training technology for health education

Training technology

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1. Respond to technology changes affecting job requirements.

2. Respond to organizational restructuring.

3. Adapt to increased diversity of the workforce.

4. Support career development.

5. Fulfill employee need for growth.

Importance of Training

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Types of Training

1. Skills Training.

2. Retraining.

3. Cross-Functional.

4. Team Training.

5. Creativity Training.

6. Literacy Training.

7. Diversity Training.

8. Customer Service.

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1. SKILLS TRAINING

Focus on job knowledge and skill for:Instructing new hires.Overcoming performance deficits of the

workforce.

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2. Retraining

Maintaining worker knowledge and skill as job requirements change due to:

Technological innovationOrganizational restructuring

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3. Cross-Functional Training

Training employees to perform a wider variety of tasks in order to gain:

Flexibility in work scheduling.Improved coordination.

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4. Team Training

Training self-directed teams with regard to:Management skills.Coordination skills.Cross-functional skills.

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5. Creativity Training

Using innovative learning techniques to enhance employee ability to spawn new ideas and new approaches.

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6. Literacy Training

Improving basic skills of the workforce such as mathematics, reading, writing, and effective employee behaviors such as punctuality, responsibility, cooperation,etc.

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7. Diversity Training

Instituting a variety of programs to instill awareness, tolerance, respect, and acceptance of persons of different race, gender, etc. and different backgrounds.

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8. Customer Service Training

Training to improve communication, better response to customer needs, and ways to enhance customer satisfaction.

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I. Needs Assessment

II. Developing &Conducting

Training

III. EvaluatingTraining

Training Process Model

1. Organizational Level Sales and operating plans.

Productivity measures. Technology change. Organizational restructuring. Change in workforce.

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2. Job LevelJob and task analysis.Identify problemsReview procedural and technical manuals.

Design Training Program

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3. Individual LevelDetermine who needs training and what kind.

Tests.Prior training and experience.Performance review.Career assessment.

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Methods of training

1. Classroom Instruction2. Video and Film3. Computer Assisted Instruction4. Computer Assisted Instruction with Video5. Simulation/Vestibule6. Off the job training

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1. Classroom Instruction

Efficient dissemination of large volume of information.

Effective in explaining concepts, theories, and principles.

Provides opportunity for discussion.

Learner does not control pace or contentDoes not consider individual differences.Limited practice.Limited feedback.Limited transfer to job.

PROS CONS

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2. Video and Film

Provides realism.Adds interest.Allows scheduling flexibility.Allows exposure to hazardous events.Allows distribution to multiple sites.

Does not consider individual differences.Limited practice.Limited feedback.Limited transfer to job.

PROS

CONS

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3. Computer Assisted Instruction

Efficient instruction.Considers individual differences.Allows scheduling flexibility.Allows active practice for some tasks.Allows learner control.Provides immediate feedback to tasks.

Limited in presenting theories and principles.Limited discussion.Transfer depends on particular job. High development cost

PROS CONS

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4. Computer Assisted Instruction with Video

Same as basic CAI.Adds realism.Adds interest.Allows exposure to hazardous events.

Same as basic CAI.Adds additional cost.

20000-25000/- per hour of instruction due to: * Script writers * Production specialists * Camera crews

PROSCONS

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5.On-The-Job Training

Provides realism.Allows active practice.Provides immediate feedback.High motivation.High transfer to job.Lowers training cost.

Disruptions to operations.May damage equipment.Inconsistent across departments.Inadequate focus on underlying principles.Lack of systematic feedback.Transfer of improper procedures.Trainee stress.

PROSCONS

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Off the job training

Case studies Role plays Conference method Lectures

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The main principles of training are:

•Specificity•Progressive overload (F.I.T.T)•Individual differences/needs•Rest and recovery•Reversibility

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Lesson Plan

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What is a lesson plan

Key components of a lesson plan

Key components of a lesson plan

Profile

Objectives

Materials/ Equipments

Procedure

Assessment

Basic information about the lesson1. Name of lesson2. Contributor3. Subject4. Grade level5. Instructional settings: Small Group, Whole

class6. General Description of lesson7. Standards

Elements Learning objectives are clearly defined Instructional materials, equipment, techniques and strategies

are appropriately selected Procedure is clearly stated Assessment activities are directly and explicitly tied to the stated

objectives

Main Principles of Communicative Teaching

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Why is lesson planning important?Being clear on what you want to teach.Being ready to cope with whatever happens.Give your teaching a framework, an overall shape.A reminder for the teacher when they get

distracted. It suggests a level of professionalism and real

commitment.

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How is lesson planning important for the teacher and the learners?

For the teacherThey don’t have to think

on their feet.They don’t lose face in

front of their learners.They are clear on the

procedure to follow.They build on previous

teaching and prepare for coming lessons

For the learnerThey realize that the

teacher cares for their learning.

