This series of 4 FET modules is facilitated by the Regional Child Care Aware Training Coaches and Christine Hausman, the Professional Development Content Coordinator from Child Care Aware.
Pictured, from left to right: Bethany Hughes (Two Rivers), Julie Halitzka (Jefferson), April Brown (The Lakes), Bambi Cliffe (Southern Bluegrass), Candace Storrer (Salt River), Sharon Norris (Northern Bluegrass), Glenna Gamble (Eastern Mountain/Cumberland), and Christine Hausman (Training Content Coordinator).
Salt River
Anderson, Breckinridge, Bullitt, Franklin, Grayson, Hardin, Henry, Larue, Marion, Meade, Nelson, Oldham, Shelby, Spencer, Trimble, Washington and Woodford
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.
Training Outcome
Participants will create a personal code of ethics for their role as a trainer.
Roadmap
Define Professionalism
Introduce the Kentucky Standards of Training for Early Childhood Professionals
Discuss ethics and explore how that relates to copyright and fair use laws.
Please refer to your Handout FET 1: Effective Trainers, Adult Learners, and Learning Environments handout pages 24-29.
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.
Training Outcome
Participants will incorporate knowledge of optimal conditions for adult learning to revise a learning experience from their past.
Roadmap
Identify and define inclusive teaching strategies.
Identify and define group work/collaborative learning.
Identify and define active learning.
Please refer to your Handout FET: Effective Trainers, Adult Learners, and Learning Environments handout pages 20-23.
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.
Training Outcome
Participants
will determine how components of life experiences, culture, and identity impact
individual training participants.
Roadmap
Define life experiences, culture, and identity.
Create lists of descriptive labels related to each of these areas for themselves by creating an Identity Chart.
Please refer to your Handout FET: Effective Trainers, Adult Learners, and Learning Environments handout page 19.
Participants will be able to identify 3 strategies that are safe and supportive, interactive and flexible and engaging when designing an online course.
Participants will describe how their role changes in the online learning environment.
Roadmap
Identify what trainers do to create a welcoming and comfortable psychological environment in an online training
Determine how the online environment changes your role as a trainer.
Please refer to your Handout FET 1: Effective Trainers, Adult Learners, and Learning Environments handout pages 41-42.
Participants will describe five things to do before the training, during the introduction of the training, and throughout the training that create and maintain a welcoming and comfortable learning environment.
Roadmap
Identify what trainers do to create a welcoming and comfortable psychological environment
Determine what a trainer does to maintain a comfortable psychological environment throughout the training
Please refer to your Handout FET 1: Effective Trainers, Adult Learners, and Learning Environments handout page 40.
Before long, you will be attending a group training day as part of FET. This group training 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.
Training Outcome
Participants will describe and share specific resources and strategies for the organizational components of training that have been successful in past training sessions.
Roadmap
Discussion of organizational strategies
Explore additional resources for trainers
Please refer to your Handout FET 1: Effective Trainers, Adult Learners, and Learning Environments handout page 39.
Participants will select a training room set-up that takes
into consideration adult
learner characteristics and supports the intended training outcomes.
Roadmap
In this lesson we will:
Evaluate potential training locations
Discuss various training room arrangements
Review a checklist for selecting and evaluating training sites/rooms
Please refer to your Handout FET 1: Effective Trainers, Adult Learners, and Learning Environments handout pages 30-38.
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.
PACES™ is taught as a component of Fundamentals of Effective Training (FET), providing a systematic approach to developing a training plan, assisting in identifying the training content, and identifying methods and aids to be used in teaching content. Throughout this lesson you will learn more about what PACES™ is and how to use it.
Training Outcomes
Participants will identify what PACES™ stands for.
Participants will describe training strategies that support PACES™.
Roadmap
Introduce the PACES™ strategies for writing a training plan.
Describe and provide a rationale for each PACES™ strategy in regard to the training session.
Provide examples of experiences that support each PACES™ strategy.
Please refer to the FET 2: Training Design handout page 17.
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.
Training Outcomes
Participants will distinguish between Workplace Outcomes and Training Outcomes.
Participants will select outcomes that meet SMART criteria and develop/revise outcomes for their training session.
Roadmap
Define ‘single level training’
Define ‘Training Outcome’ and ‘Workplace Outcome’
Define a SMART outcome
Explain the rationale for establishing outcomes
Identify appropriate ‘outcome’ terminology
Please refer to the FET 2: Training Design handout, pages 12-15.
In the Outlining Training Content section, first you learned about and practiced designing a needs assessment survey and now you will be exploring Core Content. Core Content includes the 5 Levels of Training, 7 Subject Areas and competencies for Early Childhood providers.
Below is the Roadmap and Training Outcome that will show the path you will be taking to learn more about Core Content.
Training Outcome
Participants will recognize and utilize the Kentucky Early Childhood Core Content Document including locating specific competencies, the levels and subject areas.
Roadmap
Recognize and utilize the Kentucky Early Childhood Core Content Document
Locate specific competencies in the Early Childhood Core Content
Understand the 5 Levels of Core Content
Understand the 7 Core Content Subject Areas
Please refer to the FET 2: Training Design handout, pages 9-11.
In this topic you will be focusing your attention on the Needs Assessment. The Needs Assessment supports the trainer in identifying key information that will drive the direction of the content for the training topic.
Below is the Training Outcome and Roadmap that will show the path you will be taking to learn more about Needs Assessments.
Training Outcome
Participants will design a needs assessment for one training session that addresses the major steps in quality assessment.
Roadmap
Define ‘Needs Assessment’ and rationale for Needs Assessment
Identify 3 key areas of inquiry for developing a Needs Assessment
Identify methods of gathering information for a Needs Assessment
Identify types of Needs Assessments
Practice developing a Needs Assessment
Please refer to the FET 2: Training Design handout pages 3-8.
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
Size of group
Experience levels
Practical Requirements
Training room environment
Time involved (prep and execution)
Materials needed
Costs involved
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.
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.
