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close this bookTrainer's Handbook - A 14 Days Teaching Methodology Course
close this folderPART I. TRAINERS CHECKLIST
View the documentPART I. TRAINERS CHECKLIST
View the documentACTIVITY 1. INTRODUCTION - Activity: 15 minutes
View the documentACTIVITY 2. PARTICIPANTS EXPECTATIONS AND CONCERNS - Activity: 1 hour

ACTIVITY 2. PARTICIPANTS EXPECTATIONS AND CONCERNS - Activity: 1 hour

After introductions the trainer will facilitate a session on participants expectations and concerns.

OBJECTIVES

1. To allow participants to express any feelings which could prevent them from fully participating.

2. To enable trainers to adapt the programme if necessary.

3. To enable participants to be clear about the programme so that they do not have unrealistic expectations.

4. To encourage a feeling of participation and solidarity and reduce potential hostility or fear.

5. To arrange reporting of the training.

METHOD

1. All participants to form groups of three or four and discuss their expectations of the course, listing them on paper under the following headings:

a) HOPES: what they hope to get out of the course.

b) FEARS: what they hope will not happen, or they fear may happen.

c) CONTRIBUTIONS: Each person brings some special experience, certain skills and aptitudes, give these examples to the groups and encourage everyone to identify their own contribution in the process of learning.

2. Put the lists up on the wall and ask them to report back, first each group’s hopes, then each groups fears, then their contributions.

3. Go through each presentation and explain any which may not be met, and why, in each case.

4. Go through the programme and explain how much flexibility there can and cannot be in timing the sessions and meals and breaks.

5. Ask the group of participants to select a small monitoring team, which remains the same throughout the course. Explain that the group will discuss and report back to the trainer or organisers:

a) Is training content appropriate, relevant, comprehensive, pace too fast or too slow?

b) Process: How are the group dynamics, is everyone getting a chance to contribute?

c) Practicals: such as food and accommodation.

TEACHING METHODOLOGY COURSE-TIMETABLE

WEEK 1


Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

AM

Introductions Expectations and concerns

Methodology Adult Learning

Human Relations

Communication

Qualities of a good instructor

Motivation of trainees

Types of teaching methods

PM

Concept of teaching and assumptions

Adult learning

Human relations

Communication

Role of an instructor

Methodology

Types of teaching methods

End of week evaluation

WEEK 2

Day 8

Day 9

Day 10

Day 11

Day 12

Day 13

Day 14

AM

Scheme of work preparation

Lesson planning

Using questions to instruct

Assessment

Micro-teaching

Micro-teaching

Course Evaluation

Instructors depart after lunch

PM

Scheme of work preparation

Lesson planning

Instructional aids

Micro-teaching

Micro-teaching

Micro-teaching

Managers come back for one session:

Instructor evaluation for managers