![]() | 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) |
Though informal activities often do not receive official recognition, they can prove to be the most effective of all collaborative activities. Because most people "don't care how much you know until they know how much you care," personal contacts and friendships can make A much deeper impact on your colleagues than the most prestigious of projects. Activities ranging from parties and socials to weekly lunches, from English clubs to study groups can serve the dual purpose of sharing information and generating good will. Such activities also expand your knowledge of the community and base of potential collaborators who can be tapped for future activities. Most importantly, informal activities will enable you to get to know local people on a personal level which can develop into lifelong friendships -- probably the most meaningful and long-lasting product of your work as a Volunteer.