1. SAPST Workforce Capacity Building: Day 1
Marie Cox, Coordinator, CAPT SW RT
LaShonda Williamson-Jennings, Associate Coordinator, CAPT SW RT
Austin, TX
August 22-24, 2011 MC

2. Welcome and Introductions
Please introduce yourself and tell us how many months/years of training experience you have. MC

3. Ground Rules
What ground rules do you need to create a positive and productive learning environment? MC

4. Parking Lot
We will use the “parking lot” to post topics and questions that need to be addressed outside the scope of this training MC

5. Expectations What are your expectations for this ToT?
Write each expectation on a post-it note and place it on the page titled “expectations” at the front of the room. MC

6. SAPST ToT Goal
The goal of the Sustaining Prevention Fundamentals Training is to prepare participants to facilitate the SAPST Curriculum with fidelity. Mc

7. Training Objectives Participants will be able to:
Outline the philosophy, content, structure, and customization requirements of the SAPST curriculum
Identify how their own learning and personality style influence their facilitation
Put principles of Adult Learning into Action
Demonstrate facilitation skills in the delivery of the SAPST curriculum MC

8. Agenda Overview
Monday August 22nd 9:00a.m. – Noon SAPST Key principles Curriculum Overview Noon – 1:30 p.m. Lunch (on your own) 1:30 p.m. – 4:30 p.m. Adult Learning Theory Curriculum Design Facilitation Skills Tuesday August 23rd 9:00 a.m. – 10:30 a.m. Learning Styles 10:30 a.m. – 1:00 p.m. Practice Prep and Lunch (on your own) 1:00 p.m. – 5:00 p.m. Practice Facilitation (7 groups) Wednesday August 24th 9:00 a.m. – 11:00 a.m. Practice Facilitation (4 groups) 11:00 a.m. – 12:00 p.m. Facilitator Development Plan Mc

9. Expectations Revisited
Now that the goals and objectives for this training have been reviewed, think again about your expectations
Write any new expectations you have on a post-it note and place them on the “expectations” page
Remove any previously posted expectations that you now think are outside the scope of this training and place them on the parking lot Mc

10. Practice Facilitation Assignment
Review the facilitator guides and participant materials for the SAPST modules
Select a partner and together choose a 20 minute segment that you will facilitate as written during this training
Plan to divide the material you select EVENLY between partners
Sign up sheets will be available after the training today
Be prepared to provide feedback as you watch other’s practice and to receive feedback when you facilitate MC

11. Break

12. SAPST Curriculum Overview
Listen as the facilitator highlights the key components of the SAPST curriculum materials and the curriculum key principles
LWJ

13. The SAPST Curriculum:
1. Serves as an introduction to the field of prevention and is supported and complemented by other trainings and resources.
LWJ

14. The SAPST Curriculum:
2.Meets needs of learners at multiple levels of knowledge and experience by:
providing a foundation of prevention knowledge and skills for the practitioner with 0-3 years of experience in the field
enhancing the knowledge and skills necessary for mentorship and leadership in the field for practitioners with more than three years of experience.
LWJ

15. The SAPST Curriculum:.
3. Supports acquisition of knowledge, skills, and abilities needed to attain proficiency in the 5 performance domains designated by the ICRC for Certified Prevention Specialists
LWJ

16. The SAPST Curriculum:
4. Focuses on connecting curriculum learning objectives to primary prevention as a central concept.
LWJ

17. The SAPST Curriculum:
5. Seeks to provide a learning environment and materials that are accessible to learners and accommodate a variety of needs and abilities.
LWJ

18. The SAPST Curriculum:
6. Provides learner focused facilitation which adheres to the principles of adult learning.
LWJ

19. The SAPST Curriculum:
7. Utilizes diversity as a foundation for enhancing the learning experience of participants.
LWJ

20. SAPST Module Overview
In pairs or as individuals you will be assigned one of the revised SAPST modules
Look over the facilitator guide and participant materials
Create a slogan, motto, or bumper sticker that describes the core components of this module and write it on a piece of chart paper
Be prepared to share your motto and the reasons behind it with the group
LWJ

21. In-Depth Module Review
Work in pairs or individually as assigned to answer the following questions about your assigned module: 1. Content key areas 2. Primary delivery formats (i.e. discussion, game) 3. Necessary preparation for presenters 4. Connections to other modules
LWJ

