Chapter 1 reviews the various roles and responsibilities of the "ultimate educator," defined as a cross between a teacher and trainer who helps individuals explore ideas and feelings, assess and analyze situations and ideas, and develop and apply new ways of thinking and behaving. The second chapter discusses strategies for organizing learning experiences before, during, and after training sessions, as well as the trainer's role in meeting student needs. Chapter 3 explains how the processes of adult learning differ from how children learn, including how environment influences the adult learning process. Common training presentation techniques are profiled in the fourth chapter, and the characteristics and mannerisms of outstanding speakers are analyzed. After defining facilitation in the training environment, chapter 5 recommends ways to improve students' response and participation in training activities. Chapter 6 identifies the differences between teaching and training and outlines the components of an effective presentation, including how to deal with problem students. The seventh chapter presents key principles and elements of lesson planning, including goals and objectives, instructional activities, assessment, and follow-up activities. The concluding chapter instructs trainers in how to end individual sessions and workshops as a whole, with attention to evaluation strategies that can improve future training courses. Appended participant worksheets, presentation/facilitation exercises and aids, sample evaluation and assessment forms, a sample budget, suggestions for avoiding the pitfalls of mediocre lesson plans, and suggested resources
Ultimate Educator: Achieving Maximum Adult Learning Through Training and Instruction
NCJ Number
197261
Date Published
June 2002
Length
154 pages
Annotation
This workbook presents the principles of training design and facilitates the development of training skills that produce maximum adult learning.
Abstract