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SYLLABUS
Developing Train-the-Trainer Modules: Theoretical and Practical Aspects
Berlin, February 22 – 23, 2014
Goal: GROWL partners are responsible for developing and offering train-the-trainer modules on their own topics of special focus. This module is designed to help them develop this capacity. It has three parts: a theoretical background on adult/popular/community education, an examination of practical examples and a workshop designed to help partners individualize their own modules. In addition, immediately prior to this training, on February 21 – 22, the partners will have the opportunity to observe a train-the-trainer course conducted on the topic of urban horticulture and renewable energy that will integrate core degrowth principles and approaches.
Audience: GROWL partners and invited guests. The target audience is those who will play a primary role in developing partner TTT modules.
Course Schedule:
Saturday, Feb. 22nd
10 AM – 1.30 PM (with a pause in the middle):
Theoretical background on adult popular/community education.
How do adults learn/what are the different learning styles?
What are the didactic goals of popular/community education?
How does this differ from traditional education?
What are the political components?
[Reader: Kerka article]
1.30 -2.30 PM: Lunch
2.30 – 6:30 PM (with a pause in the middle):
Critical examination of train-the-trainer module observed in the previous days: Did degrowth components reach the participants? Was the level/depth of training appropriate? Were the techniques appropriate?
Example of environmental health training of Latinas on the US/Mexico border
Examination of techniques commonly employed in P/CE
[Reader: UN booklet, Module 3]
Sunday, February 23:
10 AM to end: Practical workshop to assist partners in developing TTT activities
Partner practice exercises, group input and discussion
Individual advice from workshop facilitators as needed
[Reader: UN booklet, Module 7]
Assignment: Each partner will be requested to prepare an exercise in his/her special area of focus that will be 10 to 15 minutes long. This ideally will be an activity that you wish to integrate into your training; the easiest is to use something that you already have experience leading. It can be a short theater piece to act out a concept, it can be two people role-playing an imaginary scenario, it can be a hands-on activity or it can be a demonstration of a technique. Try to incorporate an object of some sort – this can be a toy, information pamphlet, short video, etc. You will be asked to perform this activity within the group, making use of this object as a way to solidify your message.
Example: Future trainers participating in the urban gardening TTT module will be asked to bring a sample of local soil (this is a real challenge in February)! In class, we will teach rhe future trainers, through hands-on demonstrations, how to judge soil types by performing a couple of simple tests. The future trainers will be provided with printed instructions on performing the test, which will serve as a guide to them when they perform their own trainings in the future. They will also receive cards to fill out the information they have determined.
Methodology:
peer-to-peer sharing
role-playing
hands-on learning
participatory exercises
observation and critical evaluation of pilot
Reader:
Kerka, Sandra (1997). Popular Education: Adult Education for Social Change. ERIC Digest No. 185. Available at: http://www.ericdigests.org/1998-1/popular.htm
United Nations Economic and Social Commission for Asia and the Pacific (2001). Train the Trainer Training Fundamentals: Instructor’s Reference Manual; New York, ST/ESCAP/2158. Available at:
http://www.unescap.org/ttdw/common/TFS/FFMultimodalTx/TOT.pdf
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