Transcript Slide 1

“Learning is finding out what you already
know. Doing is demonstrating that you
know it. Teaching is reminding others that
they know just as well as you do.
We are all Learners, Doers, Teachers”
R. Bach
Principles and Methods in
Training:
Training of Trainers (ToT)
17th EPIET introductory course
Lazareto, Menorca, Spain
07 October 2011
Biagio Pedalino
What are we going to do?
• Define adults learning characteristics
• Present interactive teaching
methodologies
• Design objectives for training activities
• List the necessary items to prepare a
training course
• Practice designing a training course
Why?
• To improve our training skills
• To develop some of the core
competencies for field epidemiologist in
the EU as:
– Training
• To provide elements to achieve one of the
EPIET objectives: to teach public health
professionals
Basic Principles of Adults learning
• Take into consideration:
– Need to know what they are learning and
why
– Values and pre-conceptions
– Experience (life experience)
– Tiredness, problems, etc.
– Are practical and problem solvers
Basic Principles of Adults learning
• Subject, matter relevant to his/her own purpose
• Learning by doing
• Applying information to current, real-world needs
• Exchanging feedback about experiences
– learners benefit a great deal from ongoing
feedback around their experiences when
applying new information and materials
“Self initiated learning involving the
whole person (feelings as well as
intellect) is the most pervasive and
lasting type of learning.”
(Knowles, 40)
… thus we privilege teaching
methods which promote:
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Emphasis in the process instead the results
Interactivity
Active participation (interaction with others)
Discussion
Experience
Appropriate motivational context
Development of skills, attitudes and values
Applied to real life problems
Etc…
Design of Training Activities
WHY and WHAT
to teach
Fundaments
WHAT,
HOW and
WHEN to evaluate
Objectives
Contents
Program
Knowledge
Participants
Procedures/skills
Trainer
Attitudes
Competences
WHEN to teach
Timing
Methodology
HOW to teach
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9
We need a plan
• Why and What to teach? It provides
information on the needs, objectives and
content of training
• When to teach? It tells us how to order
and sequence objectives and content
• How do you teach? Planning the
activities (i.e. material and methods)
• What, how and when to evaluate? If you
have achieved the desired objectives
What is missing so far ???
• Our target population !!!
• Their needs
• Their motivation
• Their expectations
Teaching methods activity
…get ready for some action…
Instructions
• You have been distributed in the room to
constitute your “home group” (5 members
with the same number, 1 to 8)
• Look in the room for other participants with
the same name and constitute another
group
• This is now your “expert group” (8
members with the same name)
HOME GROUP
5 persons each
1 1 1 1 1
EXPERT GROUP
8 persons each
2 2 2 2 2
Mantel-Haenszel (1 2 3 4 5 6 7 8 )
3 3 3 3 3
Kruskal-Wallis
(1 2 3 4 5 6 7 8 )
Kaplan-Meier
(1 2 3 4 5 6 7 8 )
Fisher
(1 2 3 4 5 6 7 8 )
Snow
(1 2 3 4 5 6 7 8 )
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8 8
Tree activity
With the material provided (1 pen, 2 sheets
and 9 toothpicks):
– Try to make, with the toothpicks, as many
trees as you can without repetitions
– Draw each new tree in the paper
• (definition of tree: 1 trunk + 3 or 4 branches)
Instructions
• Has to be a collaborative design
• SILENCE
• Laugh is allowed
• Free role distribution within the group
• You have 5 minutes!
Think in the group in 5´:
• Name a “reporter” and answer this
questions:
• How many trees did you draw?
• What happend during the activity?
• What did you observed?
• Did you develop a group strategy?
• Any lesson learnt for the next
group activity?
More questions:
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How did you feel in the group?
What was your reaction to the task?
Which was your role?
How did you assign the roles?
How did you feel about the person who was
slow at seeing the solutions? If you were that
person, how did you feel?
• Was there a climate that helped or hindered?
How was the climate?
• Other observations, comments, learning
points?
Next activity: 10´
1. Read the paper individually
2. The group discuss and answer this
questions:
• Explain briefly the technique
• When is it appropiate to use it?
• Which is the role of facilitator/moderator?
- Take your notes, after you will explain this
information in your “home group” (2
minutes each technique)
Home group. 10´:
• Split from the expert group and go back to
your “home group” (all members with the
same number)
• Name a “timekeeper” to control the time
• Each “expert” share his/her knowledge
built in the previous group
• 2 minutes per expert
Now you know more about:
• Active Learning Methods
• Phillips 6-6
• Role Play
• Snow Ball
• Brainstorming
• Jigsaw/Puzzle
• Ice breakers
Description of Jigsaw Technique
• Group-work method for teaching,
participating in group learning activities
• Cooperative learning strategy
learning
and
• enables each participant of a “home” group
• to specialize in one aspect (“expert”) of a learning unit to resolve
a task or class project
Example of Jigsaw Technique
Home
group 1
Expert
group 1
Home
group 2
Home
group 3
Expert
group 2
Expert
group 3
Picture from: http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/jigsaw.html
Home
group 4
Expert
group 4
…
…
What are the benefit of the
Jigsaw?
• Efficient way to learn
