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close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
close this folderChapter 1 what a teacher trainer needs to know
close this folderConsiderations in designing a training program
View the document(introduction...)
View the documentDefining program goals and
View the documentSelecting topic areas
View the documentDesigning learning activities
View the documentTraining rhythm and flow
View the documentIncorporating program evaluation
View the documentAnalyzing training constraints

Designing learning activities

Now that you have decided what you want to teach, you must decide how you are going to teach it. As noted above in the section on Adult Learning, adults learn best when the content is directly related to their reality and based on their own experiences. As a teacher trainer there is a whole 'tool kit' of learning activities available from which to choose. Though talks or lectures are often helpful to get across specific content, eight hours a day of lectures for one week will drive your trainees to distraction or sleep! It is crucial, therefore, to design your learning activities to include a variety of experiential learning techniques.

In the following section are some basic techniques used in training. Look at these and then look at your prioritized list of content topics to be included in the training program. Begin to match content areas with training techniques considering, for instance, whether it is better to use a case study to teach that point or a role play. It is up to you to decide how to write your lesson plan for each session, but an acceptable format has been included in the Appendix for your information.