handouts, slide See it. presentations, flip charts, pictures, actual items AUDITORY Spoken words, music, Hear it. video, sound clips KINESTHETIC Hands on Do it. activities, practical exercises Instructor Development Course Module 2.1: Learning Theory & Foundations of Learning Practical Exercise Which Way Do you Learn? Instructor Development Course Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences 1. Visual or Spatial 2. Verbal or Linguistic 3. Logical or Mathematical 4. Bodily or Kinesthetic 5. Musical or Rhythmic 6. Interpersonal 7. Intrapersonal 8. Naturalistic 9. Existential Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Visual/Spatial Think in pictures & need vivid mental images either shown or created Enjoy looking at maps, charts, pictures, videos, graphics, handouts & movies. SKILLS: puzzle building, understanding charts & graphs, creating visual metaphors & analogies, & constructing Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Verbal/Linguistic Highly developed auditory skills Elegant speakers Think in words rather than pictures SKILLS: story-telling, teaching, understanding the syntax & meaning of words, case studies, books, handouts & journaling Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Logical/Mathematical Think conceptually in logical & numerical patterns Always curious of the world around them Frequently ask questions Like to do experiments & puzzles SKILLS: problem solving, questioning, working with geometric shapes, classifying & categorizing information Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Bodily/Kinesthetic Express through movement & ability to control body movements & handle objects skillfully Like to take notes Like to practice & do things Like to eat in the classroom SKILLS: physical coordination, hands on experimentation, & using their hands to create or build Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Musical/Rhythmic Think in sounds, rhythms & patterns Immediately respond to music Extremely sensitive to environmental sounds May translate your teaching into rhymes SKILLS: recognizing tonal patterns, composing music, & remembering melodies Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Interpersonal Try to see things from other people’s point of view Ability to sense feelings, intentions & motivations Great organizers, sometimes manipulators Like to talk & share with others Tend to sit in the back of the classroom SKILLS: listening, seeing things from other perspectives, co-operating with groups, peaceful conflict resolution & establishing positive relations with other people Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Intrapersonal Ability to self-reflect & be aware of one’s inner state of being Try to understand their inner feelings, dreams, strengths & weaknesses Look off into space Like independent projects, often will sit by themselves & tend to not want to interact SKILLS: recognizing their own strengths & weaknesses, reasoning with themselves & evaluating their thinking patters. Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Naturalistic Ability to understand nature Aware of their surroundings, & changes in the environment Like animals Enjoy outside activities. SKILLS: noticing patterns, differences & things from nature & their surroundings easily, have keen senses, & observe & remember things from environment & surroundings Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning 9 Multiple Intelligences Existential Like to find & see the “big” picture Need to relate learning to theories & other real world experiences. SKILLS: seeing the big picture & analytical thinking Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning Multiple Intelligences Theory It proposed that each person has capacities in all intelligences. Varying the methods used to present & reinforce information More learner senses you involve in your presentation, the better the information is learned & retained. Instructor Development Course  Module 2.1: Learning Theory & Foundations of Learning SUMMARY You will now summarize the lesson. 1. Explain the strategies that need to be incorporated in the instruction for the different learning styles. 2. Describe each of the nine (9) Multiple Intelligences by Dr. Howard Gardner. Instructor Development Course Module 2.1: Learning Theory & Foundations of Learning FEEDBACK Instructor Development Course  Module 2.2: Learning Theory & Foundations of Learning PRINCIPLES OF ADULT LEARNING  Module 2.2: Learning Theory & Foundations of Learning TRAINING OBJECTIVES At the end of this lesson, you will be able to: 1. Explain each of the Five (5) Assumptions About Adult Learning. 2. Describe each of the nine (9) Principles of Adult Learning discussed in class. 3. Apply the Principles of Adult Learning in a learning environment to improve participant understanding and retention.  Module 2.2: Learning Theory & Foundations of Learning WHAT DO YOU REMEMBER DURING YOUR CHILDHOOD EDUCATION?  WHAT DO YOU REMEMBER DURING YOUR CHILDHOOD EDUCATION? O SETTING… O TEACHER… O CLASSMATES… O YOURSELF… O ACTIVITIES… O DISCIPLINE…  Module 2.2: Learning Theory & Foundations of Learning CHILD LEARNING Sitting in rows (arranged in order preferred by teacher) Teacher lecturing Right/Wrong Answers One way of solving problems Single person learning Participants have little to say in WHAT they will learn & WHEN they will learn it.  Module 2.2: Learning Theory & Foundations of Learning ADULT LEARNING O The decision as to what is learned is made by the NEEDS OF THE STUDENT O Seating is maximized for learning NOT FOR CONTROL O The ability to arrive at a correct answer from PRIOR EXPERIENCES O Communication is more of a TWO- WAY arrangement Instructor Development Course Module 2.2: Learning Theory & Foundations of Learning LEARNING A CHANGE IN BEHAVIOR OR ATTITUDE  Module 2.2: Learning Theory & Foundations of Learning TRAINING Learning that is provided in order to improve performance on the present job. Module 2.2: Learning Theory & Foundations of Learning LEARNING ANDRAGOGY ADULT andrLEARNING = man; agogy = leading PEDAGOGY ped = child 5 Assumptions About Adult Learning SELF-CONCEPT EXPERIENCE READINESS TO LEARN ORIENTATION TO LEARNING MOTIVATION TO LEARN 5 Assumptions About Adult Learning SELF-CONCEPT DEPENDENT SELF-DIRECTED  5 Assumptions About Adult Learning EXPERIENCE No prior May know or have knowledge/experience more experience than the instructor Activate prior knowledge  5 Assumptions About Adult Learning READINESS TO LEARN Learn things Learn when need arises when they are physically ready  5 Assumptions About Adult Learning ORIENTATION TO LEARNING Subject-centered or Problem/needs–centered content-oriented Motivate the students Conduct problem-solving or scenario based exercises  5 Assumptions About Adult Learning MOTIVATION TO LEARN Study to get high grades Study to get professional & personal development PRINCIPLES OF ADULT LEARNING RECENCY APPROPRIATENESS MOTIVATION PRIMACY 2-WAY COMMUNICATION FEEDBACK ACTIVE LEARNING MULTI-SENSE LEARNING EXERCISE PRINCIPLES OF ADULT LEARNING MP 2 FAME R A  Module 2.2: Learning Theory & Foundations of Learning RECENCY What is learned last is remembered best. Summarize frequently & end each session with a REVIEW. Keep sessions short, 20 minutes if possible. If not, break sessions into smaller parts. Highlight important parts. Keep the participants aware of the direction & progress of their learning.  Module 2.2: Learning Theory & Foundations of Learning APPROPRIATENESS Learning/Training materials must relate to students’ needs & prior experiences/ knowledge. O Alignment with objectives O Familiarity of participants (Prior Knowledge) Module 2.2: Learning Theory & Foundations of Learning MOTIVATION Students must want to learn. Students must be motivated to learn. Students must have some reason to learn. Training materials should satisfy the STUDENTS’ NEEDS.  Module 2.2: Learning Theory & Foundations of Learning PRIMACY What the student learns first they learn best. Opening remarks are important. Teach the correct way the first time  Module 2.2: Learning Theory & Foundations of Learning 2-WAY COMMUNICATION The trainer must be able to communicate with the student & not at them. Make lectures more active by using questions, discussions, illustrations, examples, etc. FEEDBACK INTERACTION BODY LANGUAGE WORDS are used to EXPRESS not to IMPRESS.  Module 2.2: Learning Theory & Foundations of Learning FEEDBACK Trainer & student must communicate with each other. Trainer needs to know if the students are comprehending the program. Students need to know how they are progressing. – When you give a test, provide the results as soon as possible. Positive feedback usually works better than negative feedback. – Students must know when they are not performing to the set standards.  