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T-TAP Competencies - Training Course Outline

SlideTopic/Time Description/Activity Materials/

HOSlides 1-17 Pre-Course 15 minutes prior to start of training, begin the PowerPoint. It will automatically stop

at slide 17

Learning Objectives: Opening activities: check for prior knowledge, pique interest in the topic, engage learnersClosing activities: check for understanding, answer remaining questions, summarize learning, encourage self-reflection, create action plansSession activities: revive interest/provides movement, allow time for reflection on new content, allows learners to engage with materials

Slide 18 Introduction/Welcome(15 min slides 18-26)

Introduce yourself.

Slide 19 Guidelines for Adults Learning in a GroupTreat participants as professional adults, so encourage they take care of their needs as they arise (bathroom, coffee, etc.).

Ask that cell phones be put on silent and away, as this is a professional expectation; this includes texting. As trainers its best to say it right up front.

Facilitator Note: Postpone judgement is a way to encourage participants to stay open-minded during the training…judgement can be passed once the training is over

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Slide 205 min

Be fully present (what does that look like?)Share your expectations as a facilitator – do you want them to raise their hand to ask questions? This is necessary when the group is large. Encourage questions along the way or use a Parking Lot sheet for unrelated questions that can be answered later.

Slide 21

Slide 22

Welcome everyone.Brought to you by….. (refer to T-TAP pg. 1)

Participant introductions will occur later.

Share resource book, Best Practices for Trainers by Sharon Bergen. This is the book used to develop the content for this course. We will refer to it occasionally and how it will continue to be a resource for you.

Slide 23 Review today’s Topics

Depending on start time and when lunch is, a morning break can be offered.Lunch and afternoon break are incorporated into the day

Slides 24-29 Review Foundations

Let’s refresh our memories…Go through these slides at a comfortable pace unless participants don’t remember. If

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course content

you were the trainer for the Foundations course, you might remind them of some of the conversations that occurred at various points in the workshop.

Competence and Confidence and the conscious competence model:Emotional Intelligence (5 components): self-awareness, self-regulation, motivation, empathy, social skills4 Facilitator types: review of the first 4 competenciesTwitter Activity: establishing common language/understanding of words found in the competenciesCultural curiosity; mindfulness activities;

Slide 305 min

Have participants jot down their thoughts on the question on the slide: “How is teaching adults the same of different from teaching children?”

Slide 31 Islands of Learning Objective: to create movement, build a community of learners, understand Lg post it

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curiosity activity

15 min

participant interest in/purpose for attending training. Addresses Competency I: Relationships

Directions are on the slide. Be sure to give participants time to complete Step 1 individually. When they appear ready, encourage participants to get up and form islands with those they have not yet talked with; depending on time you may choose to do only steps 1 and 2; be sure participants have plenty of time to have a dialog.

Note: groups of 3 shifts the dynamic, equalizes the conversations and shortens the time needed to talk from larger groups.

notes or scrap paper

Slide 32 3 min How confident are you?Have participants hold up number of fingers to match their competence.(click) How do you know? Have participants discuss at tables.Sometimes you may ask groups to share out, but it is not effective to do this with every group every time. In the Foundations course there was a “Report Out Ideas” handout. Consider referring to this HO and/or using some of the strategies.

Slide 33 2 min Read: “Today, we are going to be talking about ways to make professional development – or trainings – more active and engaging for participants. There are many things we, as trainers, do to “stifle” the learning potential of a training session. We’re going to investigate some of the most common culprits and take a look at the research into how adult brains learn and ways we can maximize that learning during our trainings.We’ll be looking at the art and science of training, how to plan and deliver effective trainings and exploring quality improvement plans – and we’ll share some of our favorite strategies to increase active learning.”

When people start laughing (and hopefully they will) – we can stop sharing the

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objectives and tell them they’ve had their first lesson in an “ineffective” training strategy: putting all the information on the slide and then reading it, or something else, to the participants. We’ll discuss “why” this is an ineffective strategy in a few minutes.

