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Training the TrainersTrainee Manual

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Training the Trainers

A training course for newly appointed ERICs ManagersAugust 1st-12th, 2005

Office of the Basic Education Commission of the Ministry of Education, Thailand in association with British Council

Coordinator: Alan S. MackenzieTrainers: Bernard McGuigan

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Julie Bray

/tt/file_convert/5f0b5c977e708231d43023f7/document.doc© British Council, Thailand, 2005

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Course Outline for Training the Trainers, 2005Course date and duration:August 1st to 12th 2005; Monday-Friday; 60 hours

Course Aims: introduce experienced teachers

to the theory and practice of teacher training

explore trainer roles and functions

enable participants to develop skills as a professional trainer

design and adapt tasks and activities for a teacher training course

give participants hands-on practice in peer-training

build participant confidence in their ability to train

introduce the concepts of school-based development, community-based development, networking and action research.

Course Objectives:By the end of this course, participants will

be able to state what a good trainer is. be able to assess their own training skills critically and

suggest areas for improvement. have reflected on each day’s course content and applied

what they have learned to their own context through a daily Learning Journal

be able to assess their own presentation skills critically and suggest areas for improvement.

be able to distinguish between course aims and objectives. be able to set course and session objectives that are

SMART. deliver one poster presentation on course and session

design. deliver one training session to peers. observe at least three other trainers giving poster

presentations develop a course evaluation for this course and for the

course that they plan to deliver commit to an action plan for course delivery and follow-up

report on outcomes of that course.

Course Content: Teacher training principles in action What makes a good teacher/trainer Needs analysis Course & Session planning Presentation skills Lesson observation instruments

Giving feedback Assessing training Networking for Teachers School-based teacher development Action research for teacher development

Approach:Throughout this course, you will be working on designing a course you are likely to deliver in the future. All sessions and activities on the Training the Trainer aim to enable you to better deliver their own courses. The course blends task and project-based approaches, where you examine the structure and content of the courses you develop yourselves and ensure that it meets your own objectives after focussing on training issues that arise through completing a series of tasks.

Throughout the course, you will keep a Learning Journal to focus your thinking on Training the Trainer course content and application of ideas to your self-developed courses. All participants are asked about their experience and their perceptions of previous and current training courses to examine personal/group beliefs and apply your experience to the tasks on the course. Active involvement is encouraged at all times. All opinions are treated with respect. Where possible, attitude adjustments should come from the participants themselves.

Specific session titles and content may change based on our analyses of your needs during the course.


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Trainee Manual

Course ScheduleDay 9:00-12:00 13:00-16:00

Monday Aug 1st Orientation: Get to know you,

course expectations, needs analysis

What makes a good learner/teacher/trainer?

Setting up Learning Journals

Tuesday Aug 2nd Course planning:

Defining the basics

Objective setting

Session content

Session planning 1:

Meeting your objectives

Types of training

Course project introductionWednesday Aug 3rd

Presentation Skills Poster presentations of course project aims, objectives and session themes.

Feedback, plans for change and issues arising

Thursday Aug 4th Materials for training : How to-

style vs. discovery-style; inductive vs. deductive

Group dynamics and activity types

Session planning 2: Rethinking your session format and content

Friday Aug 5th How to observe teachers in order

to support change Giving constructive feedback

Monday Aug 8th Preparation for Peer training Peer training and feedback

Tuesday Aug 9th Networking for language teachers Peer training and feedback

Wednesday Aug 10th School-based teacher

development

Community-based learning

Peer training and feedback

Thursday Aug 11th Designing course evaluations Peer training and feedback

Friday Aug 12th Action Research for beginners Action plan for course delivery

Course Evaluation

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Session 1: Orientation

Getting to know each other‘Find someone who…’

We are going to start with a mingle activity. This is quite a common way of opening a training course or workshop.

Walk around the room. Speak to as many other participants as you can. Write a name in each space.

Find someone who…

1. ___________ has been on a workshop at the British Council before.

2. ___________ has been the trainer on a workshop in the last 2 months.

3. ___________ has never conducted a training course before.

4. __________ has met the trainer of this workshop before.

5. __________ is feeling anxious about this workshop.

6. __________ arrived here before you this morning.

7. __________ has developed training materials before.

8. __________ will be conducting training workshops in the near future.

9. __________ likes the way this training room is arranged.

10.__________ doesn’t like the way this training room is arranged.


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Discussion:

What kind of information did you learn about your co-trainees?

Why is this kind of activity important at the beginning of a course?

What do you think makes a good get-to-know-you activity?

If you were going to conduct a get-to-know-you activity, what would you do?

1. Share your ideas with the others in your group. 2. Decide who has the best idea and why. 3. Have that person explain their idea to the whole class.4. While you are listening to the other groups’ best ideas, take notes on the activities as you may want

to use them on training courses in the future.


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Great Get-to-know-you’s:

Great Expectations?In groups of three or four, discuss the following:

1. A list of rules for this course:

Do’s Don’ts

2. What areas should this course cover?

3. What are your expectations for this course?

4. What do you think the course outcomes should be?

5. What questions do you have about being an ERIC Manager that you think this course will answer?


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Session 2: What makes a good learner/teacher?


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What qualities does a good learner have?

What qualities does a good teacher have?

Learning StylesThis questionnaire (©Honey and Mumford, 1986) is to help you know about your “learning style(s)”. We all have

a learning style. What it means is that over the years you have probably developed learning “habits” that help

you benefit more from some experiences than others. Most of the time we don’t think about our style. This

questionnaire will help you know about how you learn now and in the past so that you are in a better position to

select learning experiences that are suitable to your style.

If you agree more than you disagree with a statement put a tick (√) by it.

If you disagree more than you agree, put a cross ( x ) by it.

— Be sure to mark each item with either a tick or a cross.