Module 2.2: Learning Theory & Foundations of Learning ACTIVE LEARNING Students learn & retain more when they participate in the process. Adults want to be active in the learning process. Design learning by doing whenever possible. PRACTICAL EXERCISES ASSESSMENT QUESTIONS LEARNING BY DOING  Module 2.2: Learning Theory & Foundations of Learning MULTI-SENSE LEARNING Learning is more effective if students use more than one of their five senses. Use as much “hands on” learning as possible. “I hear and I forget, SCAFFOLDING I see and I remember, I do and I understand.” VARIETY (teaching styles) ---Confucius  Module 2.2: Learning Theory & Foundations of Learning EXERCISES REPETITION = “over-learning” To avoid boredom, exercises repeat material in different ways. Exercise also includes intensity. Measure how the material is being received. ALIGNMENT SUMMARY RECALL Module 2.2: Learning Theory & Foundations of Learning PRINCIPLES OF ADULT LEARNING MP 2 FAME R A Module 2.2: Learning Theory & Foundations of Learning PRACTICAL EXERCISE EXERCISE 1. Pick a partner. 2. Choose a training program you attended that was ineffective and did not meet your needs. 3. On paper, make two columns labeling one of them “Ineffective Elements” and the other “Principles Ignored”. 4. 20 minute time element to complete, 5 minutes each for preparation and 5 minutes each for presentation. ICITAP 27  Module 2.2: Learning Theory & Foundations of Learning SUMMARY You will now summarize the lesson. 1. Explain each of the Five (5) Assumptions About Adult Learning. 2. Describe each of the nine (9) Principles of Adult Learning discussed in class. 3. Apply the Principles of Adult Learning in a learning environment to improve participant understanding and retention. Module 2.2: Learning Theory & Foundations of Learning FEEDBACK Module 2.3: ISD Model INSTRUCTIONAL SYSTEMS DEVELOPMENT (ISD) MODEL  Module 2.3: ISD Model TRAINING OBJECTIVES At the end of this lesson, you will be able to: 1. State three advantages resulting from instructional design according to ISD Model. 2. Describe each function of the five phases of the ISD Model.  Module 2.3: ISD Model What are the responsibilities of a trainer/instructor? Module 2.3: ISD Model Why do we need a system?  Module 2.3: ISD Model Why do we need a system? Increased demand for training “Hi-tech” revolution Training liability Shortage of time, money, & personnel.  Module 2.3: ISD Model Methods of Teaching-Learning Informal Formal Learning by experience & Public & private schools, observation colleges, & universities Master teacher-pupil Apprenticeship relationship Scientific method Rich environment ISD  Instructional Systems Development (ISD) ADVANTAGES Training remains current Training liability Most effective use of time, resources & personnel  Instructional Systems Development (ISD) ELEMENTS OF A SYSTEM What is a SYSTEM? A system is a collection of elements with their interconnections operating over a period of time for the attainment of a specific purpose.  Instructional Systems Development (ISD) PHASES OF ISD MODEL ADDIE Analyze Implementation Evaluation Design Development Instructional Systems Development (ISD) ANALYSIS ELEMENTS Needs assessment Job analysis Target audience analysis  Module 2.3: ISD Model ANALYSIS NEEDS ASSESSMENT Conducted when a job performance problem has been identified Involves a systematic identification of solutions to performance problems Determines the root cause of the problem, then proposes a solution Determines whether training alone, will solve the problem.  Module 2.3: ISD Model ANALYSIS JOB ANALYSIS Systematic method of listing all the tasks necessary to competently do a specific job Provides a detailed “picture” of the job to be trained Provide information about entry-level skills & possible prerequisites for training Critical for designing performance-based training  Module 2.3: ISD Model ANALYSIS TARGET AUDIENCE ANALYSIS Identifies characteristics that affect trainee learning Helps designers customize training for the intended audience  Module 2.3: ISD Model ANALYSIS Identifies: Training requirements are the knowledge & skills that must be taught during training. Training outcomes are the tasks that trainees must demonstrate to ensure competent performance back on the job.  Instructional Systems Development (ISD) DESIGN Planning stage of ISD To transform relevant content into concise, behavioral objectives creating the instructional “blueprint” that will direct the development of all training materials, tests, & methods. Instructional Systems Development (ISD) DESIGN ELEMENTS Goal Instructional Instructional statements objectives strategies Types of Evaluation Media training methods selection materials Design document  Module 2.3: ISD Model DESIGN GOAL STATEMENTS Broad general description of the learning outcome. It describes what the trainee will be able to do at the end of the training. Example: The lesson aims to develop participants’ instructional leadership skills.  Module 2.3: ISD Model DESIGN INSTRUCTIONAL OBJECTIVES Specifies a measurable level of a behavior for a trainee after training, including the conditions & standards for the performance. Detailed steps to attainment of the lesson goal Example: At the end of the lesson, the participants will be able to write at least three training objectives using the three domains of learning.  Module 2.3: ISD Model DESIGN INSTRUCTIONAL STRATEGIES Objectives may be arranged in the order that tasks will be performed on the job: 1. by their ease of performance 2. by order of the complexity of the task, or 3. according to other appropriate strategies.  Module 2.3: ISD Model DESIGN EVALUATION METHODS Evaluation options include knowledge tests & performance tests. Skill – performance Knowledge – written examination  Module 2.3: ISD Model DESIGN Types of Training Materials Training materials are identified in the design stage and produced in the development stage. Examples are texts, student guides, workbooks, instructor guides, job & training aids, visual aids & case studies  Module 2.3: ISD Model DESIGN MEDIA SELECTION How to deliver the training to meet instructional objectives. Requires a close look at the strengths & weaknesses of each medium based on the type of student (what s/he needs to learn), & how it is going to be taught by the trainer.  Module 2.3: ISD Model DESIGN DESIGN DOCUMENT Instructional “blueprint” - a design document that guides development, delivery & evaluation of the training Details design decisions that guide the training development team in production of course materials. Serves as a managerial review instrument in the approval process required at this stage of training development.  Instructional Systems Development (ISD) DEVELOPMENT Translates design decisions into training materials. From the design elements, development produces course materials for the trainer, course materials for the trainee, & evaluation instruments Produces a standardized, documented approach to training delivery Instructional Systems Development (ISD) DEVELOPMENT ELEMENTS Course materials for the trainers Course materials for the trainees Evaluation instruments  DEVELOPMENT Course Materials For The Trainers Lesson plans - written “advance organizer” for the delivery of lessons Include anything the instructor will need to present the lesson, including workbooks, handouts, visual aids, demonstration props, media equipment, & administrative materials.  DEVELOPMENT Course Materials For The Trainees Materials that support & supplement lessons. Include handouts – provide a summary of the presentation, – replace or facilitate note taking, and – provide references or job assistance back in the workplace.  DEVELOPMENT EVALUATION INSTRUMENTS May be cognitive or performance-based tests Any form selected must test the trainees’ mastery of lesson objectives. Evaluation approach, form & content identified in the design phase are produced in the development phase.  Instructional Systems Development (ISD) IMPLEMENTATION Focuses on the details of training delivery. Logistical arrangements, such as – scheduling a training place – preparing an agenda – setting up the training environment, and – practicing the presentation Instructional Systems Development (ISD) IMPLEMENTATION ELEMENTS LOGISTICAL ARRANGEMENTS DELIVERY OF TRAINING  IMPLEMENTATION LOGICAL ARRANGEMENTS Time-sensitive planning & coordinating details Generating the training schedule Arrangement of a good training environment Most administrative tasks should be completed well in advance of training  IMPLEMENTATION DELIVERY OF TRAINING Adult learning principles (RAMP2FAME) throughout the presentation Allow trainees to practice new skills, evaluate learning, provide feedback & opportunity for remediation. Desired outcome of implementation is a roster of educated, skilled trainees  Instructional Systems Development (ISD) EVALUATION To ensure that training-under-development stays on track, safeguarding achievement of training goals. Course post-evaluation for revision Ensures that training improves performance back on the job. Tells us if training was successful, how successful it was, & where to correct the problems. ISD phase that ties all other phases together through feedback. Instructional Systems Development (ISD) EVALUATION FORMATIVE EVALUATION SUMMATIVE EVALUATION FEEDBBACK LOOP  Module 2.3: ISD Model EVALUATION FORMATIVE EVALUATION Monitors the training as it proceeds through the ISD process Monitoring involves periodically reviewing the analysis & design documents to confirm that objectives are being developed & delivered as originally intended.  