Professional Documents
Culture Documents
Training and Staff Development Unit Office of Overseas Programming and Training Support (OPATS)
December 2011
Table of Contents
Overview ....................................................................................................................................................... 2 Definitions...................................................................................................................................................... 2 Competency .............................................................................................................................................. 2 Terminal Learning Objective ..................................................................................................................... 2 Session Learning Objective ....................................................................................................................... 2 Publications and Copyright Guidance ........................................................................................................... 2 Guidance for Writing Learning Objectives .................................................................................................... 3 Learning Objectives prepared for external contractors ........................................................................... 4 Review Process for Development of Learning Objectives ........................................................................... 5 Assessment of Learning Objectives ............................................................................................................. 6 Session Plan Design: 4MAT ........................................................................................................................... 9 Avoiding Pitfalls in Session Design .............................................................................................................. 10 Training Materials and use of PowerPoint.................................................................................................. 11 Training Package Evaluation Criteria .......................................................................................................... 12 Appendix A: Session Plan Template Appendix B: Session Plan Style Guide Appendix C: Editing Conventions for Peace Corps Publications Appendix D: ICE Publications
Overview
This document provides Peace Corps staff and contractors with guidelines for training design and formatting of session plans for the Focus In/Train Up training packages.
Definitions
Competency: a cluster of knowledge, skills, and attitudes (KSAs) that enable a person to perform interrelated tasks in service of a major job functionin other words, an observable job performance that requires a combination of KSAs in order to do it well. Already established for training packages, an example of a competency is: Facilitate Participatory Community Development. Terminal Learning Objective: describes a larger (more complex) K, S, or A the learner will possess or be able to perform as a result of a series of training sessions. A terminal learning objective includes all related session objectives.
EXAMPLE
By the end of the Organizational Development (OD) module, participants will make practical recommendations in nine OD areas to an organization using culturally appropriate consulting skills.
Session Learning Objective: describes the objectives of an individual session plan and builds toward the terminal learning objective of the unit or training package. o Though these have sometimes been called enabling learning objectives, for Focus In/Train Up purposes, we have chosen to call them session objectives.
EXAMPLE
After reviewing common time management methods and tools, participants and community partners will select two methods or tools that would be useful in their local organization.
Learning objectives should be written as Participants will *verb+.. rather than Participants will be able to [verb+.. The above described standard language should be repeated for each objective, not written above with a colon and bullet points. Session learning objectives do not need to name the specific steps/items that participants need to state to meet the performance standard. These will be either (a) included in the session plan notes by the sector specialist writing the package, or (b) be communicated to the contractor writing the session plan by the technical training specialist.
EXAMPLE
Should be written:
By the end of the Income Generation Activities (IGA) training, participants will provide practical recommendations in five areas* to people who want to start or have already started an IGA. *Within the session plan, the five areas (feasibility study, planning, marketing, and customer service and links to existing resources) will either be clearly indicated in the session plan or, for learning objectives for contractors, be cited in notes accompanying the learning objectives.
All final session plans should include learning objectives with all four components:
1. 2.
PERFORMER: The subject who will be learning the new knowledge, skill, or attitude. PERFORMANCE (BEHAVIOR): The measurable or observable knowledge, skill, or attitude to be learned. CONDITION: The condition under which the learned knowledge, skill, or attitude is observed. STANDARD: The standard of performance, or how well the trainee demonstrates the new knowledge, skill, or attitude.
3. 4.
EXAMPLE:
Using local youth-camp guides and the Peace Corps manual Working With Youth, trainees in small groups will write and deliver one session for a youth eco-camp using 4-MAT lesson planning.
Achieving the learning objective indicates the learners progress toward reaching the competency. A well-written learning objective will specify the expected behavior and also inform the learning assessment method via the standard.
Terminal and session learning objectives sent to contractors should always include a standard, performer and performance.
EXAMPLE
Participants will select and describe criteria for group membership in their savings and credit group
Terminal learning objectives should always include a condition; typically this will be a variation of By the end of the XXX training, participants will
EXAMPLE
By the end of the Savings and Credit Group training, participants will start and operate a savings and credit group in their own communities using the village savings and loan association methodology
Session learning objectives should include a condition if the session will use a particular Peace Corps or external resource
EXAMPLE
Using the PACA Manual, participants will select and plan two activities appropriate for their community.
If the session does not use a particular resource, then session learning objectives written for outside contractors may be sent to a contractor without a stated condition. However, as the sessions are developed, the contractor should add the condition so that every session plan released to the field has both standard and condition.