1 I always know what’s right and wrong, good and bad.

2 I often act without thinking first.

3 I like to solve problems carefully, step-by-step.

4 I don’t like rules, regulations, procedures and policies.

5 I say what I think, simply and directly.

6 I listen to my feelings when I make a decision..

7 I like to prepare and have a lot of time to do things.

8 I usually ask people about why they think the way they do.

9 I care if something works, not WHY it works.

10 I always like to do new things.

11 When I hear about a new idea I immediately start working out how to do it.

12 I am self-disciplined. For example, I watch my diet, I take regular exercise, I keep to regular routines

etc.

13 I take pride in doing a complete job. I don’t like leaving things incomplete.

14 I think people should be logical and analytical, not spontaneous and unthinking.

15 I usually like to think things over before deciding.

16 I like to reach a decision carefully after weighing up many alternatives.

17 I’m attracted more to new, unusual ideas than practical ones.

18 I don’t like disorganised things. I think every thing should be done in the “right” way.

19 I like procedures, rules and policies especially if they help to get the job done.

20 I like to relate what I do to general principles, agreed ways of doing things.

21 In discussions I like to get straight to the point.

22 I tend to have distant relationships with people at work. I don’t believe in being too friendly.

23 I like the challenge of doing new and different things.

24 I enjoy ‘fun-loving’, spontaneous people.

25 I pay a lot of attention to detail before coming to a conclusion.

26 I find it difficult to produce ideas quickly, without thinking.


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27 I believe in coming to the point immediately.

28 I am careful not to jump to conclusions too quickly.

29 I prefer to have lots of sources of information. The more I have the better I think.

30 People who don’t take things seriously at work, always joking for example, usually irritate me.

31 I listen to other people’s points of view before putting my own forward.

32 I tend to be open about how I’m feeling. I don’t hide my feelings.

33 When I’m talking to people, I enjoy “watching” how they think and how they explain what they are

thinking.

34 I prefer to deal with things “NOW”. I don’t like planning things out in advance.

35 I like working with diagrams, tables, flow charts, plans etc more than with words.

36 It worries me if I have to rush out a piece of work to meet a tight deadline.

37 I tend to judge other people’s ideas on how practical or useful they are. If they aren’t useful, I don’t like

them.

38 Quiet, thoughtful people who don’t say much make me feel uncomfortable.

39 I often get angry with people who want to rush things.

40 It is more important to enjoy the present moment than to think about the past or future.

41 I often find that actions based on careful thinking and analysis. are as reliable as those based on

feelings.

42 I like what I do to be perfect. That’s always my aim.

43 When I am talking to people, I usually have lots of spontaneous ideas, without planning or thinking too

much.

44 When I am talking to my supervisor I like to give him/her practical realistic ideas.

45 More often than not, rules are there to be broken.

46 I prefer to “stand back” from a situation and consider all the perspectives or possibilities.

47 I can often see weaknesses in other people’s arguments.

48 On balance, I talk more than I listen.

49 I can often see better, more practical ways to get things done.

50 I think written reports should be short and to the point.

51 I believe that logical thinking should always win.

52 I tend to discuss specific things with people rather than chit-chat about nothing in particular.

53 I like people who approach things realistically rather than theoretically.

54 When I am talking to people, I get impatient when they talk about other things that have nothing to do

with the subject. We should always keep to the point.

55 If I have to write something, I usually write it many times, changing and changing, before I feel happy

about it and think it’s finished.

56 I like to try things out to see if they work in practice.

57 I like to reach answers by thinking carefully and logically.

58 I enjoy being the one that talks a lot.

59 When talking to people, I like to keep them to the point and stop them imaging wild or unusual ideas.


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60 I like to think about lots of alternatives before making up my mind or deciding about something .

61 When talking with people I find I am the one who is cool and calm, when they are ‘hot’ and bothered.

62 When talking to people, I usually let them do most of the talking. I prefer to listen more.

63 I like to be able to see what is happening now as part of a longer term bigger picture.

64 When things go wrong I don’t mind too much. “That’s life!” I say.

65 I don’t like ideas that are not immediately practical or useful.

66 It’s best to think carefully before taking action.

67 On balance, I do the listening rather than the talking.

68 I tend to be tough on people who find it difficult to adopt a logical approach.

69 Most times, I believe getting the job done is more important than worrying about how you do it.

70 I don’t mind hurting other people’s feelings so long as the job gets done.

71 I don’t have plans or objectives. I deal with things as they happen.

72 I’m usually one of the people who puts life into a party, making sure everyone is happy and having a

good time.

73 I do whatever is necessary to get the job done.

74 I quickly get bored with routine, detailed work.

75 I like to know how things work and why things happen the way they do. I like to know the reason for

things

76 I’m always interested to find out what people think.

77 I like meetings to have a plan, an agenda, so I know what’s happening and we keep to the topic.

78 I don’t like topics that are abstract. I prefer every day, solid things.

79 I enjoy the drama and excitement of a crisis situation.

80 People often find me insensitive to their feelings.


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Learning styles questionnaire: scoringYou score one point for each item you ticked. There are no points for items you crossed. Simply indicate on the

list below which items were ticked.

Activist

(does)

Reflector

(reflects)

Theorist

(makes

conclusions)

Pragmatist

(plans)

2461017232432343840434548586471727479

713151625282931333639414652556062666776

1381214182022263042475157616368757778

59111921273537444950535456596569707380

Total


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Of course, we are all a combination of all types. But there are usually one or two types that we are most like.

Activists Love new experiences

Love to get involved in things

Are most concerned with what is happening now – they don’t think so much about the future or past

Open minded and enthusiastic about new things

Always want to be busy

Get bored easily

Need to be challenged

Get bored with details and fixing things

Friendly and gregarious

Reflectors Like to stand back and think about things

Like to watch

Collect information before making a decision

Analyse information carefully

Very cautious and like to know the whole story

Tend not to speak in meetings or discussions

Listen to others before speaking

Calm and cool

Consider the past and future when making a decisionTheorists/Concluders Make theories about what they see

Logical

Think problems through systematically

Like things to be perfect

Like to analyse

Ask questions like: “Does it make sense?”, “Why is that so?”