Module 2.3: ISD Model EVALUATION SUMMATIVE EVALUATION Process of reviewing a course or training after it is taught Includes measurement of training outcomes in terms of: – trainees’ opinions about the training – test results – on the job performance, and – benefit, or ROI, of the training to the trainees’ organization  Module 2.3: ISD Model EVALUATION FEEDBACK LOOP Analyze The outcome of one phase becomes input for the next. Implementation Evaluation Design Development  Module 2.3: ISD Model ISD MODEL Theory should always precede practice or application. Acting without a plan or reason is tantamount to doing something without thinking. That won’t do in the job of teaching or training. The Instructional Systems Development model is your theoretical base or foundation from which you will build your lesson plan.  Module 2.3: ISD Model SUMMARY CAN YOU… 1. State three advantages resulting from instructional design according to ISD Model. 2. Describe each function of the five phases of the ISD Model. Module 2.3: ISD Model FEEDBACK  Module 2.4: Conducting TNA CONDUCTING TRAINING ANALYSIS  Module 2.4: Conducting TNA OBJECTIVES After the lesson, the participants will be able to: 1. Differentiate “training need” and “need analysis” based on the lesson. 2. Explain each of the step in conducting training analysis. 3. Conduct a training analysis given a training analysis job-aid and a completed needs analysis.  Module 2.4: Conducting TNA TRAINING NEED It is a GAP between WHAT IS REQUIRED FOR A PERSON TO PERFORM THEIR DUTIES COMPETENTLY & WHAT THEY ACTUALLY KNOW. WHAT IS REQUIRED WHAT THEY FOR A PERSON TO GAP ACTUALLY PERFORM THEIR KNOW DUTIES COMPETENTLY  Module 2.4: Conducting TNA NEED ANALYSIS Is a method of determining if a training need exists and, if it does, what training is required to fill the gap. WHAT OUGHT TO BE WHAT IS NEED ANALYSIS  Sources of Indicators of Training Needs 1. Supervisors 2. Citizen complaints 3. Other officers 4. Accident reports 5. Frequent errors in report writing 6. Case dismissals or findings of not guilty Sources of Indicators of Training Needs 7. Fielding of new equipment 8. Large staff turnover 9. Injuries to officers 10.Changes in the law 11.Changes in our workforce 12.… Module 2.4: Conducting TNA TRAINING NEEDS NEED ANALYSIS  Module 2.4: Conducting TNA QUESTION WHAT COULD YOU SEE AS A MANAGEMENT PROBLEM, THAT SOMEONE MAY SEE AS A TRAINING NEED? Module 2.4: Conducting TNA How to Do Need Analysis 1. Conducting focus groups 2. Administering a survey 3. One-on-one interviews 4. Observation 5. Incident critiques 6. After action report SIX ELEMENTS OF A TRAINING ANALYSIS  WHAT training is needed?  WHY is the training needed?  WHO needs the training?  WHAT is the training content?  WHEN is the training needed?  WHERE will the training be conducted?  Module 2.4: Conducting TNA DOING A TRAINING ANALYSIS 1ST WHAT training is needed? ELEMENT STATEMENT OF THE TRAINING THAT IS BEING REQUESTED  Module 2.4: Conducting TNA DOING A TRAINING ANALYSIS 2ND WHY is the training needed? ELEMENT A. Source of the request B. Expected benefits C. Negative consequences if the training is not delivered D. The new or changed behavior that is desired  Module 2.4: Conducting TNA DOING A TRAINING ANALYSIS 3RD WHO needs the training? ELEMENT A. Categories, job positions, ranks, etc. B. Knowledge of the anticipated training content Module 2.4: Conducting TNA DOING A TRAINING ANALYSIS 4TH WHAT is the training content? ELEMENT A. Content B. Available supportive resources? C. Issues/problems in formulating the content? D. Anticipated reactions/problems with either the content or the training Module 2.4: Conducting TNA DOING A TRAINING ANALYSIS 5TH WHEN is the training needed? ELEMENT A. Start date B. Length of training C. Frequency of training D. Timing issues  Module 2.4: Conducting TNA DOING A TRAINING ANALYSIS 6TH WHERE will the training be ELEMENT conducted? A. Physical location B. Estimated training capacity C. Adequacy of space and delivery resources needed EXERCISE: CONDUCTING A TRAINING ANALYSIS FIND A PARTNER DEVELOP A TRAINING PLAN 1. Select a suitable topic 2. Select a training audience 3. Do an informal needs analysis (assume givens) 4. Conduct a training analysis TURN IN YOUR WORK TO YOUR INSTRUCTORS.  Module 2.4: Conducting TNA SUMMARY 1. Differentiate “training need” and “need analysis” based on the lesson. 2. Explain each of the step in conducting training analysis. Module 2.4: Conducting TNA FEEDBACK  Module 2.5: Developing Learning Goals & Training Objectives DEVELOPING LEARNING GOALS & TRAINING OBJECTIVES  Module 2.5: Developing Learning Goals & Training Objectives OBJECTIVES After the lesson, the participants will be able to: 1. Differentiate the four (4) domains of learning. 2. Correctly distinguish learning goal from training objectives. 3. Write at least one objective for each of the four domains of learning based on their chosen topic that they will present on the individual student presentation.  Module 2.5: Developing Learning Goals & Training Objectives Questions Have you ever tried to take notes when the trainer had no organization in his/her presentation? Have you ever been in the position of trying to figure out what the professor was going to ask on an important examination? Were you ever in a situation where you didn't know what the professor would consider passing? Have you ever been sitting in a class where the trainer told "stories" that were amusing but didn't relate in any way to the course content? FOUR DOMAINS OF LEARNING Cognitive Interper- Affective sonal Psychomotor  Module 2.5: Developing Learning Goals & Training Objectives COGNITIVE Mental domain Preferred when there is a lack of knowledge. “Don’t know” situation. COMPREHENSION KNOWLEDGE APPLICATION (explain, compare, (recall, remember, (apply, solve, translate, describe, identify, list, etc) demonstrate, etc) etc) ANALYSIS SYTHESIS EVALUATION (distinguish, (Develop, construct, (judge, relate, analyze, compare, organize, etc) weigh, critique, etc) etc)  Module 2.5: Developing Learning Goals & Training Objectives AFFECTIVE BEHAVIORS that involve attitudes, beliefs, & values. It is the “emotional” domain. Preferred when there is a lack of desire or fear about using new knowledge or skills. “Won’t do” situation Example of verbs: argue, agree, attempt, avoid, challenge, engage, participate, defend, dispute, offer, praise, etc. HIERARCHY OF COGNITIVE & AFFECTIVE LEARNING OUTCOMES  Module 2.5: Developing Learning Goals & Training Objectives PSYCHOMOTOR Actual performance of a physical skill such as firing a weapon, driving a vehicle, etc. It is the “doing” domain. Priority when there is a lack of skill. Referred to as a “can’t do” situation. Example verbs: Imitation: assemble, copy, follow, practice Manipulation: complete, execute, do, operate, perform Precision: achieve, excel, surpass, reach, transcend Articulation: adapt, alter, change, reorganize, rearrange Naturalization: construct, design, compose, originate  Module 2.5: Developing Learning Goals & Training Objectives INTERPERSONAL Focuses on people interacting with others. People skills - negotiating, compromising, facilitating, communicating, & leading Learned by seeing models, practicing the skills & getting feedback in the form of coaching.  Module 2.5: Developing Learning Goals & Training Objectives LEARNING GOALS 1. Consists of a task statement that is somewhat general in nature. 2. It does not describe circumstances nor give the standards. 3. States in broad & nonspecific terms what the trainer wishes to accomplish. 4. Contain more than one training objectives.  Module 2.5: Developing Learning Goals & Training Objectives TRAINING OBJECTIVE 1. A statement of intent describing a proposed change in the behavior of a learner. 2. It not only tells the participants what it is they must do, but also how the task is to be performed and to what degree of success. 3. More precise/accurate statement.  Learning Goal vs Training Objective LEARNING GOAL TRAINING OBJECTIVE #1 TRAINING OBJECTIVE #2 TRAINING OBJECTIVE #3 LEARNING GOAL Ultimate destination TRAINING OBJECTIVES Different roads/routes  Module 2.5: Developing Learning Goals & Training Objectives TRAINING OBJECTIVES A. FOCUS ATTENTION 1. Participant knows what they are expected to learn & how well they must learn it. 2. Serve as focal point for both the participant & the trainer. a. Time is used efficiently b. Participants focus on the “need-to-know” information 3. Standards are given to guide students’ acceptable level of performance. 4. Keep the trainer on track & on time  Module 2.5: Developing Learning Goals & Training Objectives TRAINING OBJECTIVES B. SERVE AS GUIDE 1. Help the trainer select both the content of the program & the instructional method. 