Developing a nutrition training roadmap for administrators across India: A consultation hosted by LBSNAA and IFPRI; 8-9 Aug 2019, Mussoorie, India.

1. Open Discussion on Pedagogical
Approaches
Developing a nutrition training roadmap for administrators in India
LBSNAA, 8th Aug 2019

2. The most clichéd start – a quote
“Learning results from what the student does and thinks and only from
what the student does and thinks. The teacher can advance learning
only by influencing what the student does to learn.”
Herbert Simon
Expert in Cognitive Sciences, Nobel Laureate

3. Setting expectations
 Context and content are more critical, if not as critical as, pedagogy
My expectation from the session: Collate your experiences and
learnings on how to plan a training, deliver a training, follow up on
training (once the content and participants have been finalized)

4. Key Principles of Learning
 Participants’ prior knowledge can help or hinder learning
 How participants organize knowledge influences how they learn and apply what
they know.
 Participants’ motivation determines, directs, and sustains what they do to learn.
To develop mastery, participants must…. practice integrating them and know
when to apply what they have learned.
Goal-directed practice coupled with targeted feedback enhances the quality of
learning
Participants’ current level of development interacts with the social, emotional
and intellectual climate of course
To become self-directed learners, students must learn to monitor and adjust
their approaches to learning
Source: How Learning Works? 7 Principles of Effective teaching

5. The 3 stages
Before the training
During the training
Follow up to the training

6. Reflect
Take 5 minutes to recall some recent trainings that you or your
organization has conducted or in which you have participated
• What planning, in-class pedagogical practices, follow up activities
were conducted
• What worked and what did not
• What did you learn

7. Discussion Prompt 1: Before the training
How have you gone about and what has worked on
- Setting goals and expectations
- Understanding participants prior knowledge and their expectations
- Identifying what pedagogical style to use for each session
- Group work, Lecture, Strategy clinics, Role play

8. Notes
- peer to peer pedagogical approach after learning training needs
(Helped it was a 5 day course) (Purnima)
- Appetizer (create enthusiasm for it) ; did it for Jeevika (Indrajit); some
video clippings via Whatsapp
- Training Administrators for HIV (Niranjan) – Some basic information;
Presentation sent before – modules for principles of scientific writing;
assess learning; Did not take them through systematic process; Gave
them a non-well written paper; Help them apply learnings (practical)
- Setting expectations at the start (Deepak)

9. Notes
5 day training program for CDPOs; Share agenda before
participants; some missing topics suggested; 3 day is enough;
Homogeneous vs heterogeneous group (Policy Research +
Nutrition; Discussing sample size became ridiculous; Sharing
agenda
New way of working – Identifying audience roles and work before;
Taking out some people from groups (overparticipation)

10. Notes
Role Play
Demonstration – what is your overall objective; connect to participants’
minds; find the sweet spot for connecting; dark night in an open sky –
best ambience; Can they imagine it – maximum number of dots
connected; Brain memorizes through connections; People disbelieving
of science; advertising; mid-wife born with Indian accent;
demonstrated

11. Setting goals and expectations
From your previous trainings, how do you go about and what are our
your reflections on
Setting goals and expectations from the training
Understanding your audience (assume the audience has been finalized), bringing
in their prior knowledge and their expectations
Planning which delivery style for each session
• Story telling, Case Study, Group Work, Individual activities, Lecture,
Presentation, Open discussion, Flipped-classroom, Strategy clinics
Any other strategic activity you conduct before training

12. Blended learning

13. Blended learning
 Develop a common foundation
 Meet your learners where they are
 Use class time more wisely

14. During the training: Discussion Prompt 2
How do you go about and what are your reflections on
Making sessions interactive and participants engaged
Managing classroom discussions and peer learning
Tracking and documenting to assess course correction during training and for subsequent
trainings

15. Notes
• Group work and lively case study (Divya)
• Wanted more time to talk (Purnima) – 1/3r of time for discussion and
interaction;
• Linking data to concepts
• Lecture method – least effective; 25% of all courses – non-lecture
(Aswathy); volunteers for module design and delivery; gave them
certain tasks; Visit a family where a death had happened; OT
presented during lecture; cadre smaller groups

16. Notes
• Challenges – only doctors as volunteers; cadre-based discussions (my
indicators are already above average, so complanceny)

17. Post the training: Discussion Prompt 3
How do you go about and what are your reflections on
 Understanding whether and if yes, how, trainings led to change in knowledge, skills,
attitudes, behaviours and practices; and if not, reflecting on it?
Ensuring trainees have the incentives and opportunities to continue to learn and apply
their learnings

18. Notes
1 person might have done a change – Feedback of success story with
remaining participants; Don’t tell others they didn’t do (Dr. Arun)
RBSK – Too heteregenous for nurses and doctors; seating arrangement
is crucial (Prompt 2);
Shift away from main content (why should non-doctor listen to you);
tell stories as examples (Prompt 2); Scientific message in art forms;
Coordination among instructors –