“Why do you think so?”

More interested in facts than people

Believe “If its logical it is good!”Pragmatists/Planners Like to try out new ideas and techniques

Like to experiment with new things

Act quickly and confidently

Impatient with conversations without a purpose

Practical, down-to-earth

Like to solve problems and make decisions

Believe “There is always a better way. If it works, good!”


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Try out your understanding

Tell your partner how to make a cup of real coffee

Theorist to pragmatist

Activist to reflector

Then swap.

The Active Learner, the Reluctant Learner and the Passive LearnerYour attitude to learning: are you a tourist, a prisoner or an explorer?

People have different attitudes to learning. Complete the questionnaire below to determine your own attitude to

learning.

Section A: _____________________learner

Do you . . .

1 never say “I don’t know”?

2 think “I’m too old to learn anything new”?

3 leave your handphone or pager on even when your in a course?

4 choose not to do course assignments?

5 come late to a course?

6 think that all training will be boring and useless?

7 think “I already know enough to do my job”?

8 avoid taking on new responsibilities?

Section B: ______________________learner

Do you . . .

1 take training because your boss (or your company) tells you to?2 sometimes complain about the training and sometimes enjoy it?3 see teamwork activities (in and outside of the classroom) as chances to relax?4 find only certain things interesting to learn about?5 only do what is necessary to get by?6 feel happy with your present level of knowledge and skill?7 expect nothing important would come from training?8 forget about the course content within a couple of days of the course?


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Section C: ______________________learner

Do you . . .

1 read a lot of books and articles relevant to your work?2 ask a lot of questions in general?3 talk to others to learn what they’re doing and thinking?4 imagine changes in the workplace and in the world in general?5 look for courses you can take?6 take risks, even though you know that you might make mistakes?7 try new ideas and ways of doing things?8 say “I don’t know”, when you don’t know something?

1 How can we use questionnaires like this in our training?

2 Do such questionnaires have any drawbacks?

What makes a good learner?

Ranking activity. Can you rank the ‘top ten’ good learning habits. You must reach consensus with your group.

Good Learning Habits Top Ten

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Others:


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Task: You are going to make a trainer evaluation form. From the information you have just exchanged with your group-mates. Write your planning notes below and a good copy of the form on the next page. Think about:

Which aspects of the trainer’s performance should you include on the form? Should you get qualitative or quantitative information, or both? What format should your evaluation have?

o multi-choice?o yes/no questions?o open questions?o questions with an answer scale e.g. 1-well below expectations to 5-well above expectations?


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What qualities does a good trainer have?

Planning Notes:

Trainer Evaluation Form Group Name: ___________________


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Learning Journal 1 Name: ___________________________Based on your self evaluation using your trainer evaluation form, give concrete examples of why you rated yourself the way you did. Also, suggest ways in which you would like this course to enable you to change.


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By the end of today’s sessions, you will: have analysed the pros and cons of different methods of

needs analysis designed a tool for gathering information on the training

needs of your trainees be able to distinguish between aims and objectives have written a set of course aims and objectives for a

hypothetical course Setting aims and objectives understand the aims and objectives of the course project have written aims and objectives for your course project


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Day 2

Session 3: Course Planning

Defining NeedsBefore you start thinking about designing a course, you need to know what your trainees need. You should also find out what their priorities are. There are basically two different ways to discover needs:

Ask your trainees what they think their needs are.

Observe your trainees teaching and suggest what you think their needs are.

What are the pros and cons of each of the following methods?

Method Pros Cons

One-on one interviews in person

Telephone interviews

Focus group interviews

Questionnaires

Observations

Which of these methods do you think you will use in the future and why?


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Imagine that you are going to survey teachers in your area. What questions will you ask them to discover their training needs and priorities?


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Training Needs Analysis Questionnaire

AIMS are the reason why you are running the course – that is, a general description of what you want to happen as a result of your course.

Defining course aims & objectivesAfter you find out what your trainees need, you need to plan your course. The first step is to define your course aims. Course aims define what you objectives will be.

Setting your aims

Aims state what you want the course outcomes to be.

e.g. At the end of this course, participants will be more confident in their training and

presentation skills. They will be able to perform needs analyses and design and

deliver their own training courses.

Aims should be expressed in result or action terms.

Use action words such as:

identify agree evaluate decide prepare persuade

Do not use vague words like:

emphasise appreciate be aware of


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Objectives describe specifically what trainees are going to be able to do by the end of the course

Setting your objectives

Objectives should be SMART!

Specific the objective should state exactly what is to be achieved.

Measurable an objective should be capable of measurement – so that it is possible to determine whether (or how far) it has been achieved

Achievable the objective should be realistic given the circumstances in which it is set and the resources available to the business.

Relevant objectives should be relevant to the people responsible for achieving them

Time Bound objectives should be set with a time-frame in mind. These deadlines also need to be realistic.

Task: Look at the objectives stated below for the one-day course in Supplementary Materials Design. Which

are SMART, and which are not. (Assume that all objectives need to be met within the one-day of the course). Explain your answers. Change them so that they are all SMART.

Each participant will produce three pieces of material to supplement different units in course books that they are using in their classes.

Participants will look at many text books.

Participants will produce a variety of supplementary materials.

Participants will learn how to make supplementary materials.


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Aims vs. Objectives1. Aims are more general than objectives. Here is a list of mixed up aims (A) and objectives (O) for this

course. Which is which?

A or O?be able to distinguish between course aims and objectives.be able to set course and session objectives that are SMART.introduce the concepts of school-based development, community-based development, networking and action research.develop a course evaluation for this course and for the course that they plan to deliverdesign and adapt tasks and activities for a teacher training coursebe able to state what a good trainer is.build participant confidence in their ability to traincommit to an action plan for course delivery and follow-up report on outcomes of that course. introduce experienced teachers to the theory and practice of teacher trainingbe able to assess their own training skills critically and suggest areas for improvement.have reflected on each day’s course content and applied what they have learned to their own context through a daily Learning Journal be able to assess their own presentation skills critically and suggest areas for improvement.deliver one poster presentation on course and session design.deliver one training session to peers.observe at least three other trainers giving poster presentationsexplore trainer roles and functions enable participants to develop skills as a professional trainergive participants hands-on practice in peer-training

2. Usually there are more objectives than aims because objectives are specific targets that enable general aims to be achieved. All objectives are designed to meet the aims of the course. Often there is more than one objective for each aim. Sometimes one objective meets more than one aim. Look at the course aims and objectives for this course. Which objectives are designed to meet which aims?


