Diagnostico Organizacional

Economic and Social Commission for Asia and the Pacific
Train the Trainer
Training Fundamentals
Instructor’s Reference Manual
UNITED NATIONS

Economic and Social Commission for Asia and the Pacific
Train the Trainer
Training Fundamentals
Instructor’s Reference Manual
UNITED NATIONS
New York, 2001

ST/ESCAP/2158
This project was undertaken with financial assistance provided by theGovernment of France.
_______________________
The designations employed and the presentation of the material in this publication do
not imply the expression of any opinion whatsoever on the part of the Secretariat of the
United Nations concerning the legal status of any country, territory, city or area or its
authorities, or concerning the delimitation of its frontiers or boundaries.Mention of firm names and commercial products does not imply the endorsement of
the United Nations.
This publication has been issued without formal editing.
This document was prepared with consultancy input from:
Mr. Dennis Sale, Head, Curriculum Development Section, Singapore Polytechnic
Ms. Barbara Brougham, Write Word, Adelaide, Australia

Train the Trainer
TrainingFundamentals
Contents
Overview
Module 1: Principles of Learning
1.0 Introduction
1.1 Module Objectives
1.2 What is learning and how do we learn?
1.2.1
1.2.2
1.2.3
1.3.1
1.3.2
1.3.3
1.3.4
1.3.5
1.3.6
1.3.7
Acquiring relevant knowledge
Thinking for understanding
Doing
1.1
1.1
1.1
1.3 Factors affecting learners and the learning process
Principle 1: Utilise and stimulate the sensesPrinciple 2: Recognise the learning curve
Principle 3: Don’t abuse the attention span
Principle 4: Encourage the effective use of memory
Principle 5: Try to motivate students in their learning
Principle 6: Accommodate different learning styles
Principle 7: Ensure effective feedback in the learning process
1.3
1.4 Reflecting on this module
Instructor’s Checklist No. 1
1.9
1.10
Module 2:Lesson Planning and Preparation
2.0 Introduction
2.1 Module Objectives
2.2 Producing a structured lesson plan
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
Learning objectives
Lesson content
Instructional methods
What teaching and learning resources will you need?
Assessment
2.1
2.1
2.1
(i)

2.3 Evaluation of the lesson
2.4 Reflecting on this module
Instructor’s Checklist No. 2
2.10
2.10
2.11Module 3: Instructional Methods
3.0 Introduction
3.1 Module Objectives
3.2 Core instructional methods
3.2.1
3.2.2
3.3.1
3.3.2
3.3.3
3.3.4
3.3.5
Lecturing and explaining
Demonstration
3.1
3.1
3.1
3.3 Supporting instructional methods
Group work (cooperative learning)
Questioning
Discussion
Case-studies
Role play
3.4
3.4 Deciding on methods
3.5 The use of activities orlearning tasks in promoting learning
3.6 Designing and using learning tasks
3.7 Individualised instruction
3.8 Knowing the subject well
3.9 Playing the role of tutor
3.10 Suggestions for administering individualised instruction
3.11 Reflecting on this module
Module Activities
Instructor’s Checklist No. 3
3.11
3.11
3.12
3.12
3.13
3.13
3.14
3.15
3.16
3.17
Module 4: Teaching and LearningResources
4.0 Introduction
4.1 Module Objectives
4.2 How do TLRs contribute to learning?
4.1
4.1
4.1
( ii )

4.3 General points of consideration in using teaching and learning
resources
4.4 The use of specific TLRs
4.4.1
4.4.2
4.4.3
4.4.4
4.4.5
4.5.1
4.5.2
Black/whiteboards/flipcharts
Overhead projection transparencies (OHTs)
Supporting notes – handouts
Videos
Multimedia4.2
4.2
4.5 Preparation of facilities and training aids
Classroom/study area arrangements
Audio-visual equipment in the classroom
4.6
4.6 Reflecting on this module
Module Activities
Instructor’s Checklist No. 4
4.11
4.12
4.13
Module 5: Assessing Learner Performance
5.0 Introduction
5.1 Module Objectives
5.2 The criteria for good assessment
5.2.1
5.2.2
5.3.1
5.3.2
5.3.3...