Archives: Lessons
Effective Strategies for Successful Trainers Su20
Before long, you will be attending a day of face to face training as part of FET. This face to face day is set up as a working example of an effective training environment. The organizational ideas that you will see presented there may strike you as unique and effective possibilities that perhaps you will want to try when you set up training events.
Physical Environment for Face to Face Training Su20
Ethics and Professionalism Su20
In this section, you will learn about the importance of attaining and maintaining a professional approach to your role as a trainer. We will also discuss the role that ethics plays in your personal development and public persona.
Optimal Conditions for Adult Learning Su20
As we move through the study of some cognitive and adult learning theory-based approaches to learning that the current research espouses, connect parts of this content back to the information you received in the previous two sections regarding learning and the brain and individual life experiences, culture, and identity. This will help you to see exactly WHY these approaches to learning are effective.
This look at how to create optimal conditions for adult learning uses significant content and framework that is presented in the online publication and supplemental resources of Learning Styles As A Myth, which was created by the Poorvu Center for Teaching and Learning at Yale University.
For our purposes as future Early Care and Education trainers, we will look at this information in three main areas: Inclusive Teaching Strategies, Group Work/Collaborative Learning, and Active Learning.
Resources
Yale Poorvu Center for Teaching and Learning – https://poorvucenter.yale.edu/LearningStylesMyth?fbclid=IwAR0dh25BEk1KwthV8ZpcqeaF7b8WZoJpebnhwOdnz61CnaJWqSa1uCACYlg
Brain Function and Development Su20
Diversity of Adult Learners Su20
In every group of adult learners, there exists a wide range of diversity. Many different individuals will be present, each one of them uniquely shaped by the forces that are at work in a wide range of identity-forming cultural and life experiences.
This diversity and the factors that create it all contribute to the development of individual learning profiles that each individual training participant will bring into your training. Understanding more about human diversity will help you plan trainings that are more able to connect with and reach these diverse adult learners. This will in turn increase your chances of educating, inspiring and helping to chart a path for training participants to change their work behaviors to improve outcomes for children and families in early care and education settings.
ECE-TRIS Information Form
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Trainer Credential Overview Su20
Welcome to the informational section on the Trainer Credentialing process. This section will provide details about the credential itself and some helpful tips for the application process. Please pull out your FET 1: Trainer’s Credential Overview ?Handout for note-taking. You will want to jot down notes to ensure that you have a complete application the first time you submit.
Throughout the lesson there will be instructions to click on images and/or text for additional information to show. Some text will also expand and then be available. Please be sure to interact as you progress through all the sections and lessons.
[ms_panel title=”Handout” title_color=”#1a72bf” border_color=”#1a72bf ” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]?Please refer to your Handout FET: FET and Trainer Credential Overview pages (2-14).?[/ms_panel]
Handouts Su20
To download the handouts for the course, please click on the course title below. We ask that you print out the handouts for and take notes throughout the presentation. Throughout the courses when you see ?, you will refer to the designated page in your handouts.
Note: At the face-to-face training you will be given a binder, complete with an index and printed tabs. We will have hole punchers available and encourage you to bring any of your pre-printed handouts to insert them into your FET binder at that time. For those of you that prefer to work in electronic documents you are welcome to download each of the handouts above.
Thank you for making the decision to pursue your Trainer’s Credential. The purpose of FET is to give you the foundation to become an effective trainer who produces quality training. Producing high quality trainings is vital to early childhood professionals so they can use what they learn to provide high quality care for young children. It starts with YOU!
Let’s begin by taking a look at what is required to become a credentialed trainer in the Trainer’s Credential Overview.
Tips for Navigating FET Su20
Throughout this training, you will encounter the following types of activities:
?Handout: This icon indicates that there is content to refer to in your FET handout.
?Think Spot: An ungraded opportunity to reflect on the topic discussed and likely is tied to the course handout. It is recommended that you download or print the handout to have on hand while you complete the courses.
? Check Your Knowledge: A graded quiz to check your understanding of the topic(s) covered. These can be True/False, Multiple Choice, or Fill in the Blank. Check Your Knowledge quizzes are complete when 80% of the questions are answered correctly (unless otherwise indicated). You may take the Check Your Knowledge quizzes multiple times until 80% is achieved.
⭐Application Assignments: A variety of graded assignments that have you apply what you have learned to demonstrate the use of specific knowledge, skills, and tools that enhance training.
▶️ Embedded Videos: Throughout the courses there are videos from various YouTube channels. These videos must be viewed in their entirety before moving on to the next topic. If you encounter a problem with a video please use the “Contact Us” button at the bottom of the page and include the name of the video or topic you are having trouble with.
? Training Coach Touchpoint: Throughout FET you will have an opportunity to reach out to your regional Training Coach to connect. This will be via assignment in the course, phone, email and/or Skype.
? Learning Boosts: You will receive brief reinforcements of content at specific time intervals following the training . These boosts are intended to aid in recalling information (recognition boost), answering an open response question (generative boost) or prompting you to think, form your own opinion and ideally compare your ideas to that of your peers (integrative boosts).