22. Lunch

23. Adult Learning Experience
In pairs describe one of your best learning experiences as an adult.
We’ll ask for some examples from the group MC

24. How Adults Learn
Studies show that over a period of three days, adult learning retention is as follows:
10% of what you read.
20% of what you hear.
30% of what you see.
50% of what you see and hear.
70% of what you say.
90% of what you say as you do (e.g., orally work out a problem)
(Pike 1989) MC

25. The Rate of Adult Learning
The average adult can:
Listen with understanding for approximately 90 minutes
Listen with retention for approximately 20 minutes. MC

26. 90/20/8 Rule
No more than 90 minutes without a break – 60 minutes is better
Change the pace every twenty minutes
Try to find a way to involve people in the content every eight minutes
(Pike 1994) MC

27. Adult Learning Principles
Needs Assessment
Safety
Sound Relationships
Sequencing and Reinforcement
Respect
Teamwork
Clear Roles
Engagement
Immediacy
Cognitive, Affective, and Psychomotor Involvement
Praxis
Accountability MC

28. Adult Learning Principles Gallery Walk
Look at the Adult Learning Principles posted around the room
Choose the principle that is most important to you as a participant and go stand by it. Be prepared to explain your choice
Now choose the principle that is most important to you as a facilitator and go stand by it. Be prepared to explain your choice MC

29. Using the Gallery Walk
Think to the future: what prevention topics could be presented using the gallery walk exercise? Later on we will discuss other “activity blanks” that can be used to incorporate active learning into training delivery MC

30. The Four Stages of Facilitation
Anchor
Content
Application
Future Use
What have we done in this training so far that is an example of one of stages? MC

31. The Nine Events of Facilitation
Gaining attention
Direction
Recall
Content
Application Level 1
Application Level 2
Application Level 3
Evaluation
Closure MC

32. Break

33. Facilitation Skills Creating a positive learning environment
Giving instructions for activities
Effective management of a learner-centered environment
LWJ

34. Creating a Positive Learning Environment
Meeting and greeting
Outlines rules, plans, and arrangements
Space arrangement
Materials prep
Expectation clarification
Use reinforcement and correction
How do you use these elements in your trainings?
LWJ

35. Giving Instructions for Activities
Why
What
How
Listen as the facilitator gives instructions for the next activity
LWJ
Need brief application activity here

36. Effective Management of a Learner-Centered Environment
Structure: rigid to flexible
Pace: rapid to leisurely
Interaction: cooperative to competitive
Focus: process to results
Concern: individual to group
Control: internal to external
Each small group will be assigned one management area – read the materials and discuss what problems could arise if you focus too much on either end of your area’s continuum and select one group member to report out
LWJ

37. SAPST Workforce Capacity Building: Day 2
Marie Cox, Coordinator, CAPT SW RT
LaShonda Williamson-Jennings, Associate Coordinator, CAPT SW RT
Austin, TX
August 22-24, 2011

38. Learning Styles
Visual
Auditory
Kinesthetic
LWJ

39. SAPST Activities and Learning Styles
Move to sit with other participants who share your primary learning style
Look over the activities you have signed up to facilitate.
Share with your group the ways that activity may appeal to someone with your primary learning style.
Be prepared to share your discussion with the larger group
LWJ

40. Practice Facilitation Feedback
What Works and What If ?
Creating a positive learning environment
Giving instructions
Attention to adult learning principles
Effective management of a learner-centered environment
both

41. SAPST Workforce Capacity Building: Day 3
Marie Cox, Coordinator, CAPT SW RT
LaShonda Williamson-Jennings, Associate Coordinator, CAPT SW RT
Austin, TX
August 22-24, 2011

42. Practice Facilitation Feedback
What Works and What If ?
Creating a positive learning environment
Giving instructions
Attention to adult learning principles
Effective management of a learner-centered environment
both

43. Facilitator Development Plan
Considering what I know about my personality, learning style, facilitation skills and comfort level with the content of this curriculum, I need to do the following:
START STOP CONTINUE MC

44. Planning for SAPST delivery in Texas
Assess Need
Manage Resources and build Capacity
Plan for Fidelity
Evaluate
Implement MC

45. Resources for Curriculum Adaptation
Activity Blanks Matrix
Facilitator Guide Format MC

46. Evaluation and Closure
Please complete the evaluation
Thank you and Good Luck MC