Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.): Chapter 1 what a teacher trainer needs to know: Needs assessment

Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)

(introduction...)

Acknowledgements

Introduction

Peace corps and teacher training

Format of the teacher training reference manual

Uses of the manual

Chapter 1 what a teacher trainer needs to know

(introduction...)

Understanding comparative educational systems

The education system

The teacher training system

Needs assessment

Adult learning

(introduction...)

Andragogy vs. pedagogy

Personal learning styles

Motivation

Considerations in designing a training program

(introduction...)

Defining program goals and

Selecting topic areas

Designing learning activities

Training rhythm and flow

Incorporating program evaluation

Analyzing training constraints

Training techniques

(introduction...)

1. Ice Breaker:

2. Brainstorming:

4. Demonstrations:

5. Games/Simulations/Structured Experiences:

6. Small Groups (Diads, Triads, and More):

7. Role Play:

8. Fishbowl:

9. Field Trips:

10. Interviews:

11. Panels:

12. Case Studies:

13. Critical Incidents:

14. Micro-teaching:

15. Peer Training:

Supervision

(introduction...)

Clinical supervision

Observation

Observation techniques

Data collection

Final considerations for the trainer

Assessing personal training constraints

Reassessing teacher needs

Chapter 2 what a teacher needs to know

Understanding the educational process

Needs assessment, aims, goals and general objectives

Approaches to teaching

(introduction...)

Sources of teaching approaches

Summary chart of approaches

Choosing an approach

Recent research in teacher effectiveness

Adapting teaching approaches to the cultural setting

Child and adolescent learning

(introduction...)

Developmental Theories

(introduction...)

The cognitive domain

The affective domain

The psychomotor domain

Information processing

(introduction...)

Basic sensory perception

Learning styles

Grouping strategies

Considerations in cross-cultural settings

Subject-specific considerations

Instructional objectives

(introduction...)

Writing a complete objective

Categories of instructional objectives

Verbs to use in writing objectives

Avoiding errors in stating objectives

Subject-specific verbs

Lesson planning

(introduction...)

What teachers say about planning

What's in a plan

Planning daily lessons

Writing a lesson plan

Lesson plan format

Sequencing and long-range planning

Choosing from alternatives

Classroom teaching techniques

(introduction...)

Teacher-centered and student-centered techniques

Teacher-centered techniques

The lecture method

Question and answer

Recitation and drill

Student-centered techniques

(introduction...)

Small group formation

Brainstorm

Role play

Games and simulations

Drama and music

Field trips

Individualized learning and student projects

Materials development and resource utilization

(introduction...)

Instructional materials and the learning process

Using what is available

Producing educational materials

Using materials in the classroom

Evaluating instructional materials

Classroom management

(introduction...)

The physical aspects of the classroom

Curriculum design considerations

Expectations and limits

Support systems

Teacher attitude

Teaching routines

Teacher on stage

Addressing individual needs

Handling discipline problems

Using the least amount of necessary discipline

Assessment of student learning

(introduction...)

Assessment techniques

(introduction...)

Choosing an assessment technique

Testing

(introduction...)

Constructing a test

Administering a test

Scoring a test

Analysing test results

Implications for instruction

Self-assessment

Reviewing the educational process

Chapter 3 collaboration

(introduction...)

Tapping human resources

(introduction...)

In-service training workshops and conferences

Advisory groups

Classroom observation/critiquing

Team teaching

Tapping and developing material resources

Informal collaborative activities

Collaboration skills

(introduction...)

Organization

Communication

Feedback/ critiquing

Working in groups

Leadership

Networking

Appendix

(introduction...)

Flanders' 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 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.