EXAMPLE of a minimum condition:
o By the end of the session* (should be avoided unless there are no other possibilities) OR preferably, a variation of the following: o Individually/in pairs/in small groups o Having read/referred to resource X o Having completed activity Y. In cases where activity Y might vary according to post, this should be stated in notes to the trainer.
Note: The sequencing activity (#2 in the session plan) and subsequent debrief (#3) serve as assessment of session learning objective #1.
2. When appropriate to the material, consider including a routine assessment such as an exit card1 incorporated into the end of each session. Trainers would institute the exit card as a quick little summary task at the end of each session. Its most obviously appropriate for knowledge learning objectives but can be adapted to other content. The card might have three simple questions on it that can be completed in less than five minutes. The training plan should adequately account for these 5-10 minutes within the session plan. The benefit of this strategy is instant feedback for both trainer and participant. Participants quickly get in the habit and often look for that knowledge check and chance to summarize and shine.2
An Exit Card is a simple informal assessment tool that works as follows: The facilitator has pre-printed slips of paper with assessment questions and hands one to each participant. Before leaving, the participant must complete his/her slip and hand it in. The facilitator can then simply count them up and assess to what degree the objectives have been achieved during the session. The technique also allows for formal calculation if desired, for example X of 10 can list two rules we have for this course. Alternatively, the questions could be written on the board upfront, revealed only at the end of the session. Participants could write their answers on small slips of paper or using a standard notebook that is only for the Exit Card or Exit Questions, write their responses and turn the notebook in to the facilitator who can tally them.
2
When considering if this is appropriate, it should be noted that this system is primarily a writing-based assessment and also relies on the notebooks being present in every session. Notes to the facilitator should include guidance on the issue of how to ensure notebooks are not lost, for example, designating one participant or facilitator in charge of the notebooks. Additionally, an appropriate title should be chosen. In Spanish class when this practice is done, it is sometimes called passing through customs. Writers are encouraged to consider a catchy phrase or term appropriate to the sector/content area that could apply as the phrase for this routine.
EXAMPLE
Using the following sample objectives, a card could be developed as described: 1. 2. 3. 4. 5. Speak in English or the local language to a group of peers about an assigned topic for one minute. Explain at least three training norms established by the group. Define the term employable. List at least five employability skills. Describe two personal goals for the training as identified in a self-assessment.
Assume that objective #1 is observable by the opening activity within the session and #5 is evidenced as part of a worksheet such that those can be noted inside the session plan (see strategy #1 above). To ensure that the knowledge for objectives 3, 4, and 5 was mastered individually, the exit card could ask: 1) List two group rules we will have for this course. 2) What do you define as employability? 3) List five employability skills.
3. State explicitly in the Assessment Box in the session plan how each learning objective is assessed. Restate each session learning objective in order and the activity or way that it is assessed in the session plan box on the last page of the session plan template; see the session template in Appendix B page 4 as reference.
EXAMPLE
1. Categorize the four basic ingredients (inputs) of any business (people, materials, equipment, and cash) and identify examples of each. Assessed in information activity as a large group and in debrief. 2. Label and discuss business inputs using correct vocabulary. Assessed in practice activity with Handout 2-1 on Business Inputs. Facilitator should circulate during activity and note results in the debrief in order to assess mastery of the material. 3. Identify business inputs for at least three local businesses in their communities. Assessed in application activity. Facilitator should circulate during the activity and evaluate responses in the report out.
When session or unit content does not naturally fit the model of the above example assessments, the session might include a written final rubric. The trainer would use this rubric to assess the participants, either individually or in small groups or pairs, for overall performance on the session or on the culminating application activity of the session.
EXAMPLE
An example from the TEFL curriculum used to determine the performance overall of the participants is below. Exceeds Expectations: 1. Trainees provide a rich explanation of language awareness incorporating at least one original example, and have two or more well developed strategies for how they can use what they observe about language in the classroom. 2. At least one original example is provided for both lesson/activity developed and for student queries for all for competencies discussed. 3. As a group, they tend to a belief that both skills increased a lot. Meets Expectations: 1. Trainees provide a reasonable explanation of language awareness and provide at least two strategies of how they can generally put it to work. 2. Trainees provide examples for both activity design and responding to students that are quite close to the session examples. Despite not being entirely original, they are reasonable and appropriate. 3. As a group they are able to respond with at least some for both questions. Does not meet expectations: 1. Trainees do not do the above described behaviors.
4. Include formal assessment for terminal objectives at the unit level. Incorporate knowledge checks such as a quiz show like Jeopardy or a paper test, or an explicit statement of learning via written or oral reflection or skit, etc. that demonstrates mastery of the knowledge, skills or attitudes targeted by the unit. Each of these assessments should be written as a session plan with equivalent detail and accompanying handouts as necessary. Rubrics, as described above, may be appropriate tools for assessment at the unit level as well.