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Defining your aimsAims should be defined in terms of what you want your trainees to do; not what you want to teach them.

For each the following scenarios, consider what the course designer hopes the aims would be for the trainees:

1. Primary school teachers who have never been trained as language teachers attend a course in which they are taught basic English using children’s textbooks, songs, games, storytelling and TPR.

2. Secondary teachers have a one-day training course on Internet resources for language learning.

3. You are going to deliver a course on Supplementary Materials Design to teachers in your area. What are the possible aims of this course?


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Supplementary Materials Design AIMS

?

Language Development for Primary Teachers AIMS

?Internet Resources for Language Learning

AIMS?

Defining your objectives

Look at the previous scenarios. What objectives can you define for each aim?

1.

2.


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Introduction to the course projectDuring this course you are going to work in small groups on a project. The aim of this project is to simulate the experience of planning and delivering a training course. Over the next two weeks, you are going to:

define the needs of a specific teacher group state aims and objectives for a one-day training course that meets those training needs create a course outline that defines the timetable for the day and what will happen in each course

session present your course outline in a poster presentation to other members of the class gather feedback from the other class members and use that feedback to change your course plan plan one session from your course in detail deliver your session to the other members of the class use feedback from your classmates to suggest changes to the session

A detailed timetable for the course project is on the next page.

First define your groupThink about the teachers in secondary schools in your area. Describe them as a group. What are their group characteristics?

level of education? English language level? number of years of experience? teaching styles and methods?

Then think about their needsWhat kind of skills development do you think they need? Think of as many ideas as possible.

Next choose one or two skill areas to focus on for a one-day training course:


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Training Course Development Project


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After this training course:Conduct a needs analysis for trainees in your

area.Complete a course plan for a training course

that meets those needs.Deliver your course to a group of local teachers.Evaluate it.Revise it for future delivery.Send your course plan and evaluation report by

e-mail to [email protected]

Session 3: Define your trainee needs:

skills information language

Session 3: State your course aims

Are they SMART?

Decide on the objectives of course Approach topics to be covered course outline objectives of each session evaluation methods:

o courseo trainerso trainees

Follow-up

noyes

Session 6: Present your course outline and session objectives to fellow trainees as a poster presentation. Use feedback from them to revise your plans.

Session 8: Choose one session to plan in detail. Plan activities you are going to use to enable participants to achieve course objectives.

Sessions 12-18: Present your session to fellow trainees as if it was a real training session. Use feedback from them to revise your session plan.

mailto:[email protected]

Training Course Development Project: Planning SheetWhat are the training needs of teachers in your area?

What are the aims for your course? What are the objectives for your course?

What is your course title?

What are possible topics for each session? (hint: always brainstorm more than you need: you can always cut, but it is more difficult to add)


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Session 4: Session Planning 1

Before planning your course in detail, consider all the factors that you might need to think about during the planning process:

Now look back at your course project plan. Which of the factors above might influence the detailed planning for each of your course sessions?

Achieving Your ObjectivesAfter you have stated your objectives to meet your audience’s needs, you need to plan the course in detail.

Planning a training course is exactly the same as planning a language course. Planning a session is the same as planning a lesson or workshop.

Once you have your objectives, you need to design tasks that will help trainees meet those objectives. Once you have tasks, you can plan how to prepare trainees for those tasks. Then you can plan how to follow up on those tasks. Finally, you need to order tasks and check that there is a flow from one task to the next and one session

to the next. Each task should build on a previous task and provide support for the next task.


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Factors that affect course planning

Available materials

Trainees level of EnglishTrainers’ experience level

TaskPost-Task Feedback/Follow-up

Preparation for Task Link to next taskLink from

previous task

What shape is your course?The “Task” diagram above makes this process look like all courses should be as simple as putting building blocks in a line. However, there are many different shapes to course plans.

Shape Explanation Example

Linear

A fixed sequence of tasks. The later tasks cannot be completed before earlier ones. Each session has information or skills that need to be mastered before moving to the next session.

1. How to organise a group project.

2. How to organise project presentations.

3. How to give feedback on project presentations.

Modular

A series of discrete sessions that could be ordered in any number of ways, although there is usually some rationale to the planned sequence. Modules are generally based on distinct themes.

a) Pronunciation: ‘th’ sounds

b) Pronunciation: voiced and unvoiced sounds

c) Pronunciation: the schwa

CyclicalThe same topic is used for a number of sessions but each time, the way it is used becomes more complex or difficult.

1. Asking questions using question words

2. Asking questions using question words in the past

3. Asking negative questions using question words in the past.

Ma

tr i

x

Topics go across the top. Tasks go down the side. Each box is filled in with specifics of each task. Can be followed linearly from top to bottom then left to right so that the same task types are used to deal with different topics, or could be used as a planning tool from which to choose what kinds of tasks to use on the course. May also be presented to trainees as a menu of tasks in a highly autonomous learning situation.

Classroom Community Services

Share

\and tell

Who am I?

Paper, scissors, stone

Ice cream

Friends

City life

Interviews and polls

It takes two

The roving reporter

The supermarket poll

Let’s have lunch

Too many cars

Storyline

Linking topics together using some kind of narrative device: a story, recurring characters or situations

Training session 3: The next episode in the life of Ajarn Pop

o Ajarn Pop has a problem with her class – the students are not getting on well together.

o Trainees are given activities on class dynamics and decide what Ajarn Pop should do.

o They then write a happy ending for this episode in Ajarn Pop’s life.