2. Ensure that the training objectives match with the domain of learning in which the training tasks reside. a. Cognitive b. Affective c. Psychomotor  Module 2.5: Developing Learning Goals & Training Objectives TRAINING OBJECTIVES C. PROVIDE EVALUATION CRITERIA 1. Not only states what the participant is expected to do but also how well the participant must do it. 2. State in clear measurable terms, the standard that is used to judge participant’s performance. 3. Help to design the best evaluation method that would match the domain of learning used. 4. Provide accountability for both the instructor & the participant.  Module 2.5: Developing Learning Goals & Training Objectives Other Points in Writing TO 1. Should be clear & observable 2. Each objective statement should contain a specific task - avoid using compound sentences or 2 verbs. 3. Student-oriented 4. Refer to the Bloom’s Taxonomy  Module 2.5: Developing Learning Goals & Training Objectives TRAINING OBJECTIVES SO Student Oriented LO Learning Outcome CO Clear & Observable Module 2.5: Developing Learning Goals & Training Objectives BLOOM’S TAXONOMY  Module 2.5: Developing Learning Goals & Training Objectives ELEMENTS OF A TRAINING OBJECTIVE A. Action Statement B. Condition Statement C. Standard Statement  Module 2.5: Developing Learning Goals & Training Objectives ACTION STATEMENT Two parts: – Action verb: Describes what we expect the student to be able to do after the training. – Content on which action is performed  Criteria: Specific Must be observable/measurable Avoid the unobservable verbs like understand, know, learn, appreciate  Checking the Action Statement 1. Does the action verb specify a task to be performed? 2. Is the action verb observable? (Action verbs that cannot be observed, cannot be measured.) 3. Does the action verb describe learner performance? (Student-centered)  Module 2.5: Developing Learning Goals & Training Objectives EXAMPLES 1. Put up a police line in a crime scene… 2. Demonstrate a proper interview techniques… 3. Interview an inmate… 4. Prepare field notes… 5. Defend result of analysis… 6. Identify pieces of evidence in a crime scene…  Module 2.5: Developing Learning Goals & Training Objectives CONDITION STATEMENT 1. Defines under what circumstances a specific task is to be performed 2. Tells us what equipment or information the learner will have available to perform the task 3. Should be job relevant & realistic 4. Criteria: a. Conditions realistic & concise b. Equipment or materials provided clearly stated c. Special circumstances or environmental conditions clearly stated  Checking the Condition Statement 1. Are the conditions realistic? 2. Are the conditions concise, leaving out information that the learner can assume? 3. Is it clear what equipment or materials will be provided to the participant? 4. Is it clear under what special circumstances or environmental conditions the task is to be performed?  Module 2.5: Developing Learning Goals & Training Objectives EXAMPLES 1. Given a set of departmentally issued handcuffs with key… 2. Using the PNP-issued firearm…. 3. With a resource person to role play as a witness… 4. Given a mock courtroom environment… 5. Given a simulated cell-block and four persons to role play as inmates…  Module 2.5: Developing Learning Goals & Training Objectives STANDARD STATEMENT 1. Sets out the minimum level of acceptable performance. 2. Maybe stated in terms of speed/time, quantity, or quality/accuracy. 3. Criteria: Be both job relevant & realistic “Training to standards” (standards match with objectives & evaluation of participants) Contains speed/time, quantity, or quality/accuracy component Includes relevant specifications or procedures Concise  Checking the Standard Statement 1. Do the standards contain a speed component? 2. Do the standards contain an accuracy component? 3. Do the standards include relevant specifications or procedures? 4. Are the standards concise? 5. Are the standards realistic? 6. Are the standards job related?  Module 2.5: Developing Learning Goals & Training Objectives EXAMPLES 1. Within 20 minutes… 2. Achieving a score of 70% or higher… 3. In less than 5 minutes and without knocking over more than 5 cones… 4. In accordance with (IAW) the procedures presented in our firearms manual… 5. IAW General Order #89-2… ORGANIZING TRAINING OBJECTIVES Simple to Complex A to Z Common to Less Common Known to Unknown One to Another  Module 2.5: Developing Learning Goals & Training Objectives ASSESSMENT Identify if the following objectives are correct, & if incorrect, state why then re-write the objective: 1. By having the instructor as witness, perform interviewing skills in 10 minutes. 2. Encourage the participants to practice defensive driving. 3. Understand the importance of interpreting non- verbal communication. 4. Name and differentiate the four (4) types of trainers. 5. Describe the ten (10) techniques in conducting interview and perform each one.  Module 2.5: Developing Learning Goals & Training Objectives ASSESSMENT Identify if the following objectives are correct, & if incorrect, state why then re-write the objective: 1. By having the instructor as witness, perform interviewing skills in 10 minutes.- CORRECT 2. Encourage the participants to practice defensive driving.- Not Student-Oriented 3. Understand the importance of interpreting non-verbal communication. – broad verb/ immeasurable 4. Name and differentiate the four (4) types of trainers. – compound verbs 5. Describe the ten (10) techniques in conducting interview and perform each one. – compound sentence  Module 2.5: Developing Learning Goals & Training Objectives PRACTICAL EXERCISE 1. Go to your partner (same partner from previous exercise). 2. Write at least 1 objective for each of the 4 domains of learning based on your chosen topic. 3. Use the questions discussed in the lesson in checking your training objectives to ensure that you are doing them correctly. 4. Swap your work and check each other’s work. If confused or unsure, consult your instructor.  Module 2.5: Developing Learning Goals & Training Objectives PRACTICAL EXERCISE 4. Instructor will call volunteers to read in class or write on the board their objectives for the whole class to check correctness and to receive recommendations for better objectives. 5. Instructor will collect all work; correct and write feedback on their paper, and return the papers to the students the following day.  Module 2.5: Developing Learning Goals & Training Objectives SUMMARY 1. Differentiate the four (4) domains of learning. 2. Correctly distinguish learning goal from training objectives. 3. Write at least one objective for each of the four domains of learning based on their chosen topic that they will present on the individual student presentation. Module 2.5: Developing Learning Goals & Training Objectives FEEDBACK  Module 2.6: Designing & Using Effective Learning Aids DESIGNING & USING EFFECTIVE LEARNING AIDS  Module 2.6: Designing & Using Effective Learning Aids MULTI-SENSORY LEARNING We learn:  Module 2.6: Designing & Using Effective Learning Aids TRAINING OBJECTIVES After the lesson, the participants will be able to: 1. Explain each of the six purposes of learning aids. 2. Elaborate on each of the five requirements of learning aids. 3. Enumerate all the different types of learning aids. 4. Create an effective PowerPoint presentation employing all the techniques discussed in the lesson.  Module 2.6: Designing & Using Effective Learning Aids “Name different examples of learning aids that you may have previously used, or seen, or anything that you know about.”  Module 2.6: Designing & Using Effective Learning Aids LEARNING AID Any material, equipment or device that assists the participant in mastering the session objectives.  Module 2.6: Designing & Using Effective Learning Aids Purposes of Learning Aids Simplifying simplify complex or obscure material Focusing attention keep the lesson from getting sidetracked Making points memorable multi-sensory learning; dramatic Virtual experience use of videos, audio tapes, virtual reality Creating variety improve participant concentration Saving time makes understanding the content easier  Five Requirements of Effective Learning Aids Visible Practical Simple Effective Learning Aids Interesting Accurate Module 2.6: Designing & Using Effective Learning Aids Types of Learning Aids 1. PowerPoint Presentation 2. Overhead projector slides/transparencies 3. White or Black Board 4. Handouts 5. Flip charts 6. Video or Film 7. Artefacts or Props or Actual Items 8. Charts or Posters or Worksheets 9. Tape recorders or audio tapes 10.Computers  Designing Effective PowerPoint Presentation 1. Have a simple & consistent design 2. Choose contrasting color for fonts & background 3. Choose easy to read fonts – avoid fancy fonts. For font size, consider the following: – size of the venue – location of the white screen – position of the projector Indicates maximum distance (feet) that the audience should be seated to easily read the text according to font size & screen size.  