Note: In some rare occasions, it makes sense to revise the learning objective very slightly to reflect how the session plan has evolved as it was written. For example, as the designer reviews the activities, s/he may discover that where the learning objective says define employability the activities actually demonstrate that the participants will characterize employability by listing adjectives and phrases associated with the concept as opposed to learning a formal definition. In this case, the difference between define and characterize is actually stronger if you change it. Editing learning objectives in instances where it changes the content or skill significantly should be avoided, but if the plan evolves to use a case study or a role play as opposed to simply describing or identifying it could be justifiable to tweak the learning objective to match up with the new standard, performance and condition as evidenced through the fully written session plan. Please remember these changes should be confirmed with the sector specialist or the training specialist.
10
Training Materials
The Peace Corps training context requires flexibility in design of materials to ensure that all posts can access and use what is developed. At this point in time, that does NOT include Internet access. Most of the time it DOES include electricity. Many training sites, but not all, have access to a computer and can show a PowerPoint program, video clip or audio files In order to be globally useful, print-based material is the foundation of the training package to be developed. In addition to the foundation of print-based materials, we encourage designers to provide engaging, alternate richer-media options, itemized as options. Materials may include: Handouts of information Job aids Worksheets Graphic representations of flipcharts that post will create PowerPoint presentations
11
12
Use the original Word file Session Plan Template, provided separately, to draft all training package materials.
[Click here to enter Rationale for this session] [Click here to enter text] [Click here to enter text] [Click here to enter text] [Click here to enter text] [Pick the date]
[Type training package title]: Session [Type the session number] | Version: [Pick the date] | Page 1 of 4
Session [Type the session number]: [Type the session title] Date: [Enter the date] Trainer preparation: 1. 2. Materials: Equipment 1. 2. Handouts Handout 1: Handout 2: Handout 3: Handout 4: Trainer Materials Trainer Material 1: Trainer Material 2: Competency: Learning Objective(s): 1. 2. Time: X mins Trainer(s):
Instructional Sequence [Activate background knowledge and connect the topic to what learners already know. Communicate the purpose and relevance of the lesson. Provide context or background information. Engage the learners in session content.]
Materials
Motivation
X mins
Information
X mins
[Share new information that is required to be able to accomplish the objectives. Facilitate activities that conceptualize and connect knowledge. Use experiential learning techniques to engage learners. Adapt content for relevance in local context.]
[Type training package title]: Session [Type the session number] | Version: [Pick the date] | Page 2 of 4
Instructional Sequence [Provide opportunity for participants to practice what they have learned in a safe and reinforcing environment. Provide immediate and relevant practice to best prepare learners for their work at site. Sequence activities from simpler to complex.]
Materials
Practice
X mins
Application
X mins
[Create opportunities for participants to perform skills. Provide learners with opportunities for applying the skills in authentic situations.]
Assessment
X mins
[Have a plan to assess how well participants learned the skills. Assess at Kirkpatrick Level 2: Did participants learn the material? The assessment should be based on the standard in the learning objectives. The assessment may be carried out during the application phase of the session. Smaller progress checks may occur during the other phases.]
Date & Trainer Name: [What went well? What would you do differently? Did you need more/less time for certain activities?]
Resources: [Related ICE materials or other books, articles, websites that provide additional information for the trainer(s) or learners.]
[Type training package title]: Session [Type the session number] | Version: [Pick the date] | Page 2 of 4
Use the original Word file Session Plan Template, provided separately, to draft all training package materials.
[Type training package title]: Session [Type the session number] | Version: [Pick the date] | Page 2 of 4
A
after-school (as in after-school program) agency agroforestry (lower case a, one word) a.m., p.m. appreciative approaches (generic) appreciative inquiry (AI) asset- based approach (not assets) at risk; at-risk youth audiovisual (one word)
B
bachelors degree; Bachelor of Arts board of directors business development (lower case b; instead of Business, small enterprise development, small business)
C
capacity building (hyphenate only when a modifier: capacity-building program) cellphone community-based training (CBT) community content-based instruction (CCBI) counterpart (lower case c) cross-cultural (use hyphen) cross-sectorial cybercafe
D
decision maker, decision making (only hyphenate as a modifier: decision-making role) distribute (use in place of pass out, e.g., distribute handouts) drop out (v.), dropout (n.)