Hybrid

Combines two or more of the above organisational methods. Usually one will be the underlying organisational system and other forms of organisation enhance the course content..

This course!Adapted from Dubin, F. & Olshtain, E. (1986). Course Design: Developing programs and materials for language learning. Cambridge: Cambridge University Press, pp. 51-62.


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Building the Course OutlineLook at the planning sheet for the course project again. You need to consider:

Do trainees need to do things in a certain order? What shape should your course be? Of the possible session topics you came up with, which ones are essential for achieving the course

aims?

Complete your course outline:

Time Session Title Session Objectives (possible tasks)

Break

Lunch

Break


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Learning Journal 2 Name: ___________________________How is this course meeting your needs and expectations. So far, is there any way in which the course is not meeting your needs or expectations? How is the course meeting its stated aims and objectives? Are there any ways in which it is not meeting its stated aims and objectives? What are you finding most difficult on the course? What could the trainers do to help you with those difficulties?


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By the end of today’s sessions, you will: be able to construct a clearly organised presentation have analysed what makes a good presentation have developed a visual aid have delivered a presentation multiple times have received feedback on your presentation skills have analysed your own presentation skills and highlighted areas for

improvement


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Day 3

Session 5: Presentation SkillsGood trainers must be good presenters. The aim of this

Presenting information

Mini Quiz

1 How much information can a learner take in at one time?

2 How can we make sure the most important things in each training session receive the most

attention from the learners?

3 How long can people stay attentive?

What are the implications for the way we present material on courses?


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What makes a good presentation?

The dos and don’ts of making a presentation

You will be given some laminated strips. Divide them into dos and don’ts.

Can you add more dos and don’ts to the list?

Dos Don’ts


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The Audience

Analysing the audience

Too many presenters are concerned with how to sort out the material and do not spend enough time thinking about the audience. The audience should be the central focus of the presentation.

As a presenter you need to get your message across to them. You must choose material that is appropriate to them and present it within a structure and using language that they will understand.

One technique that can help a presenter in this process is to use an audience inventory which asks a number of key questions about the target audience and gets you the presenter to focus on their needs. (This is the same principle as the needs analysis you did earlier for the course outline.)


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Setting your aims

AIMS are the reason why you are giving the presentation – that is, what you want to happen as a result of your presentation

Aims state what you want to happen as a result of your presentation.

e.g. At the end of my presentation I am sure that you will agree with me that the new XYZ

phone is the best in it’s price range and will want to buy one!

Defining your aimsAims should be defined in terms of what you want your audience to do; not what you want to present.

For each of these scenarios, consider what the presenter hopes the aim would be for the audience.

1. You are Vice Principal of a school that is going to move to new premises. The Principal calls you in one afternoon and says:

“Look, there are lots of rumours going around about the new school. Teachers are saying there’s no bus service, the canteen won’t be big enough, there won’t be any air-conditioning and all sorts of things. Perhaps you could call a meeting and talk to them?”

Aim:

2. You have been involved in the research on a new school curriculum for the last four months. Your results so far look very promising. Your Principal comes into your office one day and says:

“The Minister for Education has ordered a review of all expenditure, and they’re sending someone over next week. If we organise a presentation for them can you talk about your research for 10 minutes?”

Aim:


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Setting your objectives

Objectives describe what you are going to cover in your presentation

Objectives should be SMART.

What do the letters below stand for?

S

M

A

R

T

Is this objective SMART?

Ladies and gentlemen, I will be describing the five features of our new XYZ mobile

phone to you. My presentation will take approximately 15 minutes.


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Defining your objectives

Look at the previous scenarios. What are the objectives of your presentation in each case?

1. Objectives:

2. Objectives:


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Structuring a presentation

Classical structure

Introduction Greeting (Self introduction) the topic and content the objective - why we should listen how long it will take the rules (question taking) notes or handouts

Middle e.g. position-problem-possibilities-proposal e.g. chronological order

Conclusion tell the audience you have come to the conclusion summarise the main points give a clear concluding sentence invite questions


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Starting the presentation

With a partner discuss the points that should you include in the introduction to your presentation.

Your turn

Choose one of the following situations and develop an effective introduction for it:

1. Your school is changing the syllabus

Audience: a group of parents

2. You want to introduce a scheme to encourage staff to get better qualifications

Audience: a group of teachers

3. Your school is moving to new premises next year

Audience: a group of teachers and parents


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Closing a presentation

With a partner discuss what you think should be included in the closing of your presentation


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Using visual aids

Look at the suggestions below for using visual aids. Which ones are good advice and which are bad?

1. Always be quite clear in your mind about why you are using a visual aid.

2. Visuals can help you to remember what you are going to say.

3. Visuals show the audience that you are well prepared, always use at least one per presentation.

4. Visuals can distract the audience so keep them simple and relevant.

5. To help the audience, highlight the information you will be referring to.

6. Visuals often have figures - so remember to indicate what units they refer to, e.g. hours, number of sales, percentage sales etc.

7. Use as many different visuals as possible to engage and sustain your audience’s interest.

8. Your subject is obvious. Therefore, most graphs and charts don’t need a title or caption.

9. Always give a written copy of the visual aid at the same time as you display it.

Rules for visual aids

a) Look at the visuals the trainer will show you. With a partner discuss what you think is good or bad about them.

b) Now decide on some rules for using visuals in a presentation


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Diagrams

Can you give a name to these different types of diagram? What is the main function of each type of diagram? Are there any others that you use in your work that you can tell the rest of the group about?

1.

2.

3.

4.

1st Qtr 2nd Qtr 3rd Qtr 4th QtrEast 20.4 27.4 90 20.4West 30.6 38.6 34.6 31.6North 45.9 46.9 45 43.9

5.

Visual inspection

Pellet bonding

Air blow inspection

Wire bonding

Visual assembly


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Selecting visuals

What type of visual would you use for the following purposes?

