Training for

Instructors
Participant Workbook

Disaster Risk
Reduction

Office of U.S. Foreign National Society for Earthquake

Disaster Assistance Technology - Nepal
 Training for Instructors Course

PREFACE

A few words about this course. It was originally developed by Jerry

L. Williams of Tucson, Arizona, USA, for use in training subject
matter experts of various government agencies in the United States to
be instructors. In 1988 the author worked with a group from the Office
of U.S. Foreign Disaster Assistance (OFDA) to adapt the course for
use in training disaster experts from other countries to be instructors.
The course was translated into Spanish and adapted by a group from
Latin America. It is now in use in all of the Spanish speaking countries
of Central and South America. The course has since been translated
into Portuguese and French.

During 1991, two courses were presented in English in the Caribbean.

Participants in those two courses represented most of the countries
and disaster agencies of the Caribbean. From those two courses a
group of reviewers was selected who revised and adapted the course
for the Caribbean. Additional regional and national courses were
presented to participants from 15 Caribbean countries by instructors
from the review group and graduates of two hand-off workshops.
Final revisions have been made and the course has been "handed-off"
to Caribbean instructors to be presented at the country level by local
instructors. Graduates of the regional and national courses have been
involved in the development and presentation of disaster management
courses in the Caribbean

In October of 1994, four individuals from the South Pacific attended

a course in the British Virgin Islands to review and make recommendations
for adapting the course to the South Pacific. The same process of revising
the course and the training of instructors has been completed for the South
Pacific. Countries are now conducting the course at the national level using
local instructors.

The course was introduced to Asia in August of 1999 in Bangkok,

Thailand, as the first step in the process of developing the Program for
Enhancement of Emergency Response (PEER) in Asia. Instructors are
being trained for several courses that will be a part of this program.
Eventually PEER countries conduct the TFI course for the program's
instructor development process.

The TFI Course is constantly revised based on current needs and

technology. Some of those changes have been incorporated in this course.

Office of U.S. Foreign Disaster Assistance

 Training for Instructors Course

COPYRIGHT NOTICE

The Office of U.S. Foreign Disaster Assistance (OFDA) of the United States Agency for International
Development (USAID) and the National Society for Earthquake Technology-Nepal (NSET) grants
authorization to copy and distribute this document provided that the user does not use it for profit. The
purpose of these materials is to provide a guide for Training for Instructors (TFI) Course. The materials alone
do not provide complete training for the user. Only the combined effect of the lessons, tests, presentation
evaluations and practical exercises, presented by PEER certified TFI instructors, using interactive
methodology and the suggested tools and equipment, can ensure the proper and effective use of these written
materials.

Portions of these materials may be used with proper acknowledgement using the following statement:
"Source: Training for Instructors (TFI) Course, USAID/OFDA."
 COURSE CONTENT
T
r Course Introduction 1
a Informing, Persuading and
Instructing/Training 2
i 3
Communication and Platform Skills
n
i Purpose and Objectives 4
n Planning A Lesson 5
g
for Communicative Visuals 6

I Methods of Instruction 7
n
s Audio-Visual Equipment 8
t Facilities and Course Co-ordination 9
r
u Classroom Management 10
c Testing and Evaluation 11
t
o Group Exercise Meetings 12
r Glossary
s
Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

COURSE INTRODUCTION

OBJECTIVES

The participants will receive information about:

1. The instructors, administrative personnel and other participants.
2. Logistics for the course.
3. The purpose, objectives and methodology of the course.
4. Course agenda, exercises and participant presentations.

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 Training for Instructors Course

Purpose To train individuals to perform the tasks necessary to be an effective

instructor of PEER training courses.

Performance Objective 1.
Objectives
Actions Develop objectives, a lesson plan and visual aids for a training
presentation that includes student interaction. Use the lesson plan, visual aids
and the necessary visual aid equipment to give the training presentation.

Conditions A classroom environment suitable for conducting training, a

group of trainee instructors who will function as trainees for the purposes of
trainee presentations, the necessary visual aid equipment (i.e., computer, multimedia
projector,OH projector and/or flipchart and easel), and the necessary materials to
prepare visual aids.

Standards Presentation will contain at least one training objective, one visual
aid, interaction with at least 2 participants and a means of evaluation.
Objective, visual aid and presentation will meet minimum standards estab-
lished by the course. Presentation, will be to the standards established by the
course, within time limits and without a last minute rush to finish.

Objective 2.

Actions Participate with a group of other students in the presentation of a

lesson of training. Each group will develop objectives, lesson plans, visual
aids, handouts and testing. Each group will coordinate its presentation to
provide continuity and a smooth flow of training.

Conditions A classroom environment suitable for conducting training, a

group of trainee instructors who will function as trainees for the purposes of
training presentations, the necessary visual aid equipment (i.e., computer, multi-
media projector, OH projector and/or flipchart and easel), and the necessary
materials to prepare visual aids.

Standards Each presentation will contain at least one training objective, one
visual aid, interaction with at least 2 participants and a means of evaluation.
Objective, visual aid and presentation will meet minimum standards estab-
lished by the course. Presentation will be within time limits, coordinated to
provide a smooth flow of training and without a last minute rush to finish.
Students will be evaluated for effectiveness of the training.

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 Training for Instructors Course

Instructional Upon completion of this course, the participant will be able to :

Objectives
• write performance and instructional objectives
• prepare lesson plans
• prepare and use audio-visual aids
• use various methods of instructional communication
• operate audio-visual equipment
• manage a classroom learning environment
• test trainees for training effectiveness
• facilitate effective group meeting
• make presentations as an individual and as a member of a
team

according to the standards established by the course.

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 Training for Instructors Course

PRESENTATIONS

During the course you will be asked to make three (3) presentations:

Individual 1 A 5 to 7 minute information presentation on any topic of your choice. We

recommend a non-job related subject such as a hobby, personal activity or
experience.

Individual 2 A 10 to 12 minute interactive training presentation on any topic of your

choice. The topic may be job-related or non-job-related. It should be a subject
or task you will most likely be involved with, on or off the job, as an instruc-
tor. The presentation should have instructional objectives and use appropriate
visual aids.

Group A team teaching exercise of about one hour in length. The subject will be the choice
of the group, preferably about disaster risk reduction subject. The presentation of
45 to 50 minutes should have instructional objectives, use appropriate visual
aids and have a method of testing.

For presentations 1 and 2 select topics or tasks with which you are familiar. It’s best to select simple
topics or a one action task that can be covered in the allotted time periods. You may use any of
the training supplies and AV equipment available in the course. The instructors will be available to assist
you in preparing. See the following pages for evaluation sheets.

Some preparation time will be provided during course hours. Evening classes are not planned in
order to provide you ample time to prepare for your presentations.

It is very important to prepare adequately for all these presentations. They are at the core of the
course and constitute the evaluation mechanism used by the instructors to determine whether the
participants have achieved the performance objectives previously outlined.

After each individual presentation, each participant will be asked to do a self-evaluation express-
ing how he/she perceived the presentation. Following the participants remarks, the instructor(s)
will comment on the participant's performance indicating the positive aspects and how the
presentation might be improved. Participants will not be evaluating each other.

For the group presentation, each group will be asked for a self-evaluation of their performance
and to describe what they learned from the exercise. One of the course instructors will then give
the results of the evaluation of the group.

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 Training for Instructors Course

A copy of the evaluator comment sheets for each of the presentations is provided on the follow-
ing pages. These will be reviewed by the instructor during the first unit of the course. These
evaluator sheets are the sole instrument used for evaluation by the instructor(s) during the pres-
entations.

Below is a list of some topics that have been previously presented by attendees of this course. It
may give you some ideas for your presentations. If you have an idea for a topic you may want to
present for either of your individual presentations or a topic to submit to your group for the
group presentation, you may want to bring with you some reference material and/or visual aids
on that topic to the course.

MISCELLANEOUS
HOBBIES
Dancing
Flying an aeroplane
Survival
Kite Making
CPR/First Aid
Sewing
Make-up
Woodworking
Clothing Styles
Ceramics
Shop keeping
Collections: i.e., stamps, shells, thimbles, etc.
Bus ride
Knot Tying
Teaching a language
Flower Arranging
Describing one's country
Photography
Sports: hiking, running, diving
Travel/visiting
Cooking

WORK RELATED
Computers
Completing Forms
Photography
Planning
Meteorology
Job searching
Farming/harvesting a crop
Emergency Response
Family Planning

The key is to select a topic or a portion of a topic that you know well and that can be given
within the allotted time.

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Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Training for Instructors (TFI) Course / Program for Enhancement of Emergency Response (PEER)
Informing Presentation Evaluation Form
Participant: Group: Time elapsed:

Date: Start Time: Scheduled End Time:

Subject: Visual Aids used, if any, but not required:

Areas to Evaluate / Criteria 4 3 2 1 0 wF P

Introduction
1. Introduction: Adequate presentation of: * Personal introduction * Subject * Interest
4 3 2 1 0 2
in subject matter * Presentation (time, visual aids, participation)

Presentation
2. Voice. * Appropriate volume and tone * Use of inflection to emphasize key points *
Rate of speech adequate for participant comprehension level * Uses changes in rhythm, 4 3 2 1 0 5
volume and inflection with skill.
3. Vitality. * Eye contact (Equally placed among all participants, Sustained throughout 4 3 2 1 0 5
presentation) * Rapport * Facial Animation * Enthusiasm
4. Vocabulary. * Fillers (ah, um, er) * Sentence openers (Alright, ok, now) * Expressing 4 3 2 1 0 4
doubts (I will try to, I wish to, I hope …) * Indefinites (stuff, things like that)
5. Movement. * Gestures and body language * Activity (pacing, stance etc) 4 3 2 1 0 4

Closing
6. Closing. * Review the subject discussed * Makes appropriate closing statements 4 3 2 1 0 2

7. Time usage. Rate time usage based on how punctually the presentation ends, using
the following approximate scale: within 2 minutes: (4); 2-3 minutes (3); 3-4 minutes (2); more 4 3 2 1 0 3
than 4 minutes: (1).

References:

90-100 points: Excellent

80-89 points: Very good
70-79 points: Good TOTAL SCORE
(Minimum passing score is 70 points)
60-69 points: Average
(Must repeat the presentation)
Below 60 points: Poor
(Qualifies to participate in a future TFI course)

If the presenter has significant methodology problems there will be no second presentation, unless it already
is a part of the schedule.

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 Training for Instructors Course

IMPORTANT

This evaluation is conducted by the Facilitator. The abbreviation “wF” means “weight factor,” which is
multiplied by the score for each criterion to determine the points, “P”. Each criterion is followed by brief
descriptions which, depending on the lesson, can be observed. On that basis the Evaluator should use the
following scale in evaluating each criterion:

4 points: If the presenter fully satisfies all stated requirements (the Evaluator fully agrees that the presentation
reflects all stated elements).

3 points: If the presenter performs well, but exhibits a minor deficiency or does not fully cover all required
elements.

2 points: If the presenter performs at an average level, or does not cover at least half of the required elements.

1 point: If the presenter performs poorly overall and/or fails to cover most of the required elements.

0 points: The presenter completely omits the required element (for example, did not conduct lesson review), or
has severe obstacles regarding methodology or mastery (such as an inability to communicate with the group, or
the use of incorrect concepts).

As you may notice, the evaluation has a large subjective component. All presenters must be made aware of this
before being evaluated.

The team of facilitators will meet and discuss each case individually. All decisions regarding passing, failing, or
repeating presentations, will be made by the team, and the participants will receive feedback from them
regarding what they did well and errors made in their presentations, as the case may be.

Observations on the presentation:

Evaluator: Date:

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Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Training for Instructors (TFI) Course / Program for Enhancement of Emergency Response (PEER)
Instructing Presentation Evaluation Form
Participant: Group: Time elapsed:

Date: Start Time: Scheduled End Time:

Subject: Visual Aids Used:

Areas to Evaluate / Criteria 4 3 2 1 0 wF P

Introduction
1. Introduction: Adequate presentation of: * Personal introduction * Subject * Interest in 4 3 2 1 0 2
subject matter * Presentation (time, visual aids, participation)

Presentation
2. Purpose and Objectives. *Clearly stated? Measurable? Attainable?* 4 3 2 1 0 2
3. Voice. * Appropriate volume and tone * Use of inflection to emphasize key points * Rate
of speech adequate for participant comprehension level * Uses changes in rhythm, volume 4 3 2 1 0 3
and inflection with skill.
4. Vitality. * Eye contact (Equally placed among all participants, Sustained throughout 4 3 2 1 0 3
presentation) * Rapport * Facial Animation * Enthusiasm
5. Vocabulary. * Fillers (ah, um, er) * Sentence openers (Alright, ok, now) * Expressing 4 3 2 1 0 3
doubts (I will try to, I wish to, I hope …) * Indefinites (stuff, things like that)
6. Movement. * Gestures and body language (hand, feet, hips) * Activity (pacing, stance
4 3 2 1 0 3
etc) * Playthings
7. Interaction with the participants. * Motivates the participants * Gives feedback *
Responds to questions * Participants practice with the skill presented or participation in the 4 3 2 1 0 5
discussion
8. Visual Aids. *Appropriateness of VA used * Visual distribution* Demonstrates the
usage, parts, etc. * Compliments the subject * Use as supplement material * Follows the 4 3 2 1 0 5
standard font size, lines and usage
9. Content. * Overall knowledge of the subject * Emphasis on main points * Logical 4 3 2 1 0 5
sequence of the presentation based on lesson plan* Evaluated the participants as needed

Closing
10. Closing. * Review the subject discussed * Makes appropriate closing statements 4 3 2 1 0 2
11. Time usage. Rate time usage based on how punctually the presentation ends, using
the following approximate scale: within 2 minutes: (4); 2-3 minutes (3); 3-4 minutes (2); more 4 3 2 1 0 3
than 4 minutes: (1).

References:

130-144 points: Excellent

115-129 points: Very good
100-114 points: Good
(Minimum passing score is 100 points)
TOTAL SCORE
80-99 points: Average
(Must repeat the presentation)
Below 80 points: Poor
(Qualifies to participate in a future TFI course)

WB 1-8
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

If the presenter has significant methodology problems there will be no second presentation, unless it already
is a part of the schedule.

IMPORTANT

This evaluation is conducted by the Facilitator. The abbreviation “wF” means “weight factor,” which is
multiplied by the score for each criterion to determine the points, “P”. Each criterion is followed by brief
descriptions which, depending on the lesson, can be observed. On that basis the Evaluator should use the
following scale in evaluating each criterion:

4 points: If the presenter fully satisfies all stated requirements (the Evaluator fully agrees that the
presentation reflects all stated elements).

3 points: If the presenter performs well, but exhibits a minor deficiency or does not fully cover all required
elements.

2 points: If the presenter performs at an average level, or does not cover at least half of the required
elements.

1 point: If the presenter performs poorly overall and/or fails to cover most of the required elements.

0 points: The presenter completely omits the required element (for example, did not conduct lesson review),
or has severe obstacles regarding methodology or mastery (such as an inability to communicate with the
group, or the use of incorrect concepts).

As you may notice, the evaluation has a large subjective component. All presenters must be made aware of
this before being evaluated.

The team of facilitators will meet and discuss each case individually. All decisions regarding passing,
failing, or repeating presentations, will be made by the team, and the participants will receive feedback from
them regarding what they did well and errors made in their presentations, as the case may be.

Comments on Purpose and Objectives:

Comments on Powerpoint presentation and/or flipcharts used:

Observations on the presentation:

Evaluator: Date:

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Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Training for Instructors (TFI) Course / Program for Enhancement of Emergency Response (PEER)
Group Presentation Evaluation Form
Group: Coordinator: Presenter #2: Time elapsed:
Presenter # 1: Presenter # 3:
Others:
Date: Start Time: Scheduled End Time:

Subject: Visual Aids Used:

Areas to Evaluate / Criteria 4 3 2 1 0 wF P

Introduction
1. Introduction: Adequate presentation of: * Personal introduction * Subject * Interest in 4 3 2 1 0 2
subject matter * Presentation (time, visual aids, participation/roles)

Presentation
2. Purpose and Objectives. *Clearly stated? Measurable? Attainable?* 4 3 2 1 0 2

3. Voice. * Appropriate volume and tone * Use of inflection to emphasize key points * Rate
of speech adequate for participant comprehension level * Uses changes in rhythm, volume and 4 3 2 1 0 3
inflection with skill.
4. Vitality. * Eye contact (Equally placed among all participants, Sustained throughout 4 3 2 1 0 3
presentation) * Rapport * Facial Animation * Enthusiasm
5. Vocabulary. * Fillers (ah, um, er) * Sentence openers (Alright, ok, now) * Expressing 4 3 2 1 0 3
doubts (I will try to, I wish to, I hope … ) * Indefinites (stuff, things like that)
6. Movement. * Gestures and body language (hand, feet, hips) * Activity (pacing, stance
4 3 2 1 0 3
etc) * Playthings
7. Interaction with the participants. * Motivates the participants * Gives feedback *
Responds to questions * Participants practice with the skill presented or participation in the 4 3 2 1 0 5
discussion
8. Visual Aids. *Appropriateness of VA used * Visual distribution* Demonstrates the
usage, parts, etc. * Compliments the subject * Use as supplement material * Follows the 4 3 2 1 0 4
standard font size, lines and usage, consistency in format
9. Content. * Overall knowledge of the subject * Emphasis on main points * Logical
sequence of the presentation based on lesson plan* Evaluated the participants as needed * 4 3 2 1 0 5
Continuity of presentation
10. Skill Demonstration. * Explains and demonstrates the skill clearly and slowly *Allows 4 3 2 1 0 5
participant to practice before evaluation * Evaluates the participants accordingly
Closing
11. Closing. * Review the subject discussed * Makes appropriate closing statements * 4 3 2 1 0 2
Refer participants to materials for additional information
12. Time usage. Rate time usage based on how punctually the presentation ends, using
the following approximate scale: within 2 minutes: (4); 2-3 minutes (3); 3-4 minutes (2); more 4 3 2 1 0 3
than 4 minutes: (1).
13. Teamwork. * Coordination during the preparation period * Consensus on subject 4 3 2 1 0 3
matter presented * Delegation of topics and roles

References:

150-172 points: Excellent

130-149 points: Very good
110-129points: Good TOTAL SCORE
(Minimum passing score is 110 points)
80-109 points: Average
(Must repeat the presentation)
Below 80 points: Poor
(Qualifies to participate in a future TFI course)

WB 1-10
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

If the presenter has significant methodology problems there will be no second presentation, unless it already is a
part of the schedule.

IMPORTANT

This evaluation is conducted by the Facilitator. The abbreviation “wF” means “weight factor,” which is
multiplied by the score for each criterion to determine the points, “P”. Each criterion is followed by brief
descriptions which, depending on the lesson, can be observed. On that basis the Evaluator should use the
following scale in evaluating each criterion:

4 points: If the presenter fully satisfies all stated requirements (the Evaluator fully agrees that the presentation
reflects all stated elements).

3 points: If the presenter performs well, but exhibits a minor deficiency or does not fully cover all required
elements.

2 points: If the presenter performs at an average level, or does not cover at least half of the required elements.

1 point: If the presenter performs poorly overall and/or fails to cover most of the required elements.

0 points: The presenter completely omits the required element (for example, did not conduct lesson review), or
has severe obstacles regarding methodology or mastery (such as an inability to communicate with the group, or
the use of incorrect concepts).

As you may notice, the evaluation has a large subjective component. All presenters must be made aware of this
before being evaluated.

The team of facilitators will meet and discuss each case individually. All decisions regarding passing, failing, or
repeating presentations, will be made by the team, and the participants will receive feedback from them
regarding what they did well and errors made in their presentations, as the case may be.

Comments on Purpose and Objectives:

Comments on Powerpoint presentation and/or flipcharts used:

Comments on Coordination and Role Distribution:

Observations on the presentation:

Evaluator: Date:

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 Training for Instructors Course

Participant Course Evaluation

Location: Dates:

Participant course evaluations are a vital part of monitoring the training program. Without feedback from
you the participant, it is impossible to refine and improve the courses. Please answer this anonymous
and confidential questionnaire as carefully as possible.

Information about you:

1. Age ____ 2. Gender ____
3. Education: Primary___ Secondary ___ University ___ Vocational ___
4. Professional disaster experience: Operations ___ Co-ordination ___ Management ___
6. Previous disaster courses
6. Other disaster related courses

Specific course units. In this section, we ask you to evaluate the 12 instructional units of the TFI
course.
The focus here is on the content and the instructor.
Use a scale of 1 to 5 to evaluate each of the units.
A rating of 1 indicates poor, 2 is average, 3 is good, 4 is very good and 5 is
excellent.
Rating
Unit Content Instructors Comments
1. Introduction
2. Informing, Persuading and Instructing/Training
3. Communication and Platform Skills
4. Purpose and Objectives
5. Planning a Lesson
6. Communicative Visuals
7. Methods of Instruction
8. Visual Aid Equipment
9. Facilities/Coordination
10. Classroom Management
11. Testing and Evaluation
12. Group Exercise Meetings
13. General Review

Suggestions and additional comments on strong and weak points in one or more of the units:

(Continue on the back)

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 Training for Instructors Course

Course components. In this section please evaluate the various components of the TFI course.
Use a scale of 1 to 5. A rating of 1 indicates poor, 2 is average, 3 is good, 4
is very good and 5 is excellent.

Rating Comments
1. Pre-work
2. Participant Workbook
3. Lesson sequence
4. Work groups
5. Instructional Methodology
6. Visual aids
7. Achievement of stated objectives
8. Instructor teamwork
9. Usefulness of final presentation
10. Utility of the course in your work
11. Quality of the facilities

12 What is your opinion of the level of the course?

Too advanced ____ Appropriate ____ Too elementary ____
Why?

13. What is your opinion of the duration of the course?

Too short ____ About right ____ Too long ____ Don't forget
Why? * this one.

14. Did this course meet your personal expectations? Yes ___ No___
Comments:

15. TAKING EVERYTHING INTO ACCOUNT, overall, how do you rate this course?
Use a scale of 1 to 5. A rating of 1 indicates poor, 3 is average and 5 is excellent. _____

Suggestions and additional comments on the strong and weak points of the TFI course.

(Continue on back)

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 Training for Instructors Course

Informing, Persuading and Instructing/Training

Upon completion of this unit, you will be able to:

1. Describe the differences between Informational Presentations, Instructional

Presentations and presentations which are intended to Persuade.

2. Compare Informing, Persuading and Instructing/Training.

3. Determine which presentation type and format to use in a given situation.

4. Describe presentations and briefings given related to disasters.

“I would like to tell you about...”

or
"The alternative I recommend
is..."
or
"Upon completion of this lesson,
you will be able to..."

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 Training for Instructors Course

Informing Persuading Instructing/Training

Definitions

Facts and opinions provided to Facts and opinions provided for A learning experience designed
inform only, with unpredictable the purpose of changing atti- to insure participants are able to
results. tudes or encouraging actions to achieve pre-determined per-
be taken. formance requirements and
objectives.

Words that mean the same as...

Inform Persuade Instruct/Train

Brief Convince Develop

Disclose Sensitise Instruct
Tell Make aware of Teach
Advise Influence Coach
Explain Win over Mentor/Role model
Impart Induce Educate

Some Examples

We have a new computer We need to acquire some Upon completion of this

system and data base. equipment to support our training, the operators of
computer system. the new computer system
will be able to operate the
computers.
A new National Disaster As a part of the new National Upon completion of this
Management Plan has been Disaster Plan, your District training, Committee
approved. committee should prepare a members will be able to
District plan. prepare a plan.

The Red Cross will be Learning CPR will give you Demonstrate how to clear
offering a course in CPR. the skills to save lives the airway and ventilate
the lungs.

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 Training for Instructors Course

Informing Persuading Instructing/Training

Comparison

Learning and change Learning unpredictable Assures learning and change

unpredictable. Change predictable. occurs.

Short term. Short to long term. Long lasting.

No accountability. No accountability. Learner and Instructor

accountable.

