Cover Image
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 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:

2. Brainstorming:

Purpose: To elicit a wide range of ideas and information from participants. To tap the experience and expertise of the participants.

Description: All ideas and experiences generated by participants are collected and recorded without the threat of judgement or criticism. Brainstorming is used to help focus or clarify activities or a content area. This technique also promotes creativity and finding solutions to problems. Brainstorming is particularly effective in opening sessions to establish goals, objectives, expectations and norms (rules) for the training program.

Process:

a. The trainer tells the group that the purpose of the exercise is to elicit as many ideas as possible about a particular topic.

b. Participants are invited to call out as many ideas as they can possibly generate about the topic being investigated. They are asked to draw upon personal experience and opinion, be creative and imaginative. (At this point no ideas are rejected or analyzed - everything offered is accepted and encouraged).

c. Trainer writes all ideas down on newsprint, board etc. for all to see

d. After ideas are generated, the group discusses and analyzes the information collected. At this time, the trainer can ask each person to clarify points they have made that are unclear to the group.

e. The trainer then helps to group and prioritize ideas. This can be done by consensus, vote, or compromise.

f. Through this process of prioritization, the trainer helps the group identify key ideas for the group to pursue or further investigate.

Note: The trainer should make sure that the ideas generated during the brainstorm are then used during the next parts of the training. Unused Ideas will leave the participants feeling as if they have wasted their time.

3. Lecturettes:

Purpose: To provide participants with specific information and/or set the stage for an experiential activity.

Description: Lecturettes are short forms of a lecture which are used to highlight key points of content. They differ from traditional lectures in that they often incorporate participant interaction and, at times, give the impression of a discussion. Useful as introductions to topics and 'lead-ins' to experiential activities, lecturettes seldom last longer than 15 minutes.

Process:

a. Trainer prepares outline of lecturette and supporting instructional materials.
b. Key information is presented to participants.
c. Trainer solicits information and/or questions from participants.
d. Trainer allows discussion of unclear points.
e. Trainer summarizes, concludes and proceeds to next part of the session.