Customized Training Program Lengths Available: Four-Day, Five-Day
Four-Day
This four-day comprehensive train-the-trainer workshop is designed to help experienced and novice trainers create more effective program content, increase the probability that learning will occur through a variety of learning activities and audiovisual aids, and facilitate more effective presentations. It incorporates the UCLA Mastery Teaching Model and accelerated learning principles to provide practice with professional instructional decisions and techniques that research has demonstrated will accelerate and improve adult learning.
New trainers learn how to develop a detailed participant-centered lesson plan, design participant exercises that meet the needs of diverse adult learners, and improve their platform and facilitation skills. Seasoned trainers also find the training beneficial because it updates them on training techniques, gives them other choices for learning activities to present material, and offers workable solutions to typical classroom challenges.
On Day One, the participants work through three steps of a six-step process to create lesson plans for their own learning programs.
On Day Two, the participants work through the last three steps of the six-step process to complete their lesson plans and then design learning activities and trainer instructions that they can use in their learning programs.
On Day Three, the participants experiment with learning activities to increase learner interest and motivation in their learning programs. They also review stand up presentation skills and present a brief interactive original presentation.
On Day Four, the participants apply everything they have learned in the previous three days as they practice facilitating a ten-minute interactive learning activity that they have designed.
Five-Day
This five-day comprehensive train-the-trainer workshop is designed to help experienced and novice trainers create more effective program content, increase the probability that learning will occur through a variety of learning activities and audiovisual aids, and facilitate more effective presentations. It incorporates the UCLA Mastery Teaching Model and accelerated learning principles to provide information about professional instructional decisions and techniques that research has demonstrated will accelerate and improve adult learning.
New trainers learn how to develop a detailed participant-centered lesson plan, design participant learning activities that meet the needs of diverse adult learners, and improve their platform and facilitation skills. Seasoned trainers also find the training beneficial because it updates them on training techniques, gives them other choices for learning activities to present material, and offers workable solutions to typical classroom challenges.
On the first day, the participants work through three steps of a six-step process to create lesson plans for their own learning programs. These include conducting a needs assessment, identifying goals and creating learning objectives from key content templates for both skill-building and attitude-changing learning programs. Home practice: they complete the first three steps of a lesson plan design, to be critiqued by the facilitator and returned to them on Day Two.
On the second day, the participants work through the last three steps of the six-step process to complete their lesson plans. These steps include creating an agenda, selecting learning activities and planning how to evaluate if learning has occurred. Home practice: they complete the last three steps of their lesson plan, to be critiqued by the facilitator and returned to them on Day Three.
On the third day, the participants experience, assess and design a variety of learning activities, including: focus question, questionnaire, case study, game, role play and hands on exercises. They also plan how to incorporate accelerated learning techniques into their lessons.
On the fourth day, the participants experiment with learning activities to increase learner interest and motivation in their learning programs. They also review stand up presentation skills and present a brief interactive original presentation.
On the fifth day, the participants apply everything they have learned in the previous four days as they practice facilitating a ten-minute interactive learning activity that they have designed.
They receive both verbal and written feedback from their peers and the facilitator, as well as a DVD of their practice activity.