Slide 342 min for slides 34-38

Did anyone wake up this morning and say – Whoo-hoo!!!!! Today I am going to SIT and learn ALL DAY. So excited!(brief pause)

Slide 35 Yeah…. We didn’t think so!But – why is it that most training sessions, conference presentations, and other typical professional development settings are sometimes so BORING?? Even when you are excited about the content of the session, no one is excited to actually GO to the training…So let’s be proactive – let’s find out why…. (click)

Slide 36 Transition is slow – so pause before reading title (in a different voice, of course)!…. Training can be…!

Slide 37 (music) Ladies and gentlemen, the story you are about to hear is true – the names have been changed to protect the innocent. This is the T-TAP Competency Training.

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Hundreds of people have dozed off – by training boredom. The culprit is unknown – but we’re going to find him or her (click). We’re the trainers; this is our job (click).

Slide 38 Adult Learning Principles

Our first clue…the science of training

Facilitator note: The music is meant to draw participant’s attention using sound.

Slides 39(anchor slide)

Slides 40-45

Theorists

Pedagogy v Andragogy20 min

There is an art and science to this work – you can explain the science (take breaks, allow for small group activities, add humor, etc), but you can’t tell them when to take breaks, how long to allow for a discussion, what humor works, etc. Parallel thinking: teaching is a science and an art; a skill and a talent.

Have participants research an assigned theorist using a device (if they have them) such as phone or laptop. You might consider making a copy of each slide to hand out, 1 per group. Then have groups teach the rest of big ideas their assigned theorist thought of.

Cyril HouleAllen ToughPaulo FreireJack MezirowDavid KolbMalcolm Knowles

Facilitator note: be prepared to share understanding of each theorist found on pages 30-32.

HO #1 Theorists

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Pedagogy: the study of how children learn; methods and techniques to teach childrenAndragogy: the study of how adults learn; methods and techniques to teach adults

The group might notice that all these theorists are male. Our resource identifies these, however your group might be aware of female adult learning theorists. Such as Mary R Binkley, Lynn Kagan, Elizabeth Jones.

Slide 47 13 min Revisit the question “How is teaching adults different from teaching children?” What have the theorists said?Encourage participants to share any insights or new learnings based on the theorists.

Slide 48 10 min Facilitator Note: You could talk about each of the points through the lens of science and then revisit the slide after Slide 48 which introduces the art of teaching adults.

Facilitator Note: this slide offers a recap of best practices when teaching adults.[click] There is an art and science to this work.

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Slide 49 The theorists and best practices provide some of the science behind training adults.Our 2nd clue…the art

Share the importance of knowing your audience – consider accommodations for all your learners (disabilities, learning style, language, age, etc.)

Slide 50 Generation Activity

15 min

Learning objective: This brings to the forefront the differences in generations. It’s an activity to begin a conversation about how to support participants who are at the different generations. Be sure to review pages 45-46 ahead of time.

Have participants get in groups of 5-7. This could be new groups or possibly the tables they are already sitting at. Complete the activity on the slide.Have groups report out as appropriate. If you have a very generationally mixed group be sure to have at least 1 person from each generation share their 3 things. If you do not have a mixed group or one generation is not represented in your participants, share a few things from that generation.

Facilitator suggestion: you might consider purchasing a few “If you were born in…” birthday cards. There are 2 cheat sheets with some ideas in the resources. The year born is a range, not an absolute, and the characteristics are generalizations. There will always be people who don’t fit the mold or might identify with a different generation. Once again, there is an art and science to this work.

[click] After the activity, ask “Why is it important to consider generational differences when planning training?” Discuss.

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Facilitator note: this is some of the art of training, knowing which stories to share, historic events to reference, etc. For example, research tells us the storytelling is an effective tool for training, but which story to tell depends on your audience and your ability to be a good story teller (the science, and the art).

