Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.): Chapter 3 collaboration: (introduction...)

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)

(introduction...)

In an effort to meet Peace Corps' goal "to help host country governments meet their needs for trained manpower" this martial is designed to provide Peace Corps Volunteers with the information they need to train teachers. But standard teacher training topics alone do not address the thousand and one problems that arise when teaching in a Third World setting.

Upon leaving the teacher training college, the new teacher is usually assigned to a rural post. Because academic standards in rural schools are seldom on a par with those of population centers, where most teacher training colleges are located, the new teacher is immediately faced with a host of problems some of which include:

° Overcrowded classrooms.
° A shortage of qualified teachers.
° A shortage of teaching materials.
° A lack of standardization of existing materials.
° A general lack of communication with other schools and institutions and consequent feeling of isolation and low morale.
° A lack of opportunities for continued education.
° A low salary.

In short, the rural sectors of most developing countries suffer from a chronic lack of material and human resources. It is therefore vital that Volunteers work hand in hand with host country nationals to create the kind of network necessary for the growth and sustenance of teachers in the field. This section will introduce the problems and possibilities related to collaboration in human and material resource development. Suggestions will be given and specific skills necessary for successful collaborations will be presented and discussed.