1. to show your school's spending on books for each of the past five years

2. to show the ethnic composition of Thailand’s population

3. to show how the six different photocopiers you have investigated compare in terms of costs, work-rate, enlargement/reduction facilities, ability to print back- to-back, price, and so on;

4. to show your school's organisation;

5. to show the approval ratings for the President of the U.S.A. before and after a major speech

6. to the ratio of boys to girls in your school

7. to show the procedure for handling complaints in your school

8. to show how much your school spends on training, medical and pension schemes for its teachers

Your turn:

In your group draw a visual. One of you will then explain it to the rest of the group. Your visual can show anything you like and you can invent the figures or information.

For example, it could be a visual showing:

the exam pass rates in your school over the past 5 years the qualifications and/or experience of your staff information about student numbers an organigram of your school.

Or make a visual of your choice. Thinking about the kind of visuals you use in your job may help you with your ideas.


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Visual Aid Name: ___________________


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Presentation Skills

Appendices


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Appendix 1 - Presentation structures

Dos Don’t’s

Write the main ideas on cards or in point

form

Practise as often as possible. It will help

to reduce stress and errors

Practise in the room where you will

speak. This will also help with nerves

Check the equipment etc carefully

before you speak

Use visual aids - they are a form of

signposting and will help the audience

follow

Establish eye contact with everyone

Repeat important points more than once

Summarise everything at the end of the

presentation

Spend a lot of time preparing and

thinking

Write out every word you will say in

the presentation

Don’t practise at all - keep it fresh

Don’t check the equipment, it’s the

organiser’s job

Assume your audience know a lot about

the subject

Assume they know very little about it

Establish eye contact with someone who

looks friendly

Turn your back on the audience

Put your hands in your pockets

Speak as loudly as possible at all times

Make jokes throughout the presentation


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Appendix 2 – Analysing the audience

Here are some key questions to ask yourself about your audience:

1 What is the background of the audience: is it the same as mine or in another business; is it technical, lay etc?

2 What is their experience in this particular area?

3 What is their level of knowledge?

4 What do they want from me?

5 What do I want to give them?

6 How willing are they to accept my ideas?

7 What do they know about my organisation, my department, me ?

8 What pre-conceptions will they have about me as a speaker?

9 What sort of ideas and arguments are likely to work well/badly?

10 What sort of way do they normally receive information?

11 What level of detail is required?


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Appendix 3 – Starting a presentation

Try to include all of this information in your introduction

Name and position

Title/subject of presentation

Purpose of presentation

Length of time it will take

Main parts or points he will cover

Any visual aids he will use

When the audience may ask questions

A reference to the audience (a human touch)


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Appendix 4 – A presentation checklist

Before you deliver a presentation, ask yourself if you have considered all of the points below:

Analyse the audience

Write down your aim and objectives

Brainstorm your subject/materials

Select the key ideas and remove the information you will not use

Develop these key ideas into headings

Put the headings into a structure (introduction, middle, conclusion)

Decide on timing and content of introduction and conclusion

Make notes under the headings i.e. the real content

Decide on visual aids and design them

Reduce the notes back to headings plus key words

Rehearse several times and revise if necessary


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Appendix 5 – Some useful language

Beginning the presentation: Good morning. I’d like to welcome you all here this morning. I’m …………. of the British Council. On behalf of myself and the British Council, I’d like to welcome you. My name’s …………. Good morning, ladies and gentlemen. My name is …………. and I am the head of the Teaching Centre. Good morning everyone. I’m …………. Good morning everyone. Thank you all for coming. Let me introduce myself. My name’s …………. and I

am from the British Council. Before I carry on, let me tell you something about myself.

Stating the purpose, giving an outline: This morning, I’d like to outline the campaign concept we’ve developed for you. I’m going to tell you about the ideas we’ve come up with for the ad campaign. What I’d like to do today is to …………. The purpose of my talk is to …………. As you know, I’m here today to talk about …………. In my presentation this morning, I’ll be looking at …………. I’ll start by giving you …………., then we’ll look at …………. and I’ll explain how ………….. Finally I’ll

give you …………. I have divided my presentation into three main parts:

firstly, ………….secondly, ………….and, finally, ………….

I’ll be talking about three main areas:first of all, ………….then, I’ll go on to ………….and finally, I’ll ………….

I’ll give you the background and talk you through the results of the market study. I’ll only take about …………. minutes or so of your time. If you have any questions, please don’t hesitate to interrupt me. If you’re not clear about anything, go ahead and ask any questions you want. If you don’t mind, I’ll deal with questions at the end of my talk

Introducing visuals: Now, let's look at the position for …... Now I'll show you the …… For ….... the situation is very different. Let's move on now and look at the …...... for The next slide shows .. If we now turn to the ... The upper part of this slide gives information about This chart compares ….. You can see here ..

Signalling the end: That brings me to the end of my presentation

Summary (Link to opening): I’ll briefly summarise the key points again

Conclusion (Call to action): I’d like to leave you with the following thought/idea

Close: Thank you for your attention


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Appendix 6-What makes a good presentation?

There is no such thing as the absolute definition of the ‘perfect’ presentation. However, it is safe to say that the audience always knows when they have heard a good one.

Below are a few of the characteristics that generally contribute to an effective presentation:

knowledgeable speaker

keeping it simple

avoiding using jargon with mixed audiences

ensuring that the audience understands the aims of the presentation from the outset

providing a clear indication of the structure of the presentation so that the audience are always in step with its direction and development

using time effectively; not wasting time or rushing through things; keeping the presentation within the time limits or within the realms of concentration spans (i.e. about 20 - 30 minutes)

giving a confident, clear delivery

holding everyone’s attention

maintaining good eye contact with ALL the audience

using appropriate aids, such as OHTs, slides and handouts

ending with a clear concise summary, emphasising the main points

Remember

Preparation is the key to success!


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Session 6: Presenting your course plan

Poster presentationsIn this session, you are going to plan a presentation, create a visual aid and deliver your presentation to your classmates. You will also watch other groups giving their presentations. The topic of the presentation is the course plan from your course development project.