E
e.g. (always followed by a comma) e-business, e-commerce email (small e; no hypen)) ecotourism (no hyphen) education project (lower case e p) English as a second language (ESL) (lower case s and l) et al. (period after al. only; use only to reference people, not things)
G
Gambia, The (use capital T) grassroots (adj.), grass roots (n.) guinea worm (no caps)
H
handout (lowercase unless referring to a specific one: Handout #3; number each consecutively in any session plan) headquarters (use Peace Corps/headquarters -- do not use HQ) homestay host country national (lower case, no hypen; do not use HCN or foreigner)
I
income-generating information technology/information and communication technology (can use IT or ICT on second reference) in-service (use hyphen) in-service training (IST) (no caps when written out) Intranet, Internet (upper case I for both)
J K
kick off (v.), kickoff (adj.)
M
medevac microcredit (one word) microenterprise (one word) modules (capitalize title of module only: Employability module) multicultural multilevel multisectorial
N
nongovernmental (one word) nonprofit nonverbal northern Europe (lower case n)
O
ongoing (one word) online (one word)
P
Page 3 (when referencing another page) pastime (as in hobby) PCV (use Volunteer instead) participatory analysis for community action (PACA) Peace Corps/Mongolia (not Peace Corps Mongolia) peri-urban post (lower case p) prenatal (one word) pre-service (lower case p) pre-service training (PST) (no caps when written out) problem solving (hyphenate only as an adjective) project title and project (use lower case p)
S
Second Goal (when referring to Peace Corps goals) schoolchild, schoolteacher self-directed (use hyphen) session, session plan (unless referring to a specific one; then capitalize Session 2) sexually transmitted infections (STIs) socioeconomic staging (no cap s) stand-alone (use hyphen) subregion (no hyphen) sub-Saharan (no cap for sub, use hyphen) subsector (one word) supervisor (no cap)
T
The Gambia (not the Gambia or Gambia) Third Goal (referring to Peace Corps goals) time frame timeline trainees (lower case t; use term participants within a training session)
U
United States, U.S., the States (spell out as a noun; abbreviate with periods as an adjective)
V
Volunteer (upper case V when referring to Peace Corps Volunteer; use instead of PCV) Volunteer in Togo (instead of PC/Togo)
W
warm ups webmaster, webpage, website (lower case w; one word) well-being workday workplace
X Y
yearlong (one word) year-round
Revised 01.12.2011
ICE # Title CD062 V2 Volunteerism Action Guide: Multiplying the Power of Service CD063 V2 Gua para la accin del voluntariado: Multiplicando el poder del servicio = V2 Volunteerism Action Guide: Multiplying the Power of Service CD064 Guide d'Action du Volontariat V2: Pour un Service Plus Performant = V2 Volunteerism Action Guide: Multiplying the Power of Service CD065 Guia de Aco para o Voluntariado V2: Multiplicar o Poder dos Servios = V2 Volunteerism Action Guide: Multiplying the Power of Service M0041 TEFL/TESL: Teaching English as a Foreign or Second Language M0042 Nonformal Education (NFE) Manual M0044 Environmental Education in the Schools: Creating a Program That Works! M0046 Teaching English as a Foreign Language to Large, Multilevel Classes M0053 Participatory Analysis for Community Action (PACA) Training Manual M0059 Adapting Environmental Education Materials M0063 Life Skills Manual M0064 Volunteer On-going Language Learning Manual M0065 Mwongozo wa Stadi za Maisha = Life Skills Manual M0066 Pratiques dune Vie Saine, Les = Life Skills Manual M0067 Working with Youth: Approaches for Volunteers M0069 Community Economic Development (CED) A Training Guide for Peace Corps Volunteers M0070 NGO Training Guide for Peace Corps Volunteers, An M0071 Volunteer's Guide to Community Entry, A: Learning Local Environmental Knowledge M0072 Manual de Destrezas para la Vida = Life Skills Manual M0073 Working with CCBI: Volunteer Workbook M0075 Environmental Education in the Community M0080 Idea Book Series: Beyond the Classroom: Empowering Girls M0081 Idea Book Series: HIV/AIDS: Integrating Prevention and Care Into Your Sector M0082 Idea Book Series: Small Project Assistance Program: Supporting Sustainable Community Development M0083 Idea Book Series: In the Classroom: Empowering Girls M0084 Idea Book Series: DPM: Integrating Disaster Preparedness and Mitigation in Your Work M0085 Idea Book Series: Information and Communication Technologies (ICT): Integrating Digital Tools Into Your Projects M0086 Idea Book Series: PACA: Using Participatory Analysis for Community Action M0088 Idea Book Series: Classroom Management M0090 Teach English Prevent HIV: A Teacher's Manual M0090K Teach English Prevent HIV: A Teacher's Manual CD-ROM R0008 Soil, Crops, and Fertilizer Use: A Field Manual for Development Workers R0035 How to Make Tools R0084 Soil and Water Conservation for Small Farm Development in the Tropics