Designing Effective PowerPoint Presentation 4. Simplify & limit number of words on each screen 5. Avoid use of flashy transitions 6. Avoid overuse of special effects (sound effect, animation, etc) 7. Use good quality images that reinforce & complement your message 8. Keep one thought/idea per slide  Designing Effective PowerPoint Presentation 9. Limit essential information only 10.Keep in mind that the PowerPoint presentation is only a learning aid.  Module 2.6: Designing & Using Effective Learning Aids PRACTICAL EXERCISE 1. Pair with your working partner. 2. Create a PowerPoint presentation following the guidelines discussed in the lesson. 3. Follow the sequence of your lesson plan in doing the PowerPoint presentation. 4. Have your partner review your work. 5. Instructors are available to assist you.  Module 2.6: Designing & Using Effective Learning Aids SUMMARY 1. Explain each of the six purposes of learning aids. 2. Elaborate on each of the five requirements of learning aids. 3. Enumerate all the different types of learning aids. 4. Create an effective PowerPoint presentation employing all the techniques discussed in the lesson. Module 2.6: Designing & Using Effective Learning Aids FEEDBACK Module 2.7: Method of Instructions METHOD OF INSTRUCTIONS  ROADMAP PE Q&A Q&A TOPIC 3 TOPIC 2 Q&A TOPIC 1  Module 2.7: Method of Instructions TRAINING OBJECTIVES After the lesson, the participants will be able to: 1. Identify the different criteria in selecting for the most effective MOI. 2. Discuss the uses, advantages and disadvantages of each of the four categories of MOI. 3. Suggest ways to improve presentation of each if the four main categories of MOI. 4. Describe at least five (5) alternative MOI discussed in the lesson.  Module 2.7: Method of Instructions Criteria in Selecting a Method CRITERIA EXPLANATION Training Objective Is this the best method to help the participant accomplish the training objective? Participants Does this method take into account the size, experience, and other characteristics of the group? Practical Is it feasible? Do you have enough time, Requirements materials, training aids and staff? Is the training room adequate?  Module 2.7: Method of Instructions Four Categories of MOI LECTURE CONFERENCE DEMONSTRATION PROBLEM-BASED LEARNING  LECTURE “One Man Show” Trainer/facilitator verbally communicates the content of the lesson Without class participation With only limited questioning  LECTURE USES 1. Inform the participants 2. Introduce a subject & provide basic material 3. Introduce other method of instruction 4. Illustrate the application of rules, principles or concepts 5. Review, clarify, emphasize or summarize  LECTURE ADVANTAGES 1. Fast 2. Inexpensive 3. Easy to plan & prepare 4. Works well with large groups 5. Requires few resources 6. Can be used with other methods 7. Time management is easier 8. Keeps the group together & on the same point  LECTURE DISADVANTAGE S 1. Can be dull or dry 2. Hard to keep participants’ attention 3. Poor retention 4. Little group participation 5. Can not be used to teach skills 6. Does little to stimulate thought  LECTURE SUGGESTIONS 1. Be sure your lecture is organized. 2. Make sure that your key points are specific & clear. 3. Use words that can be understood by your student. 4. Do not present too many ideas in a short period of time. 5. Keep your students interested. 6. Summarize the teaching points. 7. Use good speech techniques to enhance your presentation.  Module 2.7: Method of Instructions CONFERENCE “Teaching by Discussing” Active interchange of ideas between instructor & students, & from student to student Mutual interchange of experience & thought Development of a logical conclusion  CONFERENCE Instructor-Dominated Student-Centered Close to lecture Instructor as method moderator Active participation of Each student takes students active part in activities From students to students exchange  CONFERENCE USES 1. Stimulate interest & thinking 2. Supplement lectures, readings or other exercises 3. Emphasize main content points 4. Develop imaginative solutions to problems 5. Summarize or review 6. Determine participant understanding of the training content 7. Prepare participants for training lessons that will follow  CONFERENCE ADVANTAGES 1. Keeps participants interested & involved 2. Shares participants’ knowledge & experience 3. Learning is observable 4. Increases retention 5. Forces trainer to identify key points 6. Develops a healthy group spirit  CONFERENCE DISADVANTAGE S 1. Time consuming 2. Difficult to control 3. Easy to digress 4. Must be carefully planned 5. Requires a skilled facilitator  CONFERENCE SUGGESTIONS 1. Always be prepared. 2. Develop techniques to encourage participation. 3. Summarize frequently  Module 2.7: Method of Instructions DEMONSTRATION “Teaching by Showing” AKA “hands-on approach” Illustrates to the student the what, the why, & the how Precede or follow conference or lecture Must combine showing with telling Apply “scaffolding” – (teacher performs, students help teacher performs, teacher helps student/s perform, students perform)  DEMONSTRATION USES 1. Show how something is done 2. Teach skills or procedures that require manipulation 3. Teach problem-solving & analytical skills 4. Illustrate principles (why something works) 5. Teach team skills 6. Teach safety procedures 7. Teach how to operate equipment or technology  DEMONSTRATION ADVANTAGES 1. Participant “sees” 2. Aids understanding & retention 3. Stimulates participants’ interest 4. Can provide the “feel” of the job or task 5. Is usually more thorough 6. Highly active form of learning 7. Shows that equipment or procedures really do work  DEMONSTRATION DISADVANTAGE S 1. Expensive/may require scarce equipment 2. Visibility may be a problem 3. Time consuming to prepare & present 4. May result in overkill: the demonstration becomes more important than the point it is trying to teach  DEMONSTRATION SUGGESTIONS 1. Always be sure the demonstration works. 2. Prepare & introduce your students to the purpose & goal of the demonstration. 3. Be sure that all of the students can see & hear. 4. Ideal demonstration involves every student.  Module 2.7: Method of Instructions PROBLEM-BASED LEARNING (PBL) Adult learning model that starts with a problem orientation, often favored in work- based settings Question raised, leads to experiment or hypothesis, verified, then reviewed.  PROBLEM-BASED LEARNING (PBL) Process of PBL for Students 1. Being introduced to the problem 2. Exploring what they do & do not know about the problem 3. Generating possible solutions to the problem, and 4. Considering the consequences of each solution & selecting the most viable solution  PROBLEM-BASED LEARNING (PBL) Process of PBL for Trainers 1. Pre-teach 2. Introduce the problem – related to the students’ lives – an actual problem – Include open-ended questions 3. Group students & provide resources 4. Observe & support 5. Follow up & assess progress  PROBLEM-BASED LEARNING (PBL) ADVANTAGES 1. Student-centered approach 2. Develops life-long learning skills 3. Knowledge retention 4. Develops competencies 5. Affords more intrinsic reward 6. Promotes interdisciplinary approach  PROBLEM-BASED LEARNING (PBL) DISADVANTAGE S 1. Complicates evaluation 2. Context specific 3. Requires more time 4. Sometimes group dynamics issues compromise PBL effectiveness. 5. Creating suitable problem scenarios is difficult  PROBLEM-BASED LEARNING (PBL) SUGGESTIONS 1. Ensure that students understand the principles behind PBL 2. Ensure that students recognize that they are participating in an effective learning process 3. Ensure that resources are available to students Module 2.7: Method of Instructions Alternative MOI 1. Committee 2. Panel 3. Interview 4. Brainstorming 5. Field trip 6. Teaming 7. Case Study 8. Role-play Module 2.7: Method of Instructions Alternative MOI 9. Simulations/Drill 10.Tutoring 11.Practice 12.Symposium 13.Guest speaker 14.Forum 15.Programmed instruction 16.Games  Module 2.7: Method of Instructions Using Alternative MOI 1. Remember there are many different methods available. Do not limit yourself to using only one. 2. A combination of methods can be used to make an effective presentation. 3. Example: Demonstration followed by practice, lecture - field trip – discussion  Module 2.7: Method of Instructions PRACTICAL EXERCISE #1 1. Form 4 groups. 2. Each group will model a MOI. Each group can come up with their own topic that they can easily present through their MOI. Members of the group should play either the instructor or the participants. 3. You have 20 minutes to prepare & another 10-15 minutes to present in class.  Module 2.7: Method of Instructions PRACTICAL EXERCISE #2 1. Pair with your partner. 2. Decide on the MOI that you think suits your lesson considering the criteria for selecting the appropriate MOI. 3. Employ at least two (2) MOI in your presentation. Ensure that whatever MOI you choose, you have the necessary equipment needed. 4. Swap work with your partner & analyze each other’s work. 5. Instructors should be available to give feedback & assistance.  