Cover Image
close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
View the document(introduction...)
View the documentAcknowledgements
close this folderIntroduction
View the documentPeace corps and teacher training
View the documentFormat of the teacher training reference manual
View the documentUses of the manual
close this folderChapter 1 what a teacher trainer needs to know
View the document(introduction...)
close this folderUnderstanding comparative educational systems
View the documentThe education system
View the documentThe teacher training system
View the documentNeeds assessment
close this folderAdult learning
View the document(introduction...)
View the documentAndragogy vs. pedagogy
View the documentPersonal learning styles
View the documentMotivation
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
close this folderTraining techniques
View the document(introduction...)
View the document1. Ice Breaker:
View the document2. Brainstorming:
View the document4. Demonstrations:
View the document5. Games/Simulations/Structured Experiences:
View the document6. Small Groups (Diads, Triads, and More):
View the document7. Role Play:
View the document8. Fishbowl:
View the document9. Field Trips:
View the document10. Interviews:
View the document11. Panels:
View the document12. Case Studies:
View the document13. Critical Incidents:
View the document14. Micro-teaching:
View the document15. Peer Training:
close this folderSupervision
View the document(introduction...)
View the documentClinical supervision
View the documentObservation
View the documentObservation techniques
View the documentData collection
close this folderFinal considerations for the trainer
View the documentAssessing personal training constraints
View the documentReassessing teacher needs
close this folderChapter 2 what a teacher needs to know
View the documentUnderstanding the educational process
View the documentNeeds assessment, aims, goals and general objectives
close this folderApproaches to teaching
View the document(introduction...)
View the documentSources of teaching approaches
View the documentSummary chart of approaches
View the documentChoosing an approach
View the documentRecent research in teacher effectiveness
View the documentAdapting teaching approaches to the cultural setting
close this folderChild and adolescent learning
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close this folderDevelopmental Theories
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View the documentThe cognitive domain
View the documentThe affective domain
View the documentThe psychomotor domain
close this folderInformation processing
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View the documentBasic sensory perception
View the documentLearning styles
View the documentGrouping strategies
View the documentConsiderations in cross-cultural settings
View the documentSubject-specific considerations
close this folderInstructional objectives
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View the documentWriting a complete objective
View the documentCategories of instructional objectives
View the documentVerbs to use in writing objectives
View the documentAvoiding errors in stating objectives
View the documentSubject-specific verbs
close this folderLesson planning
View the document(introduction...)
View the documentWhat teachers say about planning
View the documentWhat's in a plan
View the documentPlanning daily lessons
View the documentWriting a lesson plan
View the documentLesson plan format
View the documentSequencing and long-range planning
View the documentChoosing from alternatives
close this folderClassroom teaching techniques
View the document(introduction...)
View the documentTeacher-centered and student-centered techniques
close this folderTeacher-centered techniques
View the documentThe lecture method
View the documentQuestion and answer
View the documentRecitation and drill
close this folderStudent-centered techniques
View the document(introduction...)
View the documentSmall group formation
View the documentBrainstorm
View the documentRole play
View the documentGames and simulations
View the documentDrama and music
View the documentField trips
View the documentIndividualized learning and student projects
close this folderMaterials development and resource utilization
View the document(introduction...)
View the documentInstructional materials and the learning process
View the documentUsing what is available
View the documentProducing educational materials
View the documentUsing materials in the classroom
View the documentEvaluating instructional materials
close this folderClassroom management
View the document(introduction...)
View the documentThe physical aspects of the classroom
View the documentCurriculum design considerations
View the documentExpectations and limits
View the documentSupport systems
View the documentTeacher attitude
View the documentTeaching routines
View the documentTeacher on stage
View the documentAddressing individual needs
View the documentHandling discipline problems
View the documentUsing the least amount of necessary discipline
close this folderAssessment of student learning
View the document(introduction...)
close this folderAssessment techniques
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View the documentChoosing an assessment technique
close this folderTesting
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View the documentConstructing a test
View the documentAdministering a test
View the documentScoring a test
View the documentAnalysing test results
View the documentImplications for instruction
View the documentSelf-assessment
View the documentReviewing the educational process
close this folderChapter 3 collaboration
View the document(introduction...)
close this folderTapping human resources
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View the documentIn-service training workshops and conferences
View the documentAdvisory groups
View the documentClassroom observation/critiquing
View the documentTeam teaching
View the documentTapping and developing material resources
View the documentInformal collaborative activities
close this folderCollaboration skills
View the document(introduction...)
View the documentOrganization
View the documentCommunication
View the documentFeedback/ critiquing
View the documentWorking in groups
View the documentLeadership
View the documentNetworking
close this folderAppendix
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View the documentFlanders' interaction analysis (from chapter 1 - Supervision)

Needs assessment

Now that you know something about how teacher training is conducted in your host country, you are ready to begin thinking about training teachers. The first step in designing a training program is to determine what it is that the participants (in your case, the teachers) need to know. This process is referred to as a needs assessment.

The purpose of a needs assessment is to gather two key points of information and, using the formula below, determine the needs of the teachers you will train. You need to determine: What the teacher is required/expected to know and what they already know. This will give you an idea of what they need to learn in your training program.

KNOWLEDGE AND SKILLS

KNOWLEDGE AND SKILLS

KNOWLEDGE AND SKILLS EXPECTED/REQUIRED

POSSESSED BY TEACHERS NEEDED BY TEACHERS (What the teacher should know)

(What the teacher knows) =

(What the teacher needs to know)

The following chart will help you address important competency areas for teachers by providing key questions in each of them.


Questions


Questions (continued)

The next steps involve finding the answers to these questions. This means that you need to know where to go, who to see and how to gather the information. Some suggestions for information sources and data-gathering techniques for each of the three areas are listed below:

ACTIVITY BOX

1. Make a list of 811 the people (by title and/or name) you need to consult in order to design an in-service teacher training program.

2. Make a list of the questions you would ask each of the above people. Try to write these in the form of a short questionnaire or an interview guide.

3. Conduct a mini-needs assessment in your school or with colleagues aimed at developing a weekend workshop for teachers and/or administrators.