|Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)|
|Chapter 1 what a teacher trainer needs to know|
|Considerations in designing a training program|
One of the most common mistakes made in the design of any training program is trying to do too much. Your needs assessment will have turned up many potential topics and needs. Relax. You do not need to do everything at once in one program. The key to this step is the ability to prioritize.
The first thing you need to do with the 'raw' data you have collected is to organize it into similar content areas. Then rearrange the aspects or points within that content areas into a list, placing the most important areas at the top and the least pressing at the bottom (as you do this remember that all of the data collected in a needs assessment are important to someone). Next, use the same method to prioritize topics within each of the content areas, listing the ones of most immediate training importance at the top. Now step back and look at it, asking and answering the following questions:
° How long will this training program last?
° Is it the only one, or will you have the opportunity to conduct future training programs?
° Do you want to talk in detail about only one content or topic area (e.g. a whole one week training on student assessment) or do you want to address several different topics during the course?
° What is most appropriate at this point in time for both the trainees and the situation in which they find themselves?
Having answered these questions, select the topics for possible inclusion in this training program, and note how much time you wish to spend on each (e.g. a two-hour session, a whole day).