Hi- I was hesitant to leave this review, as I do not want to scare people away from applying to Turing.
Initiating a participatory process in co-management of natural resources requires sensitivity and flexibility.
Facilitators and trainers need to offer as much support guidance and encouragement as necessary while still maintaining a low profile, in the process.
Enhancing a process of discussion, negotiations, agreements, planning and implementation amongst a number of stakeholders from different backgrounds is a challenging task.
In order to enhance such activity, this source book focuses on: Exploring training needs This session introduces future trainers to the necessity of adapting training materials to their trainees' needs.
It provides some pointers on how to assess these needs and on how to use the information gathered as a basis for planning workshop. Key Issues importance of knowing training needs methods of assessing training needs ways to incorporate findings into the planning of the workshop Proposed Training Strategy: Importance of Knowing Training Needs The first step in determining the requirements of a training workshop is derived from the expression of such a need by the respective target group.
It often happens, that a training workshop is organised by a higher level of administration, by an implementing agency or by outsiders, while the group that is to receive training has not expressed a need for the training nor has been involved into the decisions on the content.
Such a situation requires additional sensitivity from you as a trainer, because you will have to find a common level between the officially imposed training topic and the needs of your trainees.
Whatever are the initiating and determining factors concerning the training, you will have to conduct, at least a rough analysis of the basic professional and personal characteristics of your trainees as well as their working circumstances see "Proposed List of Factors" below.
This kind of information will serve you as a basis to plan your workshop. It influences the focus, structure and timing of the workshop, the depth and theoretical background you provide, the exercises you offer and the examples you use. It is relevant in helping you design a successful training workshop which is tailor-made for the situation of your trainees and responds to their needs and interests.
If you have a chance to contact your trainees beforehand, find out what they require directly from them. If not, contact the initiator of the training request and ask for as much information as possible about the trainees, their wishes, knowledge and experience.
The Cloud Dreamer Introduce the cloud-dreamer or another culturally adapted cartoon which has the same message to participants and ask them first, what they see.
Let them talk about different aspects and different ways of interpreting the cartoon. Then ask them, what is their interpretation of the cartoon in the context of providing training.
Among the topics which could be raised is: From these observations lead the discussion towards the trainees' own experiences with inappropriate training or teaching measures.
Let them describe, what went wrong in those situations and what might have been the causes. Invite them to put themselves into the situation of trainers who are preparing for a training workshop and to work on the following tasks: Discuss the listed factors and add more, if they feel some are missing 2.
Go through the list and decide, which of them could be used with which methods 3. Decide, which ones could be assessed with the help of a questionnaire filled in by the trainees, and establish an example questionnaire concerning these factors 4. Decide, which factors would require different methods and think of ways and means to assess these remaining ones Debriefing:Learning Objective Definition.
Learning objectives are also called instructional objectives or performance objectives. They are the statements that describe what students will be able to do once they successfully complete a unit of .
Learning outcomes/learning objectives: a short guide for faculty The gold standard for creating outcomes and objectives is Bloom’s Taxonomy.
Recently revised, the two domains are cognitive and knowledge dimensions. A. That is for the provider to determine, subject to the requirements on notional learning hours, face-to-face contact and the five year period during which all Stage 1 and Stage 2 assessments must be passed. AbstractEducation is intended to provide diverse students with the skills and competencies needed to enhance their lives.
This includes assessment practices that enable teachers to identify students’ current level of skills, their strength and weaknesses, target instruction at student’s personal level, monitor student learning and progress and plan and conduct adjustments in instruction.
objectives focus on learning rather than on the supporting activities. The following material builds on the tasks outlined in the ‘Ready for more?’ section of the Objective led lessons training unit and it is intended for all those.
Learning objectives should break down the task and focus on specific cognitive processes. Many activities that faculty believe require a single skill (for example, writing or problem solving) actually involve a synthesis of many component skills.