Receiver free to select. Receiver free to select. Prescribed selection.

Uncertain results. Desired outcomes (actions) may Produces measurable results.

be determined.

One-way communication. Two-way communication. Two-way communication.

Presentation has a purpose. Presentation has a purpose. Learning and activities are
No performance defined. Action or change defined. performance oriented based on
performance and instructional
objectives.
Delivery

Presenter lectures, in-person Presenter usually provides Information is provided to

or by electronic means such information in person with learner by an instructor, elec-
as video or computer, or by supporting materials and tronic media or written materi-
written report. written reports. als.

Receiver listens or reads. Receiver listens, reads and Learner interacts with instruc-
interacts with presenter. tor or materials.

No testing is conducted. No testing is conducted. Learner is tested frequently for

Feedback limited to questions Presenter leads discussion for learning and feedback is
of presenter if presenter is feedback and to reinforce provided.
"live". information and clarify.

When we just want to give people some facts or opinions--we inform them.

If we want to cause people to change their attitude or take action--we persuade them.

When someone needs to be able to perform tasks--we train them.

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 Training for Instructors Course

Exercise
Informing, Persuading and Training (10 minutes)
Given the purpose of the presentation, determine whether you would be informing, persuading or
training and state why you selected the choice.

• Create an awareness in the public on earthquake threats.

• Develop shelter managers.

• Change the attitude of politicians on the importance of disaster reduction.

• Orient local disaster committees on their role and responsibilities.

• Train committee members in damage assessment.

• Brief National Disaster Committee on status of plan implementation.

• Convince community leaders to complete pre-season preparations for cyclones.

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 Training for Instructors Course

Informing, Persuading and Training

Post Test
1. Define the following:
Informing
________________________________________________________________________
________________________________________________________________________
Persuading
________________________________________________________________________
________________________________________________________________________

Training
________________________________________________________________________
________________________________________________________________________

2. Briefly compare:
Informing Persuading Instructing/Training
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. Determine from the following statements of purpose or problem whether Informing, Persuad-
ing or Instructing/Training is probably indicated and explain:

a. Damage assessments are inaccurate and reports are incomplete.

________________________________________________________________________
________________________________________________________________________
b. Community leaders should take action on the proposed flood reduction programme.
________________________________________________________________________
________________________________________________________________________
c. A new public emergency reporting system and phone number are being implemented.
________________________________________________________________________
________________________________________________________________________

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 Training for Istructors Course

Communication and Platform Skills

Upon completion of this unit, you will be able to

do the following:

1. Describe the role of an instructor in training.

2. List and describe six words that will help you

to be a good instructor.

3. Use interactive instructional communication.

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 Training for Istructors Course

Communication and Platform Skills

Note Taking Guide
Role of the instructor:

"Words for an Instructor to live by"

Plan
a. Content -

b. Visual aids -

c. Exercises -

Prepare
a. Lesson plan -

b. Visual aids -

c. Practice -

Personal
a. Dress -

b. Playthings -

c. Attitude -

d. Visualisation -

e. Perception -

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Presentation
a. Energy -

b. Style -

c. Activity -

d. Equipment -

e. Handouts -

Presence
a. Voice -

b. Vocabulary -

c. Pace -

d. Non-verbals -

e. Communication -

Participation
a. Exercises -

b Feedback -

c. Active listening -

d. Giving instructions -

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NON-VERBAL BEHAVIORS

BEHAVIOR MEANING

Hands on hips Aggressive-resistant and dominant.

Pointing finger Aggressive-intimidating

Standing too close–getting in someone’s space Aggressive

Thumbs in palms Scared, nervous, insecure

Hugging body with arms Passive, scared, closing self in to keep safe

Hand over heart Sincerity

Chin stroking, head scratching Signs of thoughtfulness

Arm around shoulder, index finger pointing on May seem affectionate, but is a control device
shoulder

Shrugging shoulders–dropped jaw, protruded May not understand what you are saying
head

Finger between nose and mouth May not believe what you are saying, may not
believe what is said.

Open palms Openness, friendly

Covering mouth, pulls head back, narrows eyes May warn speaker to step back or speak less
loudly

Covering mouth when speaking Passive, unsure about what is being said

Frowning Disapproving what is happening, may not under-

stand

Hand over nose and mouth May indicate a negative evaluation

Fist in the air Power, success

Punches own palms Wants to emphasize–may be indicator of stress-

ful situation he is talking about

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When in a group having hand on your hip May be warding off people on that side

Sitting turned away Uncomfortable in that persons presence.

Sitting turned towards someone Openness

Shoulders down – slumping Passiveness

Moving from slump to more erect stance Wanting to make an impression

sucking in belly, squaring shoulders (most
evident in men)

Covering or rubbing eyes Refusing to accept something

Narrowing of eyes Suspicious

Rubbing hand between eyes May be uncomfortable with subject matter

Looking down Going to a feeling state

Staring at floor Passive, insecure

Shutting eyes and pointing “If you can’t see the wisdom of this, then
you really are naive.”

Blinking rapidly, shutting eyes when speaking Going deep inside for information

Open, direct, good eye contact without staring Assertive

Staring expressionless Aggressive

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COMMUNICATION BARRIERS

Following are the 10 most common barriers encountered while communicating as an instructor.

1. Rate of speech
A rapid rate of speech may cause a loss understanding.
A slow rate of speech may cause a loss of attention.

2. One way communication

There is no feedback to the presenter to check for understanding.
The typical lecture is an example. Information presented by technology, i.e.; audio and video
tapes.

3. No feedback
The presenter is unable to determine how well the information is being received.
A class who doesn't want to be in the training may not provide feedback.

4. No visual contact
Training using technology such as telephone or computer based lectures gives the instructor no
non-verbal feedback.

5. No common language
The scientist and the laymen, or the bureaucrat and the public. The use of jargon.
The consultant who comes from another part of the country and does not "speak the language"
or understand the "culture".

6. No common frame of reference

Different education or experiential levels.
Different cultures or life styles.

7. Disorganization of ideas
The presenter who speaks without notes or preparation.
The presentation is just a group of random thoughts presented without continuity.
Causes loss of understanding and induces frustration.

8. Too much information in a short time

Same as a high rate of speech. Participants go into system overload.

9. Redundancy
Saying the same thing over and over again in different ways causes confusion and loss of un-
derstanding.

10. Frustration of communicators

All of the above cause the presenter and the participant to become frustrated, which induces a
new barrier that compounds the situation.

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Making a Presentation
Some tips for success

Preparing 1. Check:
Lesson Plans
Equipment and facilities
Reference materials
Workbook and handouts
Visual aids.
2. Dress for success.
Look good/feel good and be appropriate
3. Quiet time.
Focus on breathing
Visualize success - See yourself relaxed, confident and holding your
audience’s interest

Delivery 1. Know the material.

2. Believe in what you are teaching.
3. Watch your non-verbals.
4. Use voice tones to stress points.

Rapport 1. Lead to self discovery.

2. Use language the class can relate to (know your audience).
3. Maintain eye contact with your audience.
4. Be yourself (self-disclose, humor, etc.)

Responding 1. Rephrase.
2. Get more information (e.g., “Tell me more/give me more information”).
3. Question with a question.
4. I do not have the answer (“What I would do/I can look it up”).
5. Respond to the real question.

Special Tips 1. Check in with the audience along the way (“How are you doing?”).
2. Be open-minded/receptive.
3. Don’t take comments personally.
4. Keep focused...come back to the point (lesson plan/notes).
5. Check on how others feel when someone comments.
6. Reinforce participation.
7. Remember levels of learner readiness vary.
8. It’s OK to be nervous...it just means you want to do a good job!

If you fail to plan, plan to fail.

Proper prior planning prevents poor performance.

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Rev. September 2013
What is wrong with this
activity?
The first participant to determine what’s
wrong with this activity will receive
something from the instructor.

WB 3-8
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Office of U.S. Foreign Disaster Assistance

 Training for Instructors Course

Training 101 Notes

Ten Powerful Opening Strategies

Six Motivational Principles

From “Training 101” edited by Catherine M. Petrini.

Training and Development Journal-June 1991
American Society for Training and Development
1640 King Street, Box 1443
Alexandria, VA 22313-2043

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 Training for Instructors Course

Ten Powerful Opening Strategies

By Dorothy Leeds, president Even if you’re an in- Ten strategies

of Organizational Technolo- house trainer and the par-
gies Inc., 800 West End ticipants already know you, Openings have more cru-
Avenue, New York, NY your opening must let them cial responsibilities than al-
10025. know that this training ses- most any other part of your
sion is going to be lively, training. They’re not only for
Hello. My name is Dor- interesting, and informative. gaining attention; openings
othy Leeds and I ‘m here contain many subtle nu-
today to give you some Be creative from the start ances. One well-crafted
lessons on improving your opening can combine many
sales techniques through When trainees attend a tasks into just a few minutes.
body language Now, the workshop, they may be What follows is a list of
first thing I want to talk nervous about having to ten strategies that make for a
about is.... learn something new. Or powerful opening.
If you begin your training they may be resistant, and
program the way I’ve started resent that they’ve been 1. Get trainees’ attention.
this article, you’ll have a hard sent for training—they may How you get it is not nearly
time conducting a successful feel that someone thinks as important as making sure
session. You’ll have lost your their old ways aren’t good you do get it.
trainees’ attention before enough. It’s your job to set For example, if you’re
you’ve even started. up an atmosphere that is conducting a computer
both “user-friendly” and training session, you could
Powerful trainers start powerfully stimulating. have a problem set up and
Say you’re doing a pro- waiting for participants. As
You must gain your trainees’ gram on body language. soon as they enter, an-
attention and interest immedi- You might come into the nounce that you’re having a
ately. Without that attention, room purposefully, and contest and the first person
you won’t get your message then stop and stare at the to solve the problem wins a
across, you’ll have trouble sus- group for a few seconds. prize. Use your imagination
taining whatever interest there Turn abruptly to the black- to create a lively learning
is, and you won’t have estab- board and pick up the atmosphere.
lished your leadership and con- chalk. Without saying a
trol —the keys to being a suc- word, print “Take out a pen 2. Build a bridge between
cessful trainer. and paper and write down what went on before and
As a trainer, you’re an un- everything you know about what is to come. For ex-
known quantity—for the first me already.” ample, if you’re opening the
30 seconds. That’s about how That kind of opening second session of a sales
long you have to make your serves several purposes: training program, refer back
First impression. After that, ev- • it establishes your author- to the previous day’s train-
erything you say and do will be ity ing by asking participants
colored by that impression, so • it sets up the participative which techniques they found
it’s important that it be upbeat nature of the program most helpful. Then you can
and make an impact. • it’s fun for you and the go on to say that by the end
trainees. of this session, they’ll add on
to their successes.

Rev. September 2013

2 Openings
 Training for Instructors Course

Or you can link your If you’re sitting at a paper- Make sure the room is
training to a current event. A strewn desk, are missing half set up in the way that’s best
time-management seminar your handouts, and can’t find for your program. You
could begin with a discus- the chalk, participants will don’t want anyone sitting
sion of how the morning’s expect your training session with her or his back to you,
traffic jam affected the day’s to be scattered and disorga- or too far away to see the
plans. nized. If dirty ashtrays are chalkboard or the visuals.
spread around, there aren’t
3. Let them know your pur- enough chairs or tables, and 9. Reveal yourself. Let the
pose and objectives. Tell you come in five minutes late, participants in on some-
them exactly why you’re participants will get the mes- thing about you personally.
there. Instead of saying, sage that you’re not in con- You’ll gain their support
“I’m here today to teach you trol. by showing that you are
about safety in the work- But if you’re there to greet human and fallible—and
place,” say, “I’m here today them with a warm, friendly that you weren’t always
to give you ten simple, spe- smile, a properly arranged the expert you are today.
cific methods of ensuring room, and an exciting open- Let them know how
your safety in a hazardous ing, expectations will be you’ve benefited from
work area.” Let participants positive and high. training.
know what you expect to I often tell the story of
accomplish by the time the 6. Warm up your audience. the day after I attended my
session is over. Relax the participants and first assertiveness training
show them they will have a class. I was on a tight
4. Get them Involved. good time in this training ses- schedule. When my plane
Ask questions. For ex- sion. Let them know that you made a stop in Atlanta, a
ample, you could do a short won’t bore them. You’re not flight attendant came over
audience survey: “How putting them to sleep; you’re and told me there was a
many of you are here be- saying, “It’s OK, you’re in problem with my ticket,
cause you want to be? How good hands.” and that I’d have to take a
many are here because you later flight. I kept smiling
have to be? How many 7. What’s in It for them? Give and repeating, “That may
wouldn’t answer no matter the trainees confidence in you be true, but I’m not getting
what I asked?” by showing them how they off this plane.” I flew on to
Have participants move will profit from and enjoy this New York as planned.
around if possible. Try to training session.
make the experience an ac- Get participants to sell 10. Let them know you’re
tive one, rather than a pas- themselves on the training glad to be there. This can
sive one. benefits. Ask, “What’s in it be evident from your own
for you to become a better enthusiasm; you can also
5. Build realistic expecta- speaker?” or “How will it address a compliment di-
tions for what is to follow. help you to learn new com- rectly to the trainees or dis-
For example, avoid starting puter techniques? “ close something about
with a great joke and then yourself in a way that
going into a list of facts and 8. Let them know you’re In shows you are relaxed
figures; your trainees will control. Give any necessary around them. Smile, wel-
feel that they’ve been let directions, such as how and come them warmly, and
down. when you’ll deal with ques- begin!
tions or handouts. Explain
everything up front.

Rev. September 2013 3 Openings

 Training for Instructors Course

Six Motivational Principles

Understanding how Second, the framework Method.
people learn is an integral creates gaps in a trainee’s The method tells trainees
part of planning and writing mind that must be filled. how they will learn. It
a lesson plan. What moti- When the instructor tells a should cover all the meth-
vates adults to learn? trainee that he or she will ods that will be used in a
Six basic motivational talk about three things and particular class, such as
principles apply within the then names those three lectures and demonstra-
context of planning and things, he or she creates tions.
writing a lesson: relevance, gaps, which can be power-
conceptual framework, ful learning tools. If the Evaluation.
learning outcome, method, instructor does not talk Think of all the times that
evaluation, and primacy or about those three things as you have been a student.
recency. promised, the gaps are left Chances are, one of the
unfilled and the trainees are most important things you
Relevance. left unsatisfied. wanted to know was how
This principle addresses By filling the gaps, the you were going to be
the relevance of the lesson instructor provides closure tested.
for the trainees. It is usually in the trainees’ minds. When describing the
covered in the “gain atten- Closure is such a powerful evaluation of trainees’
tion” part of the lesson plan concept that if I tell you I learning, you should cover
and tells trainees what am going to tell you a joke the method of evaluation
benefit they will derive from and then say, “knock, and when it will occur. This
the lesson. We call this knock,” you will probably also tends to decrease
WIIFM (What’s In It For automatically say, “Who’s trainees’ anxiety.
Me?). there?,” if not aloud, then to
If an instructor cannot yourself. Closure is a Primacy or recency.
describe the lesson’s subconscious force that the Research shows that
benefits for the class, then instructor can use as an ally people tend to remember
instructor and trainees might in the strategy for learning. best the first and last things
as well not bother with the they see or hear.
lesson—it’s a waste of Learning outcome. This is an important
everyone’s time. The learning outcome concept for an instructor or
tells trainees what they must course developer to under-
Conceptual frame- be able to do at the end of stand. Keep it in mind when
work. the lesson, under what you determine the sequence
A conceptual framework conditions, and how well. of teaching points and when
is basically the main ideas An instructor who cannot you plan for reinforcement
and secondary ideas of the express a learning outcome of what was taught in the
lesson, outlined for the to the class might as well middle of a lesson or within
audience. The conceptual not bother teaching the a main idea.
framework provides two lesson. Knowing the ex- If you have more than
important things. pected learning outcome two main ideas, you may
First, it tells trainees reduces trainees’ anxiety. want to reinforce whatever
where they are going during was taught in the middle.
the lesson. That helps to
decrease their natural
anxiety about a lesson

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 Training for Instructors Course

Purpose and Objectives

Upon completion of this unit, you will be able to do the

following:

1. Define PERFORMANCE OBJECTIVE and

INSTRUCTIONAL OBJECTIVE.

2. Define BEHAVIOUR, RESULTANT BEHAVIOUR

and EVALUATION.

3. List the THREE components of an OBJECTIVE.

4. Discriminate between GOOD and POOR objectives

and indicate each in a set of sample objectives.

‡‡
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Purpose and Objectives

Note Taking Guide

PURPOSE OF TRAINING
A broad statement of the intent, the need for, and the target group for which a course is de-
signed. Purpose differs from objectives in that the purpose is not stated in measurable terms.

The purpose answers the question "Why train?" and frequently begins with the word "To...". The
purpose is determined when the training is first being developed and may be used as a part of the
course description for managers and prospective participants.

Methods of Interactive Instruction

Interactive Lecture
A method for delivering knowledge based training.

Demonstration/Practise
The principal method for delivering skill-based training.

Components of Interactive Instruction

1. Objectives

2. Content

3. Interaction

4. Feedback

5. Post test/Evaluation

OBJECTIVES FOR TRAINING

An objective is a statement of action resulting in a desired product or outcome, with specific
details of conditions and standards, that can be observed, measured and attained.

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Why do we, as instructors, need objectives? As instructors, we use objectives to:

• Prevent the wasting of time, money and • Tell what is to be learned.

effort. • Specify critical elements to be tested.
• Prevent frustration for both participant and • Determine instructional approach and
instructor. aids.
• To answer the questions: • Guide development of the instruction.
• Develop interactive instruction compo-
Where am I going? nents.
How will I travel?
When have I arrived?

Definitions

PERFORMANCE OBJECTIVE
The total combination of several competencies that are required to perform a task.

INSTRUCTIONAL OBJECTIVE
A competency that we want the student to achieve during a specific instructional
unit, lesson or block of instruction.

BEHAVIOUR
The action or reaction of an individual under specified circumstances.

RESULTANT BEHAVIOUR
The behaviour the learner exhibits at the time training ends.

EVALUATION
A standard or test by which the resultant behaviour is measured.

The three components of an Objective are:

1.

2.
3.

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Comparison of Action Verbs

OVERT (OBSERVABLE) ACTIONS COVERT (MENTAL) ACTIONS

adjust, assemble, adhere appraise, analyse, assist
build, break-down compare, conclude, contrast
change, compile, compose criticize, categorize
communicate using, construct combine, create, compute
call-for, conceal, conduct convert, change, choose
coordinate, cancel, cut complete, discriminate
design, diagram, direct devise, differentiate
dismantle, destroy defend, distinguish, discover
discuss, describe estimate, evaluate, extend
drill, draw justify, interpret, identify
engage, emplace, extinguish inspect, infer, generalize
enter and leave, extend, ford a river modify, organize, plan
fire, fix, illustrate predict, propose, revise
install, locate, load reorganize, select, solve
move under, make, manipulate synthesize, study
mend, mix, measure qualify, verify
mount and dismount
navigate, obtain, operate
outline, point-out, produce
prepare, prevent, process ABSTRACT STATEMENTS
paint To listen attentively
reconstruct, rewrite, remove To show awareness
rearrange, restore, retard To accept differences
start and stop, set-up To show interest
utilize, use, write, wrap To enjoy helping others
weigh, wind To demonstrate belief in
To appreciate music
NON-SPECIFIC ACTIONS To demonstrate commitment
administer, give, provide To recognize a need for
demonstrate, show To understand consequences
maintain, orient, perform To display safety awareness
react to, identify To practice cooperation
qualify, explain To demonstrate punctuality
apply, determine, display To maintain good health habits

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EXAMPLES
Purpose

To develop skills to meet minimum standards for officers designated to issue Violation Notices.

A training course for managers to develop skills in conducting and managing meetings.

Objectives:

Performance Objectives

1. Given a series of work situations, identify and list the items of specific personal protective
equipment required for each situation as given in the lesson on PPE.

2. Given the site criteria, select a planting spot and plant a seedling tree according to the stand-
ards in the planting guide.

Instructional Objectives

1. Define the terms.......

2. Given a map and compass, delineate on the map the best route to travel between two points.

3. Name the 3 parts of an objective and specify how the objective must be described.

4. Fill in a traffic citation ticket.

5. Given an operable lawn mower with gas and oil, start the mower.

6. Complete a Rapid Assessment form SF57 using information gathered from field offices and
prepare a report on the needs of the community using the Guidelines.

7. Operate a video camera recorder.

8. Explain the difference between......

9. Convert binary coded symbols into hexadecimal symbols with at least 13 out of 15 conver-
sions correct.

10. After an analysis of the SF Form 57 reports, develop alternatives and select a course of ac-
tion for resolving a supply problem related to the distribution of relief supplies.

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 Training for Instructors Course

Exercise 1
Some of the statements below contain valid performance objectives. Mark those
statements which identify an observable or measurable act the learner would per-
form while demonstrating that he/she has achieved the objective? If the answer is
no, modify the objective.

a) To know the plays of Shakespeare. ___

b) To know the bones of the hand. ___

c) To write three examples of sexual harassment. ___

d) To understand the principles of sedimentation. ___

e) To list four objectives of vocational education. ___

f) To really understand Murphy's law. ___

g) To reassemble a carburettor. ___

h) To identify instructional objectives in a training course

that indicate what the learner will be doing when
demonstrating achievement of the objective. ___

Types of Instructional Objectives

1. Knowledge - To recall and recognise.

2. Comprehension - To relate knowledge to situation.

3. Application - To apply or use information in a situation.

4. Analysis - To examine and report.

5. Synthesis - To put together information, solve a problem.

6. Evaluation - To make a judgement based on information.

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Exercise 2

Prepare a Performance Objective from the following information:

The resulting product is a fish ready for cooking.
The trainee can use a recipe book.
The fish will be ready to cook.
Preparation time is limited to 1 hour.
Necessary utensils and ingredients are available.

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Purpose and Objectives

Post Test
1. Briefly define the following:
Performance Objective -
_________________________________________________________________________
_________________________________________________________________________

Instructional Objective -
_________________________________________________________________________
_________________________________________________________________________

Behaviour -
_________________________________________________________________________
_________________________________________________________________________

Resultant Behaviour -
_________________________________________________________________________
_________________________________________________________________________

Evaluation-
_________________________________________________________________________
_________________________________________________________________________

2. What are the three components of an objective?

_________________________________________________________________________

3. Using the following characteristics of a statement of instructional objectives, read each objective
below and check ( / ) if the characteristic is present.

A. Identifies the behaviour to be demonstrated by the student.

B. Indicates a standard or criterion of acceptable performance.
A B

(1). The student will be able to understand the theory of evolution.

(2). The student will be able to complete a 100 item multiple choice
examination on the subject of marine biology. The lower limit of
acceptable performance will be 85 items answered correctly
within an examination period of 90 minutes.

(3). The student will be able to correctly name each item depicted by
each of a series of 20 construction plans.

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A. Identifies the behaviour to be demonstrated by the student.

B. Indicates a standard or criterion of acceptable performance. A B

(4). To demonstrate his/her ability to read an assembly blueprint, the student will
be able to make the item depicted by the blueprints given him at the time of
examination. Student will be allowed the use of all tools in the shop.

(5). During the final examination, and without reference, the student will be able to
write a description of the steps involved in making a construction plan.

(6). The student will be able to draw his/her service revolver and fire five rounds
(shots) from the hip within a period of three seconds. At 25 yards all rounds
must hit the standard silhouette target; at 50 yards the student must hit with at
least two of five rounds.

(7). The student will know well the five cardinal rules of homicide investigation.

(8). The student will be able to fill out a standard accident report.

(9). The student will be able to write a coherent essay on the subject “How to
Write Objectives for a Course in Law Appreciation”. Student may use all refer-
ences noted during the course, as well as class notes. Student must write his
essay on paper provided by the examiner.

(10). Beside each of the following psychological principles, the student will be able
to write the name of the authors of experiments on which the principle is based
(list of principles appended).

