Instructor’s Reference Manual - UNECE

1 Train the Trainer Training Fundamentals instructor s Reference Manual UNITED NATIONS Economic and Social Commission for Asia and the Pacific Train the Trainer Training Fundamentals instructor s Reference Manual UNITED NATIONS New York, 2001 Economic and Social Commission for Asia and the Pacific This project was undertaken with financial assistance provided by the Government of France. _____ The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of the Secretariat of the United Nations concerning the legal status of any country, territory, city or area or its authorities, or concerning the delimitation of its frontiers or boundaries.

2 Mention of firm names and commercial products does not imply the endorsement of the United Nations. This publication has been issued without formal editing. This document was prepared with consultancy input from: Mr. Dennis Sale, Head, Curriculum Development Section, Singapore Polytechnic Ms. Barbara Brougham, Write Word, Adelaide, Australia ST/ESCAP/2158 ( i ) Overview Module 1: Principles of Learning Introduction Module Objectives What is learning and how do we learn?

3 Acquiring relevant knowledge Thinking for understanding Doing Factors affecting learners and the learning process Principle 1: Utilise and stimulate the senses Principle 2: Recognise the learning curve Principle 3: Don t abuse the attention span Principle 4: Encourage the effective use of memory Principle 5: Try to motivate students in their learning Principle 6: Accommodate different learning styles Principle 7: Ensure effective feedback in the learning process Reflecting on this module instructor s Checklist No.

4 1 Module 2: Lesson Planning and Preparation Introduction Module Objectives Producing a structured lesson plan Learning objectives Lesson content Instructional methods What teaching and learning resources will you need? Assessment Train the Trainer Training Fundamentals Contents ( ii ) Evaluation of the lesson Reflecting on this module instructor s Checklist No. 2 Module 3: Instructional Methods Introduction Module Objectives Core instructional methods Lecturing and explaining Demonstration Supporting instructional methods Group work (cooperative learning)

5 Questioning Discussion Case-studies Role play Deciding on methods The use of activities or learning tasks in promoting learning Designing and using learning tasks Individualised instruction Knowing the subject well Playing the role of tutor Suggestions for administering individualised instruction Reflecting on this module Module Activities instructor s Checklist No.

6 3 Module 4: Teaching and Learning Resources Introduction Module Objectives How do TLRs contribute to learning? ( iii ) General points of consideration in using teaching and learning resources The use of specific TLRs Black/whiteboards/flipcharts Overhead projection transparencies (OHTs) Supporting notes handouts Videos Multimedia Preparation of facilities and training aids Classroom/study area arrangements Audio-visual equipment in the classroom Reflecting on this module Module Activities instructor s Checklist No.

7 4 Module 5: Assessing Learner Performance Introduction Module Objectives The criteria for good assessment Validity Reliability Key terms used in the language of assessment Summative assessment Formative assessment Assessment scheme Assessment evidence Assessment methods Assessment items Planning a scheme of

8 Assessment Why assess? What to assess? How to assess? How to interpret the products of assessment? How to communicate assessment decisions to learners? General principles in test construction ( iv ) Types of assessment items Alternate response or true-false items Multiple choice items (MCQs) Matching items Completion type items Essay type items Performance tests Preparing a marking scheme for assessments Pitfalls in assessment The halo effect Contrast effect Assessing progress and effort rather than achievement Lack of clarity with the marking scheme and the standard required Discriminatory practices Reflecting on this module Module Activity

9 instructor s Checklist No. 5 Module 6: Evaluating Teaching and Learning Introduction Module Objectives What is evaluation? What aspects of the course are to be evaluated? Types of evaluation Collecting evaluation data Sources of evaluation data Responding to significant feedback from evaluation Typical concerns or problems that emerge from course evaluations Preparing end of course report Content of report Format of report Identifying and planning instructor s own development Reflecting on this module Module Activities instructor s Checklist No.

10 6 ( v ) Module 7: Course Development Introduction Module Objectives What do we mean by a course? Developing a course Phase 1: Preliminary study Phase 2: Job analysis Phase 3: Population analysis Phase 4: Design of curriculum Phase 5: Design of modules Phase 6: Production and development testing Phase 7: Validation and revision Phase 8: Implementation Phase 9:Evaluation Reflecting on this module instructor s Checklist No.