Each one teach one jennifer b jenny l

  • 782 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
782
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
6
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1.
    • Each One Teach One:
    • Growing your Training Program Locally
    • Jennifer Bielewski and Jenny Liberatore,
    • LYRASIS Educational Services Librarians
  • 2. Learning Objectives
    • By the end of this session, participants will be able to:
    • Identify Evergreen training needs at your institution
    • Outline a DIY training plan
    • Understand the importance of training etiquette and how it can make or break your training program
  • 3. SMART Training Objectives
  • 4. Types of Learning
    • Acquire knowledge
    • Develop an understanding
    • Develop a skill
    • Influence an attitude
    • Instill a value
  • 5. How Adults Learn
    • High participation
    • Collaborative environment
    • Based on experience
    • Decide for themselves what is important
    • Expect information to be useful immediately
    • Build on prior experience to learn new material
  • 6. Keeping Their Attention
    • Visuals Humor
    • Activities & Exercises
    • Variety
    • Ice Breakers Games
    • Different methods Focused
  • 7. Keeping Their Attention
    • Start Simple.
    • Break tasks down into basic components.
    • Teach only correct procedures.
    • Keep training cycles short.
    • Reinforce the material with practice and exercises.
    • Motivate then reward.
    • Repeat until you are sure they got it.
  • 8. Keep in mind…
    • Different types of expertise are necessary in any institution.
    • The trainer does not have to know everything .
    • Try to set up meetings in person to “show” them instead of just “telling” them.
  • 9. Learning objectives
    • A statement in specific and measurable terms that describes what the learner will know or be able to do as a result of engaging in a learning activity .
    • Typically includes:
      • A measurable verb
      • Condition under which the performance is to occur
      • The criterion of acceptable performance
  • 10. Learning objectives
    • Ex: By the end of this class, the learner will be able to identify online resources for Evergreen documentation.
  • 11. Instructional strategies Source: Bucceri, M. (2009, February 12). Converting instructor –led training to eLearning . Presented at Saba Web Seminar Series. Retrieved February 12, 2008 from http://learning.centra.com/CKSResourceRoot/learning%20objects/convertinginstructor-ledtrainingtoe-learning_2009-02-12.pdf Lecture Small group exercises Knowledge check/assessment Demo Hands-on labs/exercises Answer questions Discussion Observe and coach Help apply content to job
  • 12. Napkin Method
    • Break your core topic down
    • (Up to) 4 sub-topics
    • Cluster in each sub-topic
    • Develop outline for sub-topics
    • This will become your agenda
    • Back of napkin: resources needed, environmental concerns, learning styles
  • 13. Resources
    • Morgan, P. J., & McDaniel, J. A. (2009). Training paraprofessionals for reference service: A how-to-do-it manual for librarians . New York: Neal-Schuman.
    • CLENE: http://www.ala.org/ala/mgrps/rts/clenert/newsletter/0902.pdf
    • Staff training checklist: http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Straining.pdf
  • 14. Contact us
    • Jennifer Bielewski, Jenny Liberatore
    • http://www.lyrasis.org. 800-999-8558