TRAINING PROGRAMS Rob Bakx InfoMil – Twinning Advisor Notes

STARTING POINT Present level(s) of trainees Trainer’s level of experience with and knowledge of training content Trainer’s experience as a trainer Preparation level of the trainer Trainer’s mental and physical condition Trainer’s knowledge on trainees and their organisation

EDUCATIONAL SITUATION Includes: All interactions during training All organisational measures Worked out in: Teaching content Grouping approaches Didactical approach Learning processes Use of media

EDUCATIONAL SITUATION Teaching content Content of the training goals on knowledge, skills and attitude Grouping approaches The way in which students are brought together during the course, e.g. big group, sub-groups, individual teaching

EDUCATIONAL SITUATION Didactical approach The way the trainer behaves in order to establish learning experiences with the students Learning processes Processes taking place in the student creating new behaviour or establishing new behavioural possibilities

EDUCATIONAL SITUATION Use of media The means used or offered by the trainer helping to achieve the training targets

SHAPING THE CONTENT Preferably use a case Link to present knowledge of students Start with something familiar Gradually increase degree of complexity Create logical coherence Cut down the content in orderly parts

STRUCTURE CORE - Delivery of the training INTRO - Introduction CORE - Delivery of the training CLOSE - Concluding the training

STRUCTURE - Introduction Introduce yourself and the trainees Need and targets of the training Time consumption of the trainig Relevant foreknowledge of the trainees Objects and procedure of the training

STRUCTURE - Delivery Choice of topics to be presented/demonstrated Obtain picture of group experience by asking questions or discussion Red wire of the teaching content to be delivered Employ students with the new information

STRUCTURE - Conclusion Conclusion of the program and next session Literature overview - where to find information Occupational use – how to apply in practice Show trainees gratitude for their input Extra - fetching closure e.g. joke, riddle, golden tip

STYLES OF TRAINING Demonstrating Educational conversation Teaching Demonstrating Educational conversation Group discussion Assignments (individual, group) Games (quiz, role play, etc.)

Whiteboard / Flip-chart USE OF MEDIA Whiteboard / Flip-chart Can everyone see it? Ask whether it is readible for all Don’t talk while writing Use black and blue (other colors to support) Write large – mind division of surface No stories – use keywords and schedules

USE OF MEDIA Mind division of surface on slides Overhead projector Familiarize with the projector’s functioning Mind division of surface on slides Not to many words and lines (guideline: 7) Don’t block the beam of light Switch projector off if no slides to come fast Point out on the projector instead of screen

USE OF MEDIA Print out the Powerpoint presentations Hand-outs Avoid overlap with other materials Print out the Powerpoint presentations Don’t talk during distribution Hand out after the topic (unless …..) Let trainees pass on the hand outs Leave room to make notes