This document provides guidance on planning a training session. It discusses assessing needs, designing objectives and outcomes, developing materials and structure, implementing engaging activities, and evaluating effectiveness. Key elements of planning include determining learning objectives, selecting relevant activities and resources, and assessing outcomes through feedback and questioning. Well-planned training uses a variety of methods to actively engage participants and clearly communicates the intended goals and results.
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
Lesson plans: the 8 questions to ask yourselfCraig Hansen
Please LIKE us below - According to Bonnie Murray, teachers planning lessons should consider Eight Questions to "Think Aloud“: Students, Strategies, Grouping, Timing, Materials, Success, Sequence & Rationale. See more on globaledtalk.com
Sample Lesson Plan Template - Start with a CLEAR LANGUAGE LEARNING OBJECTIVE. This format is similar to the 3 or 4 P's: Prime, Present, Practice, Produce or Perform.
Lesson plans: the 8 questions to ask yourselfCraig Hansen
Please LIKE us below - According to Bonnie Murray, teachers planning lessons should consider Eight Questions to "Think Aloud“: Students, Strategies, Grouping, Timing, Materials, Success, Sequence & Rationale. See more on globaledtalk.com
Teachinglearningtechniquesforeffectiveoutcomebasededucation 190313045402Aravindharamanan S
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
This workshop was targeted at UK teaching staff in higher education who would like to explore the use of online portfolios to showcase and reflect on their teaching practice.
Teachinglearningtechniquesforeffectiveoutcomebasededucation 190313045402Aravindharamanan S
Outcome-based education is a model of education that rejects the traditional focus on what the school provides to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes are. OBE reforms emphasize setting clear standards for observable, measurable outcomes.
This workshop was targeted at UK teaching staff in higher education who would like to explore the use of online portfolios to showcase and reflect on their teaching practice.
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
Elements of exemplary course design are well documented and readily accessible from various resources. Most notable are the Blackboard Exemplary Course Program (http://bit.ly/2jCURRd) and the Quality Matters Rubrics and Standards (http://bit.ly/2jdtwTG). While these are excellent resources that outlines the goals and standards to improve the learning experience of students in an online or blended course environment, workload associated with its deployment and management is difficult to evaluate.
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To help you explore ways of developing more powerful learnin.docxjuliennehar
To help you explore ways of developing more powerful learning experiences for your students, I suggest some ideas for each of three components of active learning:
Rich Learning Experience, In-Depth Reflective Dialogue, and Information and Ideas. Rich Learning Experiences. As you try to add an experiential component to the learning experience, look for “Rich Learning Experiences.” Certain learning experiences are “rich” because they allow students to acquire several kinds of significant learning simultaneously. What are some ways this can be done? The list below identifies in-class and out-of-class activities that promote multiple kinds of significant learning—all at the same time.
In Class: • Debates • Role playing • Simulations • Dramatizations
Outside of Class: • Service learning • Situational observations • Authentic projects
Action: Identify some learning activities to add to your course that will give students a “Doing” or “Observing” Experience. What “Rich Learning Experiences” are appropriate for your course?
In-Depth Reflective Dialogue. Another important ingredient of active learning is giving students time and encouragement to reflect on the meaning of their learning experience. There are various forms of reflective dialogue (See Table 3, next page). One can reflect with oneself (as in writing in a journal or diary) or with others (as in engaging in discussions with a teacher or others). Another key distinction is between substantive writing, in which one writes about a subject (e.g., a typical term paper), and reflective writing, in which one writes about one’s own learning. In reflective writing, students address a different set of questions, such as: What am I learning? What is the value of what I am learning? How am I learning? What else do I need to learn?
Information and Ideas. In order to free up some class time for the experiential and reflective activities identified above, you will probably need to explore alternative ways of introducing students to the key information and ideas of the course, i.e., the content. This might involve having them do more reading before they come to class. Or it may mean creating a course-specific website where you put content-related material. Or you can direct students to go to selected websites that have good content related to the course.
Action: Other than lectures, what ways can you identify to cause students to get their initial exposure to subject matter and ideas (preferably outside of class)?
Step 5. Integration In this INITIAL DESIGN PHASE (Steps 1-4),
you have created strong primary components for the design of your course. In order to complete this initial phase, you need to check how well these four components are aligned. Step 5 Worksheet gives a detailed explanation of how these four components can be integrated with each other.
Step 5: Integrating Steps 1-4 1. Situational Factors • Assuming you have done a careful, thorough job of reviewing the situational factors, how wel ...
Attending a job Interview for B1 and B2 Englsih learnersErika906060
It is a sample of an interview for a business english class for pre-intermediate and intermediate english students with emphasis on the speking ability.
