Overview of the Basic Principles_20161219 (2).pptx

Materials_Mini Musem_Geological Hazards.pptx

1. An Overview of the Basic Training Design, Delivery, & Management Principles

2. Session Objectives At the end of this module, the participants should be able to : c onduct simple training needs assessment; d esign a basic capacity building activity ; and, d etermine the principles of effective training delivery and training evaluation .

3. Session Outline 01 02 03 04 05 Principles of Adult Learning Training Needs Assessment Training Design Training Delivery Training Evaluation

4. Pre-activity 1 Hey , Potato!

5. Group work ( 5 minutes ) Write as many unconventional uses of a potato as you can on the metacards . One use = One metacard The group with the least number of metacard left wins. Pre-activity 1

6. Difference between Pedagogy & Andragogy The learner is dependent upon the instructor for all learning The teacher assumes full responsibility for what is taught and how it is learned The teacher evaluates learning The learner comes to the activity with little experience that could be tapped as a resource for learning The experience of the teacher is most influential The learner is self-directed The learner is responsible for their own learning Self-evaluation is a characteristic of this approach The learner brings a greater volume and quality of experience Adults are a rich resource for one another Different experiences assure diversity in groups of adults Experience becomes the source of self-identity pedagogical andragogical Role of the Learners’ experience The learner

7. Difference between Pedagogy & Andragogy Orientation to learning Readiness to learn Learners are told what they have to learn in order to advance to the next level of mastery Learning is a process of acquiring prescribed subject matter Content units are sequenced according to the logic of the subject matter Changes are likely to trigger readiness to learn The need to know in order to perform more effectively in some aspect of someone’s life is important Ability to assess gaps between where one is now and where one wants to be Learners want to perform a task, solve a problem, and live in a more satisfying way Learning must have relevance to real-life tasks Learning is organized around work-life situations rather than subject matter units pedagogical andragogical Primarily motivated by external pressures, competition for grades and consequences of failure Internal motivators: self-esteem, recognition, better quality of life, self-confidence, self-actualization Motivation for learning

8. Principles of Adult Learning 03 01 02 04 05 EXPERIENCE RELEVANCE AND CONNECTIVITY LEARNING STYLES FUN GREAT EXPECTATIONS

9. Learning Styles Description V ISUAL    They want to see what is being talked about. “ Show me ” is what they want you to do. They prefer diagrams, charts, and illustration. A UDITORY They prefer to hear what is being learned. Their motto is “Tell me.” You can best communicate with them through the use of sounds. K INESTHETIC They prefer to “Do it.” They will understand and remember better by letting them practice what they are learning. V-A-K LEARNING STYLES

10. REMEMBER, adults learn best when…

11. Self-Assessment Pre-activity 2

12. Excerpt from D.O. 21, s. 2015 : Monitor the conduct of disaster prevention, mitigation and preparedness activities in schools Serve as the point person for all collaboration and coordination with LDRRMCs and other partner organizations Initiate education cluster coordination Validate school-level situation reports and provide real-time updates Participate in the recovery and rehabilitation planning initiatives and others ROLES & RESPONSIBILITIES

13. Accomplish the Self-Rating Competency Checklist : 1 = I cannot do this 2 = I can do this but with more training 3 = I can do this 4 = I can do this and teach others

14. Identify your personal Top 3 Competency Gaps: This is where you rated yourself 1 or 2 , meaning, you cannot do it or you can do it but you need to learn more .

15. PARTICIPANT PROFILE

16. Conducting Training Needs Assessment (TNA)

17. Training Needs Assessment It is a method of determining whether a training need exists and what training is required to fill the need.

18. STEPS IN CONDUCTING TNA

19. Training Design

20. Identify your Group’s TOP Competency Gap ( meaning just 1) No bargaining. ONE ONLY . Design a SIMPLE capacity building activity: 1 – Competency Gap 2 – Learning Outcome 3 – Objectives 4 – Methodology 5 – Evaluation ( DO NOT do this yet.) GROUP WORK (10 MINUTES)

21. Checklist S M A R T Objectives Participants Content Methods Facilitators Logistics Pilot Test Implementation: P articipants , Lighting , Temperature , Restrooms , AV Equipment , Room Set-Up and Materials

22. Training Delivery

23. Understand your audience’s sacrifice

24. Be “ Infotaining ”

25. Work t he room

26. Be more energetic than ever

27. Give the audience time to react

28. Plan audience interaction

29. Let the audience love you

30. Make sure your presentation has ‘ups’ and ‘downs’

31. Plan for laughs and applause

32. Know your surroundings

33. 10 Commandments Understand your audience’s sacrifice Be “ infotaining ” Work the room Be more energetic than ever Give the audience time to react Plan audience interaction Let the audience love you Make sure your presentation has ‘ups’ and ‘downs’ Plan for laughs and applause Know your surroundings

34. Training Evaluation

35. Evaluation is the process of examining a program or process to determine what's working, what's not, and why.

36. Things to consider… Motivation – Are they motivated to learn and perform? Learning – Did they learn the needed skills and use the resources they were given? Performance – Did they transfer the skills they learned to the workplace? Results – Is the desired impact being observed?

37. Complete the Training Design. Identify a way of evaluating the participants in terms of learning . You can also go one step further and give a possible way of evaluating for the other levels - motivation, performance and results .

38. Synthesis

39. On one metacard , write one important learning you have from this workshop. On another metacard , write how you will apply it in your workplace. Post your metacards on the manila papers . Group work

40. THANK YOU!