? Resources: Supplemental resources, including but not limited to, articles, links, and references.
For those of you that are new to online learning, or to Learndash in particular, it may take a little practice learning how to navigate through the course. Please feel free to contact us by phone or email.
Course Facilitators are your regional Training Coaches Su20
This series of 12 mini courses is facilitated by eight regional Child Care Aware Training Coaches and Christine Hausman, the Professional Development Content Coordinator from Child Care Aware.
The eight regional Training Coaches and their contact information are displayed on the map below. The Training Coaches are available as a resource to you throughout FET, the credentialing process, and once you become a credentialed trainer.
Lesson: Concluding Thoughts
When a couple is told there is a positive diagnosis for Down syndrome before a baby is born, it is very important for the physician to recognize the complex feelings that they have at this moment. Since the definitive diagnosis may also occur during the second trimester (though in the above case, it actually occurred in the first trimester), couples may have already developed ideas about what this particular baby will be like. A diagnosis of Down syndrome obviously alters that perception and leaves parents with conflicted emotions. Many couples will want to continue the pregnancy, no matter what, but may be afraid of what their future will bring. Others may believe that they will not be able to care for a child with Down syndrome, but are uncertain about specifics regarding termination. Still others may be torn about both options, knowing that their lives will be altered with any decision they make. Most will not know about adoption options.
Recognizing that physicians and other health care practitioners will have their own biases about what should be done, each medical provider (physicians, genetic counselors, nurses, physician assistants, etc.) needs to respond as a member of a coordinated team to individual patients in ways that reflect the patient’s values. Physicians should respond with empathy and concern as well as specific information. This type of conversation might include reference to new understandings about improved life outcomes for individuals with Down syndrome, such as their capacity to learn and become a contributing part of the larger community, and referral to local Down syndrome organizations. It also might include information on organizations devoted to adopting children with Down syndrome. However the physician or health care provider responds, the mother and father should feel understood, supported, and informed.
Your interactions with families such as this one will be remembered by them for the rest of their lives.
Thank you for taking the time to carefully consider your responses to these cases. We hope this module helps you as you assist other families in receiving this news.
Lesson: Delivering Test Results
Two weeks have passed. Mrs. Abbott decided to have a transcervical CVS near the end of the 12th week of her pregnancy. The results of the test confirm that the baby has Down syndrome. During the following interview, Dr. Thomas will share the results of the CVS with both Mr. and Mrs. Abbott, and discuss with the Abbotts the options they have for this pregnancy.
Lesson: Screening and Testing
It is now six months later. Mrs. Abbott has conceived and is now in her 11th week (gestational age estimated at 11 weeks, 3 days). She is seeing Dr. Thomas for the third time in her pregnancy. As was outlined in their discussion in Lesson 1, Dr. Thomas offered a diagnostic or confirmatory test (chorionic villus sampling or amniocentesis). Mrs. Abbott first elected to have a screening test, in this case the first trimester screening test of nuchal translucency in conjunction with serum protein analytes. They will discuss the results of the screening during this visit. Mr. Abbott has accompanied Mrs. Abbott to this visit.
Lesson 1: Setting the Stage
Lois Abbott is a 40 year old woman who wants to become pregnant with her first child. She and her husband have been hoping to conceive for the past several years. Because of Mrs. Abbott’s desire to become pregnant at age 40, she has made an appointment, with Dr. Thomas, an OB/GYN who practices in a tertiary, university-based medical center. Dr. Thomas has offered her pre-conception genetic counseling, which she has accepted. This case opens with Dr. Thomas providing a pre-conception counseling session to Mrs. Abbott.
Lesson 6: Employing Individuals with SUD
Employing Individuals with SUD
The unique needs of all employees must be considered to create a positive and productive workplace. In this section, we discuss how SUD and related issues might be recognized in the workplace. This includes ways to share a SUD diagnosis, workplace discrimination allegations, and common accommodations that help employees recovering from SUD to be successful.
Lesson 5: Legal Implications in the Workplace
Legal Implications in the Workplace
There are numerous laws that provide civil rights to U.S. citizens and play a role in governing how people can be treated in the workplace. In this section, we discuss how SUD is defined by and protected in the Americans with Disabilities Act (ADA), specifically Title I of the ADA, as well as some of the limits to those protections. We also discuss the importance of the Drug-Free Workplace Act and how these laws co-exist with one another.
Lesson 4: Employment and SUD
Employment and SUD
Employment is a critical component of our overall well-being. It helps people access resources to deal with health issues like SUD. In this section, we discuss how work can help people with a SUD recover. We will also discuss some of the common barriers for people with a SUD in getting and keeping a job.
Lesson 3: Treatment of SUD
Treatment of SUD
To assist individuals in managing SUD and symptoms of SUD, treatment is critical. In this section, we review some of the available treatment options for SUD. We will also discuss appropriate expectations for someone who is going through or has undergone SUD treatment.
