TPS Workshop Objectives
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Transcript of TPS Workshop Objectives
TEACHING WITH PRIMARY SOURCES
Level III TrainingSection Three
PRESENTATION AND FACILITATION SKILLS
TPS Workshop Objectives
Objectives:As a result of completing the Presentation Skills Modules, the learner will be able to:•Assess the TPS-related learning needs of an audience.•Identify attitudes and behaviors of different types of participants and select strategies to address them.•Utilize a variety of presentation skills and techniques to ensure a high level of participant engagement.•Select and describe strategies for drawing upon participants’ current skills and TPS knowledge.•Assess learning and adapt to the changing needs of an audience.•Adapt and deliver an effective presentation using a Build and Deliver module.•Identify personal strengths and weaknesses in delivering TPS presentations and professional development and create an action plan for improvement through practice and feedback.
TPS Program Module AgendaDay One
• Program Schedule and Learning Agreements• TPS Level I Presentation Preparation• TPS Level I Presentations and Improvement Planning• TPS Level I Workshop Planning Template Review• Individual Level I TPS Workshop Planning• Workshop Plans Sharing and Feedback• Wrap-Up/Reflection/Exit Cards/Homework
(
TPS Program Module AgendaDay Two
• Day One Reflection/Day Two Agenda• Group Dynamics Warm Up• Learning Group Training and Facilitation Techniques• Managing Group Process &Group Dynamics• Managing Challenging Participants• TPS Level I Workshop Planning• TPS Program Section Reflection
(
Training Delivery Building Blocks
Making the Presentation
Facilitating Group Discussion
Responding to Questions
(SL4.4.a)
Making the Presentation:Key Elements
Voice
Language
Body
Visuals and Handouts
(SL 4.4.b)
Facilitating Group Discussion Guidelines
Prepare a list of questions in advance
Introduce and invite
Relate subject to specific individuals
Stop and check for understanding
(SL 4.4.c)
Responding to Questions
Clarify ambiguous questions
Break down complex questions
Evaluate and answer questions in terms of training objectives
If you can’t answer something, say so!
Verify satisfaction
(SL 4.4.d)
Other Reviewed Resources for Consideration
Library of Congress On-Line Modules - Introduction to the Library of Congress - Finding Primary Sources - Supporting Inquiry with Primary Sources
Library of Congress B&D Activities - Lincoln’s Pockets - Analyzing Political Cartoons - Music as Historical Artifacts - Perception through Photography
(SL 4.6.c)
The TPS Training Design Process
1. Assess Trainee Needs2. Set Learning/Behavioral Objectives3. Design the Workshop Training Plan/Outline4. Develop the Lesson Plans5. Select or Prepare the Required Materials
(SL 4.6.d)
Workshop Training Plan/Outline
Topics
Treatment/Method
Sequence
Time
(SL 4.6.e)
Lesson Plan
Key Points
Procedure/Process
Materials
Library of Congress TPSDirect
Build and Deliver Activities
(SL 4.6.f)
TPS Level I Workshop Planning Worksheet
• Step 1: Assess TPS Training Needs
• Step 2: Set TPS Workshop Training Objectives
• Step 3: Design TPS Workshop Training Plan/Outline
• Step 4: Develop the Lesson Plans
• Step 5: Select or Prepare Required Material
(SL 4.6.g)
PLUS(What did you really like? What would you use)
Major Themes
MINUS(Challenges? Obstacles?)
Major Themes
INTERESTING(What did you find intriguing?)
Major Themes
QUESTIONS(...about content? ...about process?)
Most frequent response = no questions
Open questions/issues
Trainer to FacilitatorRole Shifts
Controller to Influencer
Teacher to Guide
Director to Partner
(SL 4.12.a)
Outside the Classroom: Preparation
Handouts, equipment, supplies
Familiarization
Anticipation
Rehearsal (SL 4.12.b)
Inside the Classroom: Leading Training Activity
Introducing the Activity
Conducting the Activity
Concluding the Activity
(SL 4.12.c)
Introducing the Activity
• What: Preview and Set the Stage
• Why: Relate Activity to Objectives
• How: Give Activity Instructions
(SL 4.12.d)
Conducting the Activity
• Observe – Be all eyes and ears
• Monitor process/progress
• Intervene - Clarify - Correct - Start Over (SL 4.12.e)
Concluding the Activity• What happened? Report outs • How did it happen? Discussion of activity - Experiences - Successes - Problems/Issues• What does it mean? Application to the job - Utility - Learner examples and experiences - Problems - Perceived obstacles• What’s still unclear? General Q/A• What’s important? Summary of key learning points
(SL 4.12.f)
Managing Group Dynamics
Identifying trainee needs
Diagnosing what’s happening in the group
Modeling effective behavior
(SL 4.13.a)
The Group Dynamics “Iceberg” The Tip of the Iceberg: What the Group Does - Discussion - Activity - Exercise
Below the Water Line: How the Group Does It - Individual member needs - Norms - Feelings - Hidden agendas
(SL 4.13.b)
Group Member Roles
Task Completion
Group Motivation and Feelings
Own Needs/Non-Group
(SL 4.13.c)
Task Completion Roles
• Initiator
• Summarizer
• Clarifier
• Information Seeker
• Information Giver
• Critic
• Decision Tester
(SL 4.13.d)
Group Motivation Roles
• Encourager
• Harmonizer
• Includer
(SL 4.13.e)
Own Needs/Non-Group Roles
• Blocker
• Dominator
• Avoider
(SL 4.13.f)
Creating a Positive Learning Climate
1. Clarify learner objectives and expectations
2. Focus on the adult learner
3. Form training contracts
4. “Equalize” the environment
5. Deal with problem behaviors(SL 4.13.g)
Top Ten List of Challenging Participants
• Clashing Personalities• The Silent Person• The Know-It-All• The Talkative Individual• The Griper• The Rescuer• The Wanderer• The Joker• The Side Conversationalist• Negative Body Language
Wrap-up/Reflection/Program Evaluation/ Homework
• What did you like the most about the section?• What did you like the least about the section?• What was your most significant learning for the
section?• Do you have any outstanding questions that you
would like addressed?• Do you have any general observations that you
would like to share with the group?