Module 2.7: Method of Instructions SUMMARY 1. Identify the different criteria in selecting for the most effective MOI. 2. Discuss the uses, advantages and disadvantages of each of the four categories of MOI. 3. Suggest ways to improve presentation of each if the four main categories of MOI. 4. Describe at least five (5) alternative MOI discussed in the lesson. Module 2.7: Method of Instructions FEEDBACK  Module 2.8: Developing a Lesson Plan DEVELOPING A LESSON PLAN  Module 2.8: Developing a Lesson Plan TRAINING OBJECTIVES After the lesson, the participants will be able to: 1. Describe a lesson plan. 2. Express the purposes of a well-written lesson plan. 3. Explain the four (4) main requirements in the preparation of a lesson plan. 4. Elaborate on each of the three (3) main parts of a lesson plan. 5. Employ the ROPES Model in developing a lesson plan for the chosen topic.  ROADMAP PE Q&A TOPIC 3 PE TOPIC 2 Q&A TOPIC 1 Module 2.8: Developing a Lesson Plan Why is there a need for a lesson plan?  Module 2.8: Developing a Lesson Plan LESSON PLAN A document that sets forth... 1. the objectives to be attained in a single lesson 2. the content to be learned, & 3. the means by which the objectives are to be achieved. It must also include how the facts, principles, concepts & skills are to be taught.  Module 2.8: Developing a Lesson Plan Purposes of Lesson Plan 1. Useful for review 2. Time Ensures accountability Coverage Sequence 3. Standardization control Instructor Record of Method confidence exam Lesson plan revision Preparation of a Lesson Plan Requires organizational ability Basic requirements Experience Developing expertise  Module 2.8: Developing a Lesson Plan Lesson Plan Format INTRODUCTION BODY CONCLUSION  Lesson Plan Format INTRODUCTION Sets the stage of the lesson Trainee interest is aroused & trainee attention is secured Do not read your notes! Do not memorize your notes either! Make eye contact with your students Establish a good positive contact in a comfortable manner  Lesson Plan Format INTRODUCTION Opening Statement Introduction of the instructor - name, rank/title & some background information Credibility State “attention getter” or a “hook” – Involve the audience – Relate your subject to personal experience – Ask a rhetorical or thought-provoking question – Create suspense – Use a quotation or an anecdote – Quote a startling statistic – Use a cartoon or other gentle humor related to the topic  Lesson Plan Format INTRODUCTION Training Objectives Should be seen by the students & the instructor should briefly discuss each of them Purpose / Motivation State the reason/s (need) for learning the content of the lesson Importance of the material to the individual & its relationship to a particular job duty, task or element  Lesson Plan Format BODY Content materials & teaching points that support lesson objectives Subject matter is explained Performance is developed Understanding is affirmed Skills are acquired  Lesson Plan Format BODY 1. Topics are designated as correctly as possible 2. Selection of main topic 3. Information order 4. Teaching procedures 5. Demonstrations & practical exercises 6. Procedural notes for videos/DVDs  Lesson Plan Format BODY 1. Topics are designated as correctly as possible. Topics & subtopics correctly numbered & lettered: I. A. 1. a. 1) a) i)  Lesson Plan Format BODY 2. Selection of main topic – Main topics should have been thought out prior to writing the objectives – Each main topic should support the lesson topic & should also support the course – If you have three objectives, then you should have at least three topic areas  Lesson Plan Format BODY 3. Information order – follow the order of the objectives 4. Teaching procedures – should show when training aids, summaries, questions & other instructional procedures are to be used = Instructor Notes 5. Demonstrations & practical exercises – demonstration should be completely described including type of equipment, when & how it will be used 6. Procedural notes for videos/DVDs  Lesson Plan Format CONCLUSION Questions from Closing Summary class Statement Objectives To clarify “call to reviewed & confusions action” students To get Rhetorical demonstrate answers to question learning questions Quotation from the presentation Module 2.8: Developing a Lesson Plan The “ROPES” Model w e n w io e R vi ve t O rR e a e st P viy n e O cr E sra e S m xrm EP u S  Module 2.8: Developing a Lesson Plan Review To conduct a review of the learners general knowledge of and experience with the topic. 1. Explore/Activate prior knowledge 2. Check misconceptions 3. Recognize potential resources from the group 4. Activities (Bell Ringer) can be performed  Module 2.8: Developing a Lesson Plan Overview To establish a connection between the learners & the training content that engages the learners & motivates them to want to learn. 1. Focus the students to the lesson 2. State the importance of the lesson and its application to their career 3. State the training objectives  Module 2.8: Developing a Lesson Plan Presentation To present the content of the lesson to the learners in ways that help them to understand & retain the information. 1. Choose appropriate method/s of instruction 2. Engage the learners 3. Scaffolding – for teaching skills  Module 2.8: Developing a Lesson Plan Exercise To allow the learners to practice using the training content so as to build their skills. 1. Guided Practice - supervised 2. Independent Practice - unsupervised 3. Feedback  Module 2.8: Developing a Lesson Plan Summary To summarize and clarify what was learned and, if needed, to transition to the next lesson. 1. Check objectives. Let students verbalize learning 2. Re-emphasize key points 3. Assessment 4. Reteach if necessary  Module 2.8: Developing a Lesson Plan Training Plan Includes: 1. Lesson Title 2. Learning Goal 3. Instructor/s, Course title, audience, time frame 4. Materials needed 5. Hazard & safety warnings 6. Review of previous lesson (REVIEW) 7. Training Objectives & purpose (OVERVIEW) 8. Model of instruction & lesson (PRESENTATION) 9. Student activities (EXERCISE)  Module 2.8: Developing a Lesson Plan Training Plan Includes: 10. Review of what has just been presented (SUMMARY) 11. Assessment 12. Vocabulary 13. References 14. Differentiation 15. Transition to the next lesson  Module 2.8: Developing a Lesson Plan PRACTICAL EXERCISE 1. You & your partner will now be given time to develop the lesson plan for your presentation following the ROPES Model & using the lesson format discussed in the lesson as your guide. 2. Use the content of this lesson to guide you. 3. Brainstorm with your partner on how you will present your topic: introduction, body, & conclusion.  Module 2.8: Developing a Lesson Plan SUMMARY 1. Describe a lesson plan. 2. Express the purposes of a well-written lesson plan. 3. Explain the four (4) main requirements in the preparation of a lesson plan. 4. Elaborate on each of the three (3) main parts of a lesson plan. 5. Employ the ROPES Model in developing a lesson plan for the chosen topic. Module 2.8: Developing a Lesson Plan FEEDBACK Module 3.1 Facilitation Skills FACILITATION SKILLS Module 3.1 Facilitation Skills What for you is FACILITATION? … so how can you describe a good FACILITATOR?  Module 3.1 Facilitation Skills MOTIVATIONAL QUOTE "There are two ways of being creative. One can sing and dance. Or one can create an environment in which singers and dancers flourish.” --- Warren Bennis  Module 3.1 Facilitation Skills TRAINING OBJECTIVES After the lesson, the participants will be able to: 1. Explain each of the four basic facilitation skills. 2. Describe the four attending behaviors that display instructor’s interest to their students. 3. Elaborate on each of the three steps of using observation skills. 4. Discuss each of the four listening techniques.  Module 3.1 Facilitation Skills TRAINING OBJECTIVES After the lesson, the participants will be able to: 5. Describe each of the twelve (12) blocks in listening. 6. Identify the applications of each of the six types of questions. 7. Describe the APC Technique. 8. Demonstrate the four facilitation skills in their presentation.  Module 3.1 Facilitation Skills PURPOSE Students learn best when they participate Effective facilitation skills encourages involvement Shows interest in your students Makes them feel comfortable when making comments or asking questions  tici ng pan ver ts’ bal Gai un info nin der rm g sta Questioning kno atio Pay ndi n wle ing& ng veri dge att by Listening fyin ent aski g abo ion ng tha ut to for Observing t oth you fee ers ryou dba un thr par ck Attending der oug tici sta h pan nd obs ts 4 BASIC FACILITATION SKILLS it erv (Ac Module 3.1 Facilitation Skills atio tive  Module 3.1 Facilitation Skills ATTENDING SKILLS FOUR ATTENDING BEHAVIORS: 1. Facing the participant 2. Maintaining appropriate eye contact 3. Moving towards the participant 4. Avoiding distracting behaviors  GUIDELINES DO DONT Face all the participant Talk to your visual aids Always scan the group Turn your back to part of the group Walk towards Stare at individuals participant Smile at individuals Avoid eye contact or briefly & frequently scan the group Nod affirmatively Distance yourself Walk around the room Do other things while participant is talking  3 STEP PROCESS OF USING OBSERVING SKILLS Look at the person’s face, body position & body movements. Formulate an inference on the person’s feelings based on your observations. Take appropriate action based upon your inferences.  