Generational difference: Gilligan’s Island vs Friends; Wizard of Oz

Slide 51 Stages of Development

10 min

Bridge to this slide: generational considerations, andragogy shows we’re complex beings. There isn’t 1 box we can put people into. So ideally look at what’s the same between people rather than what’s different.

Discuss the stages of develop and connect it with the competence model from the Foundations courseClick: Conscious competence modelShare an example of each stage, using your own development as a reference point. If you facilitated the Foundations course, you might use examples shared on that day as a refresher.

Facilitator note: Be sure to review pages 47-48, from Best Practices for Trainers ahead of time.

Slide 52 The art of training: connection

Animated slide.Discuss the bullets, ask audience if they have other ideasIt all comes down to building relationships and how you communicate! This is an art; we cannot tell you how to do this in a scientific way.

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15 min

Slide 53 Adult Learning Principles, page 8

15 min

Have participants look at page 8 in the T-TAP booklet. Allow time for participants to read through the 10 principles. Encourage them to highlight the word/phrase they believe is key to each statement.

Facilitator note: these principles were looked at closely in the Foundations course so this isn’t the first time participants are seeing them.

Allow time for participants to discuss/share what they highlighted.

Highlighters

Slide 54 Connection

10 min

Small group discussion: Ask participants to find connections between the adult learning theories and T-TAP competencies on page 8.

Facilitator note: mental model/visual of 2 laces being tightened together

HO #1

Slide 55 Inventory of Practice

10 min

Inventory of Practice – through the lens of a trainer

Facilitator note: participants have filled out the first 3 sections of this in the Foundations course so they are familiar; however, you may want to quickly refresh their memory on how to fill it out. Give participants 5 min to work on the IOP and then tell them it’s time for a break.

HO IOPmusic

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Slide 56 10 min BREAK

Slide 57 Ben Zander

5 min

Learning Objective: to engage a different part of the brain for learning; novelty; teaching a concept in a unique, unexpected wayBen Zander clip: Facilitator note: at 4.06 pause the clip. You will continue watching additional segments of the video throughout the rest of the training.

Encourage participants to watch for Adult Learning Principles/Theories Ben incorporates into his presentation; Discuss.

We will watch more of Ben’s presentation throughout the course.

TTAP Pg. 8

Slide 58 Planning Learning Opportunities for Adults2 min

Our 3rd clue, planning ahead!To add a bit of humor to the training, click through the images to see some comical results of failing to plan ahead.

Slide 59 Professionalism &Ethics5 min

Allow participants a few moments to review the competencies on page 7, Professionalism and Ethics. Before we look deeper at the planning process, it is important to review A and B.

Review the NAEYC Code of Ethics for Adult Educators

HO # 2 Ethics for Adult Educators

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Slide 60 5 min Remind participants that all of our work is grounded in 3 documents: The Early Learning Standards (what children should know and be able to do), the WI Core Competencies booklet – page 5 (what those working with young children should know and be able to do, and the T-TAP booklet – page 4 (what those who support the teachers should know and be able to do).

WI Core Competencies booklet and T-TAP booklet

Slide 61 Trainer Agreement – Code of Conduct and Appeal Process

Facilitator note: this is a new form that all trainers will need to sign via an e-signature on The Registry’s website. Allow time for participants to read through the handout and ask any questions.Note that ALL trainers are now required to complete a Name-Based Criminal Record/Background check. Consider showing participants the link on the PowerPoint. (http://dcf.wisconsin.gov/childcare/licensed/CBC.htmOnce you click on the link, go to page 5, #10: Conducting Name-Based Criminal Checks for details on how to get a background check on themselves.

HO #3 Code of Conduct and Appeal Process

Trainer Chart and Career Levels – 1 set per table. Found in the Resource folder

Slide 62 OR 6313 min

Learning Objective: to reflect on areas of competence and confidence through the lens of professionalism and ethics.

Directions on slide; Encourage participants to be mindful of how they mark the pages of the Core Competencies booklet.Using the dot stickers on your table, complete the following activity.

Red, yellow and green dots

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http://dcf.wisconsin.gov/childcare/licensed/CBC.htm


1. Reflect on your areas of strength. Place a GREEN sticker in the upper corner of the page/s for each competency you feel you are competent in.

2. Next, reflect on areas where you do not feel competent, and would need to learn more before doing a training that focused on this competency. Place a RED sticker in the upper corner of the page/s.

3. Finally, place a YELLOW sticker on the page/s where you feel you could do an adequate job training, but might need to do a bit of refresher on the competency.

If you don’t have the stickers, go to slide 63 for an alternative activity.

Facilitator note: We can assume this activity is self-explanatory; however, you may want to push the issue further that as trainers, it is neither ethical nor professional to present trainings on topics/content we are not competent/confident in.Example of reflective practice/IOP – remember it’s your own perception. What other feedback are you getting? (ladder of competence)In the Foundations Course participants looked at these through a conscious competence perspective using a HO.

Slide 64 LUNCH

Slide 65 7-8 min Explain homework.Facilitator note: rather than waiting until the very end to explain the homework, it is suggested that you do it after lunch, while participants are still alert

HO #4-5

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Slide 66 Symptoms of Adult Learner Disengagement

30 minutes after lunch is most difficult time

Slide 67

Slide 68

10 min Learning Objective:Ben Zander clip: play to 11.30. Click “Pause”Discuss: What if your life experience isn’t music?

How can you, as a trainer, tap into another part of the brain? What strategies work for you? (pipe cleaners, dance, movement/yoga, walking, humming, drawing, painting, etc).

Facilitator note: Be prepared to share some of your techniques. Consider sharing a technique that did not go as planned.

Slide 69 Back to planning adult learning experiences.

Slide 705 min

This teaching cycle works for children and for teaching adults. It reflects the Early Learning Standards Teaching cycle. This also mimics the High Scope Plan Do Review cycle.Remember adults learn best when they can connect what they already know with what they are learning, this allows for some of that connection.

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Slide 71 Planning Learning Opportunities15 min

Let’s go back to planning a training or workshop. Allow participants time to review the Indicators on page 9. We will look at each of the indicators one at a time.

Slide 72 Envelope Activity

20 min

Learning objective: to explore strategies to address challenging participants.

Talking points: “I can give you the textbook (the science) answer” but the reality is need to help participants become more self-aware.

Remember info about Adult Learning principals Trainer is part of the equation and that makes it difficult for him/her to

maintain objectivity We all need an outsider to be that objective voice – who is that for you

(mentor)?Suggested scenarios to write on envelopes (one situation per envelope); feel free to come up with your own scenarios based on your experiences:

Two participants continuously talk to each other. Based on body language, it’s clear they are distracting others at their table.

One participant sitting in the back of the room occasionally pulls out her phone. Based on your observations, she has been disengaged throughout the training.

One participant raises their hand, blurts outs answers for every question. One participant brings up a ‘hot topic’ that quickly divides the group. For

example, not allowing nuks in the older toddler classroom. A group of teachers from one center are at a table, and someone else sits

down at that table. The teachers are clearly ignoring the ‘outsider’.

Envelopes with challenging participant behavior written on the front

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Slide 73 Planning Outline(40 min slides 72 - 79)

Ask participants to share what they call this document (matrix, outline, lesson plan)Introduce the outline we encourage all trainers to use when designing a training.Facilitator note: for the purposes of this training, we will call this an “outline”. The WI Registry will ask for an outline when submitting a new training for approval.

Facilitator note: take time to walk through these next slides slowly, as they are the meat of this course. Use pages 103-121 from Best Practices for Trainers as your guide.

Walk participants through these slides in approx. 5 minutes. Then give them the rest of the time to develop an outline for any of the content topics on slide 76.

HO #6: Training Outline

Slide 74 Develop Training Objectives: remember, objectives should answer who, what, when, and how well. Link these types of objectives to the objectives/goals teachers write for children. Give time for participants to review the action words on HO#6

Facilitator note: considering sharing a couple of right ways and wrong ways to write objectives.

Parallel process: teachers writing goals for children

HO #7 Writing Objectives

Slide 75 Develop Your Introduction; talk through the 5 important elements found in an introduction.Allow participants time to share their own ideas/strategies/tricks they have used or seen as part of an introduction.

Ask participants if they remember the introduction to this course? The Foundations Course?

HO #8 Develop Your Introduction

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Slide 76 The body: Addressing ContentAllow participants time to share their own ideas/strategies/tricks they have used or seen as part of the body.

Ask participants if they can recall any activities we did in this course or the Foundations course that fit into the body of a training?

HO #9 The Body and Planning

Slide 77 Planning: Allow participants time to share their own ideas/strategies/tricks they have used to make planning efficient and effective.

Slide 78 Assessing for Learning and Checking for MasteryAllow participants time to share their own ideas/strategies/tricks they have used or seen as part of an assessing learning/checking for mastery.

HO#10

Slide 79 ClosingAllow participants time to share their own ideas/strategies/tricks they have used or seen as part of a closing.

HO #10

Slide 80 Outline Activity

Remix groups for this activity – consider making sure everyone moves.

Participants will now create an outline as a small group, using 1 of the content topics on the slide.In pairs or small groups have participants choose a topic and have them create an outline as if they were planning said training. They should fill out HO #5.After you complete the “Delivering Trainings” section groups will share their outline.

Have an extra HO #6 – one per group

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Slide 81 Inventory of Practice

5 min

Allow participants time to complete pg. 7 of the IOP: Planning Learning Opportunities for Adults

IOP

music

Slide 82 – 83 The Registry3 min

Explain to participants that they must enter all trainings into the WI Registry after they’ve completed their planning. This is so participants receive Registry credit for attending the training. This is particularly important for Licensing and Young Star. As a trainer you must be a Registry trainer – currently funding is available.If time allows, consider showing participants the Registry website. You may want to take a quick poll of how many participants are familiar with entering trainings on the Registry site.

The Registry tutorials available “A Note About the Registry” is an active link to the Registry website if you have internet access.Be prepared to answer questions.

Slide 84 VI. Delivering Learning Opportunities for Adults7 min

As has been mentioned throughout these courses, teaching (training) is a science and an art. This slide reminds us that delivery is an art as well.Allow participants time to review the Indicators on page 10. Have each participant pick 1 that is significantly meaningful to them. Share in small groups.

Facilitator note: encourage participants to read each indicator through the lens of science and art.

Slide 85 5 min Ben Zander clip: play to 15.04Encourage participants to look for the VI. Delivering Learning Oppt. For Adults

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indicators in the video clip. Discuss in small groups or whole group after.

Slide 86 Continuum Activity

15 min

Learning Objective:

Sage on the Stage/Guide on the SideStep 1: have participants line up on a continuum (line) of their thoughts on which is a better strategy. Note they’ve been sitting for a while, so this is a good opportunity to get them out of their seats. One extreme is all sage on the stage (lecture) the other extreme is all group work.Step 2: while on the continuum encourage participant to discuss why they think the way they do. What is their experience? Is it different when they are the participant than when they are the trainer?

Facilitator note: Note that both strategies are effective and meaningful when used appropriately. If participants have a strong reaction/preference for one way, encourage them to turn to wonder…what does your strong reaction tell you about yourself? What about your experience brings you to that? This is cultural curiosity in action.

During this time, play music on the slide – this is meant to encourage them to get up and move.

Count down on slide

Slide 87 Back to the training outlines they worked on, give them a few minutes to determine if they want to make any changes prior to ‘delivering’ their training. Note that they won’t actually deliver the training, but instead will walk through what they will do.Have groups share as time allows.

