1. TRAINING PROGRAMS Rob Bakx InfoMil – Twinning Advisor
Notes

3. 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

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

5. 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

6. 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

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

8. 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

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

10. 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

11. 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

12. 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

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

14. 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

15. 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

16. 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