ASHA INTERNATIONAL INSTITUTE OF MARINE TECHNOLOGY HANDOUT Vertical Integration course for Trainers
HANDOUT Vertical Integration course for Trainers
HANDOUT Vertical Integration course for Trainers
ASHA INTERNATIONAL INSTITUTE OF MARINE TECHNOLOGY HANDOUT Vertical Integration course for Trainers
HANDOUT Vertical Integration course for Trainers
Overview of STCW Convention and code and requirements for competence-based training
HANDOUT Vertical Integration course for Trainers
One point two Understand STCW Convention and code requirement for competence based training
ASHA INTERNATIONAL INSTITUTE OF MARINE TECHNOLOGY HANDOUT Vertical Integration course for Trainers
HANDOUT Vertical Integration course for Trainers
Planning an effective learning environment
DIFFERENCES BETWEEN ADULT AND CHILD LEARNERS
HANDOUT Vertical Integration course for Trainers
ADULTS AS LEARNERS EACH ADULT LEARNER IS A COMPLEX AND UNIQUE HUMAN BEING.
HANDOUT Vertical Integration course for Trainers
ADULT LEARNERS EXPERIENCE ANXIETY. DOUBTS, AND OFTEN FEEL THAT THEIR SELF-CONCEPT. THEIR IDENTITY IS ON THE LINE.
HANDOUT Vertical Integration course for Trainers
HANDOUT Vertical Integration course for Trainers
BASIC CONDITIONS THAT FACILITATE ADULT LEARNING
"Teaching" vs. "Learning"
HANDOUT Vertical Integration course for Trainers
Two. Awakening the will to learn
Four. Realistic and practical guidance
Six. Application of the sense of success
Two point two. Establish an effective learning environment
Five. Content organisation made clear
Seven. Crammed syllabus/list of objectives
Thirteen. Illustrative examples, models and analogies
Fifteen. Knowledge of study skills
Seventeen. Lengthy expositions
Nineteen. Personal characteristics
Twenty-three. Regular testing
Twenty-five. Social structure of student group
Twenty-nine. Use of appropriate language and symbols
WHAT TO DO IN SUCH OCCASION?
Two. When there is a shy participant
Three. When discussion goes off the point
Four. When dissension is caused
Five. When a quarrel starts among the participants
Six. When there is a participant revolting against the Leader
Seven. When there is a participant who tries to not approve the Leader's conclusion
Eight. When there is a habitual opponent
Nine. When a superior is present in the meeting
Ten. When participants become restless or unenthusiastic in discussion due to causes unrelated to the meeting
Chapter Three Training Aids
DECIDING WHICH DEVICE TO USE
Use your imagination! Complex Images
Flip Chart or Newsprint Pad Advantage:
Plastic Writing Board or Whyteboard
Magnetic Board Advantage:
HANDOUT Vertical Integration course for Trainers
HANDOUT Vertical Integration course for Trainers
Three point two. Select the appropriate teaching aids
HANDOUT Vertical Integration course for Trainers
EQUIPMENT CHECKLIST FOR VISUAL AID PRESENTATIONS
HANDOUT Vertical Integration course for Trainers
HANDOUT Vertical Integration course for Trainers
FILM PROJECTOR - SLIDE PROJECTOR - TAPE RECORDER - screen, extra bulb, extension
HANDOUT Vertical Integration course for Trainers
PROJECTION DISTANCE (FEET)
HANDOUT Vertical Integration course for Trainers
Four point one. Demonstrate a range of teaching activities appropriate to trainee needs
HANDOUT Vertical Integration course for Trainers
diagnosis, prescription and treatment
Structured or guided discussion
Four point two. Orient teaching activities to context and trainee needs
CHOICE OF TEACHING METHOD DUE TO TYPE OF STUDENT
CHOICE OF TEACHING METHODS
Preparing for Demonstration
DEMONSTRATION OF A CONCEPT OR PRINCIPLE
Planning the Demonstration
Chapter - Five Producing a subject-related lesson plan
Components of a Lesson Plan
5.2 Recognize factors to be considerd when planning a lesson
Components of a Lesson Plan
Evaluation of a Learning System
Unit five A Trainee assessment
Unit five Course evaluation
In Service Training of Technician Teachers
PURPOSE OF STUDENT EVALUATION
For making instructional decisions
Established a learning assessment
Two point three NON-TESTS
Two to four SELF-REPORT TECHNIQUES
Two point five. Observational Techniques
Six point three. Use assessment results
Seven point one. Recognize factors to be considered when designing a learning programme
Three point one. Learning and performance
Seven point two. Develop a new course
Three point two. What are the main areas in which training can be effective?
A systematic approach to training and course design
Identifying training needs
Setting training objectives
What training methods should be used?
Implementation to do Evaluation
Three point four Course Development
3.5.4 Three stages In formulating an objective In behavioural terms
Try to answer these questions: