Within this second part of Training Aids, you will be exposed to many kinds of training aids for you to consider implementing in your training sessions.
You will need your handout accessible in order to successfully complete this section; pages 31-37.
Training Aid Types, Benefits and Tips for Trainers
The following activity provides you with an opportunity to carefully look at the pages on Training Aids in your FET ?handout and to reflect on one that is of interest to you. As trainers, we use many if not all of these and they can all be useful and effective if matched with the correct content.
- Read pages 31 – 37 to learn about the types, benefits and trainer tips for the various training aids described.
- From the examples provided, choose one training aid and write a statement as to why you like it and how you use it.
Think of one Training Aid that you plan to use, and in the comment box below, respond to the following:
1) What makes this Training Aid effective?
2) How would you use that Training Aid in a training that you conduct OR how
you have seen it used by another trainer?
This is an ungraded assignment but must be completed to proceed.
Once you complete the assignment, you will have completed FET: 7 Training Aids. Please move on to FET 8: 3 Components of a Training Plan – found under “My Courses”.
Definition of Training Aid:
- Multi-sensory materials that support the selected training method.
Rationale for using a variety of Training Aids:
- Focus learner’s attention
- Increase learner’s interest
- Improve learner’s retention
This definition and rationale supports
the notion that everything we talk about has a purpose and is designed to help you
design and/or develop a more effective training opportunity for the
participants that will be in your training sessions.
On each box is a common training aid that supports learners.
Props, demonstrations, and testimonies help to focus a learner’s attention.
Graphs, charts, resources help to increase a learner’s interest
Fact sheets, debriefing, summaries improve learner’s retention.
Training Aids are multi-sensory materials designed to also assist the trainer in addressing adult learner characteristics. It is an asset as a trainer to be more intentional to meet the needs of our learners.
Common Training Aids
- PowerPoint
- Handouts
- Video clips
- E-charts & graphs
- Props
- Demonstrations
This list will not surprise you as a trainer or as a participant. They are commonly used and when used appropriately and in balance with other strategies, they are effective, useful and keep the training sessions interesting. The key words here are “used appropriately” and “in balance.” Any strategy, method or aid that is overused loses its effectiveness, so you want to balance your use of the various things that are available to you.
More Training Aids
- Flip charts/Posters
- Dry-Erase Boards
- Models/Mock-Ups
- Photos/Pictures
- Job Aids
This additional list of training aids is to remind you that you
have lots of options available. That said, these lists should help you to
always keep your training fresh and interesting. It is the trainer’s
responsibility to work on keeping participants “tuned-in” and “turned-on” to
what they have come to your training to receive.
Below are the Training Outcomes and Roadmap that support Training Methods through the use of Training Aids.
Training Outcomes
- Participants will describe five types of training aids.
- Participants will identify ways to effectively use training aids (PowerPoint, props, handouts, video clips, etc.) that support training methods.
Roadmap
- Provide the definition and rationale for ‘training aids’.
- Participate in the Discussion Board activity.
- Learn about ways to use training aids.
- Identify commonly used training aids.
[ms_panel title=”Training Aids” title_color=”#1a72bf” border_color=”#1a72bf ” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]Please refer to the FET?Handout: Training Design pages 30-37.[/ms_panel]
If you as a trainer continuously use the same training methods that you enjoy as a participant …
- You will be at ease using that training method.
- That training method will likely be successful for you.
- You could get “stuck” using that training method too much and the result would be less interesting training.
- You would not be meeting all of your audience’s learning needs.
- You will need to expand your repertoire of training methods.
What should influence your selection?
The following four criteria must be considered and will
influence your selection of a desired “training method”:
- Training Outcomes
- The Learners
- Practical Requirements
- Training room environment
- Time involved (prep and execution)
- Advantages and Cautions to Consider of the Training Method
The more familiar and comfortable you become in exploring and implementing various training methods, you will realize how important each of these criteria are in making decisions regarding the feasibility with any given method.
Reminder: You can use your handout to take notes.
Definition of Training Method:
- Process or strategy used to present and emphasize workshop
content.
Rationale for
using a variety of Training Methods:
- Assists the trainer in addressing adult learner
characteristics as well as meeting the needs of diverse groups of learners.
Training methods are a trainer’s good friend. The effective use of training methods can help your training stay interesting, focused and active, therefore meeting the needs of your participants.
Below are the Training Outcomes and Roadmap that will show the path you will be taking to learn more about Training Methods.
Training Outcomes
Participants will describe basic
training methods that utilize principles of adult learning theory to effectively
present training content to diverse groups of adult learners.
Participants will select training methods that utilize principles of adult learning theory to effectively present training content to diverse groups of adult learners.
Roadmap
- Provide the definition and rationale for ‘training methods’.
- Discuss four criteria to consider when selecting training
methods.
- Identify training methods that support specific principles
of adult learning theory.
[ms_panel title=”Training Methods” title_color=”#1a72bf” border_color=”#1a72bf ” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]?Please refer to the Handout FET: Training Design pages 20-29.?[/ms_panel]
Up to this point you have learned about the what, why and how of the Needs Assessment, developed a Needs Assessment plan, and learned the importance of Core Content. Now you are ready to put the content together, beginning with Identifying Outcomes. You are going to learn about the difference between a Workplace Outcome and a Training Outcome. You also will learn how to write SMART Outcomes and apply that criteria to outcomes you have written or will write.
In 2002, KIDS NOW began planning for the PDF. Workgroups developed individual components of the state wide system with a goal of improving Kentucky’s quality of Early Care and Education through high quality professional development.
The Vision for Kentucky
KIDS Now = Kentucky Invests in Developing Success NOW
Vision
Statement: All young
children in Kentucky are healthy and safe, possess the foundation that will
enable school and personal success, and live in strong families that are
supported and strengthened within their communities.
The PDF is based on research that shows:
Reference: American Federation of teachers, 2002; Kagan & Neuman, 1996; Learning to Care, 1998; North Carolina Partnership, 1998; Whitebrook, Howes, & Phillips, 1990.
There are 7 components to Kentucky’s Professional
Development Framework:
- Early Childhood Core Content
- Credentials, Degrees and
Certifications
- Training
- Technical Assistance
- Articulation
- Scholarships
- Early Childhood Training Registry
Systems
Please refer to page i of the PDF for an in-depth table of contents of the 7 Components.
Next we will review each of the 7 components, but first take a moment to read the Introduction to the PDF, found on pages 1-2.
Training Outcome:
Participants will recall the 7 Components of the Professional Development Framework.
Participants will identify the basic purpose of
each component.
Participants will cite several ways in which the
components of the PDF contribute to providing quality programs to young
children.
Roadmap:
- Briefly review the history of the PDF
- Explore a definition of high quality
childcare
- Review the 7 Components of the PDF
[ms_panel title=”Professional Development Framework” title_color=”#1a72bf” border_color=”#1a72bf ” title_background_color=”#f5f5f5″ border_radius=”0″ class=”” id=””]?Please refer to the Handout FET: Training Design page 2.? [/ms_panel]
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.
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.
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