(11). Given a list of objectives, the learner should be able to evaluate each.

(12). List the 3 important characteristics of branching and linear self-instructional

programs.

(13). The student will be able to name and give an example of each of six pro-
gramming techniques useful for eliciting a correct response. To be considered
correct, items listed by the student must appear on the handout entitled “Pro-
gramming Techniques” issued by the instructor during the course.

(14). To develop logical approaches in the solution of personnel problems.

WB 4-9
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Secrets that we have

kept
from our students.

or

Pssst! What do you know about this instructor?

Written by
William A. Deterline, Training Consultant
EDUCATIONAL TECHNOLOGY Magazine, 15 February 1968

Updated by
Jerry L. Williams, Training Consultant,
Office of U.S. Foreign Disaster Assistance
Training For Instructors Course, 1992

Rev. September 2013 1 Secrets

 Training for Instructors Course

SECRETS THAT WE HAVE KEPT FROM OUR STUDENTS

Teachers and instructors spend most of their time Don’t you remember our going over the
presenting information to students - as much principle several times?
information as possible, in as many ways as Student: Vaguely, but I remember the ex-
possible. amples better. We spent more time on
them and they were easier to understand.
Students listen to lectures, watch demonstra-
tions, work in laboratories, read textbooks, The teacher and the student have become en-
consult supplementary references, look at il- snared in an almost universal educational
lustrations, sit through audiovisual presenta- problem. And here is another dialogue that
tion, take part in discussions with teachers and illustrates the same problem in another form.
fellow students, and confer privately with Student: I don’t think this question is fair.
teachers. Unfortunately, they are all too often Teacher: Why not?
overwhelmed by the bounty heaped upon Student: Because it is about something that
them. doesn’t seem to be very important. You
spent only a short time on it, and the book
They carry out activities called studying, review- covers it in only half a page. I concentrated
ing, note-taking, and outlining - all as part of an on this other topic because it seems to me
attempt to process a mass of information and to be so much more important. You spent
“learn it.” By “learn it” we mean that their three class periods on it, and it fills almost
behavioral repertoires are to change so that eight pages in the book, but you only asked
they can then produce equivalent forms of the two questions about it. What should I do
information, apply it, explain it, make deci- before the next test in order to study the
sions on the basis of it, solve problems, or do right things?
something that indicates that the content of the
course has been assimilated. What can the teacher say? Study everything?

Supposedly, the students' task is to learn the These examples are only two possible manifes-
course content. In reality, it is not intended that tations of a problem encountered by all stu-
they learn all of it. For example, it is not dents and all teachers - and we can probably
difficult to imagine a dialogue like this taking add, a problem encountered all of the time.
place between a student and teacher: Students cannot discriminate the exact com-
Scene: A classroom. The teacher has just position and form of the behavior that makes
given the students their graded essay ex- up the instructional objectives of most
amination papers, and a student has asked courses. They cannot discriminate because
why one of his answers received zero no one tells them exactly what they should be
credit. able to do at the end of instruction. They are
Teacher: Because I asked you to explain the not told the objectives of a 50-minute class
general principle, and you only discussed a period, a homework assignment, or a com-
specific example. plete course. We inundate them with informa-
Student: But you taught us all about that tion of all kinds and in all forms, but we do not
example. tell them what to do with it or exactly what
Teacher: Yes, and we discussed many other performance is expected of them. How is the
examples, but only to make the principle student to discriminate, select, and attend
easier to understand. That’s what you were appropriately? He can’t.
really supposed to learn - the principle.

Rev. September 2013 2 Secrets

 Training for Instructors Course

Consequently, he is left with the chilling prospect

secrets. Ten teachers presenting the same
of either trying to learn everything or concen-
course content would probably construct ten
trating on a manageable portion — hopefully
different types of tests. The first likes essay
the correct portion - and ignoring the rest. If he
questions. The second is a true-false devotee.
tries to learn everything, there is a better than
The third formulates questions requiring con-
even chance that he will know a little bit about
crete, factual answers. The fourth expects
everything, but not enough about anything. If
extrapolation from practical example to ab-
he tries to “pick his spots,” he runs the risk of
stract concept. And so it goes.
choosing the irrelevant portions for his study in
depth.
All of these test items are valid, and every teacher
probably makes use of all of them. That,
We don’t or shouldn’t want the student to fail -
however, is not the point. Admitted or not,
we should give him all he needs to succeed.
almost every teacher has a preference for a
particular type of question, and his tests will
PROVIDING GUIDELINES
usually contain more items of that type. This,
of course, is only a temporary secret since the
If we neglect to provide the necessary guidelines
first test gives it away. While it lasts, however,
prior to starting the course of instruction, we
it adds to the general confusion created by the
could still salvage something by providing that
Big Game.
guidance after presenting the information but
before testing the students learning.
GROUND RULES NEEDED
When anxious students press for information
Students have enough problems without having
about a forthcoming examination, we generally
to try to learn to play games without ground
refuse to provide specific answers to specific
rules but with penalties that always go against
questions. We guard our tests with an enthusi-
the same team. Bill Cosby, the comedian, did
asm and vigor that would impress the CIA. We
a skit about football referees and their expla-
make examinations a dandy surprise and a
nations of the pre-game toss of the coin that
traumatic experience.
determines who kicks off and who defends
which goal. He extrapolates to several other
Students, at least by the time they get to college,
conflict settings and describes the referees
learn something about the game called “Try to
telling Washington he had called the toss of the
figure out the teachers test building strategies.”
coin correctly: “Alright, the colonists won the
The first examination given by a teacher usually
toss so they can wear whatever they like and
furnishes information to the students that
hide behind trees. You British have to wear
should have been given long before the exami-
red coats and march in straight lines.” Stu-
nation period, on the day that they first encoun-
dents preparing for test have apparently also
tered the material later covered by the exami-
lost the toss of the coin.
nation.
And any father, preparing to assemble a child’s
In addition to outraged indignation by students
wagon, car, or more complex unassembled
who do not play the strategy guessing game
toy, with all of the poles and tubes and boards
very well, another frequent response to the first
and chains and hooks and nuts and bolts and
examination, usually by students who have
washers in vast and awesome confusion on
become fairly skillful players, is “So this is the
the floor at his feet, can readily identify with the
way the cagey old rascal plays the game.” This
student, particularly when he finds that the
is how we compound our first error: we heap
assembly directions are missing.
secrets upon

Rev. September 2013 3 Secrets

 Training for Instructors Course

DOWN WITH GUESSING GAMES This does not mean that studying will be any
easier or that the subject matter concepts or
Course examinations do not have to be guessing study materials will be learned without diffi-
games about objectives. Students should not culty. It does mean that the studying will be
have difficulty discriminating objectives from more relevant, time will be more fruitfully
instructional clarification content, irrelevant spent on appropriate content, and each stu-
content, or enrichment and interest-only con- dent will have a basis for discriminating his
tent. The game should be designed with better own progress, obstacles, and any need for
odds for the student, and we should always assistance.
provide concise directions with every set of
parts. Teaching benefits and so does learning. Exami-
nations become something quite different and
Most teachers do attempt to provide some spe- less threatening. A student entering a class-
cific guidance in some form, some of the time, room to take an examination should feel as
but there should be a better basis for doing it smug and secure as an individual who has
with precision, without fail, all of the time. somehow gotten a copy of the examination in
(“Without fail” was not intended as a pun, but advance, but without guilt. We should have
who knows what the consequences might be). no secrets from our students.

Too many proposed “solutions” or “improve- RECOMMENDATIONS

ments” in instructional methodology begin:
“The teacher should...” We should have ob- All training courses should include the specific
jectives for every course and for every instruc- objectives they are designed to achieve.
tional event, presentation, or class period. Testing and evaluation must relate directly to
the objectives. Students should be provided
WHAT WOULD HAPPEN information about testing, evaluation and ex-
ercises. Course announcements and pre-
What would happen if objectives are given to work should "tell all" to prospective students.
students? We already have considerable evi-
dence form many sources, including experi-
mental settings, classrooms and training
courses, that a new game with good ground
rules suddenly appears - one that is more
exciting to watch and more fun to play.

If students are told precisely what the objectives

are, in the form of descriptions of at least
minimum performance requirements, and are
given sample criterion questions, the entire
learning task suddenly breaks through the
murk of overabundant, disorganized informa-
tion so that definable goals and directions for
student activity are clearly visible.

Rev. September 2013

4 Secrets
 Training for Instructors Course

Planning a Lesson

Upon completion of this unit, you will be able to

do the following:

1. Describe the three factors that most affect the

development of a lesson.

2. Describe lesson components of the Interactive

Lecture and Demonstration/Practise methods
of instruction.

3. List and describe three ways of sequencing

lesson content.

4. Describe seven key steps in the development

of a lesson.

WB 5-1
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 Training for Instructors Course

NOTES

WB 5-2
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 Training for Instructors Course

Planning a Lesson
Note Taking Guide

What is a lesson plan?

1. Characteristics of a lesson plan.

1.1. A general or detailed outline of what is to be taught and how-unit/lesson.
1.2. Describes the organisation of facilities, time, instructors and content.
1.3. Is flexible to meet participants needs.
1.4. Can have many different formats.

2. To plan a lesson, you need to analyse:

2.1. Participants:

2.2. Content:
2.3. Time:

3. Lesson components
3.1 INTERACTIVE LECTURE
3.1.1 Introduction
• Introduces instructor and assistants.
• Introduces Unit/Lesson topic, method, media, time, exercises, group work, type of test
and when.
• Presents objectives and what the participants will do (performance) at the end of the unit/
lesson.

3.1.2 Presentation
• Develops the concepts, knowledge, process or procedures of the topic being taught.
• The presentation may be the beginning of a new subject or a continuation of a subject
started and expanded in previous presentations.
• Units/lessons that follow may be a continuation of the subject.
• Correct sequencing of presentation is essential.

3.1.3 Questions and Answers/Exercises

• The instructor receives and/or promotes questions, feedback and participant interaction.
• Exercises may be used to reinforce the presentation and provide/promote interaction.

3.1.4 Review
• Instructor presents a summary of the unit/lesson, emphasising key points, reinforcing weak
points based on feedback.

WB 5-3
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 Training for Instructors Course

Note: The presentation-question and answer-review sequence might occur several times during
a unit/lesson.

3.1.5 Testing and evaluation

• Results obtained are compared with the results desired, the objectives.
• In the interactive method, testing and evaluation are constant.
• At the end of the unit/lesson, the instructor should verify that the objectives have
been reached and at what level of performance by some form of final evaluation.
• Testing and evaluation will be explained in Unit 11 of this course.

3.2 DEMONSTRATION/PRACTISE
3.2.1 Introduction
• Introduces instructor and assistants, etc.
• Introduces unit/lesson topic, method, media, time, exercises, group work, type of test
and when.
• Presents objectives and what the participants will do (performance) at the end of the
unit/lesson.

3.2.2 Explanation/Demonstration
• The instructor explains and/or demonstrates how to do something.
• Procedural guides and checklists may be included here.
• This lesson may be based on knowledge presented in a previous ILM lesson.

3.2.3 Application/Practical Exercise

• The participants practice the skill under supervision of the instructor.
• Feedback is provided, corrections made and the activity tried again.

Note: The Explanation-Application sequence may occur several times during a unit/
lesson.

3.2.4 Review
• Instructor presents a summary of the unit/lesson, emphasising key points, reinforcing
weak points based on feedback.

3.2.5. Testing and evaluation

• The evaluation will be include some form of a demonstration of skills learned.

WB 5-4
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 Training for Instructors Course

Planning a Lesson
I. SEQUENCING

A. Detail - of the content of the course

1. General to specific
2. Concepts to procedures
3. Overview to process
B. Difficulty - simple to complex

C. Interest - most interesting to least

D. Logical - sequence one would normally use to do the action

1. First leads to second

2. Known to unknown

E. Frequency of use - most used to least used.

II. FORMAT B. Note cards

A. Outline format

1._______________
1.1.___________
1.2. ___________
1.2.1. __________
1.2.2. __________
1.3. ____________
1.3.1. __________
2. __________
2.1. _________
C. Visual Aids

WB 5-5
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Exercise 1
Planning Analysis (5 minutes)
The instructor will assign the subject. Given the subject, begin the process of planning a lesson
by analysing the potential participants, information to be taught, time, facilities and instructors in
preparation for Exercise 3.

Exercise 2
Organising the Lesson (10 Minutes)
Given the analysis completed in Exercise 1 prepare an objective(s) for the lesson and sequence
the content.

Exercise 3
Plan and Present a Lesson (15 Minutes)
Given the assigned subject, the results of exercises 1 and 2, and the necessary supplies, work in
groups of 2 to develop a lesson plan to teach the course participants.

The plan for the lesson will include:

Objective(s), time and method of instruction.

Must have: Introduction

Presentation/Demonstration
Application
Review
Examination
Blank lesson plan forms are provided by the instructor.

The instructor will pick 1 pair to team teach the lesson and the class will critique.

WB 5-6
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 Training for Instructors Course

Planning a Lesson

DEVELOPMENT STEPS

The process of developing or planning a lesson can be summarised into 7 key steps. These steps
are further broken down into many tasks. A more complete description of the process is contained
in the reference material.

Step 1- Determine the desired student performance.

Define the knowledge and skill the participant in the training is expected to be able to exhibit
when the training is completed (Performance Objective). This performance is determined from
the requirements of the job to be performed when the training is completed.
Step 2 - Develop a test/evaluation.
Determine what testing/evaluation you will use to determine the level of the participants
success in achieving the desired performance upon completion of the training.
Step 3 - Write Instructional Objectives (IO) and testing.
Write the supporting objectives to achieve the performance objective and testing that will be
used to determine they have been achieved. Organise the IO’s in proper sequence.

Step 4 - Develop content.

Write 3 or 4 key points for each IO. Develop the facts and information to support the key points.
Sequence the content. Determine the time required to present the content. Once the time
required is determined, the content will probably have to be adjusted to fit the time available
by removing the least important facts or information.
Step 5 - Develop support material.
Identify points where visual aids, handouts, exercises or references will support the presen-
tation and construct them. Be certain that the materials help achieve the desired objectives and
support the learning.

Step 6 - Organise the lesson.

Decide how the lesson will be conducted and prepare a plan detailing the flow of the content
and use of the supporting materials.
Step 7 - Try the lesson and revise it.
Adjustments may be necessary in the flow of the content, the timing and the supporting
materials. Several revisions may be necessary.

WB 5-7
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 DETAILED LESSON PLAN OUTLINE

PROGRAMME: TRAINING FOR INSTRUCTORS

UNIT 5: Planning a Lesson

SUGGESTED TIME: 2 hours

TRAINING AIDS NEEDED: Flip chart, computer, multimedia projector, Powerpoint presentation, student
workbook.

OBJECTIVE(S): Upon completion of this unit, you will be able to do the following:
• Describe the three factors that most affect the development of a lesson of training.
• Describe lesson components of the Interactive Lecture and Demonstration/Practise
methods of instruction.
• List and describe three ways of sequencing lesson content.
• Describe seven key steps in the development of a lesson.
UNIT OVERVIEW
Purpose: To give the participants the techniques for planning and developing a lesson of instruction,
usable lesson plans and their use in training.

General Guidance: Don't spend a great deal of time on the different types of lesson plans. Concentrate
on organising the material and planning for the presentation. Leave plenty of time for the
exercises. They are most important.

Cautions: Work to get participant interaction. Make sure the participants take the exercises seriously.

A/V AIDS OUTLINE NOTES

1. Introduction

1.1 Introduce self and assistant.

1.2 Present unit objectives.

WB 5-1
Upon completion of this unit, you will be
PPT 5-1 able to do the following:
• Describe the three factors that most
affect the development of a lesson of
training.
• Describe lesson components of the
Interactive Lecture and Demonstration/
Practise methods of instruction.

WB 5-8
Office of U.S. Foreign Disaster Assistance
Rev. September2013 5-1
 A/V AIDS OUTLINE NOTES

• List and describe three ways of sequencing

PPT 5-2 lesson content.
• Describe seven key steps in the develop-
ment of a lesson.

1.3 Ask participants to answer the question on WB 5-3.

"What is a lesson plan?"
WB 5-3
Then have the participants share with the class and record on a
flip chart.

A lesson plan is:

A necessary tool to good instruction.
Record on A road map for the instructor
flipchart Answers "How will I travel?"

In the last unit we discussed that our objectives establish what we

want to accomplish with a lesson.
The lesson plan shows how the objectives will be accomplished.

2. Presentation

2.1 Characteristics :

Lesson plan characteristics:

WB 5-3
1. A general or detailed outline.
2. Describes the organisation of:
PPT 5-3
facilities
time
instructors
content

2.1.1 Lesson plans must meet the needs of the instructor and
can be very detailed, a simple outline, or only notes

2.1.2 Lesson plans describe out the resources to used in a

presentation will be utilised. These include the room setup,
break-outs, equipment, exercises, handouts, training aids,
etc. Time is allocated and the use of assistants included.
The content is organised, sequenced and outlined or detailed.

WB 5-9
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
5-2
 Training for Instructors Course

Planning a Lesson
Post Test

1. Describe the following three factors that most affect the development of a lesson of training.

a. Participants

b. Content

c. Time

2. Briefly describe the following lesson components of the Interactive Lecture and Demonstra-
tion/Practise methods of instruction.

a. Introduction

b. Presentation

c. Questions and Answers

d. Review

e. Testing and evaluation

f. Explanation/Demonstration

g. Application/Practical exercise

3. List and briefly describe three ways of sequencing lesson content.

a.

b.

c.

WB 5-10
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Planning a Lesson
Post Test

4. Briefly describe the seven key steps in the development of a lesson listed below.

a. Determine desired performance.

b. Develop test/evaluation.

c. Write instructional objectives and testing.

d. Develop content.

e. Develop support material.

f. Organise lesson.

g. Try and revise.

WB 5-11
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training Development
Steps

Excerpt from
Guidelines and Format
for Course Development

Rev. September 2013 1 Lesson Development

 TRAINING DEVELOPMENT STEPS

The following process and forms are derived from the OFDA publication "Guidelines and Format For
Course Development". The horizontal planning process has proven to be a very effective method for
training development.

1. Determine desired student performance

The process of conducting the Job Inventory, Task Analysis, and developing Job Performance
Requirements determines the desired performance on the job. From this work, the desired student
performance after training is determined. This performance is described in the Performance
Objectives for the training.

2. Develop Test/Evaluation for desired performance

From the performance objectives, determine how the student will be tested or evaluated for satisfac-
tory completion of the training. Write this test or evaluation within the context of a training situation.
Include the actions to be performed, the conditions (classroom, resources available, simulated
conditions, etc.), and the standards for measurement.

3. Write Instructional Objectives

Continuing the steps in training course development, after you have developed the draft final exam
you are now ready to write the Instructional Objectives. The key source of information is the task
analysis. Usually the task listing will convert directly into Instructional Objectives. Arranging the
Instructional Objectives into logical blocks using one of the several methods available results in a
draft outline of the units of instruction. These Objectives and the units of instruction will probably
need revision as this planning process evolves.

4. Develop 3 or 4 main points

For each Instructional Objective, develop the 3 or 4 main points to be taught about the objective.
Sequence the main points.
General to specific
Simple to complex
Frequency of use
Most important to least important

5. List facts/supporting information

Here is where the horizontal process begins. The graphic that follows depicts one way of organising
the information. Develop a list of the facts and supporting information that may be used to teach
each main point; (must know, should know, nice to know).
some will already be known,
some will not be needed,
some will be “figured” out,
what’s left needs to be taught.

After the list of facts and supporting information is made and the unnecessary and irrelevant have
been removed, put the remaining information in order of importance. The most important first and
the least important last. This will make it much easier to “cut” if that becomes necessary.

Rev. September 2013 2 Lesson Development

6. Identify new vocabulary, concepts, procedures (V. C. P.)
From the possible content to be included in a lesson identify the following:

• VOCABULARY - any word that needs to be defined or redefined by the trainer.

• CONCEPTS - any non-procedural explanation. Concepts help the learner understand how to
achieve a desired outcome or why things work the way they do.
• PROCEDURE - a specific action to be taken. Usually some step-by-step process. Fre-
quently, procedures can be given in a job aid format.

Review your VCP’s to see what you really need to meet your objective. The following are guides for
applying VCP to Course/Lesson design.
• A learner can absorb about 6 - 8 V’s an hour.
• Concepts should be limited to 1 - 3 an hour.
• Procedures can be taught in large numbers (with proper documentation or job aids)

7. Determine training method

Several references are available to provide guidance in the selection of the method of instruction. The
basic choices are individual study, classroom or on-the-job (OJT). If classroom, then will it be an
Interactive Lecture or a Demonstration/Practice. Among the factors that affect these choices are:
• Number of learners
• Costs
• Content
• Life span of the material

8. Outline presentation
A first draft of the presentation can now be made using the results of the planning process. Start with
an outline. The content can be expanded later. Once the presentation is outlined, then the time to
present the material should be estimated. When estimating the needed time, consider the following:

EFFECTIVE LEARNING TIME (E.L.T.)

• Is related to learning.
• Can be used as a predictor of the amount of learning that is taking place in the classroom.
• Is the number of minutes per hour when the instructor is effectively teaching new material and
the student is attending to the teaching technique.

In order to determine the E.L.T., the following factors should be considered:

1. Settle in time - non-instructional, student driven. When does the lesson occur? First thing in the
morning or right after lunch or a break will cause additional settle in time. Was the preceding
lesson highly interactive with lots of student activity?

2. Administrative time - non-instructional, instructor driven. Are there materials or equipment to

distribute? Non-instructional information to pass on? Administrative details?

Rev. September 2013 3 Lesson Development

 3. Remedial Time — review. The first lesson of the day or right after lunch may have to include
time to review the previous or earlier lessons.

4. Motivational Time — selling, relating experiences. New concepts or controversial procedures

may require the instructor to spend time selling the new ideas before they can actually start
instructing. The trainee needs to know “of what benefit is this training/instruction to me.”

5. Available Time — time left, “window of opportunity” for teaching. After all of the above have
been deducted from the time allocated for the lesson, the time left is what is available for
instruction.

6. Effective Instructional Time — the amount of available time used effectively. Ineffective training
techniques, poor visual aids and lack of interaction further reduce the time that is effectively
used.

7. Learner Attention Time — attention span may differ with age or situation. Consider the learning
skills of your participants. Do they come from an office-administrative environment where
paying attention to information and details is routine, or are they from an environment that will
make learning in a classroom difficult? This will greatly affect the amount of time which can be
spent on information giving without learner activities and interaction.

E.L.T. then is the overlap of when the instructor is effectively training and the learner is actively
attending to the instruction.

9. Identify support materials needed (audiovisual, handouts, job aids, object aids)
A student workbook with note-taking guides is a very good way to assist learners in organising their
thoughts. Vocabulary needs written reinforcement with support material. Concepts usually need
some visual help for understanding. Any procedure or process will be strongly supported with a
job aid or checklist.

10. Complete draft course materials

Fully develop the lesson plan, complet the support materials, and determine equipment needs.

11. Try it, revise and try again

Rev. September 2013 4 Lesson Development

 HORIZONTAL PLANNING

OBJECTIVE

Rev. September 2013

MAIN POINT 1 MAIN POINT 2 MAIN POINT 3

PRIORITY PRIORITY PRIORITY

FACTS FACTS FACTS

5
Supporting Information Supporting Information Supporting Information

NEW VOCABULARY NEW VOCABULARY NEW VOCABULARY

NEW CONCEPTS NEW CONCEPTS NEW CONCEPTS

NEW PROCEDURES NEW PROCEDURES NEW PROCEDURES

VISUAL AIDS VISUAL AIDS VISUAL AIDS

Lesson Development
EST. TIME EST. TIME EST. TIME
 LESSON PLANNING WORKSHEET
Course________________________Unit______________________Lesson________________
MAIN POINT

NEW VOCABULARY

NEW CONCEPTS

VISUAL AIDS

ESTIMATED TIME_______

Rev. September 2013 6 Lesson Development

 DETAILED LESSON PLAN OUTLINE

COURSE:

UNIT:

LESSON:

SUGGESTED TIME:

TRAINING AIDS NEEDED:

OBJECTIVE(S):

A/V AIDS OUTLINE NOTES

Rev. September 2013 Lesson Development

 PAGE ____ OF ____

A/V AIDS OUTLINE NOTES

Rev. September 2013 Lesson Development

 Training for Instructors Course

Training 101 Notes

Lesson Plans

From “Training 101” edited by Catherine M. Petrini.

