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

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)

Acknowledgements

This Teacher Training Reference Manual and the accompanying Teacher Training Guide were developed over the course of several months through the collaborative efforts of a team of individuals at the Center for International Education, University of Massachusetts, Amherst. It was produced under contract to and in association with the Education Sector in the Office of Training and Program Support, Peace Corps, Washington.

A participatory team approach was used to produce this set of resources for teacher trainers. We are grateful to the following Content Specialists who contributed their knowledge and expertise by researching and writing on selected topics: Jane T. Benbow, Paul Englesberg, Robert Fuderich, Marilyn Gillespie, Mohammed Farah A. Good, Dawn Gordon, Mark Lynd, David S. McCurry and Douglas Passanisi.

Professors George E. Urch and Robert J. Miltz, the Principal Investigators of this project, provided key editorial and content input for the early drafts of both the Manual and the Guide.

David S. McCurry served as Production Coordinator and designed and produced the illustrations, tables, and other graphics which appear in the following pages. The time and effort David spent designing and redesigning the graphic layout and producing the camera-ready copy resulted in a set of materials that are easy to use, read, and reference.

We would like to thank the following staff members of the Peace Corps Education Sector, Office of Training and Program Support who worked closely with the managing editor to design and edit these materials: John Guevin, Education Specialist/Project Manager, Kathie Judge, Education Specialist/ Technical Reader, and Beryl Bucher, Education Technician/Technical Reader. Their openness and collaborative attitude complimented the team approach used to produce this manual.

We are indebted to the Center for International Education for the general support and specific helpful advice provided during the course of production. Particular recognition and thanks must go to Barbara Gravin-Wilbur, the fiscal administrator, and Anna E. Donovan and Kathy Richardson who spent many last minute hours helping with draft revisions and preparing copies to be mailed.

A special thanks goes to Anne-Laurence Dodge who, as Training Coordinator/Associate Editor assisted in editing the first draft of the Teacher Training Reference Manual. Anne's experience as a trainer has proved an invaluable resource in the production of both books.

In addition to all of the staff who participated visibly in the development of these materials we would like to acknowledge all those people from the many countries in which we have worked who have, directly or indirectly, shared their views on education with us.

Bonnie B. Mullinix
Project Manager/Managing Editor