Teacher Training: a Reference Manual (Peace Corps, 1986, 176 p.): Introduction: Format of the teacher training reference manual

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)

Format of the teacher training reference manual

This Teacher Training Reference Manual is designed to help Volunteers to carry out their assignments by supplying a useful and accessible resource for those involved in teacher training. The Manual is designed to be used with the Teacher Training Guide that accompanies it. The Teacher Training Manual provides the Volunteer with a source of detailed information while the Teacher Training Guide gives the Volunteer a model for how the information can be applied to an actual training program (see the Introduction to the Training Guide for a more detailed description of the levels of training addressed).

The Teacher Training Reference Manual consists of three major parts: an introduction, three content chapters, and an appendix. The first, this Introduction to the Manual, gives the Peace Corps Volunteer an idea of why teacher training is an important development strategy and discusses the different ways in which this manual can be used.

Chapter 1, What a Teacher Trainer Needs to Know, prepares the Peace Corps Volunteer for his/her role as a trainer of teachers by discussing:

° Differences between the educational system of their host country and that of the United States
° The whys and hows of conducting a needs assessment
° Adult learning styles
° Steps and considerations in designing training programs for teachers
° Training techniques
° Supervision and observation techniques
° Final Considerations

Chapter 2, What a Teacher Needs to Know, is meant to guide any teacher through some of the important aspects of teaching that affect both how the teacher prepares to teach (before class) and how he/she actually conducts a class (in class). These aspects include:

° Models of teaching
° Child and adolescent learning
° Instructional objectives
° Lesson and unit planning
° Classroom teaching techniques
° Materials development and resource utilization
° Classroom management ° Student assessment
° Self-evaluation and improvement

This chapter is designed to be used either:

- as refresher material for Volunteers who need a quick reminder of the issues involved in effective teaching, or
- as content reference material for actual teacher training sessions.

The third chapter of the Manual: Collaboration, discusses support and networking issues that are important for the host country teacher, the teacher trainer, and also the Peace Corps Volunteer teacher. These include:

° Formal and informal channels to tap human and material resources,
° Specific collaborations skills:

- Organization
- Communication Feedback and critiquing
- Working in groups
- Networking

Each chapter and section of the Manual presents theoretical and practical information for the trainer or teacher to consider. This information is followed by an ACTIVITY BOX that is designed to help the trainer or teacher trainee apply the ideas presented in the section. In some cases this involves reflection or application of ideas presented, in other cases it addresses adaptation of those ideas to the cultural context in which the trainer/teacher finds him/herself. In general, this format is meant to help the reader apply and adapt the generic information presented in this Manual to their specific situation. The second chapter contains boxes that highlight points For the Teacher Trainer to note. Since the information provided is often brief and merely an overview of a given topic, References have been provided at the end of most sections for the individual who would like a more detailed presentation of a given topic.

The Appendix contains a collection of full-sized forms (Observation charts, Lesson Plan formats, etc.) that the trainer can distribute to teachers during a training session or use him herself. Also included is a List of Charts and Illustrations that can be found throughout the Manual.