Training and Development Journal-June 1991
American Society for Training and Development
1640 King Street, Box 1443
Alexandria, VA 22313-2043

Rev. September 2013 1 Lesson Plans

 Training for Instructors Course

Lesson Plans — Strategies for Learning

By Michael R. Toney BUILDING BLOCKS
That doesn’t mean that
A lesson plan is a road A good lesson plan has you should never use jokes
map, a guide for trainers four main components: the to gain attention. Just be
to follow when delivering introduction, the body, the aware of the implications if
courses. Many trainers opportunity for questions, and your class finds them un-
and curriculum develop- the summary. At least three of amusing or if they do not
ers design lessons by them go back a long way. relate to the lesson you are
habit, not fully under- Many people have said that teaching.
standing why they struc- there are three steps to The most important thing
ture their lessons the way speaking in front of an audi- you do in the gain attention
they do. ence: is to describe the benefits
In the lesson plan, • Tell your listeners what you trainees will derive from
method, media, content, are going to tell them (the paying attention to your
and feedback all come introduction). lesson. Answer the trainees’
together. When you • Tell them (the body). question: “What’s in it for
discuss the plan for • Tell them what you told me?” By doing this, you not
conducting a lesson or the them (the summary). only motivate your class,
process of writing one, Trainers can add a fourth but you also ensure that
what you are really step: your gain attention relates to
addressing is the strategy • Ask them what you told your lesson subject.
for learning. them (the opportunity for The overview should give
Why write a lesson questions). the purpose and conceptual
plan? Here are six rea- framework of the lesson.
sons: The introduction: getting The conceptual framework
• It provides a historical started is no more than the main
document of what has ideas you will be covering in
been taught. Five ingredients are neces- the lesson, numbered and
• It serves as a guideline sary for an effective introduc- listed by name. If the lesson
in rehearsing for the tion: the “gain attention,” the relates to other instruction,
lesson. overview, the learning objec- then be sure to let the class
• It can be used to help a tives, the description of know how it relates.
substitute trainer if the methods, and the evaluation. You must make trainees
primary instructor Not surprisingly, the gain aware of the learning
cannot teach the lesson. attention should be written so objectives for your course.
• It serves as a basis for that it will actually gain the Introducing the objectives
an evaluation of both the trainees’ attention. It also reduces trainees’ anxiety by
instructor and the serves to establish rapport. taking advantage of the
instruction. All too often, speakers start principle of learning out-
• It is used to record off with jokes that do not come (see the box on
changes made in order relate to the lessons at hand. motivational principles).
to improve instruction. Even if such jokes are funny, it
• It covers all the neces- takes valuable time to get
sary material in great trainees back on track after-
detail. ward.

Rev. September 2013 2 Lesson Plans

 Training for Instructors Course

Don’t read the learning Try to keep the number Question time: probing for
objectives to the class. That of main ideas in the body of understanding.
is insulting and can create a your lesson to seven or
barrier between instructor fewer. The average person During the body of the
and trainees. A good tends to remember things in lesson, it is important to ask
method is to have the small groupings, with three questions in order to keep
trainees read the objectives as the ideal number. tabs on how well trainees
themselves and then to ask The body should be a are receiving the lesson
them if they have any detailed script of what you material.
questions. are saying and demonstrat- If time does not allow for
Describing your methods ing to the class, no matter good questioning techniques
means telling trainees the what methods you will use during the body of the
various instructional meth- to get the information lesson, then you’ll need to
ods you will use to get the across. have a specific part of the
learning objectives across. The body should never lesson, usually near the end,
You may also cover such be in a skeletal or outline set aside for questions. This
administrative details as form. It should be detailed allows time for trainees to
instructional rating forms enough so that if the primary ask questions, as well as for
and the various kinds of instructor could not teach the instructor to question
media you will be using the lesson for whatever trainees for that all-impor-
during the lesson. reason, a substitute could tant feedback.
The last ingredient of the actually read the lesson plan The opportunity for
introduction is an explana- to the audience. questions addresses two
tion of how and when In general, you shouldn’t ideas:
trainees will be tested or bring the lesson plan up on • where in the lesson the
evaluated on what they have the platform with you. questioning should occur
learned. Teaching by reading the • how to camouflage the
material straight from the question opportunities.
The body: filling the gaps lesson plan detracts consid- If time allows, you should
erably from the learning ask for questions throughout
The body is where you process. It causes the the lesson. Effective ques-
lay out the material of the trainer’s delivery to take on tioning techniques not only
lesson. It is where you a canned effect. create interaction and
provide closure to the gaps But in an emergency— generate trainee interest, but
you created in the such as when a substitute also provide the instructor
introduction’s overview (the instructor has had no time to with immediate feedback on
conceptual framework). prepare—trainees might get the effectiveness of the
The body’s main ideas enough out of such a lesson. Also, you may not
should be in the same reading so that at least some want to move on to another
sequence as the learning learning would occur. idea or teaching point until
objectives for the lesson or you are sure the trainees
they should be arranged in have grasped what you
some other sequence that have covered so far.
makes sense (for example,
from simple to complex, or
from part to whole).

Rev. September 2013 3 Lesson Plans

 Training for Instructors Course

Media cues should be

Try to camouflage your Like the opportunity for placed wherever media or
opportunity for questions. questions, the summary training aids are actually
Too often, an instructor will should be camouflaged to used in the text of a lesson.
not ask a single question keep trainees’ attention Make a media cue stand
until she or he arrives at the from lagging. If you start out in the lesson plan by
end of the body of the with such phrases as “in highlighting it with underlin-
lesson. Most of us have summary” or “in closing,” ing, capitalization, color, or
been students long enough trainees will take the cue. other visual prompts.
to know that when the They will begin gathering up Indicate not only when to
instructor asks us if anyone materials, shuffling furniture turn on or use a medium or
has any questions, then the around, and generally doing aid, but also when to
lesson is about to end. just about anything except remove it from the trainees’
Once trainees receive that paying attention to the perception.
cue, they begin to tune out instructor. Practice or provide-
the instructor and think
help paragraphs should
about their next break, THE GLUE THAT BINDS appear wherever they are
lunch, or plans for the rest
needed in the lesson. A
of the day. The four main compo- practice paragraph de-
If you have used probing nents of a lesson plan would scribes in detail the partici-
techniques properly be nothing without the pant activities in a practical
throughout the plan detracts following elements. These application of the subject
considerably from the elements provide the glue matter. A provide-help
lesson, you won’t need to that binds the lesson plan paragraph describes in
ask questions again at the together: time cues, media detail the instructor’s role
end. Are you uncertain cues, practice and provide- during the application.
about whether trainees help paragraphs, Instructor’s notes
understand? Probe by using instructor’s notes, and should appear anywhere in
the questions you’ve written transitions. the text of the lesson plan,
down in the opportunity for Time cues should be as needed. They are nothing
questions part of your approximations of the time it more than notes to yourself:
lesson plan. Just be sure not takes to cover each compo- reminders, examples, or
to hint to the class that you nent in the lesson. Within specific questions to ask
have arrived at the end of the body, each main idea trainees.
the lesson. should have a time cue; The instructor’s notes
those time cues add up to can be particularly impor-
Summary: telling what you the total time allotted for the tant to a substitute instruc-
told them body of the lesson. tor, since they will help in
Time cues help the trainer preparing for a lesson. Like
Your summary should prepare for the delivery of media cues, they should be
restate the main ideas of the the lesson in an allotted highlighted in some way to
lesson. Do not present any time. Be aware of the time call immediate attention to
new material in the sum- cues for each component them.
mary; don’t even reteach and main idea so you can Transitions are without
any material. adjust for interruptions such a doubt the most important
as questions or group of the five elements. A
discussions. trainer uses a transition to
summarize the last idea and
to introduce the next idea.

Rev. September 2013 4 Lesson Plans

 Training for Instructors Course

The main requirements of

a transition can be taken
care of by restating the
framework of the last main
idea and stating the frame-
work of the next main idea
to be taught. This effectively
summarizes what you just
talked about and introduces
what you will talk about
next. It also ties together the
logical sequence of the main
ideas and teaching points in
the lesson.
Your transitions can
make use of the primacy or
recency principle (see the
page on motivational
principles). Plug a question
into the transition that
probes for feedback or
reinforces something taught
in the middle of the last main
idea.
A transition should be
smooth— but not so
smooth that trainees do not
know that it is a transition.
You want them to know
that you are finished with
one part and are now
moving on to another.
If done properly, the
transitions in a lesson serve
to camouflage the opportu-
nity for questions and the
summary. Transitions should
be used between the
introduction and the body
as well as between the last
main idea in the body and
the opportunity for ques-
tions. Transitions are also
used within the body—
between each main idea
and, if necessary, between
secondary ideas.

Rev. September 2013 5 Lesson Plans

 Training for Instructors Course

Communicative Visuals

Upon completion of this unit, you will be able to

do the following:

1. Discuss the use of visual aids in training.

2. Describe the characteristics of a good training

visual aid.

3. Describe the steps in the process of preparing

visual aids.
Results

4. Discuss the use of the guidelines in the con-

struction of visual aids.

5. Give two advantages and two disadvantages of

using flip charts, white boards, overhead trans-
parencies, computers and other visual aids with
training presentations.

6. Prepare Powerpoint presentation and flipcharts

and use effectively in a training presentation.

WB 6-1
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

VISUAL AID USE

Why use visual aids?

Questions to ask:

• Will the aids help me to teach?

• Are they practical to use?

• Are they meaningful to the lesson?

• Does each aid follow the guidelines?

Effective use of visual aids:

• Each visual can be seen and read by all of the participants.

Room lighting is appropriate for the aid.

WATCH WHERE YOU STAND SO YOU DON'T BLOCK VIEW.

DON'T TALK TO YOUR VISUAL AIDS!

• Participant attention is focused on the subject being presented.

The content or meaning of the visual is readily apparent.

Time is allowed for reading, comprehension and discussion.

• The visual aid is removed from view when not relevant.

Flip charts are turned over.

Projectors are turned off or blacked out when not in use.

• PRACTICE, PRACTICE, PRACTICE

General guidelines:

• Have a consistent format throughout.

• Use only key words, phrases and ideas - minimum text.

• Graphics are simple and understandable and text is easy to read and large enough.

• Use color to aid readability and comprehension - must not be distracting.

WB 6-2
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

PREPARING VISUAL AIDS

STEPS IN PREPARATION

1. Develop your lesson plan and participant materials.

2. Identify the points in the lesson that need to be illustrated/supported with visual aids.

3. Determine the conditions of the instruction/presentation that will affect the use of visual aids.

4. Storyboard the visuals that you propose to use.

5. Prepare the visual aids.

6. Try out the lesson and make revisions.

USING THE GUIDELINES IN PREPARING VISUAL AIDS

Check formatting meets recommendations.

Review content is limited to key points.

Check text style and size, use lettering guides. Check readability.

Graphics clear and understandable.

Colors readable and meet recommendations.

WB 6-3
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

COMMUNICATIVE VISUALS
Advantages Disadvantages

FLIP CHARTS

OVERHEAD TRANSPARENCIES

COMPUTER BASED PRESENTATIONS

DEMONSTRATION AIDS/IMPROVISED VISUAL AIDS

WB 6-4
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Communicative Visuals
Post Test

1. Describe the characteristics of a good training visual aid.

2. Describe the use of computer-based presentation in training.

3. Describe the use of improvised visual aids in training.

4. Give two advantages and two disadvantages of using the following visual aids.

Advantages Disadvantages
Flip charts

Transparencies

Improvised

WB 6-5
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Communicative Visuals
A Guide

Jerry L. Williams, Training Advisor

Office of U.S. Foreign Disaster Assistance

Dee Williams, Multimedia Center Manager

National Advanced Resource Technology Center
 TRAINING FOR INSTRUCTORS COURSE

FLIP CHARTS

Use to:
Visualise ideas.
Present key points.
Gather input from a group.
Advantages
May be used in normal light.
FLIP CHARTS Can be prepared in a small amount of time.
Useful for smaller groups.
Disadvantages
Not durable.
Less "professional" looking.

Upper case

Aa
1 1/2 inch
3.7 cm
Lettering: Lower case
Size - should be 11/2 inches/3.7 cm or larger.
Style - simple style, no calligraphy.
Case - use upper and lower case.
Lines - maximum of 10 lines per page.
Pens:
Colours - use 2 or 3 coloured pens. No light colours. Red only for accent or emphasis.
Type - Water base pens are best. They wash off.
Point - Chisel point pens work best. Use the wide point.
Use - Throw away dry pens. Select contrasting colours. Print text.
Paper:
Types - Commercial and newsprint. Newsprint absorbs ink and bleeds through.
Size - There are various sizes and hole spacing.
Lines - Commercial with lines or use a lettering guide.
Tearing and Taping:
Pre-cut pages in corners so they tear easily.
Take pads apart and tape pages to easel.
Use a wall instead of the easel.
Content:
Limit text to key points.
Use handouts for a lot of information.
Use simple graphics.
Tips:
Use blank pages as separator pages.
Place tape tabs on edges to locate pages.
Use pencil notes on the margins to supplement lesson plan.
Try selective revealing to control display of information.

Rev. September 2013 2 Office of U.S. Foreign Disaster Assistance

 TRAINING FOR INSTRUCTORS COURSE

OVERHEAD TRANSPARENCIES

Use to:
Present charts and graphs.
Transparencies Show more complex ideas.
Advantages
Can be used with large groups.
Easier to store and reuse.
Disadvantages
Requires some control of light on the screen.
More time to prepare.

Content:
One concept per transparency with a minimum of words.
Use simple graphics.

Lettering:
Size - Letters at least 1/4/.65cm inch or 18 point. 18 Point Arial
Style - Plain style letters for readability.
Case - Use upper and lower case letters. Titles in all upper case are OK.
Lines - No more than 10 lines of 18 point text, fewer with larger text.

Illustrations:
Use graphics to illustrate points. Line art works best. Keep them simple.

Color:
Film - Use colored films to add variety. Check for readability.
Pens - Colored TR pens can be used to highlight and direct attention.
Use:
Use the on-off technique when changing TR's. Turn off when not in use.
Sometimes an assistant can be used to change TR's.
Use a guide to orient TR on the projector.

Construction:
Use guide on page 7 for borders and font size.
Original - Create with black pens, computer or graphic art materials. Photocopy.
Film - Select the right film for the machine to be used.
Mounts - Use a TR mount to frame your TR and make it easier to handle.
Alternatives - If you do not have a machine, use the TR pens and clear film. Some
computer printers can print directly on to TR film.

Rev. September 2013 3 Office of U.S. Foreign Disaster Assistance

 TRAINING FOR INSTRUCTORS COURSE

COMPUTER BASED PRESENTATIONS

Use to:
Show close to "real thing" including motion.
Show many images in a short time.
Advantages
Can be used with large groups.
Easy to store and reuse.
Easy to revise and update.
Disadvantages
Room must be darkened.
Requires hi-tech equipment.
Requires software knowledge.

Format
• Format your presentations for 640 x 480. Many computers and video projectors can not work with
a greater image size.
• Check to see how many colours the presentaton computer can output to video. Some computers
can only output 256 colours. This will affect how you create your backgrounds. If your computer is
only capable of projecting in 256 colours and you select a graduated background fill your fill will be
banded. It might look great on your monitor screen, however the bands will be much more visible
enlarged. The most effective blend of colours projected is in thousands to millions (best). Think
about how the image will look projected on a screen.

Text
• Fonts (the way text looks) are available in a great variety and it is tempting to use more than is
necessary. We suggest selecting two basic fonts and then use variations of them. Use one for
headers, and the second for the body text. We recommend Calibri or Arial Black for headers and
Arial for body text. Plain or simple style letters for readability.
• Use upper and lower case for body text. All upper case is difficult to read.
• For emphasis select bold or italic, colour, shadow, and size variation. The use of complex style fonts
will reduce readability of your visual.
• Underlining of words does not work well in presentation frames. The underlining blurs out the word
or makes descending letters not clear. Think about using bold text or contrast colour text for empha-
sis in place of underlining.
• Font point size should be large enough to be visible for approximately 60feet/20 metres.
• We use 40, 48 to 60 points for simple headers with few words, no smaller than 30 points for double
or triple line text.
• For body text 36 point is average, 30 point may be too small to be read if there is a lot of text. If
necessary split the frame into a “continued frame”.
• A good guide is no more than 8 lines of text to a frame.. Less for large type.

A Little Test - Create your text frame, output it to your printer, and tape the page on the wall.
If it can be read from 8 feet/2.5metres away, it will be readable when projected.

Rev. September 2013 4 Office of U.S. Foreign Disaster Assistance

 TRAINING FOR INSTRUCTORS COURSE

COMPUTER BASED PRESENTATIONS

Colour
This single element can get a presentation into trouble more than any other single element in design.
There should be a good contrast between the background and the text or graphics. If you are using a
picture, watch for split areas of light and dark. For example sky and dark ground areas. This
presents a problem for arranging text. Take a look at your entire storyboard, and see how the most
complicated frame will fit. If you are using solid colour background, most of these problems will not
exist for you. The background colour of grey is one of the most difficult colours to contrast with.

• Bright red is difficult for the eye to read.

• Use bright red colour for emphasis only, avoiding blocks of red text. The deeper shades of wine or
brick are better. In general, avoid the use of red for anything other than bullets.
• 10% of your audience will have some degree of colour perception impairment. The following combi-
nations should be avoided.
-Red on blue and vice versa
-Red on brown and vice versa
-Red on green and vice versa
• The same problems will or can occur in the placement of coloured lines. Caution on line colours
...yellow, pink, or light combinations of other colours do not project well when enlarged to fit a
screen.

Use of Line Weights

Line weight decisions become very important in a projected image. The line or combinations of lines,
direction arrows or sweep arrows need to be heavy enough to be seen well, without overpowering
the image. Use at least 2 points or larger. One point horrizontal lines will flicker.

Templates available in PowerPoint

“PowerPoint” includes some premade templates for guiding the development of your presentations.
However the colour combinations, backgrounds, and the amount of lines and fonts do not always
work well. Be creative and design your own, you will find instructions for this process in the software
manual. You will find as we do, that this works well, and you will have your favourites that can be
used over and over consistently by simply changing colour combinations.

One last word

These guidelines have been written from experience in the design and development, and most important,
the observation of instructors’ presentations in the National Advanced Resource Technology Center
(NARTC) classrooms.

Rev. September 2013 5 Office of U.S. Foreign Disaster Assistance

 TRAINING FOR INSTRUCTORS COURSE

Improvised Visual Aids

Use to:
Support extemporaneous training.

t
lin
Save costs.

Sp
Advantages
Are available locally.

Disadvantages
May not fully meet need.

Examples:

Use:

Guidelines:

Rev. September 2013 6 Office of U.S. Foreign Disaster Assistance

 TRANSPARENCY USE AREA

Rev. September 2013

This is 18 point type
(The minimum size)
Maximum 10 lines

7
This is 36 point type
TRANSPARENCY BORDER

TRANSPARENCY BORDER
TRANSPARENCY USE AREA

TRANSPARENCY USE AREA

This is 48 point type
Maximum of 5 lines of text.

TRANSPARENCY USE AREA

TRAINING FOR INSTRUCTORS COURSE

Office of U.S. Foreign Disaster Assistance

TRANSPARENCY BORDER
 TRAINING FOR INSTRUCTORS COURSE

STORY BOARD
Image
Number Image Layout Notes

Rev. September 2013 8 Office of U.S. Foreign Disaster Assistance

 Training for Instructors Course

Methods of Instruction

Upon completion of this unit, you will

be able to do the following:

1. Describe the two principal methods of

instruction normally used in training.

2. State the significant difference between the two.

3. Select the best method to be used in

teaching a specific objective.

WB 7-1
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Methods of Instruction
Note Taking Guide
PURPOSE FOR TRAINING: To change behaviour by teaching new knowledge and skills
based on well defined objectives. (To solve individual or or-
ganisational performance problems)

1. Students should be _______________ participants in the learning process.

2. Three questions need to be answered for students when starting a learning experience:

Where am I going?

How will I travel?

When have I arrived?

How do we answer each of these questions?

Where ...?

How ...?

When ...?

3. Most common methods of instruction.

Lecture
Demonstration
Programmed Instruction (Basically a form of Interactive Lecture)
Case Study (Information giving)
Group activities/exercises (Practise)
Role Playing (Demonstration/Evaluation)
Simulation (Demonstration/Evaluation/Testing)

4. Definitions

Interactive Lecture - The primary source of information is the instructor. The instructor
presents a series of questions during the presentation to obtain student response. Students use
response cards, workbooks or note-taking guides. The presentation is followed by questions
and discussion for clarification.

Demonstration/Practise - Primary source of information is showing and doing. During or

following the demonstration, each participant practices doing the activity. Feedback is pro-
vided by immediate success or failure in accomplishing the activity.

WB 7-2
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Methods of Instruction
Note Taking Guide

5. Use Interactive Lecture to:

Teach knowledge or cognitive information.

6. Use Demonstration/Practise to:

Teach manipulative or psychomotor type skills with operational objectives.

7. What is the most significant difference between the I.L. and D/P methods?

WB 7-3
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Interactive Lecture Method Demonstration Practise Method

Comparison
An instructional presentation which identifies A method of instruction, based on perform-
objectives and utilises instructional materials ance objectives, using demonstration; show-
to direct the attention of participants to critical ing , illustrating, doing, and explaining a tech-
content in knowledge based information. nique, process or procedure to be learned.
During or following the demonstration each
participant practises doing the activity. It is
one of the most effective methods of instruc-
tion.
Utilization
1. Directs interpretation and application of in- 1. Directs interpretation and application of in-
formation. formation each step of the way.

2. Introduces new information. 2. Focuses attention on the process.

3. Provides feedback, self–evaluation of par- 3. Provides immediate feedback, self-evalua-

ticipant responding. tion of participant responding.

4. Develops individuals knowledge of a sub- 4. Develops competencies through practise of

ject. identified objectives.

5. Accommodates large numbers in limited pe- 5. Best suited for smaller numbers.
riod of time.
Procedure

1. Identify objectives of presentation. 1. Same

2. Provide instructional materials, worksheets, 2. Develop procedural guide, job aid, or set of
guidelines, audio-visual, to supplement lec- activity instructions describing the process
ture. step by step.

3. Present information corresponding with se- 3. Practise the demonstration. It should never
quence of instructional materials distributed. be given without a trial run.

4. Allow for active responding during presen- 4. Make sure that all required equipment and
tation. materials are on hand before beginning a
demonstration. Have one set for each par-
ticipant.

5. Provide immediate feedback to student re- 5. Seat the group so everyone can see and
sponses. hear the instruction and demonstrations.
WB 7-4
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Interactive Lecture Method Demonstration Practise Method

6. Provide self-evaluation of competencies 6. Explain the purpose and objectives to pre-

mastered through post-test. pare the group in advance for what will oc-
cur.

7. Allow for remediation of objectives not mas- 7. Present the demonstration, keep the direc-
tered. tions simple; vary the tempo to suit the
group.

8. Utilize the “walk through” approach when

ever possible.

9. Check periodically during the demonstra-

tion to know that each step is being fol-
lowed.

10. Don’t prolong the demonstration.

11. Pass out procedural guide and have partici-

pants practice the activities.

12. Circulate among participants and check

progress of each, providing assistance when
necessary.

13. Summarize and review the key points of

the demonstration.

Tools
1. Worksheets, post-tests, instructional materials 1. Procedural guide, blackboard, tapes, slides,
to supplement presentation. filmstrips, pictures, models, and actual
equipment or material, and other aids as the
demonstration requires.

