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Training materials... … some experiences Training of trainers course Agroforestry for improved land use and livelihood systems in southeast Asia 8-20 March.

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Presentation on theme: "Training materials... … some experiences Training of trainers course Agroforestry for improved land use and livelihood systems in southeast Asia 8-20 March."— Presentation transcript:

1 Training materials... … some experiences Training of trainers course Agroforestry for improved land use and livelihood systems in southeast Asia 8-20 March 1999, Chiang Mai, Thailand

2 The training cycle TRAINING PLAN EVALUATION TRAINING OBJECTIVES IDENTIFICATION OF TRAINING NEEDS RESEARCH DIAGNOSIS IMPLEMENTATION TRAINING ACTION Training materials

3 Identification TRAINING NEEDS CURRICULUM DEVELOPMENT SUPPORTING TRAINING MATERIALS EXISTING MATERIALS: evaluate adapt NEW MATERIALS: produce test/evaluate USE

4 Types of training materials zWritten - printed materials yTextbooks, manuals, lecture notes, … zAudio/Visual materials yProjected (slides, film, video, transparencies,…) yNot projected (drawings, models, objects…) zInformation technology yDistant learning yInternet/WWW

5 Purpose of training materials zGenerate interest with audience zSupport teaching zFacilitate communication

6 Role of training materials zProvide guidance: ytrainer/teacher ylearner zIllustrate zGain time zSelf-learning zFuture reference

7 Selecting training materials zSome experiences: yUse of available materials yContent determines instruction yMaterials are not field tested yLittle time and effort in selection yLittle knowledge about materials selection

8 Selecting training materials How people learn

9 Selecting training materials REAL EXPERIENCES CONTRIVED EXPERIENCES DEMONSTRATIONS EXHIBITS VIDEO/TV/FILM PICTURES WRITING SPEECHBEST WORSTTIME

10 Selecting training materials zThink about: yaudience (size, level) yinfrastructure required yequipment required ytechnicality ycost

11 Characteristics good materials zDeveloped for a specific purpose zDeveloped for a well-defined audience (educational level, experience, knowledge - existing/desired) zClear teaching/learning objectives zTechnically correct zEnhanced through instructional components zLogically/systematically presented zAttractive zEvaluated & tested

12 EXERCISE1- IDENTIFICATION EXERCISE 1- IDENTIFICATION zWorking groups: (universities, extension, research, technical colleges) zLook at the content (presentations and materials) of this training course zPropose the development of a training material for a national course zSpecify: title, format, audience

13 Training materials + = Knowledge base Content Instructional component(s) Training materials

14 Instructional components zIntroduction zCurriculum planning zInstructional planning zResources zTeaching zLearner application zLearner evaluation

15 EXERCISE 2 - COMPONENTS zTake the example of the training material your group has proposed zConsider the list of instructional components in the handout zIndicate which ones will be necessary for your training material zRank the 10 most important ones in order of priority

16 Instructional objectives zPerformance: what the learner will be able to do; outcome zConditions: under which the performance is expected to occur zCriterion: quality or level of performance that will be considered acceptable

17 Example zUnderstand the importance of experimental data management zBetter: yTo define data management in the context of agroforestry research yTo list and explain three main important reasons for proper data management yTo list and describe the main steps in the data management process yTo recognize data management problems in an experiment

18 Verbs - behavioral objectives zSample tasks zStudy skills zAnalysis skills zSynthesis skills zGeneral applications

19 EXERCISE 3 - OBJECTIVES zTake the example of the training material proposed by your group zLook at the list of behavioral verbs in the handout zDevelop general/specific objective(s) for this material

20 Some production models zImportant steps in all models: yNeeds identification yList desired criteria yContent yResource persons yReview yServices yTesting/evaluation yProduction/distribution

21 Written materials - some tips zCorrect content (peer review/proof reading) zFlow (logical/systematic) zUniform style (editor) zText not too dense (Keep It Short & Simple) zIllustrations (quality/quantity/type) zPractical format zPrint/reproduction quality (DTP) zThink of a new edition

22 Research on illustrations zStimulate learner interest zHelp reader learn zSimple line drawings more effective than photographs zB&W pictures reproduce better than colour zSequence can show motion zCaptions should clarify and reinforce message

23 Audio-visuals zOverhead transparencies (most [mis]used) zSlides (text/pictures) zWhite/black board - flipcharts zVideo/film zPhotos, posters, drawings, models, objects

24 Audio-visuals - tips zA means, not an end in itself zSupports, does not replace (complements written materials) zQuality: ySimplicity yReadability/visibility yTechnically correct yConsistent zQuantity

25 Evaluating training materials zWhy evaluate? zWho evaluates? zWhat to evaluate? yContent yFormat zHow to evaluate?

26 Evaluation - content zTarget audience - level & utilization zReading level zCorrectness of content (current, accurate) zInstructional components zEssential information vs elaborations zWell-organized, logical zWell illustrated (quantity, quality) zWithout propaganda or bias

27 Evaluation - format zEquipment & infrastructure requirements zQuality, wear & tear, practical zEase of use (instructional components) zOverall attractivenesss … some tools

28 EXERCISE 4 - EVALUATION zTake the extensionists guideline entitled Imperata management for smallholders, or zalternatively, any other available training material zUse one, or several, of the tools in the handouts to evaluate this material


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