They attend a structured lesson: easier to assimilate

They appreciate their teacher’s work as a model of well-organized work to imitate.

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What do you take into account when you design a lesson plan?Five guiding principles:Variety ChallengeCoherence

BalanceFlexibility

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Ways of Varying these different components

1. Tempo/Pace : Activities may be brisk and fast-moving, such as guessing games; or slow and reflective, such as reading or responding in writing.

2. Organization : The learners may work on their own at individualized tasks, or in pairs or groups, or as a full class in interaction with the teacher.

3. Mode and Skill : Activities may be based on the written or the spoken language; and within these, they may vary as to whether the learners are asked to produce (speak/ write) or receive (listen / read ).

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4. Difficulty : Activities may be seen as easy and non demanding; or difficult , requiring concentration and effort.

5. Mood : Activities vary also in mood: light and fun -based versus serious and profound; happy versus sad; tense versus relaxed.

6. Stir - Settle : Some activities enliven and excite learners ( such as controversial discussions for advanced levels), or activities which involve physical movement (such as the race dictation) for the lower levels. Others, like dictation, have the effect of calming them down

7. Active - Passive : Learners may be activated in a way that encourages their own initiative ; or they may only be required to do as they are told

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Challenge

Learners are intelligent human beings and come to class with knowledge previously acquired.

The new lesson should add to that knowledge without excess. The lesson that does not challenge is a lesson that does not

motivate. No learning happens if the lesson doesn’t present new items

beyond students’ prior knowledge.

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Coherence Observe a logical pattern to the lesson: there has to be

connection between the different activities in the lesson. Smooth transition is one of the pillars that ensures success

of the lesson plan during implementation in the classroom. An activity in a lesson builds on a previous one and prepares

for the next.

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Balance The lesson is a mixture of a

number of ingredients: techniques, activities, contents …. The successful teacher is the one who is able to observe the right dosage and makes the learners enjoy a savoury lesson.

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Flexibility

Two dimensions: a- ability to use a number of different

techniques and not be a slave to one methodology – Principled eclecticism.

b- ability to change the plan if it shows inappropriacy to the classroom real situation for one reason or the other.

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COMPONENTS OF A LESSON PLAN

1- Information about the learners:

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What do you take into account when you design a lesson plan?

Objectives set out to be achieved. Prior knowledge of learners. Materials and didactic auxiliaries to be used. Tasks and activities to select and stts’grouping patterns. Interaction modes. Timing and time management

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2- OBJECTIVES:« Enable learners to… »

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3- Procedure

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4- Aids

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Anticipated difficulties and reserve tasks

What might go wrong?

How to deal with it?

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HINTS FOR LESSON MANAGEMENTI. Prepare more than you need : It is advisable to have an easily

presented, light “reserve” activity ready in case of extra time .II. Similarly , note in advance which component(s) of the lesson you will

sacrifice if you find yourself with too little time to do everything you have planned.

III. Keep an eye on your time, make sure you are aware during the lesson how time is going relative to your plan. Include timing in the plan itself. It is difficult to judge intuitively how time is going when you are busy, and the smooth running of your lesson depends to some extent on proper timing .

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IV. Do not leave the giving of homework to the last minute!

At the end of the lesson learners' attention is at a low ebb, and you may run out of time before you finish explaining .

V. If you are doing group work, give instructions and make sure these are understood before dividing the class into groups and even, if practicable, before handing out materials.

If you do it the other way around , people will be looking at each other and at the materials you have given them, and they are less likely to attend to what you have to say

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Suggested format of a lesson planA. Goals: A unifying theme, an overall general purpose to

accomplish by the end of the lesson period. e.g. Students will increase their familiarity with the

conventions of telephone conversations B. Objectives : Explicitly state what you want students to gain

from the lesson. What students will do:a. Be sure you know what it is you want to accomplishb. Preserve the unity of your lessonc. Predetermine whether or not you are trying to accomplish

too much d. Evaluate students' success at the end of, or after,

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OBJECTIVES:

Final learning outcomes that you will need to measure and evaluate

e.g. [ 1 ] Students will develop inner expectancy rules that enable them to predict and anticipate what someone else will say on the telephone.

[ 2 ] Students will solicit and receive information by requesting it over the phone

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C.Materials & Equipment : Tape / tape recorder / poster / map / handouts / OHP

D.Procedures : There is so much variation here that it is hard to give any "set recipes", but make sure your plan includes :

a. An Oral Test b. An opening statement or activity as warm-up for the

lesson itself c. A set of activities and techniques in which you have

considered appropriate proportions of time for : -- Whole class work -- Group and / or pair work -- Teacher Talk -- Student Talk -- Teacher / student Talk d. Closure e. Homework f. Evaluation

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training technology for health education

Education