WB 7-5
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Interactive Lecture Method Demonstration Practise Method

Advantages

1. Identifies objectives-the student knows what 1. Same

he/she will learn to do.

2. The student is active in gaining identified 2. Provides actual practise to develop skills.
competencies by responding to information
presented as practise.

3. Provides feedback to student and instructor 3. Same

on the success of the learning process.

4. Through use of evaluation instruments such 4. Student and instructor can determine if the
as post-test, criterion tests, and study unit objectives have been mastered through
evaluations, the student and instructor can successful demonstration of the skill.
determine if the objectives have been mas-
tered.

5. Can be used in large or small groups. 5. There is a high level of retention.

The interactive lecture can be pre-recorded for

either audio or audio-visual presentations which
can provide a break from the routine lecture
structure. This has the advantage of freeing the
instructor from the classroom and the students
to schedule their own time.

Disadvantages

1. Doesn’t allow the freedom of investigation 1. Can be used only in small groups.
and learning skills as in Demonstration/Practise.
2. Presentation of theory difficult.

3. More than one instructor will probably be

needed.

4. Costs will probably be higher because of

equipment and instructor needs.

WB 7-6
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Methods of Instruction
Post Test
1. Briefly describe the Interactive Lecture and Demonstration/Practise methods of instruction.
I.L.

D/P

2. State the most significant difference between the Demonstration/ Practise and Interactive
Lecture methods of instruction.

3. For each of the following six objectives identify which method(s) you would consider using in
teaching the given objective. Mark (L) for Lecture method, (D) for Demonstration/Practise, or
(B) if both methods are needed.
Objective Method(s) used

A. The student will be able to sharpen a

knife to the point where it can cut paper.

B. The student will be able to identify 90%

of all plants seen on a nature hike
through the park.

C. The participant will be able to explain the

importance of and conduct a Performance
Evaluation.

D. Given the necessary tools the participant

will be able to assemble and disassemble
a gym set.

E. The student will be able to explain the

different uses of the IBM personal com-
puter and program a simple mathematical
formula.

F. The student will be able to complete form

10035 OF when given all the necessary
data.

WB 7-7
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 DESIGNING
INTERACTIVE INSTRUCTION

U.S.D.A.
Forest Service
Northern Region
Missoula, Montana
Rev. September 2013 1 Designing Interactive Instruction
INTRODUCTION I. WHAT IS “INTERACTIVE
INSTRUCTION?”
You can buy insurance for your car, you can
buy insurance for your life - but, you can’t “Interactive Instruction” is a technique of
buy insurance for learning. That type of instructing which results in the student’s
insurance comes only through design. achieving predetermined performance require-
ments. The instruction directs the student to
Traditionally, instruction has been designed make periodic responses to the information as
around the instructor’s presentation, and the it is presented and provides for immediate
students have been left to learn any way they feedback. It is designed to guide and direct
can. student activities by helping identify, apply,
interpret, and make use of critical content —
"Interactive instruction” techniques make it as a tutor would do.
possible to obtain predictable and reliable
results in learning. The purpose of this study Two principles of learning which reinforce
unit is to describe some design features of interactive instruction techniques are:
interactive instruction which, when applied,
insure that learning does occur. 1. The Principle of Participation; and
2. The Principle of Immediate Knowledge
Upon completing this lesson and post of Results.
test, you will be able to:
The “Principle of Participation” states that the
1. Explain what interactive instruction is learner must actively engage, or participate, in
and what it is designed to accomplish. the learning. We know that a person learns by
2. Briefly describe two design features “doing.” What does this actually mean?
of interactive instruction. Reading, listening, and watching are types of
3. Identify the five (5) essential compo- “doing” but in a passive rather than active
nents of a block of interactive instruc- way. The learner must participate actively and
tion. be forced to think and act by answering
4. Describe two ways instruction can be questions after each bit of information is
implemented. presented. The learner must practice those
activities which he/she is expected to learn. It
To accomplish these objectives, you are asked has been shown, experimentally, that active
to read the material and give some thought to participation normally leads to more effective
the situations presented. You will have met learning.
the objectives if you can answer correctly 7 of
the 9 questions on the post test. The “Principle of Immediate Knowledge of
Results” is really two principles in one: the
“Principle of Knowledge of Results,” and the
“Principle of Immediacy.” By this we mean
that the learner must know whether or not
there answer to a question is correct and they
must know immediately. A lapse of even a
few seconds after a question is answered and
before the accuracy of the answer is known
often leads to ineffective learning. Thus, it is
essential to design a learning environment in
which knowledge of results is provided imme-
diately.
Rev. September 2013 2 Designing Interactive Instruction
SITUATION

As pre-work, the student is asked to read an article on a particular subject. In the classroom, the
instructor doesn’t comment on the article but presents additional detailed information about the
subject.

QUESTION

Would this approach be considered interactive instruction? Why or why not?

(Write your response and then read the desired answer on the next page.)

Rev. September 2013 3 Designing Interactive Instruction

 ANSWER

We believe you would agree this is not interactive instruction.

There are several reasons you may have listed. The student was not:

1. Asked to identify critical content.

2. Guided to make use of the information.
3. Given an opportunity to receive feedback.

II. HOW IS INTERACTIVE INSTRUCTION SITUATION

DEVELOPED?
In a course being developed, there is a block
An interactive instruction program is devel- of instruction on placing and receiving tele-
oped systematically. phone calls. One instructional objective is:

First, the instructional objectives must be Using the technique provided, accurately place
identified and stated in specific and measur- and receive a minimum of ten telephone calls.
able terms. The next step is to develop the
criterion test or final examination for measur- QUESTIONS
ing the accomplishment of these objectives.
The objectives plus the test are the specifica- 1. Explain one way this objective may be
tions for the design of the instruction, which is measured.
the next step.
2. Is this block of instruction of optimum size
The instruction is then designed and con- or should it be reduced into smaller units?
structed. This involves sequencing the learn- Explain.
ing activities into optimum-size instructional
blocks or units, and determining the response
mode, type of response, and feedback process.

The final step is to validate (test) the instruc-

tion, not the student, to insure that it works
and the objectives can be achieved. Revisions
may be necessary before the instruction is
implemented.

A key consideration is reducing the instruction

into small, logical blocks. Each block of
instruction should cover only a single task or
group of related knowledges. This is a feature
of interactive instruction that makes it easy to
build interaction into the instruction. The
instructional objectives will often dictate the
size of the instructional blocks.

Rev. September 2013 4 Designing Interactive Instruction

 ANSWERS

1. Sure, we would have the student actually demonstrate placing and answering calls.

2. This block should be divided into at least two blocks because the skills required
for placing calls are different from those for receiving calls. Further breakdown
may be necessary depending upon how many different types of calls or telephone
systems are used. Obviously more than one objective would be needed.

III. WHAT ARE THE DESIGN FEATURES

OF INTERACTIVE INSTRUCTION?

Everything done in designing instruction By giving “feedback” the student is appraised

should be for the benefit of the student. He of the accuracy or appropriateness of their
needs to know “where he is going, how he is responses. They can then evaluate their own
to get there, and when he has arrived.” This is progress.
the insurance that learning will occur. The
important design features of interactive The “post test,” or progress evaluation test,
instruction are: following each block of instruction deter-
mines how well the student attained the
1. Reduce the information or tasks to opti- objectives. This should not be confused with
mum-size instructional blocks. (This was a final examination which measures attain-
discussed earlier.) ment of all objectives.

2. Incorporate five components into each 3. Provide students with some type of “tool”
block of instruction. They are: to guide and direct their activities.

a. Instructional Objectives Instructors have always utilized some aspects

b. Content of interactive instruction, mainly in the form
c. Interaction of work exercises, case problems, and drills.
d. Feedback Rarely has interactive instruction been used
e. Post Test effectively in all phases of the learning
process, especially in learning background
“Instructional objectives” are specifications of knowledges.
background knowledges and/or skills that the
student should be accomplished at upon One very effective “tool” is a worksheet or
completion of each segment of instruction. notetaking guide. The worksheet is an outline
They are stated in specific and measurable of questions to be completed during an
terms. activity. It is an instrument used to facilitate
learning. It directs the student’s attention to
“Content” includes subject matter, informa- critical areas of information and provides
tion, instructions, and directions which guide interaction between the student and the
and direct the student’s activities, helping him information. The content of the worksheet or
to attain the objectives. any other instrument used during the instruc-
tion is dictated by the objectives sought.
“Interaction” is the opportunity given the
student to practice relevant responses and use
the relevant information as it is received.
Rev. September 2013 5 Designing Interactive Instruction
The worksheet has four primary values: opportunity to answer again. The worksheet
response allows the student to evaluate
a. It directs the student’s attention to critical their progress. If the leaner fails to grasp
information and tells them what to look for. the meaning or content of part of the
presentation it will be indicated by the
b. It provides relevant practice. The student is responses and they will be able to seek
directed to answer specific questions relat- additional help from the instructor or
ing to the information presented. Thus, they through relevant resource material.
respond to the information in a guided and
interactive way. d. The worksheet response allows a student to
review the presentation and insures that
c. The worksheet response provides immedi- their notes of it are correct. They have full
ate feedback. The student knows instantly if access to the critical points of a presenta-
the response was accurate. If the response tion available for use at anytime.
was inaccurate, the learner will have the

SITUATION

The objective of the previous situation was: “Using the techniques provided, accurately place
and receive a minimum of ten telephone calls.”

The instructor presented and demonstrated the steps of placing and receiving calls. The students
were tested and many could not accurately perform the task.

QUESTIONS

What components were missing from the instruction?

What could the instructor have done to include them?

Rev. September 2013 6 Designing Interactive Instruction

 ANSWER

Obviously, interaction and subsequent feedback are missing.

The instructor should have provided the opportunity for interaction with
immediate feedback during the presentation and demonstration of the steps.

IV. HOW CAN INSTRUCTION BE students). It reduces the need for the continual
IMPLEMENTED? attention from a human instructor. This
approach is effective for learning background
There is no single model or structure that is knowledges and simple tasks.
universally ideal for implementing designed
interactive instruction. Two proven and The “Integrated Instruction Approach” is a
widely accepted approaches are: combination of individualized instruction and
classroom (or group study) instruction.
1. Individualized Instruction Approach Background knowledges are learned through
2. Integrated Instruction Approach the individualized instruction approach prior
to attending classroom instruction. Classroom
The “Individualized Instruction Approach” is instruction provides review, clarification,
a self-administered instructional package practice, and application of those
which can be taken inside or outside the knowledges.
classroom. The package is a combination of
interactive instruction and media which acts as A more detailed description of these ap-
a private tutor for one student (or group of proaches is given in Appendix A.

SITUATION

Periodically in this study unit, situations were provided in which you were asked to interact with
the information. The purpose was to guide and direct your activities toward learning certain
background knowledges. The preceding information about implementing instruction is not
considered critical to designing interactive instruction. However, the information is critical in the
utilization of interactive instruction.

QUESTION

How can organizations like yours use this study unit in its training program?

Rev. September 2013 7 Designing Interactive Instruction

 ANSWER

There are a number of ways. Possibly you identified some of the same ways we did:

1. As individualized self-study for instructors, managers, and others who need to

develop more efficiency in their training programs.
2. As “pre-work” to a course of instruction for new instructors and educators.
3. For re-training purposes.
4. As a demonstration on how interactive instruction can be implemented in printed
form

V. HOW DOES INTERACTIVE INSTRUC-

TION AFFECT THE INSTRUCTOR AND
THE STUDENT?

Interactive instruction does not replace the

human instructor, but frees the instructor
from routine instruction. It allows more time
to give individual attention to each student.
The instructor serves as a manager, a consult-
ant, and a tutor. This can result in a greater
prestige, satisfaction, and personal relation-
ship with the students.

Interactive instruction tends to give the

student a feeling of personalized instruction.
It is tailored to their own needs, and gives
them a feeling of responsibility and control
over their own learning. It also gives a real-
ization that “I know where I am going, how I
will get there and when I have arrived."

For these reasons, interactive instruction can

increase student motivation and achievement.

NOW TAKE THE POST TEST

Rev. September 2013 8 Designing Interactive Instruction

 POST TEST

The answers to these questions are given on the next page.

1. Which is more effective for learning? 6. Which of the following include the components
of interactive instruction?
a. Active participation
b. Listening, watching, or reading a. Prepare, present, perform, follow-
up.
2. Interactive instruction is: b. Objectives, lesson plan, visual aids.
c. Objectives, content, interaction,
a. Reading preassigned material. feedback, test.
b. Making a presentation.
c. Using the information as it is pre- 7. What is an effective “tool” the student can
sented. use to help him interact with the material?
d. Viewing a slide-tape program.
a. Slide-tape program.
3. Interactive instruction is designed to: b. Worksheet
c. Outline of the lesson plan.
a. Guide and direct the student’s d. Charts and graphs.
activities.
b. Help determine the instructional 8. Which of the following best describes the
objectives. design features of interactive instruction?
c. Identify training and education
needs. a. Structured opportunity for the
student to identify, apply, interpret,
4. A block of instruction is: and make use of the critical content.
b. Developed objectives, a technical
a. A total course of study. accurate presentation, a request for
b. The subject matter being developed. questions, and test the student’s
c. The smallest logical unit of instruc- knowledge.
tion.
d. A lecture. 9. Which statements are correct:

5. “Insurance” that learning will occur is: a. Individualized instruction can be

used inside or outside the class-
a. Designing the instruction to be room.
interactive. b. The Integrated Instruction Ap-
b. The students knowing “where he is proach utilizes the classroom for
going, how he is to get there, and practicing background knowledges.
when he has arrived.” c. Designing interaction into individu-
c. Validating the instruction. alized instruction and integrated
instruction is the key to insure that
learning will occur.

Rev. September 2013 9 Designing Interactive Instruction

 ANSWERS

1. You certainly answered (a), “active participation.” Learning by “doing” is more

effective than listening, watching, or reading.

2. (c). “Using the information as it is presented.”

3. (a). “Guide and direct the student’s activities.” The other two choices are necessary
before the instruction is designed.

4. We certainly hope you answered (c), “The smallest logical unit of instruction.” We
made a point of this.

5. All of these answers are correct. We did not intend for “insurance” to be a critical
point, however, we did stress all of these.

6. We hope you checked answer (c). If you did not remember them, we suggest you re-
read section III, “What are the Design Features of Interactive Instruction.”

7. (b). “Worksheet.” Although the other choices are good “tools,” they do not direct the
student to interact with the material.

8. (a). “Structured opportunity for the student to identify, apply, interpret, and make
use of the critical content.” You may have recognized that choice (b) is the more
traditional approach to instructing.

9. Obviously, all of the statements are correct. We were pretty

sure you would get this one.

SCORING: The achievement objective for this study guide was for you to
be able to answer 7 of the 9 questions correctly. How did the
instruction do?

Rev. September 2013 10 Designing Interactive Instruction

 APPENDIX A

EFFECTIVE INSTRUCTION APPROACHES

INDIVIDUALIZED INSTRUCTION

A combination of instructional material, Classroom (Or Group Study) Instruction -

methods, and media forming a unit or package Bringing trainees who have completed indi-
of instruction to meet specified objectives. vidualized instruction portion of the instruc-
Effective for learning and applying back- tion together under a knowledgeable person
ground knowledges and skills. The unit or (instructor or group leader) for review and
package acts as a private tutor for an indi- clarification and to practice those knowledges
vidual (or group of individuals) without the learned through the individualized instruction.
need for the continual attention from a human Classroom instruction is used when practice
instructor. Each unit or block of instruction and application of skills must be given under
contains specified objectives, guidance in- close supervision, when the skills to be
structions, subject matter and relevant mate- learned require the assistance or interface
rial, problems, worksheets, and tests. The with another trainee, when developing a team,
student is guided through the instruction step or when cost Or providing each trainee with
by step, practicing relevant responses, given the equipment is unreasonable. Classroom
immediate feedback on progress, and must instruction contains specified objectives,
successfully complete each step before pro- guidance instructions, relevant practice
ceeding to the next. The instruction is as- problems and exercises and tests, and the
sembled and a management system developed trainee is guided through the instruction in the
to insure the smooth and effective utilization same way as in individualized instruction but
of the program. This system includes re- under the guidance of another person in a
sources for the student to obtain help from a group setting.
subject matter specialist (supervisor or another
knowledgeable person) if needed. Background Knowledge - Theory, concepts,
principles, procedures, etc., which a student
The instruction could be self-administered and must know to be able to practice or perform a
scheduled in or out of the classroom. job task he is expected to learn to do. Prereq-
uisite learning requirements to more advanced
INTEGRATED INSTRUCTION APPROACH learning or skill application.

A combination and utilization of individual- Skill Application - Practicing or applying

ized instruction and classroom (or group background knowledges under simulated job-
study) instruction* forming a training course related conditions for learning skills or capa-
package to meet specified objectives. Indi- bilities to perform a task or tasks (operation,
vidualized instruction, prerequisite to class- procedure, judgment, etc.).
room instruction, teaches background
knowledges*. It is self-administered. Class-
room (or group study) instruction provides
review and clarification of background
knowledges and practice and application* of
those knowledges.
(*Terms defined following.)

Rev. September 2013 11 Designing Interactive Instruction

ADVANTAGES OF THESE APPROACHES OVER CONVENTIONAL APPROACHES

1. Emphasis is placed on the student’s learning rather than on the instructor’s teaching.

2. Students can adapt the study pace to their ability to assimilate the information.

3. Students are not a “captive audience” to the instructor’s convenience, and can use their time
most effectively.

4. The student can select a time period best suited for him/her.

5. The instruction demands attention of the student. Students are less likely to be distracted by
others or external noises.

6. Students have more individual attention if they desire it.

7. Scheduling problems are simplified.

8. More students can be accommodated in less space, with less staff and at less cost.

9. Students can always review the instruction at any future time.

10. Students are given more responsibility and control over their own learning.

11. Each student is essentially tutored by a subject matter specialist.

Rev. September 2013 12 Designing Interactive Instruction

 Training for Instructors Course

DESIGNING
INTERACTIVE INSTRUCTION
A Guide

Jerry L. Williams, Training Consultant

Office of U.S. Foreign Disaster Assistance

Rev. September 2013 1 Procedural Guide

 Training for Instructors Course

Procedural Guide for Developing Instruction

Given EMPLOYEE JOB

Task Bring the employee from where he or she is now, to being able to do the
job.

Procedure 1. Define and list the Job Performance Requirements in specific terms.
2. Develop a qualification test which will measure the employee’s ability to
perform each requirement.

3. Identify the training requirements.

(Job Performance Requirements - Employee Capabilities=Training Re-

quirements)

4. Break the job performance requirements down into individual compo-

nents or parts. (This will be basically accomplished in Step 2.)

Define and list the individual components. These are the PERFOR-
MANCE OBJECTIVES.

5. For those Performance Objectives identified in Step 4, prepare a list of

questions which you would ask the employee to answer or actions to
demonstrate to you, that upon completing the training, indicate that she/
he can perform those objectives. The questions would include back-
ground knowledge and practical exercises, problems, etc. If the em-
ployee must use certain materials, equipment, or references in order to
answer or perform the operation, specify what is needed.

6. Using the information prepared in Step 5, write instructional objectives

which will describe what the employee is to be able to do (what you want
him/her to be able to do). Sometimes one instructional objective will apply
to two or more questions. Evaluate results of Steps 5 and 6 to determine
relevancy, specification and requirements established in Steps 1 and 2.
Revise as necessary before proceeding to the next step.

7. Sequence the instructional objectives and corresponding questions into

logical blocks of instruction.

8. Develop a student response instrument. The response instrument, in-

structional objectives, questions, and exercises, (post test items for each
block) must parallel each other in content and meaning. Revise it as
needed.

Rev. September 2013 2 Procedural Guide

 Training for Instructors Course

Procedural Guide for Designing Instruction

9. Select the methods, media, content, and materials based on results in Step 8.

10. Using the result of Steps 6, 7, 8, and 9, develop the block of instruction.

Repeat the process for each block.

11. Finish the final examination using the results of Step 2 and 5.

12. & 13. Validate the course by giving it to a few students (you may want to include a few experienced
subject matter specialists in your test run of the course). The validation does not have to be done all
at one time. You can validate each of several blocks as they are completed. Revise it as needed.

14. Prepare the final course materials; and

15. Conduct the course.

16. Evaluate and revise.

Rev. September 2013 3 Procedural Guide

 Training for Instructors Course

SYSTEMATIC STEPS FOR

DEVELOPING INSTRUCTION
1. Job Inventory

2. Determine Job Performance Requirements

3. Develop Qualification Test

4. Identify Training Requirements

FEEDBACK

ANALYSIS
5. Develop Performance Objectives

6. Develop Testing Instruments

7. Develop Instructional Objectives

8. Sequence Instructional Objectives

Determine Instructional Blocks

DEVELOPMENT
9. Develop Student Response Instruments
Finalize Post-tests
FEEDBACK
10. Select Methods Media, Content Materials, etc.

11. Prepare and Assemble Instructional Units

12. Finalize Final Exam

VALIDATION

13. Conduct Developmental Tryout of Units

(Revise as necessary)

14. Conduct Operational Tryout

15 Evaluate and Revise

Rev. September 2013 4 Procedural Guide

 Training for Instructors Course

Audio/Visual Equipment

Upon completion of this unit, you will be able to do the

following with two commonly used items of audio-visual
equipment:

1. Prepare for use and operate.

2. List six essential auxiliary items.

3. Perform preventive maintenance and troubleshoot the

four most common problems.

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 Training for Instructors Course

Audio/Visual Equipment

Accessories

Needs

Electrical Projection Tool kit

Extension cords-cables Spare bulbs Screw driver and pliers

Multi-plugs and adaptors Lens Audio-video adaptors
Transformers -converters Input/Output cables Tape - duct and electrical

Multimedia projector

Setup Position projector so that it projects on screen and does not block anyone’s view. Turn
the feet to adjust the height of the projection. Switch on to focus slide

Operation Locate and test switches. Connect the jack to the computer to test compatibility .

Preventive Maintenance Follow safety precautions indicated in the unit manual. i.e. power
source. Clean the inside of the projector periodically.

Problems Blurred projection. Adjust the focus and zoom, check distance and projector screen
for keystone. Check batteries of remote control if using one.

_____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

_____________________________________________________________________________

____________________________________________________________________________

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Screens
Types Beaded and daylight matte. With and without a keystone arm. Fixed and movable.

Considerations Is screen large enough and suited for the light. A movable matte screen with a
keystone arm is usually the best for training.

2xW= The closest a viewer should be to the screen.

6xW= The farthest distance a viewer should be from the screen.

Keystone Image

W =Width

Anti-keystone arm

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 Training for Instructors Course

Some Troubleshooting Tips

PROBLEM THINGS TO CHECK SOLUTION

No power Power cord plugged in? Insert plug into outlet.
Equipment turned on? Turn it on.

No picture Cables connected to projector? Connect cables properly from

Computer-projector function computer to multimedia projector.
activated?

No Sound Cables connected incorrectly. Check cables for connection.

Computer sound is muted. Check sounds from computer.

Poor Picture Adjust computer display Locate controls and adjust.

properties
Adjust focus of projector.

If your equipment begins to run slow or has a lot of deviations in the color, etc., it
probably needs repairing, cleaning or cable replacement. Refer to the equipment
manuals or get professional help.

Improper cleaning can permanently damage computer and multimedia

projector equipment.

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Audio-visual Checklist

Preparation:
Necessary items are present ....................................................................
•Computer
• Multimedia projector
• Spare lamps/bulbs
• Power cords
• Input/output cables
• Adaptors
• Remote controls
• Tools
• Transformers
Lenses clean .............................................................................................

Practised using the equipment ..................................................................

Setup:
Screen can be seen by all .........................................................................

Room light not distracting ........................................................................

Minimum keystone ...................................................................................

Electric cords secure ................................................................................

Image focused ..........................................................................................

Operation:
Projector off when not being used ...........................................................

