Train the Trainer Agenda Meeting Topics

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1 Train the Trainer Agenda Date: Time: Location: Meeting Topics Agenda Item: I. Welcome II. Overview a. Course Design b. Five Principles of Teaching Adults c. Better Public Speaking and Presentation d. How to be a Good Listener III. IV. Final Thoughts Evaluation

2 LEARNING STYLE INVENTORY Complete the Learning Style Inventory. The area in which you have the highest score is your preferred way of learning. If the scores in two areas are about the same, you can learn effectively both ways. VISUAL I add pictures and doodles to my written work. 1=Never 2=Sometimes 3=Often If I don t write something down, I forget it. I use written directions or a map to find a new location. It s easier to remember a new name or number if I mentally write it or picture it. I can mentally picture information from my notes or book when taking a test. It s difficult for me to listen if I can t see the speaker s face. When in class, I get distracted by people moving past the door or outside the window. I prefer classes with lots of slides, overheads, and graphics. When learning a new computer program, I prefer to read directions. I can study with the radio on but I can t study in from of the TV. AUDITORY My handwriting is not neat even when I take my time. I read better when I move my lips, whisper the words or read aloud. It s easier for me to find a new location when someone tells me how to get there. If given a choice, I d rather do a class presentation than write a paper. When making a decision, it helps me to talk it through with someone. Sometimes I confuse words that look alike such as gun and gum. I d rather listen to a book on tape than read it. I prefer classes with lots of discussions and guest speakers. When learning a new computer program, I prefer to have someone tell me how to use it. When in classes, I get distracted by whispering, coughing and creaking chairs.

3 KINESTHETIC I can build things without directions or cook things without a recipe. I learn best when I can do something hands on. 1=Never 2=Sometimes 3=Often I might buy a book after listening to or reading someone else s. When trying to decide on how to spell a word, I write down all the possible spellings. I learn better if I take lots of study breaks. It helps me to move around when I m studying or taking a test. I can find my way around in a new town or other location. I prefer classes with lots of labs and field trips. When learning a new computer program, I figure it out myself or ask someone to show me. I use my hands a lot while I m talking. LEARNING STYLE VISUAL AUDITORY KINESTHETIC TOTAL

4 Presentation Tips for Public Speaking Know the needs of your audience and match your contents to their needs. Know your material thoroughly. Put what you have to say in a logical sequence. Ensure your speech will be captivating to your audience as well as worth their time and attention. Practice and rehearse your speech at home or where you can be at ease and comfortable, in front of a mirror, your family, friends or colleagues. Use a tape-recorder and listen to yourself. Videotape your presentation and analyze it. Know what your strong and weak points are. Emphasize your strong points during your presentation. When you are presenting in front of an audience, you are performing as an actor is on stage. How you are being perceived is very important. Dress appropriately for the occasion. Be solemn if your topic is serious. Present the desired image to your audience. Look pleasant, enthusiastic, confident, proud, but not arrogant. Remain calm. Appear relaxed, even if you feel nervous. Speak slowly, enunciate clearly, and show appropriate emotion and feeling relating to your topic. Establish rapport with your audience. Speak to the person farthest away from you to ensure your voice is loud enough to project to the back of the room. Vary the tone of your voice and dramatize if necessary. If a microphone is available, adjust and adapt your voice accordingly. Body language is important. Standing, walking or moving about with appropriate hand gesture or facial expression is preferred to sitting down or standing still with head down and reading from a prepared speech. Use audio-visual aids or props for enhancement if appropriate and necessary. Master the use of presentation software such as PowerPoint well before your presentation. Do not over-dazzle your audience with excessive use of animation, sound clips, or gaudy colors which are inappropriate for your topic. Do not torture your audience by putting a lengthy document in tiny print on an overhead and reading it out to them. Speak with conviction as if you really believe in what you are saying. Persuade your audience effectively. The material you present orally should have the same ingredients as that which are required for a written research paper, i.e. a logical progression from INTRODUCTION (Thesis statement) to BODY (strong supporting arguments, accurate and up-to-date information) to CONCLUSION (re-state thesis, summary, and logical conclusion). Do not read from notes for any extended length of time although it is quite acceptable to glance at your notes infrequently. Speak loudly and clearly. Sound confident. Do not mumble. If you made an error, correct it, and continue. No need to make excuses or apologize profusely. Maintain sincere eye contact with your audience. Use the 3-second method, e.g. look straight into the eyes of a person in the audience for 3 seconds at a time. Have direct eye contact with a number of people in the audience, and every now and then glance at the whole audience while speaking. Use your eye contact to make everyone in your audience feel involved. Speak to your audience, listen to their questions, respond to their reactions, adjust and adapt. If what you have prepared is obviously not getting across to your audience, change your strategy mid-stream if you are well prepared to do so. Remember that communication is the key to a successful presentation. If you are short of time, know what can be safely left out. If you have extra time, know what could be effectively added. Always be prepared for the unexpected.

