|
|
TRAIN THE TRAINER |
|---|
|
 |
Benefits of Attending On completion of the course, delegates will be able to plan, implement and follow up training sessions.
Prior to the start of a training programme, assessment of the individuals attending is vital to ensure you meet their individual needs. Course objectives and content can then be modified, and relevant case material collected to meet these needs. Opening exercises The oven temperature has to be hot before you can start cooking, similarly participants have to be in a resourceful learning state before they can learn anything. The first few minutes of a training course need to be designed to create a positive atmosphere. This is done by empathising with any fears or concerns they may have about the training, giving them the big picture (overview), gaining immediate learner involvement and boosting the delegate’s interest and motivation in the training. Lesson plans The teacher’s preparation and planning are the key ingredients to running a successful learning event. This will include clear and measurable objectives for the learning and identification of, timing, content, activities, resources, assessment and how the teacher plans to deal with the individual needs. Group learning Group learning has a list of advantages that far outweigh the disadvantages. It is a very powerful learning technique. There are virtually hundreds of activities that can be undertaken by groups. Many of these can be modified to deal with any content. Some examples will be explored by delegates during the course, e.g. prioritising lists, teaching the gap, information searches, test questions, drilling, jigsaw lessons, quizzes, “what, so what, now what?” half completed handouts. Learning styles We do not all learn in the same way, that is because each of us has a different learning style. By completing a learning styles questionnaire delegates will see for themselves what this means. This will then determine the teaching strategy for a group, which is to use all of the learning styles. In contrast, the teaching strategy for an individual is to appeal to his or her preferred learning style. The Brain Concurrently with advances in medical research we now know more than we ever did about how the brain works. It is a device that stores information and makes connections with the world around it. In addition it is thought that we are only using about 1% of the available capacity. The course will explore how young children learn so easily, how the motivation to learn wanes as they get older and how a good or weak teacher affects this learning. Reinforcing learning Learning, to be effective after training, has to be practised otherwise the skills and knowledge will be lost. Sometimes this is not always practicable as much learning is about preparing for the future. However, there is a technique called ‘Over Learning’ which if applied will significantly increase the retention of the learner. Evaluating learning programmes Apart from assessing the delegates’ learning we also want to evaluate the learning programme itself. The course will explore examples of this in the form of a self evaluation by the trainer, the use of end of course reviews and other methods. In addition, establish what the benchmarks and standards for learning are in the wider environment that we can use to evaluate our learning programmes. Learning Outcomes: (by the end of the course delegates will have)
“Gained an awful lot from the trainer and fully intend to put his teachings into practice” “Excellent” “Exceeded expectations in every way” “More than knowledgeable—quite inspiring at times” “The trainer had vast experience” “Very good experience” “Knowledgeable and approachable” “Very good tutor and content put across very well” “I feel I have learnt so much and feel motivated enough to put it all in practice now” |
 
|
Website design by Ladderweb, part of The Learning Ladder Ltd © 2009 | Comments on the site? | Disclaimer |