On-Off technique used when discussing .................................................

Talk to audience not screen ......................................................................

Use of wireless presenters/laser pointers whenever necessary ................

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Audio/Visual Equipment
Post Test

1. List 6 essential items of auxillary equipment which may be required.

2. The last row of chairs in a classroom is 40 feet from the screen.

What size screen should you use?

3. What is the primary task in preventive maintenance?

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 Training for Instructors (TFI) Course

Training for Instructors (TFI) Course

Reference Material for Lesson 8

The Digital Visual Interface (DVI) is a video interface standard designed to

maximize the visual quality of digital display devices such as flat panel LCD
computer displays and digital projectors. It was developed by an industry consortium,
the Digital Display Working Group (DDWG).

DVD (also known as "Digital Versatile Disc" or "Digital Video Disc") is an optical
disc storage media format that can be used for data storage, including movies with
high video and sound quality. DVDs resemble compact discs as their physical
dimensions are the same (120 mm (4.72 inches) or occasionally 80 mm (3.15 inches)
in diameter) but they are encoded in a different format and at a much higher density.
The official DVD specification is maintained by the DVD Forum.

A liquid crystal display (LCD) is a thin, flat display device made up of any number
of color or monochrome pixels arrayed in front of a light source or reflector. It is
prized by engineers because it uses very small amounts of electric power, and is
therefore suitable for use in battery-powered electronic devices.

Each pixel consists of a layer of liquid crystal molecules suspended between two
transparent electrodes, and two polarizing filters, the axes of polarity of which are
perpendicular to each other. Without the liquid crystals between them, light passing
through one would be blocked by the other.

Before applying an electrical charge, the liquid crystal molecules are in a relaxed
state. Charges on the molecules cause these molecules to align themselves with
microscopic grooves on the electrodes. The grooves on the two electrodes are
perpendicular, so the molecules arrange themselves in a helical structure, or twist (the
"crystal"). Light passing through one filter is rotated as it passes through the liquid
crystal, allowing it to pass through the second polarized filter. Half of the light is
absorbed by the first polarizing filter, but otherwise the entire assembly is transparent.

When an electrical charge is applied to the electrodes, the molecules of the liquid
crystal are pulled parallel to the electric field, thus reducing the rotation of the
entering light. If the liquid crystals are completely untwisted, light passing through
them will be polarized perpendicular to the second filter, and thus be completely
blocked. The pixel will appear unlit. By controlling the twist of the liquid crystals in
each pixel, light can be allowed to pass through in varying amounts, correspondingly
illuminating the pixel.

It is normal to align the polarizing filters so that pixels are transparent when relaxed
and become opaque in the presence of an electric field, however the opposite is
sometimes done for special effect.

The electric field necessary to align the liquid crystal molecules rapidly is also enough
to pull them out of position, damaging the display. This is solved by using an
alternating current to rapidly pull the molecules in alternate directions.

RM 8 - 1
 Training for Instructors (TFI) Course

To save cost in the electronics, LCDs are often multiplexed. In a multiplexed display,
electrodes on one side of the display are grouped and wired together (say, in
columns), and each group gets its own voltage source. On the other side, the
electrodes are also grouped (say, in rows), with each group getting a voltage sink. The
groups are designed so each pixel has a unique, unshared combination of source and
sink. The electronics, or the software driving the electronics then turns on sinks in
sequence, and drives sources for the pixels of each sink.

Important factors to consider when evaluating an LCD monitor include resolution,

viewable size, response time (sync rate), matrix type (passive or active), viewing
angle, color support, brightness and contrast ratio, aspect ratio, and input ports (e.g.
DVI or VGA).

RM 8 - 2
 Training for Instructors Course

Facilities and
Course Co-ordination

Upon completion of this unit, you will be able to

do the following:

1. Select a facility to meet the needs of the training

activity to be conducted.

2. Arrange a classroom for a training presentation

and the audio-visual aids to be used.

3. Describe the most common problems encoun-

tered with facility arrangements.

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 Training for Instructors Course

Facilities and Course Co-ordination

1. Planning considerations
Type of Presentation - Informational or instructional. Small group activities. Tables and
chairs.

Method of Instruction - Interactive Lecture or a Demonstration Practise-student activity-use of

visual aids and equipment.

Space - Will there be hands-on activities. Support staff needs. Storage space. Instructor prepa-
ration room.

Length - How long is the programme-1 day or several days. Will there be evening work. Will
participants be able to tolerate the room for the length of the program.

Times - Set-up and take-down time. When does program start. Do you need Sunday and
Saturday. If you use rental equipment, when can it be picked up and returned . What about
local or tourist activities.

Cultural - Consider the customs of the participants, including schedule, food and accommoda-
tion.

2. Facility
Size - Small hotels give you lots of attention. Large hotels have more capability.

Parking - Downtown locations can have parking problems.

Food - How many alternatives are available. Is food culturally acceptable. Set-down or buffet.
Is a meal plan available. What time is breakfast.

Transportation - How far is hotel from airport. Is hotel transportation available. Are buses
required.

Sleeping rooms - How many people to a room. Air-conditioned. Would you spend a week in
one. Location in hotel.

Environment - Noise and atmosphere. Resort area or commercial area. External noise.

Security - Is it safe for participants. Can you leave your equipment in the rooms. Does facility
have security staff.

Type - Hotel, resort, school or government. Hotels cost more but are usually better. A dedi-
cated training centre is the ideal. Government buildings are cheaper but can be poor for
training.

Meeting room - Location in building. Proximity to casinos or kitchens. Lighting, electrical

system, shape, obstacles, acoustics, distractions.

Availability - Have several possible dates or selection of sites will be limited.

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 Training for Instructors Course

3. Procurement
Use the correct procedures for renting facilities. Different agencies and organisations
have different procedures. Check these out before starting.

Schedule - Days and hours, don't forget evenings. Allow for set-up and clean-up. Prob-
ably will want to reserve for 24 hours a day.

Numbers - Be sure to include the instructors, support staff and observers.

Tables and chairs -Specify the number, size and set-up. Check out the chairs. Would you
sit in one for a week?

Arrangement - Prepare diagrams of layouts to provide to facility. Include everything.

Rentals - Make a list of all of your needs. Then determine what the facility can provide
and what you need to rent. The facility may be able to help you with renting.

Refreshments - This can be a real problem. Determine what is served when and who
pays. Have a firm agreement with the facility in writing.

Special needs - Such things as phone lines, handicap access, training aids.

4. Follow up
Know the catering manager or facilities manager. Make regular follow-up contacts as
these people change frequently and fail to leave records. Keep records and reaffirm
arrangements such as payment process and dates and times. 20 ft / 6.36 M
E
240V
E
240 V W
5. Exercise - Plan for a training session 30 ft /
• Use the Meetings and Facilities Reference Guide. E
9.54 M

• 30 participants. (No extras) 240 V W

E
• Interactive lecture. 240 V
• Participants will have reference materials and workbooks.
• 3 presenters will use Powerpoint presentation.
• Session will last 2 days. 1300 Tues. - 1200 Thurs.
• Workshop will be in a hotel - tables will be 6' x 30"-(1.9 M x 79.5 cm),
chairs standard with no arms.

Prepare a room diagram, a list of needs, facility agreement and describe your
concerns.

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AUDITORIUM

CLASSROOM

CLASSROOM

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WB 9-5
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SEMI-CIRCLE

THE TABLE

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COURSE COORDINATION

Planning Specific need for the training? (Is it a training problem?)

Who should attend? Why?
Objectives stated in measurable terms?
Plans for measuring if objectives reached.
Where is training to be held? Cost of travel, lodging, etc.
Facilities available-room, etc.
Participant needs, ie: handicapped equipped facilities.

Before the Prerequisites, common background needed?

course Precourse assignments for preparation or involvement.
Instructor availability and preparation.
Participant availability/numbers needing training/class size.
Scheduling-dates, multiple sections.
Dates, selection information, course objectives out for planning.
Lodging, food service, travel, etc.
Preliminary costs information, charges to participants.
Materials and equipment needed (ordered-scheduled).
Specific agenda planned.
Tours, field trips, visits arranged.
Applications received, selections made.
Attendees notified, orientation letter prepared.
Maps, probable weather conditions, address and telephone number, etc.
Potential future instructors to attend.
Travel, room reservations.
Welcome letters at check-in.
Transportation to course site, contact person, etc.
Final arrangements for room set-up, refreshments, messages, entertainment,
excursions.

During the Handling “no-shows”, absences (Alternates lined up at local area?)

course Policy for late arrivals-stay home/send home/catchup?
Secretarial support, short-time, reproduction, etc.
Equipment operational, spare parts.
Room set-up (seating, ash trays, paper, AV aids, etc.)
Back-up materials available.
Staff oriented.
Schedule followed.
Orientation of participants to facility.

WB 9-7
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

COURSE COORDINATION

Ground rules for course.

Contact person for any problems arising.
During the
Janitorial services.
course (cont.)
Cooling/heating controls.
Lighting/ventilation.
Entertainment/excursion sign-up.
Course evaluation by participants.
Certificates of completion.
Return reservations, transportation.

After the course Restore facilities.

Release equipment, materials.
Instructor critique, redesign suggestions.
Certification/recording/notification of completions.
Pay, per diem, travel fund problems.
Final payment of all bills, tuition charges, etc.
Notification of participants supervisor.
Follow-up with trainees.
Continued contact (newsletters, etc.)

WB 9-8
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

EQUIPMENT RENTAL REQUIREMENTS

Projection:

Multimedia projector (complete with accessories)

Projection screen
Size - e.g. 6 ft, 9ft etc.

Audio:
Public address system
Microphones - portable, directional, or group
Speakers
Connecting cables

Electrical:
Extension cords
Multiple outlets box
Transformer - 1000 watt or larger
Adaptors

Others:
Photocopying machine
Printer

WB 9-9
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Basic Scientific Laws of Inevitability and other assorted truisms

Murphy’s Laws:

1. If anything can possibly go wrong...it will.

2. When things are going well...something will go wrong.
3. If anything just can’t go wrong...it will anyway.
4. When things just can’t get worse...they always do.
5. Anytime things appear to be going better, you have overlooked something.

Lowery’s First Law: If it jams...force it! If it breaks, it needed replacing.

Zumwalt’s Law: The probability of failure is directly proportional to the number

and importance of the people watching.

Harvey’s Hypothesis: There is no use worrying...nothing is going to turn out all

right.

WB 9-10
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 FACILITY AGREEMENT

Activity title: Dates:

Facility name: Contact

Organization name: Contact

Number of: Participants _____ Staff ____

Meeting rooms:
Number Dates Hours Cost
Staff room
Classroom(s)
Breakout room(s)

Equipment:
Item Number Dates Hours Cost
Projection screen
Flipchart easel
Transformer/Cords
Multimedia projector
Photocopier
Printer

Sleeping rooms:
Type (S/D) Number Dates Special Cost

Meals: Number Dates Hours Cost

Breakfast
Lunch
Dinner

Breaks:
Content Number Dates Time
Cost
Morning
Afternoon

HO 9-1
 U.S.D.A.
Forest Service
Northern Region
Missoula, Montana
Written by:

Hubert R. Humes
Personnel Management
USDA, Forest Service
Northern Region
Missoula, Montana
January 1985

Revised by:

Jerry L. Williams
Jerry L. Williams & Associates
Tucson, Arizona
September 1991
 Training for Instructors Course

CONTENTS

Introduction ............................................................................................ 1

Meetings

Definition .......................................................................................... 2
Purpose and Titles ............................................................................ 2
Instructional Meetings ....................................................................... 2
Planning or Problem Solving Meetings ............................................... 3
Information Meetings ........................................................................ 3

Planning Meetings

Planning Committee .......................................................................... 4

The Program Coordinator ................................................................ 4
The Arrangements Coordinator ........................................................ 4
Initial Planning Considerations ........................................................... 5

Purpose and Objectives

Establishing the “Purpose” and “Objectives” ...................................... 6

Facilities

Types of Facilities ............................................................................. 8

Accomplishing the Assignment .......................................................... 9

Appendix

Planning and Program Form .............................................. Appendix 1

Arrangements Coordinator Check List ............................. Appendix 3
Arrangement Analysis ....................................................... Appendix 5
Basic Spacing and Seating Guidelines ................................ Appendix 6
Meeting Room Setups ...................................................... Appendix 7
 Training for Instructors Course

INTRODUCTION

You want to hold a meeting! What is the purpose? What are the objectives?
What type of meeting should it be? What methods should be used? Where
should it be held? Who should attend?

These are a few questions meeting planners must answer. Many meetings fall
short of the intended objectives because of inadequate planning. Such
failures can be traced to a lack of knowledge and application of basic
planning principles and methods for achieving effective meetings.

This reference has been prepared to assist those who plan meetings and provide
the manager an overview of what must be accomplished in the planning
process. There are many aspects of planning. The most basic elements are
presented here.

The terminology and techniques given in this booklet are recognized and ac-
cepted by most professional meeting specialists.

Hubert R. Humes

Rev. September 2013 1 Meetings and Facilities

 Training for Instructors Course

MEETINGS Instruction Meetings

DEFINITION: A meeting is a selected group of Instructional programs are to instruct, to teach

individuals assembled to accomplish one or new skills and knowledges. The instruction is
more predetermined objectives or to receive based on well defined performance and in-
certain information. The purpose of a meeting is structional objectives. The instruction should
to inform, to instruct, to plan or to solve prob- be designed to gain full involvement and partici-
lems. Specific objectives are required for in- pation of the student. Instructional meetings are
struction, planning or problem solving meetings. the most difficult to plan. The instructional
components required are objectives, interac-
PURPOSE AND TITLES tive aids, feedback, and tests. Instructional
meetings must be designed to develop compe-
Various titles are given to meetings. When used tencies specified in the objectives, not simply to
correctly, these titles can convey to the partici- inform students. Too often information meth-
pant the general purpose of the meeting. Listed ods are used when instructional methods are
are the common titles used for each purpose. required. Information presentations are often
given and acceptable in instructional meetings.
PURPOSE TITLE Information presentations should be less than
10 percent of the total program.
Information Seminar
“To Inform” Symposium TYPES OR TITLES
Forum
Briefing Training Course
Convention Workshop
Conference Clinic
Institute
Instruction Training Course Laboratory
“To Instruct” Workshop Conference
Clinic
Institute
Laboratory
Conference METHODS

Problem Solving Workshop Demonstration/Practice

“To Plan,” “To Solve” Conference Interactive Lecture
Guided Discussion
Role Playing
“Conference” is a general title which can be used Simulation
for any meeting. It doesn’t always convey Case Study
purpose. Incident Process
Group Scheduled Study
“Workshop” can be used for either instruction or Individual Self-Study
planning type meetings. The title workshop Laboratory Exercises
means “hands-on” - participants are actively
engaged in performing specified activities.
Workshops usually produce a result or
product.

Rev. September 2013 2 Meetings and Facilities

 Training for Instructors Course

Planning or Problem Solving Meetings Information Meetings

A successful planning or problem solving meet- Information meetings are designed to inform - to
ing capitalizes on the existing skill, knowl- present and discuss issues, new ideas, experi-
edge and experience of the group in order to ences, results of studies, etc. They are the
develop plans, solutions, decisions, and easiest to plan because there are no specific
other specifications for actions to be taken. objectives. Participants are not expected to
Planning or Problem-Solving Meetings are make any decisions or learn specified skills to be
designed to meet pre-determined objec- applied on the job. There is no testing with
tives. information meetings. Sometimes a portion of
the meeting may be devoted to instruction or
There is an old joke that a camel is a horse problem-solving. If a major portion of the
designed by a committee. It points to the meeting is “to inform” it should be considered
inefficiencies and confusion that can result and designed as an information meeting.
from a poorly designed and/or poorly man-
aged planning session. There is one human
relations consideration here. A planning TYPES OR TITLES
session functions on the assumption that no
solution or plan has already been made. If a Seminar
decision has already been made by higher Symposium
management, it is dangerous to hold a meet- Forum
ing where the participants think that they are Briefing
planning or solving problems when they are Convention
not. It is not appropriate to run such a Conference
session with the idea of guiding the group into
arriving at the already-made decision, since METHODS
that plan can go awry.
Lecture
Discussion
TYPES OR TITLES Panel
Round Table
Workshop Question/Answer
Conference Reporting
Briefing
METHODS

Brainstorming
Group Procedure
Problem Solving
“Buzz” Session
Dialogue/Discussion

Rev. September 2013 3 Meetings and Facilities

 Training for Instructors Course

Planning Committee

Planning committees are often appointed to serve 4. Select speakers or instructors and provide
as the liaison between management and the them with instructions.
meeting organizers. To be effective, members 5. Notify participants.
should include representatives who reflect the
needs of the various factions represented, who 6. Manage the program activities during the
have considerable experience in dealing with meeting, if necessary.
meeting dynamics and design, and who have a
grasp of the subject matter. The role and 7. Evaluate meeting outcomes.
objectives of the committee must be clear. If
empowered to decide, the final decisions should 8. Serve as meeting chairman, speaker,
be made by the chairman of the committee. instructor, monitor, panelist, or discussion
When some decisions (i.e., administrative du- leader, etc., if necessary.
ties, contracts, etc.) are the responsibility of the
meeting planners and staff, their authority should 9. Coordinate planning activities with the
be specified. arrangements coordinator and other staff
assigned to the project.
Functions of the committee:
1. Finalize specific needs of the participants. 10. Supervise other personnel who may be
2. Formulate or finalize the specific objectives. assigned.
3. Approve or make recommendations on
time, place, program plan, facilities, etc.
4. Plan for evaluation and follow-up. The Arrangements Coordinator
Task Requirements
Disadvantages of the committee approach:
1. Too many members assigned. Given the responsibility for planning and adminis-
2. Lack of expertise in meeting dynamics and tering the type of environment necessary to
planning. facilitate the attainment of the objectives set forth
3. May require too much time to reach for a meeting, the arrangements coordinator will:
agreement.
4. Tendency to assume responsibility of 1. Advise the program coordinator and others
planners and officers. responsible for the meeting of the opportuni-
ties, limitations, and requirements concerning
equipment and facility arrangement and man-
The Program Coordinator agement.
Task Requirements
2. Plan and develop physical arrangements to
Given the responsibility for planning and manag- fulfill the needs of the audience, the speaker,
ing the meeting program, the program coordi- the program’s objectives while giving consid-
nator, alone or with others, will: eration to program time, funds, and travel
requirements.
1. Specify or finalize meeting outcomes (objec-
tives). 3. When necessary, prepare and submit to the
contracting officer a requisition for facilities,
2. Develop a program “blueprint” (includes supplies, and/or equipment.
structures, methods, sequencing, time limits,
etc.) 4. Working closely with the contracting officer,
3. Select and/or develop content, visual aid contact and/or inspect, potential facilities.
material, etc.
Rev. September 2013 4 Meetings and Facilities
 Training for Instructors Course

5. In cooperation with the program coordinator 2. What’s the purpose of the meeting?
and the contracting officer, select the facility What do I want to accomplish from it?
site.
3. What are the specific objectives?
6. Serve as the contracting officer’s representa- Are my statements realistic?
tive and coordinator between the facility staff Are the objectives measurable?
and the program staff on all matters. Will I be satisfied if these objectives are
achieved?
7. Reconcile differences among people on
matters pertaining to the facility. 4. When should the meeting be held?
How much lead time do I need to prepare
8. Arrange for a variety of items such as: visual- for the meeting?
aid and special equipment, supplies, trans- Are others available?
portation, registration, special meals, lodging, Sufficient time to achieve the objectives.
special rooms, etc., prior to and during the
meeting. 5. What are the suggested dates and time
periods?
9. Inspect facility immediately before program Alternate dates?
to insure all arrangements are in order. Should evening sessions be considered?

10. Assume responsibility for protection and 6. Who should handle the various planning
security of all property assigned. activities and the meeting itself?
Program, facilities, equipment, news media,
11. Assume supervision of other personnel who social events, etc.
may be assigned to him.
7. Who should attend?
12. Operate projection and recording equip- How many participants?
ment as needed. Which people are absolute “musts”?

13. Be alert to any safety hazards and correct 8. Where should the meeting be held?
or report such hazards to the proper officials. In what city or location?
What is an alternate location?
Initial Planning considerations What facility requirements are needed?

1. Is a meeting the best way to accomplish the 9. What are the budget limitations?
task?
Would a phone call suffice? 10. Special events or activities (social, field
Could I send out a memo? trips, , etc.) should be considered?
Can I handle it informally?
Job aids, self-study programs, etc.?

Rev. September 2013 5 Meetings and Facilities

 Training for Instructors Course

Establishing the Purpose and Objectives

All meetings are held for a reason to accomplish “Find solutions to common problems.”
some end. Thus, a “purpose” statement should “This is a problem-solving meeting designed to
be prepared for each meeting describing “why” identify specific problems in the administration
and “intent.” of Personnel Management and to recommend
what actions would be taken to correct these
“Instruction” and “Planning or Problem Solving” problems.”
meetings are designed to produce certain out-
comes or results. Thus, specific objectives are Objectives
required also for these types of functions. There
are no objectives for “Information” meetings Examples - from different meetings:
because there is no required outcome produced.
“Given a problem in..., develop a list of alterna-
PURPOSE vs. OBJECTIVES tives and prepare a staff paper recommending
what action should be taken.”
Most novice planners believe the “purpose” and “Given a list of indicated problem areas in the
the “objectives” are one and the same. They are administration of personnel Management:
distinctively different.
1. Determine what the problem(s) are for
Purpose: A written statement which describes why each area and prepare a problem state-
the meeting is needed and what the meeting is ment. The statement will be specific, clear
intended to accomplish. and concise.
2. Develop a list of standards, criteria or
Objective(s): Written statements which specify requirements which should be considered
what the participant is expected to accomplish in the solution of each problem.
during the meeting. Statements must be measur- 3. Develop at least two alternative solutions
able and specify the action, condition and stan- including...
dards or product to be produced. (See ex-
amples below.) Information Meetings

The “purpose” and “objectives” should be given in Purpose

the program announcement and be given to the Examples:
participants at the start of the meeting.
“This meeting is designed to acquaint the manager
Planning or Problem Solving Meetings and meeting Planner in the basic principles and
techniques of planning and designing meetings.
Purpose Each participant will receive a reference guide.”
Examples - from different meetings: “To brief and bring employees up to date on ...”

“To finalize the budget revisions and project Objectives:

work plans...”
“To review and plan activities for the coming None. This meeting is designed to inform -
year.” nothing more. The participant may select and
“Develop alternatives and recommend solutions utilize whatever information he/she chooses.
to...”
“Review the results of the committee reports and
determine what action is to be taken.”

Rev. September 2013 6 Meetings and Facilities

 Training for Instructors Course

Instruction (Training) Meetings

PURPOSE “Given a series of work situations, identify and

Examples - from different training courses: list what specific personal protective equip-
ment is required for each situation.”
“Develop skills to meet minimum standards for
officers designated to issue violation Notices.” “Construct a diagram of the ‘decision making
process’ and establish a checklist for the
“A training course designed to develop skills in evaluation of existing or potential application
conducting and managing meetings.” of math and computer models to the Agency
operations.”
“This program is designed to aid the manager
and principal staff personnel in the use and Instructional Objectives
application of analytical decision making
models aided by the computer.” A single action or decision statement which
specifies each skill or knowledge competence
OBJECTIVES a person must achieve during each block of
There are two kinds of objectives used for each instruction.
training function. They are:
An Instructional Objective is a sub-element or
Performance Objectives smaller competence of the Performance
Objective.
A statement of performance clearly stating the task
actions or decisions which the student must be Instructional Objectives specify WHAT the
able to perform upon completion of the training; trainee will do both during the instruction.
the conditions under which these actions or They are used to sequence and design
decisions take place; and the standards or de- instruction and become the testing require-
gree of perfection which must be met on the job. ments for which training must meet.
It contains one or a series of actions necessary to
produce a specific, definable, and measurable Examples - from several different training
product. courses:

Examples - from several different training “Given a map and compass, delineate on the
courses: map the best route to travel between two
points.”
“GIVEN a hand compass and a 1:12,500 or larger
scale map which specifies the starting point and “Name the 3 parts of an objective and specify
target, DELINEATE on the map the best suit- how the objective must be described.”
able route to the target and with proper field
clothing and equipment, using the map and com- “Fill in a traffic citation ticket.”
pass, navigate cross country, on foot, in daylight,
over various types of terrain for distances up to “Explain the difference between...”
10-miles.”
“Convert binary coded symbols into hexadeci-
“Make a complete technical inspection of timber, mal symbols with at least 13 out of 15
log or concrete multi-beam bridges and identify conversions correct.”
any defective items.”