Putting the SPARK into Virtual Training.pptxCynthia Clay
This 60-minute webinar, sponsored by Adobe, was delivered for the Training Mag Network. It explored the five elements of SPARK: Storytelling, Purpose, Action, Relationships, and Kudos. Knowing how to tell a well-structured story is key to building long-term memory. Stating a clear purpose that doesn't take away from the discovery learning process is critical. Ensuring that people move from theory to practical application is imperative. Creating strong social learning is the key to commitment and engagement. Validating and affirming participants' comments is the way to create a positive learning environment.
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At its core, generative artificial intelligence relies on the concept of generative models, which serve as engines that churn out entirely new data resembling their training data. It is like a sculptor who has studied so many forms found in nature and then uses this knowledge to create sculptures from his imagination that have never been seen before anywhere else. If taken to cyberspace, gans work almost the same way.
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LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
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3. Planning Objectives
• By the end of this session, you will:
– Understand how to plan a training session
– Know what elements should be included in a
training plan
– Know the difference between a learning objective
& learning outcome
– Build measurement into your training plan
4. Building a Training Program
• Assess
• Design
• Develop
• Implement
• Evaluate
5. Pre-Assessment
• What do you need to know?
– Who are you training?
– The existing knowledge of training participants
– Identify the gaps in what they know and what
they need to know
– How the training will help them accomplish their
work
– The type of training or job-related training they
have already experienced
6. Pre-assessment methods
• Needs assessment analysis
– E.g. Pre-assessment questionnaire
Discuss in pairs, 3 minutes – what other ways could
you collect data?
7. Training Program - Design
• Primary questions
– What do I want learners to be able to do as a
result of this training program?
• Learning Objectives / Outcomes
– What methods will I use to assist them to reach
this level of performance and knowledge?
• E.g. activities
– What resources will be used to deliver this
training program?
– How will this training be structured overall?
8. Training Session - Structure
• Starter
– Normally 1-3 minutes
– Introduction
• Learning Objectives / Outcomes
• Main Activity
• Plenary
– Assessment for Learning (Measurement)
9. Learning Outcomes
• Learning outcomes are the framework of a
training plan
• Identify what students will be able to do as a
result of participating in the training programme
– For example: ‘Students in this workshop will be able
to:..and demonstrate the following behaviours…’
• Explicit, concise, precise defined statements
• Clearly identify the expected behaviour
outcome(s)
10. Guidelines for Developing LOs
• Learning outcomes should include the following components:
– Results/outcome oriented
– Measurable
– Focused on only major job-related tasks
– Behavioral statements (e.g., not just knowing or understanding
something but demonstrating that they know it and understand it)
– Specific and precise about what they are to be able to do
– Clearly stated, no clutter
“As a result of participating in this workshop, learners
will be able to explain to students in a clear
manner how to use the
Harvard Referencing Standard to cite journal references”
11. Types of Learning Outcomes
• Three major domains of learning:
– Attitudinal Learning: Outcomes that aim to change or
enhance a learner’s attitude or motivation about a
subject. Changing a learner’s attitude about the
quality of information found in Wikipedia
– Cognitive Learning: Outcomes that aim to contribute
to a learner’s body of knowledge about a topic.
Providing statistics that show an increase in the
targeted use of HINARI
– Skill Learning: Outcomes that aim to help a learner
perform a job-related, behavioral task. Training a
learner to talk easily about the similarities and
differences between databases
12. Group Activity: SMART Objectives
• In pairs, review a lesson plan that you have
already delivered (10 minutes)
– Are they SMART objectives
• Specific
• Measurable
• Achievable
• Realistic
• Time-bound
– How could you make them SMARTer?
13. Selecting Learning Experiences
• Determine what learning activities (strategies)
are most effective and practical in the training
context
• Consider activities that cover a range of learning
styles
– Interactive Lecturette:
– Class Discussion:
– Small Group Exercises: 4-6 people
– Two & Three-person Exercises
– Case Studies
14. Example Learning Experiences
– Interactive Lecturette:
– Class Discussion:
– Small Group Exercises: 4-6 people
– Two & Three-person Exercises
– Case Studies
– Role-playing
– Simulations
– Games
– Surveys
– Quizzes
– Short Writing Exercises
– Observations
– Hands-on Work in Field
15. Selecting Training Resources
• Several kinds of training resources need to be
identified:
– Content Experts: Available/willing to assist in
development of training?
– Trainer(s): Available? Relevant experience? Cost?
– Materials: Books, pens, manuals, equipment, name
cards, food, etc.
– Time: How long? Training delivered across several
months or concentrated in a few days?
– Multi-part training? When are learners available?
16. Developing training materials
• Developing Materials
• Training materials should be:
– Easy to understand
– Economically produced
– Relevant to one or more learning outcomes.