Non-Verbal Behaviors & their Possible Meanings POSSIBLE BEHAVIOR MEANING Smiling; Nodding affirmatively Enthusiasm/ Leaning forward; Eye contact Understanding Yawning; Vacant stare Boredom Shuffling feet; Leaning back in chair Looking at clock Frowning; Scratching head Confusion Pursing lips; Vacant stare Avoiding eye contact  RESPONDING TO PARTICIPANTS’ BEHAVIORS IF INFERENCE IS AND… THEN… Enthusiasm/ Several participants Continue, make mental note Understanding display behavior that training is being well received Only 1 learner Continue, make mental note to displays behavior check again later Boredom Several participants Take a break, speed up, or use display behavior more active method Only 1 learner Continue, make mental note to displays behavior reassess later Confusion Several participants Ask participants about their display behavior confusion, provide clarification Only 1 learner ---same---, talk to learner at displays behavior next break  Module 3.1 Facilitation Skills ACTIVE LISTENING TWO KEY STEPS… LISTENING to the words being expressed PARAPHRASING what was said to show you understand  Module 3.1 Facilitation Skills PRACTICAL EXERCISE LISTENING Get a blank sheet of paper (individually) Listen carefully & intently to your instructor  Module 3.1 Facilitation Skills Listening To The Words Being Expressed GRASP WHAT IS BEING SAID Both CONTENT & MEANING of the words from the learner’s perspective ROADBLOCKS Internal Competing thoughts while participant is Distractions talking (daydreaming) External Things happening around competing for Distractions your attention Sights and/or sounds Other actions  Module 3.1 Facilitation Skills EFFECTIVE LISTENING HEARING PASSIVE LISTENING ACTIVE FOUR STEPS TO EFFECTIVE LISTENING Actively Paraphrasing Empathy Openness  Module 3.1 Facilitation Skills LISTENING SKILLS 1. Maintain good eye contact without staring. 2. Lean slightly forward without ending in their lap. 3. Reinforce others by paraphrasing & giving feedback. 4. Ask specific questions for clarification. Go slowly. 5. Actively move away from distractions like small crowds. 6. Be committed, even if you have strong feelings about the issue, to understanding what is being said, & how it is being said.  PARAPHRASING WHAT WAS SAID TO SHOW YOU UNDERSTAND Verbally interact with the learner to: 1. Get additional information to fill in gaps in your understanding. 2. Verify with the learner what you think was said. “What I think you’re saying is…” “What I hear you saying is…” “As I understand you…”  Module 3.1 Facilitation Skills 12 BLOCKS TO LISTENING 1. COMPARING 7. IDENTIFYING 2. MIND READING 8. ADVISING 3. REHEARSING 9. SPARRING 4. FILTERING 10. BEING RIGHT 5. JUDGING 11. DERAILING 6. DREAMING 12. PLACATING  Module 3.1 Facilitation Skills WHY ASK QUESTIONS? To help you get participants’ background knowledge of the topic To invite learner participation & involvement To provide you with feedback on how the training is being received To enable participants assess their learning & fill in gaps Module 3.1 Facilitation Skills THREE SKILLS IN ASKING QUESTIONS ASKING Questions HANDLING Learner’s Answers To Questions RESPONDING To Learner’s Questions  Module 3.1 Facilitation Skills ASKING QUESTIONS Selecting the right type of question Paraphrasing it or giving prompts so it elicits the response you are after Directing question appropriately  Module 3.1 Facilitation Skills SIX TYPES OF QUESTIONS DIRECT OVERHEAD CLOSED OPEN- LEADING RHETORICAL ENDED  Module 3.1 Facilitation Skills DIRECT QUESTIONS Asked for a specific person USE DIRECT QUESTIONS TO: Open a discussion Call on a volunteer Avoid an overly responsive person Provide recognition to a class leader Involve someone in the class who is quiet  Module 3.1 Facilitation Skills OVERHEAD QUESTIONS Asked to a large group and anyone can answer USE OVERHEAD QUESTIONS TO: Open discussion Maintain a discussion Introduce a new topic or segment Open up the floor for everyone to comment Elicit several comments on a topic  Module 3.1 Facilitation Skills CLOSED QUESTIONS Require a YES or NO answer USE CLOSED QUESTIONS TO: Review previously covered material For a specific/accurate answer Organize a disorganized thinker Encourage a shy participant who can answer the question  Module 3.1 Facilitation Skills LEADING QUESTIONS To get a specific answer, usually after you have provided a full discussion of the topic. USE LEADING QUESTIONS TO: Get the specific response that you want Focus the discussion Check the learner’s knowledge of what was taught  Module 3.1 Facilitation Skills RHETORICAL QUESTIONS Do not require an answer but normally used to get your participants thinking. USE RHETORICAL QUESTIONS TO: Get the group to begin thinking about a subject Start a topic/lesson  Module 3.1 Facilitation Skills OPEN-ENDED QUESTIONS Are very broad that lead to lengthy discussion USE OPEN-ENDED QUESTIONS TO: Generate broad discussions Deal with “affective” issues End a topic/lesson  9 Requirements of an Effective Question 1. Short 2. Have one idea 3. Relevant to the topic 4. Create interest 5. Use language that everyone can understand  9 Requirements of an Effective Question 6. Require more than a guess to answer 7. Be used to emphasize key points 8. Relate to previous knowledge 9. Be an accurate check of knowledge or understanding  se Call to on allo so w CALL me the on par e tici PAUSE pa Ask nts the tim qu ASK e esti to on thi APC Technique nk Module 3.1 Facilitation Skills  Handling Participants’ Answers To Questions Ways that will maintain a high level of learner participation: 1. Use positive reinforcement for correct answers 2. Acknowledge the effort, even if it was wrong 3. Minimize potential learner embarrassment for wrong or incomplete answers  Module 3.1 Facilitation Skills Responding To Participants’ Questions Provide opportunity to enhance learning of the whole group Encourage participants to ask future questions 3 ACCEPTABLE RESPONSE: Provide the answer yourself Redirect the question to another learner Defer the question until later in the session  Encouraging Students to Ask Questions 1. Always encourage students to ask questions & participate in your presentation. 2. Relay student questions to other students to increase the opportunities for participation. 3. Do not bluff if you do not know the answer. 4. Anticipate the questions you are likely to get. 5. Welcome every question.  Module 3.1 Facilitation Skills PRACTICAL EXERCISE We have now discussed facilitation skills to include types of questions, when to use them and how to ask them. You will now work with your partner to review your training plan to build good, effective questions into it.  Module 3.1 Facilitation Skills SUMMARY 1. Explain each of the four basic facilitation skills. 2. Describe the four attending behaviors that display instructor’s interest to their students. 3. Elaborate on each of the three steps of using observation skills. 4. Discuss each of the four listening techniques.  Module 3.3: Facilitation Skills SUMMARY 5. Describe each of the twelve (12) blocks in listening. 6. Identify the applications of each of the six types of questions. 7. Describe the APC Technique. 8. Demonstrate the four facilitation skills in their presentation. Module 3.1 Facilitation Skills FEEDBACK Module 3: Classroom and Training Management HANDLING DISRUPTIONS & PROBLEM SITUATIONS  Module 3: Classroom and Training Management Students are responsible for their learning; however, trainers are liable to their students’ learning outcome.  Module 3: Classroom and Training Management TRAINING OBJECTIVES After the lesson, the participants will be able to: 1. Elaborate the steps in handling student complaints. 2. Describe each of the three types of distraction. 3. Characterize disruptions according to the lesson. 4. State the possible reasons for the behavior of each of the four categories of difficult participants.  Module 3: Classroom and Training Management TRAINING OBJECTIVES After the lesson, the participants will be able to: 5. Explain the strategies in handling difficult students. 6. Identify themselves with any of the other student behavior problems. 7. Describe the five steps in handling disruptions. 8. Identify ways to establish good relationship with students. Module 3: Classroom and Training Management Elements to be Managed Student Complaints Distractions Disruptions Module 3: Classroom and Training Management Student Complaints Listen Respon d Respect  Module 3: Classroom and Training Management Distractions Minor annoyances that are brief & not severe which makes learning more difficult. 