Rev. September 2013 7 Meetings and Facilities

 Training for Instructors Course

FACILITIES

There are basically five types of facilities to choose Motor Inns

from: agency, hotels, motor inns, resorts, or Motels, as a whole, offer the greatest latitude and
schools and universities. Facilities come in all flexibility for fulfilling many of your needs—
shapes and sizes, ages, qualities, and with vary- greater choice in location, fewer distractions,
ing kinds of space, flexibility, and support. You and easier parking. Many now specialize In
can usually select one which meets your needs. offering meeting rooms; however, service may
vary depending on size, staff, and experience.
Agency Usually, there Is less choice In the size of meeting
Government regulations may prohibit the use of rooms.
outside facilities when government facilities are
available and meet program needs. Resorts
Old resort hotels have been converted to confer-
An agency is usually suitable for small groups for ence center environments. Their room facilities
short durations. When the facility is in the same are often surprisingly modern, flexible, and with
building where participants work, you can ex- many options available. They provide fewer
pect more interruptions such as interoffice mes- distractions and parking is no problem. Basic
sages, tardiness, visitors, and so forth. Gener- disadvantages are remoteness and unavailability
ally, you will find little choice for physical ar- of public transportation.
rangement or size of room. You probably will
have to do all the work of arranging the room Schools and Universities
yourself. In this environment, there is little op- Space may be available in local public schools,
portunity for after hour discussion among par- particularly during the summer and evenings.
ticipants. They typically use table arm chairs, and may not
have the type of tables you need.
If it is important for the participants to forget the
problems of their job and concentrate on the Local community colleges, vocational schools, col-
meeting program, or if a “neutral environment” is leges and universities may have appropriate
considered essential, you should consider out- space. If the facility is new, you might find all of
side facilities away from the work location. the flexibility you need. Scheduling, parking, and
services rendered can present problems.
Hotels
Hotels are usually in the heart of the city, near major
shops, attractions, and after hour activities.
Though there may be ample eating establish-
ments within or adjacent to the facility, you may
have to provide more time in your schedule for
the participants to obtain a noon meal. Parking
may be a problem unless the facility has this
accommodation. If so, they usually charge for It.

Large hotels usually offer the most in the way of

room space, service, and support. In large
hotels you will find yourself competing with other
meetings for services. At small hotels, you may
be the only customer but have less choice of
rooms and fewer staff to serve you.

Rev. September 2013 8 Meetings and Facilities

 Training for Instructors Course

ACCOMPLISHING THE
ASSIGNMENT

An experienced arrangements coordinator knows 7. What kind of interaction is desired: primarily

that reserving and confirming meeting rooms is between speakers, speaker and participants,
only a small part of the job in making physical among participants, or a combination?
arrangements.
Where do you begin? What information is needed? 8. What materials will the participants require?
What features or details need to be considered?
By this time you may be asking yourself these 9. What presentation methods are planned?
kinds of questions. Below and in the sections to When? In what sequence?
follow, you will find sufficient information, speci-
fications, guidelines, and job aids to enable you
to accomplish your assignment. Naturally, it is 10. Will the total group be divided into small
impossible for us to cover every detail or prob- teams? When? How often? How many
lem which may arise. For special or complex teams? How many people per team?
problems and situations, we suggest seeking the
advice and or assistance of an experienced 11. Where are most of the participants coming
arrangements coordinator. from? 12. Are there any special requirements
needed or activities planned?
Information Needed:
13. How are the participants travelling? When
Before you can begin to arrange for facilities, you should they be expected to arrive? Will a
will need certain information and data from the liaison be needed to meet them?
program planner or coordinator.
14. What and how much material is needed for
1. Proposed dates and time periods? Alternative each participant? How will the material be
dates? Are evening sessions being planned? distributed or made available? Who is re-
sponsible for getting it there?
2. How many participants, staff, guest speakers,
observers, visitors and any others will attend 15. How much is budgeted for: facilities, rental
for whom interpreters, space and/or material or purchase of equipment, materials, and
must be provided? supplies?

3. What type of multi-media presentations will 16. What type of equipment (projection, record-
be scheduled? ing or PA system) is planned or needed? Who
is to furnish it?
4. What are the objectives of the meeting?
17. Will a certificate be awarded? Will it be for
5. What is the purpose or function—Instructing, participation, attendance, merit or achieve-
planning, problem solving or informing, or a ments?
combination of these?

6. What type of atmosphere is desired?

Rev. September 2013 9 Meetings and Facilities

 Training for Instructors Course

PLANNING AND PROGRAMMING

MEETING:

DATES:

LOCATION:

TASK DUE DATE ASSIGNED TO COMPLETED

A. PLANNING
1. Plan program

2. Prepare announcement

3. Prepare schedule

4. Select staff

5. Assign staff

6. Assign coordinator

B. CONTRACT/AGREEMENT
1. Prepare specifications

2. Issue bids
3. Award contract/agreement

C. FACILITIES
1. Prepare requisition

2. Prepare layout plan

3. Check facilities

4. Set-up room(s)

D. PARTICIPATION

1. Select candidates

2. Notify agency

3. Notify participants

Rev. September 2013 Appendix 1 Meetings and Facilities

 Training for Instructors Course

TASK DUE DATE ASSIGNED TO COMPLETED

E. PRE-WORK
1. Prepare materials

2. Assemble materials

3. Send materials

4. Follow-up with participants

5. Receive, check and collate

F. EQUIPMENT, MATERIALS &

SUPPLIES
1. Prepare list
2. Prepare materials

3. Assemble materials

4. Order supplies/equipment

5. Collect equipment, materials

and supplies.

G. OTHER

Rev. September 2013 Appendix 2 Meetings and Facilities

 Training for Instructors Course

ARRANGEMENTS COORDINATOR CHECK LIST

NAME AND DATE OF MEETING:

LOCATION OF MEETING:

COMPLETED
COMPLETED

NEEDED
NEEDED

. Transportation
4.
1. Initial Contacts
__ __ Arrangements for transportation
__ __ Chamber of commerce __ __ Early/late arrivals
__ __ News media __ __ Parking space
__ __ Training office __ __ Instructions to attendees
__ __ Contracting __ __ Buses for tours
__ __ Public Transportation __ __ Service car or bus
__ __ Budget and Finance __ __ Car rentals or government cars
__ __ Courtesy or guest parking card
2. Information or Plans
5. Guest Speakers and Visitors
__ __ Program information
__ __ Target planning dates __ __ Arrange lodging
__ __ Requisition for facilities __ __ Arrival time
__ __ Layout plan - contract specifications __ __ Departure time
__ __ Contract of agreement __ __ Transportation
__ __ Local contacts __ __ Welcome arranged
__ __ Name tags
3. Meetings __ __ Notified of arrangement

__ __ Time and dates 6. Specific Equipment

__ __ General meeting rooms
__ __ Headquarters room __ __ List of equipment needed
__ __ Floor plan __ __ List of equipment to be rented
__ __ Physical layout __ __ Rental equipment contacts
__ __ Staging required __ __ Equipment operators
__ __ Special lighting __ __ Tool kit and repair parts
__ __ Tables __ __ Fire regulations
__ __ Chairs __ __ Cost of extra equipment or services
__ __ Special features __ __ Telephones
__ __ Flags
__ __ Clerical staff
__ __ Signs
__ __ Arrangements for transporting
__ __ Storage
__ __ Security

Rev. September 2013 Appendix 3 Meetings and Facilities

 Training for Instructors Course

COMPLETED
COMPLETED

NEEDED
NEEDED

7. Facility contacts 11. Banquet, Special events

__ __ Manager __ __ Floor plans of rooms

__ __ Bell Captain __ __ Dates and times of events
__ __ Catering Manager __ __ Layout and seating plan
__ __ Service Manager __ __ Choice of menus
__ __ Crisis contact __ __ Complimentary meals
__ __ Security Guard __ __ Place cards
__ __ Coat room
8. Other Contacts __ __ Hospitality arrangements
__ __ Registration and collection
__ __ Medical services __ __ Tipping information
__ __ Police __ __ Informing attendees
__ __ Emergency auto repair __ __ Total expected
__ __ Equipment repair/rental
__ __ Telephone system 12. Lodging and meals
__ __
__ __ Approximate rooms needed
9. Exhibits __ __ Room rates
__ __ Reservation procedures
__ __ Number of exhibits __ __ Cutoff dates
__ __ Space requirements __ __ Early/late arrivals arrangements
__ __ Installation instructions __ __ Cancellations
__ __ Dates of setup and dismantle __ __ Checkout arrangements/storage
__ __ Special signs __ __ Payment policy (checks, etc.)
__ __ Facility requirements __ __ Restaurants available
__ __ Shipping arrangements __ __ Other requirements
__ __ Storage __ __ Informing attendees
__ __ Security
__ __ Personnel to handle 13. Miscellaneous

10. Registration __ __ Refreshments service

__ __ First aid station
__ __ Approximate time required __ __ Local service club meetings
__ __ Location __ __ Special events - entertainment
__ __ Badges __ __ Telephones
__ __ Personnel __ __ Bulletin boards
__ __ Tables #__________ __ __ File boxes
__ __ Chairs #__________ __ __ Water-glasses
__ __ Typewriters/computer __ __ Recreation available
__ __ Supplies __ __ Lost and found
__ __ Signs __ __ Publicity
__ __ Lighting __ __

Rev. September 2013 Appendix 4 Meetings and Facilities

 Training for Instructors Course

ARRANGEMENT ANALYSIS
Codes

View and Size Atmosphere Best Uses

group interaction

E=Excellent S=Small 4-15 I=Informal Inf.=Information meetings

G=Good M=Medium 15-40 F=Formal TR=Training meetings
F=Fair L=Large 40+ PS=Problem solving
P=Poor planning meetings

TYPE OF SETUP VIEW INTERACTION SIZE ATMOSPHERE BEST USES

Conference
U-shape G G M I or F Inf.
Box shape G G M I PS
U-shape tier E G M I or F TR
E-shape F F L I or F Inf
T-shape F G M F Inf
Board of directors P P-F M F Inf
Oval shape G G M I PS

Small group
Diamond G G-E M I TR-PS
Round table E E M I TR-PS
Circle (w/o tables) E E M I TR-PS
Triangle G G-E M I PS
Rectangle F-G F-G S I or F TR-PS
Oval G G S I or F TR-PS
Trapezoidal G G-E S I TR-PS
Square, V or L shape G G-E S-M I TR-PS

Auditorium
Square F P L F Inf
Semicircular G P L F Inf
V-shape F-G P L F Inf

School room
Square P P-F P L F Inf-TR
Perpendicular P P L F Inf-TR
Common V G F-G M I TR
Inverted V F-G F-G M I TR

Rev. September 2013 Appendix 5 Meetings and Facilities

 Training for Instructors Course

BASIC SPACING AND SEATING GUIDELINES

SPACING

1. Between front wall and first row of tables .......................................................10 ft.

2. Aisle space along sidewalls ...........................................................................2 ft.

3. Main aisle width.............................................................................................. 4 ft.

4. Between rows of tables .................................................................................. 4 ft.

5. Allowance for chair space from table ..............................................................3 ft.

6. Between rows of tables when seating people back-to-back ............................ 5 ft.

7. Back of room: Distance from table to wall (includes chair space) ....................8 ft.

8. Table writing space (per person) ........................................................... 2 1/2-3 ft.

SEATING

Rectangular Table (each side)

5 foot .................................................................. 2
6 foot .................................................................. 2
8 foot .................................................................. 3

Round table
4 foot .................................................................. 6
5 foot .................................................................. 8
6 foot ................................................................ 10

Rev. September 2013 Appendix 6 Meetings and Facilities

 Training for Instructors Course

FIGURE A

CONFERENCE SETUPS
U - SHAPE

BOX SHAPE
(Square or Rectangle)

U - SHAPE TIER
E - SHAPE

T - SHAPE OVAL SHAPE BOARD OF DIRECTORS

Rev. September 2013 Appendix 7 Meetings and Facilities

 Training for Instructors Course

FIGURE B

SMALL GROUP SETUPS

ROUND TABLE
DIAMOND SHAPE

CIRCLE V (or L) SHAPE TRIANGLE

(Without tables)

SQUARE RECTANGLE OVAL TRAPEZOIDAL

Rev. September 2013 Appendix 8 Meetings and Facilities

 Training for Instructors Course

FIGURE C

AUDITORIUM OR THEATER SETUPS

SQUARE SEMICIRCULAR

V - SHAPE

Rev. September 2013 Appendix 9 Meetings and Facilities

 Training for Instructors Course

FIGURE D

SCHOOLROOM SETUPS

SQUARE PERPENDICULAR
(Traditional)

COMMON V INVERTED V

V - SHAPE

Rev. September 2013 Appendix 10 Meetings and Facilities

 Training for Instructors Course

Classroom Management

Upon completion of this unit, you will be able to do

the following:

1. Define classroom management.

2. Describe the three keys to successful classroom

management.

3. Describe the role of the instructor as classroom

manager.

WB 10-1
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

Classroom Management
Note Taking Guide
Classroom management is the employment of those policies, procedures and techniques
which are designed to secure effective learning.

1. Efficiency

Seating
Lighting
Acoustics
Equipment

Ventilation/temperature
Classroom appearance
Classroom policies
Breaks
Smoking
Questions
Evaluation
Timeliness
2. Competency
Content
Materials
Personal

Confidence

Attitude

Awareness

Flexibility

WB 10-2
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 Training for Instructors Course

Classroom Management
Note Taking Guide
3. Effectiveness

You as instructor
Personal
Presentation
Presence

Instructor as manager
Prevention

Interaction

Response

WB 10-3
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 Training for Instructors Course

Classroom Management
Post Test
1. Define classroom management.

2. Describe the three keys to successful classroom management.

a. Efficient

b. Competent

c. Effective

3. Describe the role of the instructor as classroom manager.

a. Prevention

b. Interaction

c. Response

WB 10-4
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

CLASSROOM MANAGEMENT

Original Author Unknown

Revised and Edited by
Jerry L. Williams
Training Consultant
Office of U.S. Foreign Disaster Assistance

Rev. September 2013

1 Classroom Management
 Training for Instructors Course

CLASSROOM MANAGEMENT

DEFINITION discipline; and other forms of deterioration of

Classroom management is defined as the the learning process.
employment of those policies, procedures,
and techniques that are designed to secure Using this basis, we shall examine some of
effective student learning. the details concerning classroom management
techniques. We will suggest how best they
An instructor may be thoroughly skilled in may be applied to situations that will confront
the subject to be presented. The students may you as an instructor.
be attending classes regularly. The instructor
may be performing to the best of his/her A mistake made by many inexperienced
ability. There is still no guarantee of success in instructors is to assume that their influence on
accomplishing the objectives. The circum- class begins at the “opening bell” and ends
stances under which the training is conducted with the “closing bell”. They might be sur-
are frequently the determining factor. prised, if they could eavesdrop on some of the
students.
Instructors, in their own way, are execu-
tives. They are responsible for people, time The reputation of a course and the instruc-
and materials. They must plan, establish or tors frequently precede them. The manner in
execute policies, and see that tasks are which the first lesson is conducted will affect
completed. They are responsible for equip- the students’ attitudes toward the instructors
ment and materials used in the classes. They and their subject. Such comments as: “I
must be able to write reports and evaluate wouldn’t open my mouth in that class”, “I
papers submitted by students. They perform, couldn’t hear”, or “It was so stuffy in there, I
on a smaller scale, all the fundamental respon- went to sleep” are not just gripes or alibis.
sibilities of a manager. They are fully responsi- They are legitimate complaints, and will not
ble for everything related to the instruction. occur if instructors are alert. They can demon-
strate alertness by carefully considering and
Likewise, the success or failure of a well- planning for the three basic elements of
conceived program of instruction depends effective class management. These are:
strongly on the manner in which it is con-
ducted. The achievement of the objective, 1. Well-planned physical arrangements
regardless of its description in subject matter before, during and after class.
terms, demands that the instructor employs
effective policies, procedures, and techniques 2. Sound class policies which will :
in the conduct of the class—in other words
“effective class management.” • Maintain discipline.

This reference is devoted to the discussion • Encourage learning.

of problem areas relating to “classroom
management.” The focus will be on the 3. Successful instructor-student relationships.
responsibility of the instructor for anticipating
events that might affect instruction unfavour-
ably. It will point the way to solutions of
events that, when unsolved, result in loss of
rapport; interference or breakdown in

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2 Classroom Management
 Training for Instructors Course

PHYSICAL ARRANGEMENTS CLASS POLICIES

The instructor is responsible for the physical Make class policies clear at the start. If the
set-up of the classroom. Areas to consider in structor clarifies the standard operating
are: procedure, there can be little doubt on the
part of the students as to what is expected.
Lighting. The room should be properly Also, students feel more secure when they
lighted so students can see their notes and know what they are supposed to do. Follow
visual aids without undue strain on their eyes. standards if already set, if not, define:
Is the room able to be darkened if you are
going to use projection aids? Are black out Smoking. Uncontrolled smoking in the
curtains or blinds needed? How are the lights classroom will result in a smoke-filled room
dimmed and who will control the lights? which creates discomfort to students. All
people do not smoke, and the eyes of some
Heating/Cooling. The instructor must take people are irritated by smoke. Normally,
the necessary steps to insure having a smoking is not permitted in classrooms. The
comfortable classroom. If the room is class leader should be held responsible for
uncomfortable, make the necessary adjust- the enforcement of this policy.
ments. Throughout the class watch for signs
of student discomfort and ask for feedback. Dress. Usually nothing needs to be said.
The classroom should be adequately venti- However, if someone comes dressed inap-
lated. Prohibiting smoking and eating will propriately (distracting, hazardous, etc.) for
help. the class, the instructor should address the
problem on an individual basis.
Training Aids. Training aids should be
placed in such a manner that they can be Stand up. Students should normally not be
handled easily and smoothly. It is the respon- required to stand up when asking or answer-
sibility of the instructor to see that all aids ing questions. If the group is large or there is
scheduled to be used are available and a problem hearing you need to ask students
located in the classroom. in the back of the room to stand.

Room arrangement. Use comfortable chairs Absences.. The policy on absences should be
and tables, arranged to provide maximum given in the course announcement informa-
visibility and interaction between students tion and then re-stated at the beginning. If full
and instructor. A number of options are attendance is required for successful comple-
described in other references. tion than it should be stated and then en-
forced. However, the instructors should have
Seating Plan. You may want to arrange the an answer for emergencies such as an illness,
name cards to separate normal work groups etc.
or problem students. Students should be
guided to their proper places by the instruc- Timeliness. Classes must begin and end on
tors. This will help you to learn their names time. Time cues for the conduct of the lesson
quicker. A student seating plan placed at the are determined by “dry-running” and serve
lectern may aid the instructor in calling on the as a guide. Schedules are made to be
students by name. followed. Every instructor should insure that
they are ready to begin on time and end on

Rev. September 2013

3 Classroom Management
 Training for Instructors Course

time. When an instructor arrives late, the Familiarity. Learn how to pronounce the
students may think the instructor is not students’ names before the class. Use name
interested in the presentation of the lesson tags and table cards to help identify the
and a possible result will be the students will students. Meet and greet the students as they
lose interest in the presentation. Completion come in to class for the first time so you can
of a lesson in less than the allotted time put faces with names.
usually results in incomplete coverage of all
the teaching points. Develop cooperative attitudes. One of the
better ways to motivate students and de-
If the instructor runs over the scheduled time, velop cooperative attitudes is to put into
he may cause resentment by the students for practice in the classroom the principles and
running into their free time. An over-run will techniques of leadership. Be flexible. Listen
also effect the time allotted for the following and support. Respond to student needs.
lesson. Practice your lesson to insure your
timing is within the schedule. Students also Appearance. Your appearance as an instruc-
have a responsibility in timing — to be tor will directly influence the way the students
seated and prepared for the lesson according perceive you. Dress appropriately for the
to the time schedule. situation. If in doubt, ask other instructors or
the local training experts.
Cleanliness. It is the instructor’s responsibil-
ity to insure the training area is left in good Tact. Good discipline must be maintained at
condition. Remember the next instructor all times. The Arab who permitted a camel to
must begin on time. All training aids must be put its head into his tent, soon found the
removed and trash cleaned up. Students camel occupying the tent and the Arab out in
should be responsible for their areas. Report the cold. The moral of this is that there can
any deficiencies or items you are unable to be no compromise with discipline. It is either
correct to the course coordinator or man- good or poor. The instructor who is inclined
agement. to allow small infractions of policies in an
effort to be a good fellow is asking for
STUDENT- INSTRUCTOR trouble. Small infractions lead to larger ones,
RELATIONSHIPS and eventually you will lose control of the
situation. At the first breach of good con-
Control. The instructor is the “Captain of the duct, corrective action must be taken;
Ship” and must always act as a leader. The tactfully, of course, but nevertheless with
students will respect the instructor more and firmness. The class must know that standards
will come to the class prepared to learn, are to be maintained.
once they realize the standards will be
maintained. Know Students. A mistake made by many
instructors is to assume all students can be
Class Leader. Under some circumstances an instructed in the same manner. Most instruc-
elected representative of the class may be tors research the subject matter that they are
useful. The class leader can represent the going to teach and dry run the lesson before
class to the instructors and provide group teaching. Too few instructors research the
feedback on any problems. The instructor students they are going to teach. The way an
should inform the class leader of his duties instructor teaches is as important as what he
and responsibilities. teaches. How subject matter is presented
should be determined by the type of students
receiving it.

Rev. September 2013

4 Classroom Management
 Training for Instructors Course

Preparation. The failure of the instructor to Avoid threats. Generally, tactful handling of
prepare will result in a disorganized lesson the situation will produce desired results.
and confusion for the student. You should Once a threat is made, however, it should be
carefully plan your lesson. Then practice, carried out if the student fails to respond.
practice, practice. Otherwise these too become meaningless.

Confidence. A lesson plan should be used as Test to measure. A test should never be
a guide, not as a crutch. Every instructor used to punish students. Occasions may arise
should be familiar with the subject matter. when it is necessary to test to determine if
The lesson plan should be used as a check to the students have prepared themselves for
insure that all the essential teaching points the instruction they are to receive. When
have been covered. The greater the confi- tests are administered, they should always be
dence the instructor displays, the more graded and critiqued.
readily the students will accept what is being
presented. HAZARDS

Discussion. An instructor must be able to Faking/Bluffing. Evasive answers by an

stimulate and guide class discussion. An instructor leave the student in doubt; both as
unguided discussion will not enhance under- to the instructor’s ability and the value of the
standing by the students—rather, it will subject as a necessary part of his training.
usually confuse as well as waste valuable No instructor knows all the answers. There
teaching time. At times, the students will tend will be times when a student may pose a
to veer away from the main teaching point. question that he cannot answer. The class
The instructor must guide the discussion will not hold it against the instructor for not
back to the teaching point. One effective knowing, but they do expect him to be
way of bringing a discussion back is to refer honest with them. If he tries to bluff, the bluff
to the lesson objectives. When the students will probably be called, and the confidence
are discussing essential points in greater of the class in the instructor as an authority,
depth than intended and time is of the will be irreparably damaged. The best policy
essence, then the instructor should tactfully is to say: “I am not sure of that, but I will
summarize the discussion and lead into the look it up and let you know”.
next teaching point.
Acting Superior. Because the instructor may
Be Patient. Becoming hasty and impatient have command of his subject, which is far in
with a student is sure to defeat any honest excess of that held by others, is no valid
effort they may make to learn. Remember reason for adopting superior attitudes.
many of the ideas are new to the student, but Talking down to a class is an excellent way
are part of an instructor’s broad back- to arouse resentment and destroy morale.
ground. Students see them as individual The students will respect you more for any
experiences not yet completely tied together. inherent knowledge you may have of your
Rough spots require slow and thorough subject. As a matter of fact, students may be
explanations to be sure they are understood expert in some other field about which the
before the next point is introduced. instructor knows very little. Occasionally,
instructors will find a student who actually
knows more about the subject than they do!