– Contribute as a secondary source of information
and not act as the primary source
– Complement the learning experiences in which
learners are engaging
17. Developing training materials
– Include as much practical, direct job-based
information as possible.
– Describe process-oriented tasks in a step-by step
format, free of extraneous detail.
– Include illustrative examples that support text-
based information
– Minimal - students will use them primarily as a
reference.
18. Implement
• Primary questions to answer when delivering
training:
– Is the trainer prepared to facilitate the learning
experiences in an engaging manner?
– Have the appropriate training materials been
developed?
– Have questions been developed to challenge
learners and debrief the learning experience?
19. Engaging Learners
• Ten Steps to being positively engaging:
– Ask learners what they want to learn from the
training, and then list them.
– Probe learners with questions frequently;
interactivity should be an primary characteristic of
the training.
– Encourage application of material by providing
examples, posing job-based problems, and asking
learners to consider how they might apply what
they are learning.
20. Engaging Learners (2)
– Quiz and give feedback in a nonthreatening way.
– Start with questions instead of with providing
information (talking ‘at’ students)
– Pose alternative, thought-provoking questions and
scenarios to get students to critique and question
and get beyond the obvious.
– Start with what learners know to empower them
and identify what to build on.
– Use both visual and aural (hearing) modes of
learning.
21. Engaging Learner (3)
– Use organizing techniques (e.g., ‘Okay, we’ve just
addressed...now that let’s move to...)that help
learners keep track of where they are and what
they’ve learned.
– Use humor and stories to enhance content and
maintain learner motivation.
Deming, B., Ten Steps to being Positively Engaging, Training and Development,
January 2001, pp. 18-19.
22. Questioning
• Questions compel students to consider the
information they are learning. They serve
several learning purposes
– Explaining: Asks students to explain their
responses or poses a question that asks for
elaboration.
– Problem solving: Poses problems for students to
answer.
– Debriefing: After a class exercise or field study
event, allows students to consider what they have
experienced.
23. Questioning (2)
• Predicting: Presents job-related, realistic
hypothetical situations for students to
consider.
Hyman, R., ‘Discussing Strategies and Tactics,’ Questions, Questioning Techniques,
and Effective Teaching (ed. W. Wilen), 1987, Washington, DC: national Education Association
pp. 138-139
24. Feedback
• Provide feedback on the learning experiences
in which you just participated.
– Was the learning experience engaging?
– Was it appropriately interactive?
– Was there a balance of instructor and student
provided information?
– Were questions posed that challenged students?
– Did it help students meet the stated outcome?
– Was it completed in a timely manner?
25. Evaluation
• Primary questions to answer when evaluating
training:
– How can you assess if the learning outcomes are
being addressed adequately during the
development and delivery of training?
– How can you evaluate the effectiveness of a
training program immediately after the delivery of
training?
– How can you evaluate whether the learning from
the training is being applied in a work setting after
students complete a training program?
26. When to evaluate?
• Evaluation of training can be separated into
two primary categories:
– Formative: Occurs while the training is being
designed, developed, and delivered.
– Summative: Usually completed immediately after
training is conducted to evaluate the extent to
which learners enjoyed and believed they
received valuable learning. Can also be conducted
over the course of weeks or months after training.
27. Evaluation Methods: Formative
• There are several ways to evaluate the
effectiveness of training during design,
development, and delivery.
– Needs Assessment Analysis
– Content Expert Evaluation
– Beta Test of Training / Pilot Testing
– Pre and Post Training Questionnaire
– Trainer Assessment
– Student Questionnaire
– Class Interview
28. Evaluation Methods: Summative
• There are several ways to evaluate the
effectiveness of training after a training has
been conducted.
– In-class Questionnaires
– Post Training Questionnaires
– Post Training Debrief
– Interviews
– Journals
– Observations
29. Questions to Consider
• When considering formative and summative
evaluation methods for your own training
program:
– What kinds of evaluation are likely to be easiest to
implement? Most difficult?
– What kind of evaluation are learners most likely to
respond to? Least likely?
– What logistical issues do the various forms of
evaluation pose for trainers and learners?
30. Developing a Lesson Plan
• A session or lesson plan is a map that outlines
the design of your training programme
• In your group, identify the elements of a
lesson plan, (20 mins)
– What components of a lesson plan MUST be
present?
– Brainstorm and present your lesson plan
template to the group
31. • [look at lesson plan template and go over
elements]
32. Planning Exercise – 20 minutes
• Begin to develop a lesson plan for the
presentation assignment
– Write a statement for this learning outcome
– Consider timings
– Measurement techniques (AfL)
– What is missing?
– How could it be improved?