PreparationYou have one hour to:

prepare a poster that has a visual aid for your presentation decide on the different roles of each person in the group (everyone must speak!) prepare the content of your presentation practise delivering it

DeliveryIn the second hour:

Three groups will present their posters at the same time. Each group will have a small audience of four people. You will give your presentation three times to different audiences. After that, you will become the audience and the first audience will become the presenters.

FeedbackYou will receive feedback from your peers:

After each presentation, each member of the audience will complete a feedback form for the group. The group should read these forms and change their presentation style based on this feedback. You may also get oral comments from the audience. Try to improve your presentation performance each time you do it.

When everyone is finished, you will assess your own presentation skills and use this as the basis for your journal entry.


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Needs of

Group

VISUAL

AimsObjectivesCourse Outline

Present to others Feedback

Presentation Self-AssessmentWhat did you focus on improving?

How much did your improve in these areas?

How did you improve? What exactly did you do to make the presentation better?

What do you think you need to work on in the future?


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Learning Journal 3 Name: ___________________________Write a detailed analysis of what you have learned about presentation skills today and how you think your skills have improved. What would you like to work on in the future? Also, based on questions and feedback from the other members of the class, what changes do you think you need to make to you course plan in order for better meet your course aims and objectives?


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By the end of today’s sessions, you will: have critically examined different types of training activities have experienced and evaluated different styles of training be able to define different forms of group dynamics and explain what form is

appropriate for different purposes have analysed group dynamics issues and made concrete suggestions for

how to deal with them have planned one session from your course outline in detail in order to

deliver it to your classmates next week.


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Day 4

Session 7: Materials for Training

Keeping learning at the centreOnce you have defined your course outline and decided the basic shape of the course, you need to plan each session in detail. While many trainers think that you simply have to stand up and tell people things, lecturing is actually one of the least effective methods of encouraging learning.

Just because you tell them something, does not mean they learn it.

Just because they read it does not mean that they learn it.

Most people learn best by doing rather than listening or reading. Listening and reading have an important part to play in input, but actually experiencing different types of activity and processing the information received so that deep learning takes place is more important.

Think of one thing that sticks in your mind from the past three days. Why do you remember it?

Look back through the Training Manual: Which activities did you learn most from? Why?

Which did you learn least from? Why?


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What makes a good activity?

General Activity TypesHere are some examples of general activity types. What are their aims?

Activity Types Aims

Ice-breakers

Warmers

Pre-task activity

Task

Stirrers

Settlers

Do you agree with the following statements?

Statement A/D ReasonsAn ice-breaker is a type of warmer.

A warmer is a type of pre-task activity.

A warmer can be done in the middle of the session after break.

A stirrer is a task.

Tasks do not always need Pre-task activities


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Styles of trainingDifferent styles of training appeal to different learning styles. They are also more or less appropriate in different situations for achieving training aims.

‘How to’ style Discovery learningTrainer Participant Trainer Participant

Demonstrates

Teaches the essentials needed and then lets participants use them

May evaluate how much the participants learn

Makes notes

Observes

performs a task based on the information given

Supports

Focuses on the participants’ learning process

Gives tasks to enable the participants to decide answers for themselves

Communicates

Comes up with ideas and tentative conclusions

Predicts

Experiments

Evaluates their own learning

Look back through your course notes and find two examples of each type of activity.

When and why are they used?

Which style do you prefer? Why?


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A

Experience Sharing

Another useful style of training is ________________. All of us have different experiences in similar contexts. In ________________ situations, defining a context and having trainees ________________in those contexts gives a chance for trainees to explain their own teaching experiences, school and classroom situations. This can:

help them to clarify in their own minds what the issues in their situations are

________________________________________________helps to expand the trainees views of what can happen in those contexts

allows trainees to explain and discover different solutions to similar problems

increases feelings of ________________ in the group.

Exchanging personal experiences is a natural information gap activity which can be ________________, improve trainee group bonding, generate a lot of ________________, and often generates issues, solutions to problems and suggestions that the trainer did not anticipate.


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Experience Sharing

Another useful style of training is experience sharing. All of us have ________________ in similar contexts. In training situations, defining ________________and having trainees explain what happens in those contexts gives a chance for trainees to ______________________________________________________. This can:

help them to clarify ________________________________________________

listening to others experiences helps to expand the trainees views of what can happen in those contexts

allows trainees to explain and discover ________________________________

increases feelings of empathy in the group

Exchanging personal experiences is a natural ________________activity which can be psychologically stimulating, improve ________________, generate a lot of discussion, and often generates ________________________________________________that the trainer did not anticipate.

Specific activity types

ActivityHave we done it

yet? Page #?

How could you use these activities In your course?

Find Someone Who…

Quiz

Information gap

Pelmanism

Role-play

Lecture

Discussion

cut-ups matching

brainstorming

plusses and minuses

microteaching

creating a product in groups

categorization

Others?

Points to consider: The type of trainees you have and their learning styles The information the trainees need to focus on The aim of the activity – to provide information, practice something, solve a problem or give opinions The amount of monitoring needed (some activities are more difficult to monitor)


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Group DynamicsNo matter what activities you use in your training, to ensure maximum learning, you need a positive group of trainees who respect and encourage each other and are happy to be at the session.


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What makes a positive group atmosphere?

What can you do about problems with group dynamics?Problems Suggested Solutions

What would you do if you had a trainee who did everything very fast and other participants they worked with didn’t get a chance to do anything?

What would you do if you had one or two trainees who don’t participate at all?

What would you do if your trainees were forming small cliquey groups and not communicating well with anyone outside their group?

What would you do if you knew all your trainees went out last night and nobody wanted to be there?

What would you do if there was a loud, bossy trainee who wanted everyone’s attention all the time?

What would you do if you noticed your trainees were bored?

What would you do if you asked a participant for their opinion but nobody was listening to them?

What would you do if a participant is giving feedback from an activity in such a quiet voice that nobody can hear them?