Rev. September 2013

5 Classroom Management
 Training for Instructors Course

Lack of Enthusiasm. Following through on Weak summary. The summary has a double
students’ questions and citing personal purpose. It is designed to review the impor-
experiences and applications generally instills tant teaching points and to tie this lesson to
in the minds of the students the feeling the in other lessons. The summary can be
structor believes in ‘the importance of the developed either by lecture method, or if
subject he is teaching. It is evidence of time permits, by questions designed to
enthusiasm on his part, and enthusiasm is measure how much the students have learned
contagious! Once you have established this during the presentation. The question method
contact with the class, it should be kept alive. may reveal an occasional lack of
The instructor should look at all the students understanding or, even more probable, a
during instruction. Each student should feel shortcoming in the instruction. The summary
he is being spoken to personally. Occasion- can guide the instructor to improving later
ally, when a lesson is given over and over, lessons on the same subject.
there is a tendency for the instructor to
become somewhat mechanical in the presen- SUMMARY
tation. The effective instructor recognizes this
pitfall and works harder to maintain student This discussion has been concerned with
interest. two points: developing understanding of the
elements of classroom management, and
Profanity or vulgarity. Another good way to determining how these elements should be
destroy class interest, to lose the respect of applied to training situations.
the class, and to arouse antagonism is the use
of profanity. Vulgarity on the part of the There is nothing new or startling in the
instructor definitely alienates the students. In elements that have been presented or in the
addition, it proves to the class his vocabulary application of these elements to specific
is limited and sooner or later its use will situations. Each is the outcome of common
prove to be a source of considerable embar- sense, fortified by prior planning. It has been
rassment. This applies also to the use of demonstrated that the problems of classroom
jokes or stories of questionable tact. If a management are vitally important. The analysis
story is likely to embarrass or ridicule one of most situations shows that “an ounce of
person or group because of race, colour, prevention is worth a pound of cure.” The
creed, sex or national origin, it must not be best insurance against the development of an
used. unfavourable classroom situation is to: first,
check the physical arrangements before the
Excuses. While it is the responsibility of the class begins; second become thoroughly
instructor to insure that everything is ready familiar with, and enforce desirable classroom
for his presentation, if something is forgotten, policies; and third, keep constantly in mind
excuses should not be made. Apologizing that good instructor-student relationships do
because you forgot to bring an aid will only not grow of their own accord. Anticipatory
make the students wonder if you are really planning, regard for the human element in
interested in the material being presented and instruction, and the application of common
the students receiving it. If equipment was sense will see the instructor through to his
scheduled for a class, and due to circum- objective.
stances beyond your control, the equipment
was not available, you may want to inform
the students of the delay or cancellation.

Rev. September 2013

6 Classroom Management
 Training for Instructors Course

Testing and Evaluation

Upon completion of this unit, you will be able to do the
following:

1. Explain the difference between knowledge testing and

performance testing.

2. Describe how, what, why, and when we test.

3. Define validity and reliability as they pertain to testing.

4. List five different types of test items that may be used

in the construction of a knowledge test.

A test:

Complete the following form used to account for supplies.

Describe the process for evaluating damages to

infrastructure.

Given the following information, complete the calculations

for bridge capacity.

Using the available tools and supplies, diagnose and repair

the given radio.

WB 11-1
Rev. September 2013 Office of U.S. Foreign Disastert Assistance
 Training for Instructors Course

Testing and Evaluation

Note Taking Guide
Definitions

Knowledge testing measures participants retention of facts and concepts. A written or oral test
is the usual method.

Performance testing measures the participants skill at using facts, concepts, processes or
procedures and manipulative skills to accomplish a specific task.

Why we test

Feedback To give participants and instructors a progress check.

Validation Is instruction doing what it is supposed to do.

Certification Have participants reached a specified competency level.

Alternatives Participants demonstrate skill or knowledge - competency in lieu of training.

What we test

Knowledge Facts, concepts, vocabulary, procedures and processes

Skill Use of knowledge and ability to perform tasks.

Competence The level of knowledge and skill as rated against a criterion.

Ability Innate capabilities to perform tasks.

WB 11-2
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 Training for Instructors Course

When we test

On the job

Training development

Pre-test

During training

Post-test

How we test

Written Widely used in education and training. Knowledge testing.

Oral An alternate for written testing for students who have unique situations.

Performance To test skills and the use of knowledge.

Definintions

Validity The extent to which a test measures what it is supposed to measure.

Reliability The degree to which a test repeatedly measures the same thing.

WB 11-3
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 Training for Instructors Course

Types of test items

Essay The student is asked to write what they know about a subject.

Matching Statement and facts are matched from scrambled lists.

True - False Statements are identified as true or false.

Multiple choice The correct answer is selected from among several incorrect choices.

Listing The student is asked to produce a list of facts, steps, items etc.

Fill-in A statement is given with blank spaces to be filled in by the student.

An Ideal System of Testing

EMPLOYEE On to the Job

2 Pass
1
Performance Test
3 Fail
4
Job Requirements On to Training

WB 11-4
Rev. September 2013 Office of U.S. Foreign Disastert Assistance
 Training for Instructors Course

Methods of Evaluation
Post Test

1. T. F. Knowledge can be tested but skill cannot.

2. Explain the difference between validity and reliability in testing.

3. Matching.

___ What we test A. Post Test

___ Why we test B. Knowledge

___ How we test C. Feedback

___ When we test D. Written test

4. Fill in.

A ___________________ test measures the students knowledge and skill.

5. Explain why this test may or not be valid and reliable.

WB 11-5
Rev. September 2013 Office of U.S. Foreign Disastert Assistance
 Training for Instructors Course

Group Exercise Meetings

Upon completion of this unit, the participants
will be able to:

1. State the importance of consensus in

instructor group decision;

2. Describe the coordination necessary when

conducting training with more than one
instructor.

3. Describe a process for conducting instructor

group meetings.

WB 12-1
Rev. September 2013 Office of U.S. Foreign Disaster Assistance
 Training for Instructors Course

GROUP TEACHING EXERCISE

PERFORMANCE OBJECTIVE

Action Participate with a group of other students in the presentation of a lesson of training. The
group will develop objectives, lesson plans, visual aids, handouts and testing. The group
will coordinate their presentations to provide continuity and smooth flow of training.

Conditions A classroom environment suitable for conducting training, a group of trainee instruc-
tors who will function as trainees for the purposes of training presentations, the neces-
sary visual aid equipment (i.e.; OH projector, slide projector and/or flipchart and easel),
and the necessary materials to prepare visual aids.

Standards Each presentation will contain at least one training objective, one visual aid, interac-
tion with at least 2 participants and a means of evaluation. Objective, visual aid and
presentation will meet minimum standards established by the course. Presentation will be
within time limits without a last minute rush to finish. Participants receiving the training
will be evaluated for effectiveness of the training.

KEY POINTS

A training course with more than 1 instructor must be a coordinated effort

Training is not a competition between instructors. The participants will be the losers.
A group process is needed for instructor coordination meetings.

Meeting decisions need to be consensus decisions.

CONSENSUS

Everyone has been heard,

Everyone agrees,
and is willing to support the decision.

Value of consensus decisions:

A group of instructors must be focused on the purpose and objectives for the training. All of the
instructors need to agree on and support decisions that are made about the training to be con-
ducted. People are more likely to support a decision they have participated in making and with
which they agree.

The alternative to consensus decisions, the majority vote, results in someone being a loser. Los-
ers are less likely to support a decision with which they disagree. A leader decision is "not my
decision".

I am because we are.
WB 12-2
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 Training for Instructors Course

Instructor Coordination

Need for coordination

• Training conducted with multiple instructors is complicated
• The success of a training program is directly related to how well the training activities
are coordinated.
• Confusion among instructors confuses the participants.

What needs to be coordinated.

• The first priority is the objectives. Lesson and unit objectives must support the course
objectives.
• The objectives must be in the proper sequence. Refer to sequencing in the unit on
lesson planning or the Guidelines and Format for Course Development.
• The content must flow logically. Coordination works to eliminate duplication and
omissions. Again sequencing is important.
• The agenda must be developed with realistic times. Lesson plans determine how much
time. Then the instructors must follow the plan. This all needs to be coordinated to
work.
• Staging a course is like presenting a play. There needs to be a plan for who will be
doing what where and when. Classroom and participant logistics, A/V equipment,
arrangements, exercises, etc.
• All supporting materials-work books, handouts, visual aids and supplies must be coor-
dinated for content and reference.

How much coordination

The amount of coordination necessary depends on the course. A course like the Training
For Instructors course, with lots of exercises, equipment and support materials and
multiple instructors, requires a great deal of coordination. A course with mostly interac-
tive lectures is less complicated and probably requires less coordination. Courses with
simulation exercises require much more coordination. The quality of the course materials
will also effect the coordination.

Coordination process

Course coordinator role

The course coordinator role will vary depending on the course. One person may coordi-
nate both the logistics and the instructors or as in the case of the TFI course, a logistics
coordinator is used and a lead instructor acts as the instructor coordinator. Some courses
and workshops may have an overall course coordinator in addition to a logistics coordi-
nator, an instructor coordinator and maybe a transportation coordinator or others.

Instruction coordinators must balance the need to coordinate instruction with maintaining
freedom for the instructors to teach. The rule is to facilitate coordination.

WB 12-3
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 Training for Instructors Course

Group memory
One of the most useful tools for successful meetings is the group memory. Using flip
charts on the wall and coloured pens to record the meeting has many benefits:
- the group stays focused.
- everyone knows what has been said.
- repetition and restating are reduced.
- it is easier to organize ideas.
- agreements are reached and remembered.
Organizing your flip charts helps to organize the group. Pre-make an agenda, desired
outcomes, ground rules and issues to be discussed. Have flip charts separated to record:
- chronological notes.
- decisions.
- an action plan.
- a “file” for items to be discussed later.

File Decisions Actions

Notes

Desired outcomes-ground rules

As with all activities, if you don't know where you are going, you won't know how to get
there and you won't know when you have arrived. Develop desired outcomes for every
meeting. Get group agreement on them before proceeding. Establish ground rules on how
you will proceed-then abide by them. This helps a group stay on track and avoids lots of
conflicts.

Agreements
Successful meetings are a series of small agreements that result in final consensus on the
desired outcomes. A good rule is do not proceed unless you have agreement. You will
end up coming back to the point where you lacked agreement. Record your agreements
on the group memory so that you can refer back to them.

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 Training for Instructors Course

Some tools for problem solving/decision making

• Brainstorming - A method for generating ideas. Some rules are, make no evaluations
during brainstorming, and any idea is OK.

• Sort by...Once you have created a list of ideas, it may be useful to sort them in some
way-categories, types, etc.

• Rank Order - A technique for putting ideas in order of importance to the group. The
total number of ideas is divided by 3. Group members then vote for that number of
ideas according to their personal preference.

• Word Clarification - Frequently there are words that need to be defined before groups
can proceed. Agreeing on definitions can be very important.

• Buildup and eliminate - A commonly used tool to combine and reduce ideas into
statements that all will support. Taking the best parts of 2 or more ideas can result in
agreement.

Facilitative Behaviours
Things you can say or do at the beginning or during a meeting to help a meeting to be
successful.
• Active listening…Use Boomerang, Parroting or repetition and Paraphrasing.
- Boomerang - Repeat the question back to the group for more input.
- Parroting/echoing - Repeat back a statement exactly as stated. This forces the
speaker to hear his or her own words.
- Paraphrasing - Stating in your own words what you think you heard said by someone.

• Listen as an ally. Listen to understand not rebut.…Listening for comprehension is a

powerful facilitative behaviour.

• Ask open-ended questions… Asking yes or no questions forces people to take a stand.

• Be positive - encourage participation…Participation means involvement which will

result in better decisions.

• Focus on the desired outcomes…This helps keep a group on track and moving toward
consensus decisions and solutions.

• Don't be defensive…Avoid arguments by not arguing back. Do not take comments

personally.

• Accept and legitimise…Acknowledge others points by accepting and legitimising the

ideas. Use active listening techniques and record on the group memory.

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GLOSSARY OF TERMS
ABILITY: Those personal characteristics COURSE DEVELOPMENT: Refers to the
(physical and mental) that an individual entire process of building a single course
brings to the job or to training. The ability beginning with the decision to conduct the
to lift a 50 ft. length of 2 1/2 inch fire hose, course and ending with the final validated
20-20 vision, or to remain calm in a stress- course package.
ful situation may be examples.
COURSE DEVELOPER: The person who has
ACTIVE LISTENING: The listener takes the task of insuring that all phases of the course
and active role in helping the speaker to development process are accomplished in a
achieve their desired communication professional manner.
objective. The listener uses feedback
techniques of boomerang, Parroting, and COURSE UPDATE: Revision process of
paraphrasing to facilitate understanding. removing outdated information from course
content or changing content to conform to
ADULT LEARNING: The entire range of changing objectives and replacing it with
formal, non-formal and informal learning information of a more current nature. The
activities which are undertaken by adults after course then may or may not have to be re-
a break since leaving initial education and validated depending upon the extent and
training, and which results in the acquisition of nature of the information changed.
new knowledge and skills.1
CRITERION OBJECTIVE: Objectives that
APPENDIX: Supplementary material to be specify precisely what behaviour is to be
included at the end of the text. exhibited, the conditions under which
behaviour will be accomplished, and the
BEHAVIOUR: The manner in which one minimum standards of performance. Crite-
conducts oneself. In evaluating, we are rion objectives describe only the behaviours
interested in a change in behaviour from that specifically satisfy a job performance
present to future. Has the learning brought requirement.
about the desired behavioural change?
CRITERION TEST: Test to determine if
CHALLENGING: The trainee or the super- behaviour reflected in criterion objectives
visor believe that training is unnecessary has been acquired.
because the individual already possesses the
knowledge and skills required. The indi- CURRICULUM: An aggregate of courses of
vidual is tested in lieu of training. study given to meet training certification or
requirements. This includes management
COMPETENCY: The level of proficiency a and support functions.
trainee or employee has achieved in a
particular skill, task or job. DUTY: A general category of work or area of
responsibility. A duty is composed of a
COURSE: Training material developed to group of related work activities called tasks.
meet requirements of a major function of
some position. It is based on a logical DETAILED LESSON PLAN OUTLINE:
grouping of performance objectives. The form used in the body of the instruc-
tor’s guide for assembling all instructor
1
Study on European Terminology in Adult Learning material and special instructions for the
for a common language and common understanding presentation of a segment of a course.
and monitoring of the sector, EAC 11/2008, p.6

Rev. September 2013 1 Glossary

 Training for Instructors Course

ENTRY LEVEL PERFORMANCE (ELP): INSTRUCTIONAL PROCESS: Any method

The level of performance the trainee brings of developing and presenting training material
with him that is relevant to the job perform- to a group of trainees. Example would be
ance requirements (JPR). Training must lecture, computer, etc.
bridge the gap between ELP and JPR.
INSTRUCTOR: An individual who teaches
EVALUATION: A process by which the re- or conveys knowledge and/or skills to other
sults of instruction are compared with the individuals. The instructor should be profi-
performance and instructional objectives. cient in the subject and in adapting instruc-
Evaluation of the course, the instructor and tional methods and techniques toward
the trainees are all part of this process. course development and presentation.

EXPERTISE: An expert skill or knowledge in INSTRUCTOR’S GUIDE: A tool used by an

any particular field. instructor for the sequencing of ideas,
instructions, and materials for the orderly
FEEDBACK: A form of communication that presentation of a course.
enables a person to recognize what another
person feels at a particular point in time INTERACTIVE INSTRUCTION: Instruc-
about a particular thing. This kind of com- tional process in which the trainee is re-
munication is a dynamic two-way experi- quired to respond frequently to the instruc-
ence and is very complex. Feedback is tion. In a tutorial setting, there is a continual
perhaps the most important aspect of an exchange of information between tutor and
instructor’s evaluation of reaction. trainee; group interaction involves a group
of trainees working or interacting together
GLOSSARY: A list of terms in a special to solve problems, etc.
field, subject or area of usage, with accom-
panying definitions. INTRODUCTION: Material presented at the
beginning of a course as a formal prelimi-
HANDOUT: Any item of reference that the nary guide or statement to the reader and
instructor presents to the trainees for their class.
personal use during a block of instruction.
JOB INVENTORY: A written description
INSTRUCTION: The presentation of mate- usually in outline form covering a category
rial designed to meet specified and measur- of work. The components include: (1) a
able objectives. General Description of the job; (2) Duties;
(3) Tasks and their Key-Steps, Standards
INSTRUCTIONAL OBJECTIVE: A and Conditions. The Job Inventory is the
competency that we want the student to basis for developing all performance testing
attain during a specific instructional unit, and training programs.
lesson, or block of instruction.
A specific statement, in observable and JOB PERFORMANCE REQUIRE-
measurable terms, which enables the ac- MENTS: What the individual needs to
complishment of more broad performance know and do to perform a specified job;
objectives. Instructional objectives describe these can be ascertained through comple-
the behaviour that instruction is to produce, tion of a detailed task analysis.
stated in terms of what the trainee will be
able to do, the conditions requiring the KNOWLEDGE: See the levels on page 5.
action, and where appropriate, a standard of
accuracy or speed.

Rev. September 2013 2 Glossary

 Training for Instructors Course

LESSON: The smallest subdivision of a course PREFACE: A preliminary statement by the

or unit, which should be taught without author or editor of a course setting forth its
interruption. purpose and scope, expressing acknowledg-
ment of assistance from others, etc.
MASTER PERFORMER: A person(s) who
has a great deal of knowledge of a particu- PREREQUISITE: A requirement, usually a
lar subject, and is recognized as outstanding segment of training or comparable learning
in the job. See also Subject Matter Expert. experience, stated for attendance of a
course. Testing is a tool that may insure that
MEDIUM: A physical means to present or trainees meet course prerequisites, thus the
work with information. (Transparencies, desired entry level performance.
slides, CD-ROM, video and audio tapes are
media.) PROGRAMME: A selection of courses
designed to fulfil the needs of one or more
METHOD: A teaching concept used to present employees (usually a group of employees
or work with information. Lectures, skits, role sharing common needs). A program may
playing, practical simulation exercise, and consist of courses selected from several
group discussions are methods. curricula.

OBJECTIVE: Something that one’s efforts PURPOSE: A broad statement of the intent,
are intended to obtain or accomplish; the need for, and the target group for which
normally a goal that can be reached and a course is designed. It differs from objec-
measured in education. tives in that the purpose is not stated in
measurable terms.
PERFORMANCE OBJECTIVE: The total
combination of several competencies that RELIABILITY: The degree to which a test
are required to perform a task. A descrip- repeatedly measures the same thing.
tion of performance (behaviour) expected
from trainees upon completion of training. SKILL: A technical proficiency in a particu-
It must be observable, measurable, and state lar task; generally, it relates to performance
criteria for success. by manipulation; e.g., a skilled pump
operator.
POST TEST (POST COURSE TEST): A
test given to a trainee or group of trainees SLIDE: A slide is a transparency usually in
upon completion of a course of instruction colour for projection, mounted in square
to measure learning achieved. Also known frames usually 2" x 2" made from 35mm.
as a Final Test.
SUBJECT MATTER EXPERT (SME): A
PRE-COURSE TEST (PRETEST): A test person who has a great deal of knowledge
given to a trainee or group of trainees prior of a particular subject.
to conducting a course. The purpose of the
pretest is to identify performance deficien- STEP: Is the smallest action or decision
cies of employees. In doing so, we also required to perform the task. Steps are used
identify those employees who do not meet to identify the starting and end points of a
the entry level performance required for the task and the training requirements. Key
course or who already exhibit the perform- Steps are the most frequent causes of failure
ance level which the course is designed to or have serious consequences when not
achieve. Selection of trainees may be made performed correctly.
based on these tests.

Rev. September 2013 3 Glossary

 Training for Instructors Course

TARGET GROUP: A group of individuals with VALIDATED INSTRUCTION: Instruction

similar training needs and knowledge level for that has been shown to do what it was
which a course is designed. intended to do; i.e., to change performance
capability according to the specified in-
TASK: Generally a single action statement structional objectives.
which produces and observable and meas-
urable interim or end product. A task VALIDATION: The process of developmen-
specifies what is to be done, not how the tal testing, field testing, and revision of
action is to be accomplished. A task will instruction to be certain that the instruc-
contain an overt or covert (plus overt tional intent is achieved; i.e., training has
indicator) action, the task conditions and met the job performance requirements.
task standards.
VALIDITY: The extent to which a test
TASK ANALYSIS: A process of listing tasks measures what it is supposed to measure.
and steps required to complete the tasks to
perform a specified job. VIEWGRAPH: An overhead transparency.

TASK LISTING: A listing in categories and WORKBOOK: A book for the use of stu-
priorities. All the tasks identified in the task dents, containing note-taking guides,
analysis. problems, exercises, special instructions, or
other pertinent materials based on a text-
TEST: A set of questions, problems, or book or course of study.
exercises to evaluate one’s knowledge,
abilities, aptitude, or qualifications of a WORKSHOP: A group of people who meet
subject or skill. for a period of intensive study, work, etc.,
with a specific assignment or field of
TRAINING AID: Anything that helps or endeavour.
augments the instructional presentation;
e.g., films, transparencies, models, etc.

TRANSPARENCY: A sheet of film used

with an overhead projector. May be created
in B&W or colour with several different
methods.

UNIT: A part of a course focusing on a

central theme. A course may have one or
more teaching units and each unit may have
one or more lessons.

UNIT INSTRUCTIONS: Instructions per-

taining to only a certain portion of a course,
given to the instructor most generally in
written form, and contained in the instruc-
tor’s guide.

Rev. September 2013 4 Glossary

 Training for Instructors Course

LEVELS OF COGNITIVE LEARNING TFI QUOTATIONS

Knowledge An ability to remember facts in a To people who are not sure where they are
form close to the way they were going, one road is as good as another.
presented. Includes the recall of
specifics and universals: the recall of In a training course, people do not learn to do
methods and processes: or the recall of what they are told. They learn to do what they
a pattern, structure or setting. Knowl- do.
edge can be further subdivided into
knowledge of specifics (terminology People can learn only one thing at one time.
and facts): knowledge of ways and
means of dealing with specifics (con- Learning projects designed to reveal people’s
ventions, trends and sequences, classi- errors, just give them extra practice at doing the
fication and categories, criteria and job wrong.
methodology): or knowledge of the
universals and abstractions in a field I am because we are.
(principles and generalisations or
theories and structures). Whatever exists at all, exists in some amount.
Anything that exists in amount can be measured.
Comprehension An ability to translate, E. L. Thorndike
interpret, and extrapolate information
in one’s own words. You can put a frog in a pan of hot water and he
will jump out. Put him in a pan of cold water and
Application An ability to use abstractions in turn the heat up slowly and you can cook him.
particular and concrete situations

Analysis An ability to break down information

into its constituent elements or parts
such that the relative hierarchy of ideas
is made clear an/or the relations
between the ideas expressed are made
explicit. Analysis is further subdivided
into the analysis of elements, relation-
ships or organisational principles.

Synthesis An ability to assemble separate

parts to form a new whole. Synthesis is
further subdivided into production of a
unique communication, plan, proposed
set of operations or derivation of a set of
abstract relations.

Evaluation An ability to make quantitative

and qualitative judgements in terms of
internal evidence and external criteria.

Rev. September 2013 5 Glossary