• Encourages listening, engagement, and
empathy
– by giving each member of the group an essential part
to play in the activity (i.e. to acquire an expertise)
• Group members must work together as a team
to accomplish a common goal
• Each person depends on all the others
• No student can succeed completely unless
everyone works well together as a team
What are the benefit of the Jigsaw?
• Interpersonal and
Social skills
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Leadership
Decision-making
Trust-building
Communication
Conflict-management
skills
– Etc.
FG,Atilim University, 2007
Core competency benefits gained
from using the Jigsaw technique
PARTICIPANTS WILL…
 have the opportunity to teach themselves,
instead of having material presented to them
 have practice in peer teaching, which requires
that they understand the material at a deeper
level
contribute meaningfully to a group discussion
while developing an area of expertise within the
overall project
M. Kamensky, 2010
Ten Core competency benefits gained
from using the Jigsaw technique
 have an opportunity to demonstrate a high level
of personal responsibility
 think creatively and reflectively, devising new,
differentiated ways of approaching, teaching, and
presenting material
 work towards a common goal by sharpening
their cooperative and teamwork skills.
M. Kamensky, 2010
Training activity
• You are a fellow in your public health
institute. Your supervisor asks you to
prepare a course.
• In groups of 8 (expert groups) with two
facilitators and following the template
provided, you are required to prepare a
training activity (45 minutes)
• The “reporter” of the group will summarize
the training developed to his/her group
Design of Training Activities
WHY and WHAT
to teach
Fundaments
WHAT,
HOW and
WHEN to evaluate
Objectives
Contents
Program
Knowledge
Participants
Procedures/skills
Trainer
Attitudes
Competences
WHEN to teach
Timing
Methodology
HOW to teach
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TRAINERS
• Take into account to make an assessment
about:
• motivation, needs, expectations of the
target
• possible “difficulties” for learning
(travelling, family responsibilities, cost,
time, language, materials, different levels,
nationalities, etc.)
Questions about the target
group:
– Which are the training needs of the target
group?
– Which is their knowledge level about the
content?
– Do you know which competences should they
acquire?
– What do you expect that they should learn
after the training course?
– Can you describe suitable attitudes that the
target might acquire during the training? And
procedure skills?
General objective
• Global goal of the course:
• Give an overview of the main aspects of vaccination
issues in public health
• Strengthen participant knowledge and skills related
to surveillance of vaccine preventable diseases
(VPD) and immunization programmes
• Provide training and practical experience in
intervention epidemiology at the national centres for
surveillance and control of communicable diseases
in the EU and Norway
• Explain the main pedagogical aspects for training
activities
Objectives
The three domains of learning:
1. Cognitive/Knowledge domain that
emphasizes thinking and knowledge
(concepts)
2. Skills domain featuring doing (Psychomotor).
Manual or physically skills and performance of
actions
3. Attitude domain highlighting attitudes, values,
interests, attention, concern, responsibility,
ability to listen, respond and demonstrate
interactions with others
Cognitive/Knowledge domain
Examples:
• Describe the concepts of virology, bacteriology,
immunology related to the different test formats.
• Select, prioritize and structure information relevant to the
decision process.
• Define the advantages and limitations of forecasting.
• Evaluate vaccination programmes, surveillance of
vaccine preventable diseases, vaccine uptake, vaccine
safety, immune status, sero-epidemiology and vaccine
effectiveness
• Explain principles for designing information and
vaccination campaigns
• Design a training activity
Skills domain
• Develop basic computer programmatic and analytical
skills
• Assess the magnitude of an event in terms of severity,
extension in time and in space, affected population,
probability of spread, existence of control measures, etc
• Apply criteria and algorithms to decide on its reporting at
the EU (EWRS criteria)
• Carry out analysis for cohort and (matched) case-control
studies, including stratified and multivariable analysis.
• Collect an adequate specimen
• Perform interactive teaching techniques
Attitude domain
• Develop a European network of public health
epidemiologist with common methods and objectives
• Be comfortable in the communication of a decision
• Encourage collaboration between groups to share
information
• Implement collaborative activities and teamwork with
other professionals
• Realize the ethics behaviour
• Improve active listening
• Develop emotional skills (emphaty, assertive, etc.)
• Critically appraise and cope with the consequences of
wrong decisions
• Negotiate a project
• Improve team work skills
Qualities of an objective
Relevant
Specific
Observable and measurable
Objectives
• There are important components writing
objectives:
1)the action verb (Infinitive)
2)One verb per objective (recommended)
3) Measurable
4) Intended audience
At the end of the module/course,
participants will be able to:
Waller, K.
Choice of an active verb
Open to many interpretation
and difficult to observe or
measure:
Open to less interpretation and easy
to observe or measure:
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
Know
Understand