What would you do if one of the trainees is always late?

What would you do if you used the discovery technique and your trainees complained that you weren’t teaching them anything?

What would you do if trainees complained that they have to change places so often when you re-group them?

What would you do if one participant keeps answering their mobile phone and having conversations under the table, leaving others in the group waiting?What would you do if you were not sure whether or not the group understood your instructions?


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Session 8: Session Planning 2

Micro-trainingAs part of your Course Project, you are going to:

Choose one session from your project course outline

Plan it in detail as a group so that you can

Deliver that session to your classmates next week and

Receive feedback from your classmates on your training skills

ResourcesYou have all afternoon to plan your session. Your trainer will be in the class to help you. If you need advice or ideas, you can:

use the resources in the i-zone

use the resources on the movable bookshelves in the classrooms (different rooms have different resources)

ask your classmates

ask the trainees in the other room

ask your trainer

If you want to move into the lobby area to work, or the U-Zone, please feel free to move.

ReportbackAt 3:30pm, everyone should return to the room so that you can give a status report. You need to tell us:

1. What you have done

2. An outline of your plan

3. What you still have to do

Finally, we will decide which groups will present their sessions on which days next week.


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Learning Journal 4 Name: ___________________________Analyse in depth the activities you have done throughout this course so far. Explain which ones you learned most from and why? Explain which ones you learned least from and why? If you could change the activities on this course, how would you change them? What has been missing from your training so far in your opinion?


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By the end of today’s sessions, you will: be able to state the

o plusses and minuses of observationso aims of observations

have observed two teachers be able to state what is useful feedback and what is not have analysed feedback from two observers have given feedback to two teachers


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Day 5

Session 9: Observing teachers in order to support change

Sharing observation experiencesHave you ever been observed?

How did you feel?

What feedback did the observer give you?

Have you ever observed another teacher? How did you feel?

What feedback did you give the observer?

What are the plusses and minuses of observation?

+ -


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How can we decrease the negatives? Try to think of multiple answers.

Negatives How to decrease them


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Aims of observationsWithout an aim for an observation, it is difficult for both the observer and the observee. The observer will never be able to focus on everything they observe, and the observee may feel overly criticized if the observer feeds back on every aspect of the lesson. Also feedback tends to be too general and unhelpful if you have not defined aims specifically.

Focusing on specific teaching point s gives you a concrete aim for the observation by giving the observer something to look for and the observee something to focus on in their teaching.


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What kind of things can we observe lessons for?

Lesson observation and feedbackVideo 1

CommentsVideo 2

CommentsLesson plan

Clear aims? Matches needs of learners? Clear, logical stages? Range of activities? Appropriate activities? Reasonable opportunity to practise? Well planned instructions?

Teacher’s style Rapport with students? Speaks clearly at appropriate speed and

volume? Deals confidently with questions? Deals sensitively with problems? How does the teacher monitor? Allows student autonomy?

Classroom management Clear instructions? Checks student understanding? Classroom layout for tasks? Range of interaction patterns? How did the teacher use classroom aids

eg board, cassettes, textbook etc.?

Lesson observation and feedbackVideo 1

CommentsVideo 2

CommentsDelivery

Appropriate presentation of target language?

Gives clear, correct explanation? Checks student understanding? Looks confident? Speaks clearly?

Elicitation skills Elicits from students? Waits for questions to be answered? Clear question formation? Uses understandable language? Checks understanding of instructions?

Error correction techniques Uses a range of techniques? Which techniques? Echoing, highlights

mistake open class, individually? When is correction used? How do students react?

Any other comments?

Session 10: Giving Constructive Feedback

Listen First!Here are two dialogues of teachers getting feedback from an observer. Which one do you think is being most supportive? Why?

Dialogue 1Teacher: So, what did you think?

Observer: It was quite good, but I think you need to make your instructions clearer.

Teacher: What’s wrong with my instructions?

Observer: Well…sometimes they are not very clear.

Teacher: Oh…okay…so what should I do?

Observer: Think more carefully about them.

Teacher: Hmmmm…..

Dialogue 2Observer: So what did you think about how the lesson went?

Teacher: Well I did what I planned to do, but the students didn’t seem to understand what they were supposed to do some of the time. I’m not sure why.

Observer: Can you think of any reason why they might have not known what to do?

Teacher: It could have been the instructions I suppose?

Observer: What did you say to set up that activity?

Teacher: I’m not sure, can you remember?

Observer: Yes, I have a note here…how do you think you change them to make them clearer?

Dialogue 3Teacher: So what did you think about how the lesson went?

Observer: The students didn’t seem to understand what they were supposed to do some of the time so you should make your instructions clearer.

Teacher: Oh, ok…

Feedback comments

Comment Constructive or Un-useful (C/U)

nice outfit

always smiling

lots of positive feedback during activities

lots of fun

a lot of activities

the trainer was well-prepared

good elicitation skills

trainer talked too fast

it was useful

I didn’t like his style

instructions weren’t very clear

too serious

it gave me more confidence as a teacher

not enough handouts

messy hair

more games and songs

useful ideas for my classes

I learnt some useful, new techniques

the materials were interesting

it was boring

I didn’t understand it

the trainer was kind

it was well-organised

it was very relevant to my needs

it gave me an opportunity to share ideas

it made me re-evaluate my own teaching

Important points about observer feedback Always ask the observee to tell you what they thought first.

Try not to use the words “good” and “bad” as this can be too judgmental.

Always start your feedback with a positive point.

Ask questions rather than make statements where possible.

Try to have the observee answer their own questions and deal with their own difficulties rather than attempting to solve them all for them.

Make suggestions only when the observee seems not to have a solution to a problem.

Feedback PractiseProblems Ways of dealing with them

Learning Journal 5 Name: ___________________________What purposes can you see using observation for in the future? If you were being observed teaching an English class, what would you want the observer to focus on and why? What do you think the observer would say to you? Reflect on the week’s training. What was most useful? What was least useful? What do you want more of? What do you want less of?

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