5 Pause. Allow yourself and your audience a little time to reflect and think. Don't race through your presentation and leave your audience, as well as yourself, feeling out of breath. Add humour whenever appropriate and possible. Keep audience interested throughout your entire presentation. Remember that an interesting speech makes time fly, but a boring speech is always too long to endure even if the presentation time is the same. When using audio-visual aids to enhance your presentation, be sure all necessary equipment is set up and in good working order prior to the presentation. If possible, have an emergency backup system readily available. Check out the location ahead of time to ensure seating arrangements for audience, whiteboard, blackboard, lighting, location of projection screen, sound system, etc. are suitable for your presentation. Have handouts ready and give them out at the appropriate time. Tell audience ahead of time that you will be giving out an outline of your presentation so that they will not waste time taking unnecessary notes during your presentation. Know when to STOP talking. Use a timer or the microwave oven clock to time your presentation when preparing it at home. Just as you don't use unnecessary words in your written paper, you don't bore your audience with repetitious or unnecessary words in your oral presentation. To end your presentation, summarize your main points in the same way as you normally do in the CONCLUSION of a written paper. Remember, however, that there is a difference between spoken words appropriate for the ear and formally written words intended for reading. Terminate your presentation with an interesting remark or an appropriate punch line. Leave your listeners with a positive impression and a sense of completion. Do not belabour your closing remarks. Thank your audience and sit down.

6 Tips on Good Listening Never criticize while listening, and never attack another person for his or her feelings. Listening is about creating a caring environment in which the other person feels encouraged by your ability to understand. Don't judge anyone for their opinion or actions. The more you listen, the more trusted you become. The more difficult listening becomes, the more important it is to listen. Remember that when your counterpart feels that he or she has been listened to, he or she is much more likely to listen to your ideas. Postpone an important conversation if you are not in the mood to listen. Avoid phrases that imply that you have not listened fully to the points communicated to you such as "Yeah but..." Keep in mind that sometimes we need to listen "between the lines," but there are times when we need to absorb things at face value. Don't start thinking of what to say before they have finished/asked for your input. you may miss something.

7 Sample Room Setup

8 What Do You Think? Please complete the following information. Participation is voluntary. Your feedback is very valuable to us or will allow us to make the necessary changes to this workshop. Name of Session: Date: 1. As a result of this workshop, I learned a. b. 2. My favorite part of this session was 3. As a result of this workshop, I now plan to 4. On a scale of 1 to 10, how would you rate the trainer on their presentation style? And why? 5. On a scale of 1 to 10, how would you rate the trainer on their knowledge of the topic being presented? And why? 6. What are your recommended changes, if you have any? 7. I d like to tell you that Thank you for your thoughts!

9 Easy, Effective Course Design for Teaching Adults Welcome and Introduction Greet participants as they arrive. Introduce yourself and ask participants to do the same, giving their name and sharing what they expect to learn from the class. This is a good time to include an icebreaker that loosens people up and makes them feel comfortable sharing. Write their expectations on a flip chart or white board. State the objectives of the course, explaining why certain expectations on the list either will or won t be met. Review the agenda. Review housekeeping items: where the restrooms are, when the scheduled breaks are, that people are responsible for themselves and should take a restroom break early if they need one. Remember, you re teaching adults. Module Design Divide your material into 50-minute modules. Warm-Up Warm-ups are short exercises (5 minutes or shorter) that get people thinking about the topic you are about to cover. Lecture Keep your lecture to 20 minutes or less if possible. Activity Design an activity that gives your students an opportunity to practice what they just learned. Debriefing After an activity, it s important to bring the group back together and have a general discussion about what was learned during the activity. Take a 10-minute Break It s important to get adult students up and moving every hour. Evaluation End your courses with a short evaluation to determine whether or not your students found the learning valuable.

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