Cover Image
close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
View the document(introduction...)
View the documentAcknowledgements
close this folderIntroduction
View the documentPeace corps and teacher training
View the documentFormat of the teacher training reference manual
View the documentUses of the manual
close this folderChapter 1 what a teacher trainer needs to know
View the document(introduction...)
close this folderUnderstanding comparative educational systems
View the documentThe education system
View the documentThe teacher training system
View the documentNeeds assessment
close this folderAdult learning
View the document(introduction...)
View the documentAndragogy vs. pedagogy
View the documentPersonal learning styles
View the documentMotivation
close this folderConsiderations in designing a training program
View the document(introduction...)
View the documentDefining program goals and
View the documentSelecting topic areas
View the documentDesigning learning activities
View the documentTraining rhythm and flow
View the documentIncorporating program evaluation
View the documentAnalyzing training constraints
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:
close this folderSupervision
View the document(introduction...)
View the documentClinical supervision
View the documentObservation
View the documentObservation techniques
View the documentData collection
close this folderFinal considerations for the trainer
View the documentAssessing personal training constraints
View the documentReassessing teacher needs
close this folderChapter 2 what a teacher needs to know
View the documentUnderstanding the educational process
View the documentNeeds assessment, aims, goals and general objectives
close this folderApproaches to teaching
View the document(introduction...)
View the documentSources of teaching approaches
View the documentSummary chart of approaches
View the documentChoosing an approach
View the documentRecent research in teacher effectiveness
View the documentAdapting teaching approaches to the cultural setting
close this folderChild and adolescent learning
View the document(introduction...)
close this folderDevelopmental Theories
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View the documentThe cognitive domain
View the documentThe affective domain
View the documentThe psychomotor domain
close this folderInformation processing
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View the documentBasic sensory perception
View the documentLearning styles
View the documentGrouping strategies
View the documentConsiderations in cross-cultural settings
View the documentSubject-specific considerations
close this folderInstructional objectives
View the document(introduction...)
View the documentWriting a complete objective
View the documentCategories of instructional objectives
View the documentVerbs to use in writing objectives
View the documentAvoiding errors in stating objectives
View the documentSubject-specific verbs
close this folderLesson planning
View the document(introduction...)
View the documentWhat teachers say about planning
View the documentWhat's in a plan
View the documentPlanning daily lessons
View the documentWriting a lesson plan
View the documentLesson plan format
View the documentSequencing and long-range planning
View the documentChoosing from alternatives
close this folderClassroom teaching techniques
View the document(introduction...)
View the documentTeacher-centered and student-centered techniques
close this folderTeacher-centered techniques
View the documentThe lecture method
View the documentQuestion and answer
View the documentRecitation and drill
close this folderStudent-centered techniques
View the document(introduction...)
View the documentSmall group formation
View the documentBrainstorm
View the documentRole play
View the documentGames and simulations
View the documentDrama and music
View the documentField trips
View the documentIndividualized learning and student projects
close this folderMaterials development and resource utilization
View the document(introduction...)
View the documentInstructional materials and the learning process
View the documentUsing what is available
View the documentProducing educational materials
View the documentUsing materials in the classroom
View the documentEvaluating instructional materials
close this folderClassroom management
View the document(introduction...)
View the documentThe physical aspects of the classroom
View the documentCurriculum design considerations
View the documentExpectations and limits
View the documentSupport systems
View the documentTeacher attitude
View the documentTeaching routines
View the documentTeacher on stage
View the documentAddressing individual needs
View the documentHandling discipline problems
View the documentUsing the least amount of necessary discipline
close this folderAssessment of student learning
View the document(introduction...)
close this folderAssessment techniques
View the document(introduction...)
View the documentChoosing an assessment technique
close this folderTesting
View the document(introduction...)
View the documentConstructing a test
View the documentAdministering a test
View the documentScoring a test
View the documentAnalysing test results
View the documentImplications for instruction
View the documentSelf-assessment
View the documentReviewing the educational process
close this folderChapter 3 collaboration
View the document(introduction...)
close this folderTapping human resources
View the document(introduction...)
View the documentIn-service training workshops and conferences
View the documentAdvisory groups
View the documentClassroom observation/critiquing
View the documentTeam teaching
View the documentTapping and developing material resources
View the documentInformal collaborative activities
close this folderCollaboration skills
View the document(introduction...)
View the documentOrganization
View the documentCommunication
View the documentFeedback/ critiquing
View the documentWorking in groups
View the documentLeadership
View the documentNetworking
close this folderAppendix
View the document(introduction...)
View the documentFlanders' 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.