Describe

Resolve
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Believe
Have faith in
Be familiar with
Appreciate
Be aware of
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List
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Have a good grasp of
Have a knowledge of
Realise the significance of
Believe

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Be interested in

Compare
Evaluate
Identify
Design
Explain
Select
Distinguish
Construct
Solve
Better

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

Arlette Communier
Examples
Explain the objective of a surveillance system
List the mandatory diseases
Communicate with general and professional public
Formulate a case definition
Report the data weekly or monthly according to the
situation
Use the notification forms
Write situation reports
Encourage collaboration between multidisciplinary
groups
Promote communication between departments
For your activity
• Write, at least, two objectives for
knowledge and skills and one for attitude
• Choose the content of the course related
with the topic, target group, etc.
• Time. Specify the duration of the course in
hours (10h, 20h, 30h, etc)
For your activity
• Learning material/method: pre-module workbook;
facilitator guidelines, PowerPoint presentation, flip chart
template, handouts and references. Ice breaker, formal
presentations, Role Playing, Phillips 66, Snow bowling,
Peer and group discussion, practice in lab, etc.
• Competencies A competency is a combination of
knowledge, skills, attitudes, values, motivation and
abilities that a professional must demonstrate and that
are critical to perform work effectively
Example: Implement public health programmes: translate
policy into public health practice
Training activity
• You are a fellow in your public health
institute. Your supervisor asks you to
prepare a course.
• In groups of 8 (expert groups) with two
facilitators and following the template
provided, you are required to prepare a
training activity (45 minutes)
• The “reporter” of the group will summarize
the training developed to his/her group
Design of Training Activities
WHY and WHAT
to teach
Fundaments
WHAT,
HOW and
WHEN to evaluate
Objectives
Contents
Program
Knowledge
Participants
Procedures/skills
Trainer
Attitudes
Competences
WHEN to teach
Timing
Methodology
HOW to teach
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47
Evaluation
Needs
Before the implementation
During the implementation
After the training
Adequation
between:
Planification
Process
Trainees
Impact
Arlette Communier
Survey, discussion,
one minute paper, etc.
References
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BIGGS, J. (2005): Calidad del aprendizaje universitario. Madrid: Narcea.
ECDC Core competences
http://www.ecdc.europa.eu/en/publications/Publications/Forms/ECDC_Disp
Form.aspx?ID=108 ATHERTON J S (2010) Learning and Teaching; Angles
on learning, particularly after the schooling years [On-line] UK: Available:
http://www.learningandteaching.info/learning/index.htm
Interactive learning techniques:
http://www.calstatela.edu/dept/chem/chem2/Active/
Knowles, Malcolm, Holton, Elwood, Swanson, Richard, The Adult Learner,
fifth edition, Gulf Publishing Company, 1998.
http://www.texascollaborative.org/PDFs/Active%20Learning%20Strategies_
02.pdf
Morable, L.(2000): Using active learning techniques. On line:
http://www.texascollaborative.org/PDFs/Active%20Learning%20Strategies_
02.pdf
Waller, K. Writing instructional objectives. On line
http://www.naacls.org/docs/announcement/writing-objectives.pdf
Thank you for your attention
“The nicest thing about not planning is that
failure comes as a complete surprise”
John Preston