[click] did any of the adult learning theories consciously or unconsciously influence

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how you planned your training?Slide 88 Inventory of

Practice5 min

Allow participants time to complete pg. 8 of the IOP: Delivering Learning Opportunities for Adults. Give participants 5 min to work on the IOP and then tell them it’s time for a break.

HO #2

music

Slide 89 10 min BREAK

Slide 90 Continuous Quality Improvement

8 min

The Evidence: Self-Reflection. Allow participants ample time to consider the question, “How do you ensure you are getting better every time you train? What’s your proof?” As the participants get restless, share strategies you use to ensure you are getting better as a trainer (self-reflection; evaluations; attending trainings on this topic; reading articles; share any websites you use; etc.)Ask if any participants would like to share their thoughts.

[click] to show ideas

Facilitator note: a silent environment is difficult for some and very relaxing for others. Consider asking for silence for 2 full minutes for those who desire silence for self-reflection. Peaceful silence is a good thing once in a while.

Slide 91 Let’s Break it Down

20 min

Continuous Quality Improvement.Start by having participants review page 11 objectives.Then discussion “what resources are available for your own improvement as a trainer?” Be prepared to share your own strategies.

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Slide 927 min

Training EvaluationWalk through the sample training evaluation. Ask participants to share other things they look for/ask on their training evaluations.The training evaluations can aid in goal setting toward continuous improvement.Share example of something that came from one of your evaluations to led you to change your practice.One common complaint in training evaluations is the temperature of the room and/or the food. We typically think these are out of our control. But it’s important to understand the physical comfort is important to adult learners, even more so than children.

HO #11 Training Evaluation template

Slide 93 Inventory of Practice5 min

Allow participants time to complete pg. 9 of the IOP: Continuous Quality Improvement

IOPmusic

Slide 94 5 min Finish Ben’s video clipNo need to play credits

This is just for fun and because most will want to see the end. This has a powerful ending. Consider allowing the stillness and message to resonate with the participants.

Slide 95 5 min The OutcomeReview all the T-TAP Competencies

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Ask, “What was particularly helpful in today’s training? What are you going to take away?”

Slide 96-97 Your Case: Homework

10 min

Your Case…[click]Explain the Trainer Assignment from the WI Registry which is required to receive the Trainer Endorsement.

[click] Submit all materials to your trainer within 2 weeks from training date.

HO #11 Trainer

Assignment

Slide 98 The Registry2 min

Remind participants that as trainers they must enter all participants into the Registry roster. If participants are unfamiliar with this, consider taking a few minutes to show them how.

Slide 99 Financial worksheet: as time allows review the sample financial worksheet. This is not required, however, it does professionalize someone’s business. Discuss some of the items on the slide as time allows or explain what you do.

Slide 100 Closing

5 min

On your tables, (click) you have some small envelopes – just like the confidential case file envelopes found in a CLUE game!(click) You also have some small pieces of scrap paper. We want you to take the next 2 minutes, look over your IOP’s and notes. Using those small pieces of paper,

Clue –like envelopes & business card sized

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write down 3 things you want to do as the result of information you have heard today – or as the result of any new information you have gained today. Put those papers in an envelope and write your name and today’s date on it.(pause for 2 minutes)Now, (click) we want you take your phones and set a reminder for 1 week from today. When that reminder goes off, if you haven’t made changes based on what you wrote down and put in your envelope, that’s your cue to review the information and make some changes.Also on your table you will find an email list – PRINT your name and email address down and we will send you a second reminder in 2 weeks to review and act on your learning.

pieces of paper and email list.

Slide 101 Your Case is Closed

3 min

When all materials are receivedExplain your expectation to participants. Give them your email and or address so they can send you their materials.

Slide 102 Questions?

5 min to close/answer questions

HO #12Training Evaluation

Slide 103-104 Course Eval

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