** ** INTERACTIVE INTERACTIVE ** ** REPRODUCTIVE HEALTH REPRODUCTIVE HEALTH TRAINING TRAINING = = INTERESTING AND INTERESTING AND INNOVATIVE TRAINING INNOVATIVE TRAINING Training in Africa: Best Practices, Lesson Learned, and Future Directions August 2003
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** INTERACTIVE ** REPRODUCTIVE HEALTH TRAINING = INTERESTING AND INNOVATIVE TRAINING
** INTERACTIVE ** REPRODUCTIVE HEALTH TRAINING = INTERESTING AND INNOVATIVE TRAINING. Training in Africa: Best Practices, Lesson Learned, and Future Directions August 2003. Facilitators. Maureen Kuyoh, FHI/Kenya Robert Rice, FHI/NC - PowerPoint PPT Presentation
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**** INTERACTIVE INTERACTIVE ****REPRODUCTIVE HEALTH REPRODUCTIVE HEALTH
TRAININGTRAINING==
INTERESTING AND INTERESTING AND INNOVATIVE TRAININGINNOVATIVE TRAINING
Training in Africa: Best Practices, Lesson Learned, and Future Directions
August 2003
FacilitatorsFacilitators
Maureen Kuyoh, FHI/Kenya Robert Rice, FHI/NC Jane Schueller, FHI/NC
ObjectivesObjectives
Explain why interactive training enhances participants’ knowledge and skills
Identify when it is important to include interactive exercises
Describe the high and low energy spans for participants Develop/utilize interactive training techniques to increase
retention, build understanding, and improve skills
By the end of this workshop, you will be able to:
Participant ExpectationsParticipant Expectations
Participate, participate, participate! Creativity, open-mindedness, and innovation are key Facilitators will be resources No cell phones Begin and end on time Learn from each other Have fun!
Workshop AgendaWorkshop Agenda
Why is Interactive So Important? Setting the Context How to Make Your Training More Interactive The Energy Cycle Selecting the Best Methods for Various Situations Cultural Sensitivity Training Health Providers References, Resources, and Web Sites
Why is Why is InteractiveInteractive So So Important?Important?
Participation in the learning process should be active, not passive
Effective learning comes from shared experiences Successful learning includes feedback from the
facilitator and other participants Maximum learning occurs when one is able to
reflect, draw conclusions, and determine application
Source: Computer Strategies, LLC, 1998
10% of what they read
90% of what they say, discuss, and do
70% of what they say and write
50% of what they hear and see
30% of what they see
20% of what they hear
Read
Hear
View Images
Watch Videos
Attend Exhibit/Sites
Watch a Demonstration
Participate in Hands-on Workshop
Design Collaborative Lesson
Simulate or Model Lesson or Experience
Design/Perform a Presentation – Do the “Real Thing”
• Demonstrate
• Apply
• Practice
• Analyze
• Design
• Create
• Evaluate
• Define
• List
• Describe
• Explain
PEOPLE GENERALLY REMEMBER:PEOPLE GENERALLY REMEMBER: PEOPLE ARE ABLE TO: PEOPLE ARE ABLE TO:
Dale’s Cone of ExperienceDale’s Cone of Experience
The Interactive-Training The Interactive-Training CredoCredo
What I hear, I forget.What I hear and see, I remember a little.What I hear, see, and ask questions about or discuss with someone else, I begin to understand.What I hear, see, discuss, and do, allows me to acquire knowledge and skill.What I teach to another, I master.
Source: Lawson, K. The Trainer’s Handbook, 1998
The Adult Learning CycleThe Adult Learning Cycle
Direct Experience
Reflecting on Experience
Generalization about Experience
Application
Learning StylesLearning Styles
Visual
Auditory
Kinesthetic
How to Make Your How to Make Your Training More InteractiveTraining More Interactive
Create a safe, positive, interactive learning environment through:
Source: Lawson, K. The Trainer’s Handbook, 1998
Minimal lecture Variety of methods Peer teaching Iterative process Real-world application
Needs assessment Comfortable physical
setting Structure and
organization Moderate level of content High level of participation
Needs AssessmentNeeds Assessment
Find out what participants think and feel about the training subject to assist with designing participatory activities:
Classroom layout has a major influence on the success or failure of a training
Structure and Structure and OrganizationOrganization
Provide clear instructions, verbal and written Specify time limits Utilize flipcharts, transparencies, handouts, or slides Creatively divide participants into specific groups,
when doing small group work Assign specific roles for exercises, when appropriate