TTT-module
What it the TTT-Module
- TTT Philosophie
- The theoretical side of TTT
- Learning types
- - Strategies
- Train to be a trainer - a practical exercise
- Organizational aspects of a Growl Course
- Learning as a process - Evaluation and reflection
1. What is the TTT-Module?
The objective of the “train-the-trainer” (TTT) module is to enable "future trainers" to organize their own course on a specific subject of degrowth and to provide tools to help them disseminate degrowth ideas within the premises of GROWL philosophy.
Organizing a training about degrowth in tune with it's philosophy is crucial to remain consistent as a movement and achieve our goals within the GROWL network. While we pay utmost attention to the theoretical content of the courses, we also put a strong emphasis in the methodologies involved in the learning process. Becoming a “degrowth trainer” is just as much about what is learned and how is it learned.
The TTT-module therefore contains two main parts. One part is about our understanding of how we want to learn together and in a collaborative process. The second part includes a practical orientation about how to organize a course.
The TTT-module is an ongoing process of collaborative research and development of learning methodological tools, and a collection of supporting materials on pratical aspects on how to design and implement degrowth courses.
2. TTT-Philosophie
How do we want to learn in a degrowth-society?
Degrowth requires an epistemological and methodological framework capable of critically assessing the steps taken by the movements and initiatives that build up around the concept. The methods and techniques of teaching and learning within every GROWL course attempt to be coherent with degrowth ideas. At the same time they should promote the deconstruction and dialectic of society mechanisms and be aware of existing degrowth movement dillemas (see below).
While a lot of practice-based materials exist (for example in the fields of permaculture, DIY, etc.), it is rare to find articulations between concrete skills being learned and their (potential) contribution to the degrowth discourse. An effective praxis of degrowth can therefore only be established by framing existing local actions within the historical, economical, political, cultural and sociological degrowth background. For this purpose, a combination of content and methodology, as well as of expert and lay knowledge, is crucial. You can find a collections of methodologies in the Methodologies-section.
Read more on TTT-philosophie.
Creating and sharing knowledge
[to-do: write a small intro]
- The GROWL-network [to-do: needs entry]
- Common Based Peer Production [to-do: needs entry]
3. The theoretical side of TTT
we are used to power point presentations but there are other different strategies. people have different wazys of learning (...)
3.1 Learning types
. in growl we consider the following learning types.
Learning types [to-do: needs entry, use Kathryns text from the old platform]
acustic, tactile, ...
3.2 different strategies of transmitting degrowth:
How can degrowth be presented: Five strategies of learning degrowth [to-do: needs to be worked out, activist style missing, best practice examples for all strategies?]
academic
interactive
practical
poetic
activistic
you should give the particpants the possibility to train one of the strategies within the TTT.
4. Train to be a trainer.
Train presentation strategies [to-do: best practice example] - illustrate with example
5. Organizational aspects of a GROWL course
To follow the TTT-philosophy there are some things you should be aware of as a course organizer.
In this section you can find some more practical information about how to plan and organize your own course.
Connect course with degrowth politics
politics of course organization [needs to be structured and included here somehow].
6. Learning as a process - Reflection and Evaluation
Constant reflection and evaluation of methodologies and group processes throughout the course is essential to asure that we meet our philosophie that we have presented above. The space to express concerns has to be provided and organizers should react to participants’ needs.
Best practice from Belgium
Evaluation form.
- 1974 reads