3 TYPES: INSTITUTIONAL PERSONAL NATURAL  Module 3: Classroom and Training Management Disruptions CHARACTERISTICS DISRUPTION Severity More intense than a distraction Unexpected You never plan for it Chronic It may continue on and on Potential to destroy It prevents students from the learning process learning  Module 3: Classroom and Training Management Disruptions TYPES DISRUPTION TYPES Student Problems 1. Illness 2. Injury 3. Emergency Disaster 1. Weather 2. Facilities Student Behavior 1. Silent Problems 2. Overbearing 3. Cynical 4. Argumentative Module 3: Classroom and Training Management FOUR TYPES OF STUDENT BEHAVIOR PROBLEMS OVER- ARGUMEN- SILENT BEARING CYNICAL TATIVE Module 3: Classroom and Training Management SILENT PARTICIPANT POSSIBLE REASONS FOR THE BEHAVIOR: a. A silent thinker b. Shy & unsure c. Distracted by outside problems d. May not understand what is going on e. “Know it all” f. Bored g. Resistant Module 3: Classroom and Training Management SILENT PARTICIPANT HOW TO DEAL WITH THE BEHAVIOR: 1. Call on them be supportive 2. Get to know them 3. Don’t embarrass them 4. Involve them Module 3: Classroom and Training Management OVERBEARING PARTICIPANT POSSIBLE REASONS FOR THE BEHAVIOR: 1. Well informed & anxious to share what they know 2. Naturally talkative 3. Defensive Module 3: Classroom and Training Management OVERBEARING PARTICIPANT HOW TO DEAL WITH THE BEHAVIOR: 1. Don’t embarrass them or be sarcastic 2. Redirect attention to the rest of the group 3. Be receptive while also letting them know you’re in charge Module 3: Classroom and Training Management CYNICAL PARTICIPANT POSSIBLE REASONS FOR THE BEHAVIOR: 1. May have “seen it all” & feel nothing will change the system 1. May feel that their cynicism isn’t a problem Module 3: Classroom and Training Management CYNICAL PARTICIPANT HOW TO DEAL WITH THE BEHAVIOR: 1. Engage them in discussion 2. Ask them for suggestions 3. Don’t reinforce cynical behavior 4. Ask them what they can control Module 3: Classroom and Training Management ARGUMENTATIVE PARTICIPANT POSSIBLE REASONS FOR THE BEHAVIOR: 1. May have history of conflict 1. May have different ideas, values, beliefs & perceptions 1. May have personality difference  Module 3: Classroom and Training Management ARGUMENTATIVE PARTICIPANT HOW TO DEAL WITH THE BEHAVIOR: 1. Emphasize points of agreement 2. Minimize points of disagreement 3. Refocus on the objective 4. Ask a direct, closed question about the topic 5. Ask each person to respect other’s view  Module 3: Classroom and Training Management Other Student Behavior Problems Class The Know-it- Clown “Rambler” all Latecomer Whisperer Dropout Doubting Hostile Thomas  Module 3: Classroom and Training Management MORE FORCEFUL METHODS Report to a supervisor Quietly warn them Speak to the person on a break Walk slowly towards the person  Module 3: Classroom and Training Management HANDLING DISRUPTIONS Manage the Timing Intervention class Manage the Resume disruption teaching  Module 3: Classroom and Training Management Establishing Good Relationship with Your Students 1. Always consider your students basically mature. 2. Consider your students eager to learn. 3. Consider your students interested. 4. Recognize that all students are different. 5. Work at establishing instructor-student rapport 6. Keep instructor-student rapport.  Module 3: Classroom and Training Management Techniques in Establishing Instructor-Student Rapport 1. Learn students' names. 2. Inspire students to excel. 3. Maintain a sense of humor. 4. Concern yourself with the needs of the students. 5. Respect your student's rights. 6. Maintain student morale. 7. Always be courteous, tactful, interested & neat. Module 3: Classroom and Training Management Keeping Instructor-Student Rapport 1. Don't try to bluff. 2. Don't talk down to your class. 3. Don't use sarcasm or ridicule. 4. Don't use profanity or ethnic jokes. 5. Don't lose your patience.  Module 3: Classroom and Training Management Managing classroom disruptions & student behaviors is better learned through experience but keep the techniques in mind when you are faced with one so you do not crumble.  Module 3: Classroom and Training Management SUMMARY 1. Elaborate the steps in handling student complaints. 2. Describe each of the three types of distraction. 3. Characterize disruptions according to the lesson. 4. State the possible reasons for the behavior of each of the four categories of difficult participants.  Module 3: Classroom and Training Management SUMMARY 5. Explain the strategies in handling difficult students. 6. Identify themselves with any of the other student behavior problems. 7. Describe the five steps in handling disruptions. 8. Identify ways to establish good relationship with students. Module 3: Classroom and Training Management FEEDBACK Module 3.6: Oral Presentation ORAL PRESENTATION Module 3.6: Oral Presentation  Module 3.6: Oral Presentation TRAINING OBJECTIVES After the lesson, the participants will be able to: 1. Describe each of the qualities of an effective instructor. 2. Explain risk of assumption as discussed in the lesson. 3. Discuss each of the four mechanics in delivering oral presentation as described in the lesson.  Module 3.6: Oral Presentation TRAINING OBJECTIVES After the lesson, the participants will be able to: 4. Organize their oral presentation considering and keeping in mind all the instructional methods and strategies discussed in all the lessons of the course. 5. Effectively present their lesson following the rubrics provided by the instructors in grading their presentation.  Module 3.6: Oral Presentation Qualities of an Effective Instructor APPEARANCE Instructor must lookconvince like the theperson class who that s/he should is absolutely be teachingdelighted the topicto Instructors be with them cannot teach topics that Facility must theylook likeknow. do not the best ENTHUSIASM place for the Instructor training must convince the class LOOK. that heexperience Field is excited about does his prepare not topic Instructional style must seem KNOWLEDGE appropriate All one communication to teach. for the topic in the classroom should be LISTEN. positive Teaching requires planning, ALERTNESS organization, Enthusiastic & preparation. instructors usually MONITOR have interested YOURSELF. students  Module 3.6: Oral Presentation RISK OF ASSUMPTION A decision to say or do something without stopping to consider the potential adverse reaction of others.  Module 3.6: Oral Presentation RISK OF ASSUMPTION Problem caused by risk of assumption: When instructors are creating barriers to learning for students, they have failed as instructors. Understanding the differing values in place in your classroom  Mechanics in Delivering Oral Presentation Controlling Nervousness 1. Be thoroughly prepared 2. Acquire the proper mental attitude 3. Intimately know your initial remarks 4. Review previous instruction 5. Tell a story 6. Be deliberate 7. Plan an appropriate introductory “hook” & practice it beforehand  Mechanics in Delivering Oral Presentation Combating Stage Fright When most people find out they have to give a presentation, they usually do one of three things: 1. Try to get out of it 2. Procrastinate 3. Start working on it  Mechanics in Delivering Oral Presentation Combating Stage Fright Preparation Practice Familiarity Reframing Visualization Diet Exercise Acceptance  Mechanics in Delivering Oral AvoidingPresentation Distracting Mannerism Dying warrior Leaning on the podium or other furniture Both hands are clasped together in front of “Fig-leaf” stance the body Walking & talking at the same time with “Walkie talkie” the head turned to walls, ceiling, floors, avoiding eye contact “Chained Standing in one spot while constantly elephant” shifting weight from one foot to the other  Mechanics in Delivering Oral AvoidingPresentation Distracting Mannerism “Change counter” Keeping hands in pockets & playing with change, keys, or anything else “Swordsman” Waving a pointer or other object around while making hand gestures. “At ease stance” Hands clasped behind the back in a military at ease position.  Mechanics in Delivering Oral Presentation Speech Techniques Inflection Volume Rate of speech should not be too fast or too slow Pronunciation Watch for “space fillers” & repeater sounds like “Ah,” “um,” “like,” “you know.”  Module 3.6: Oral Presentation INSTRUCTOR NOTES Teaching technique or strategy to be used by the instructor while teaching the lesson Strategically placed pointed questions/activity throughout the lesson plan materials  Module 3.6: Oral Presentation SUMMARY 1. Describe each of the qualities of an effective instructor. 2. Explain risk of assumption as discussed in the lesson. 3. Discuss each of the four mechanics in delivering oral presentation as described in the lesson.  Module 3.6: Oral Presentation SUMMARY 4. Organize their oral presentation considering and keeping in mind all the instructional methods and strategies discussed in all the lessons of the course. 5. Effectively present their lesson following the rubrics provided by the instructors in grading their presentation. Module 3.6: Oral Presentation  Module 3.6: Oral Presentation Now, are you ready??? KEEP CALM & GOOD LUCK! Module 3.6: Oral Presentation FEEDBACK