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What helps Adults to Learn (Continued) 3. Draw the following illustration on a chart. It represents two types of learning situations. A illustrates one person teaching the others, and B represents a group of people learning from each other. o 0001000 00 0 00 0 oA. 0 Lead a large group discussion on the following questions: • What is happening in illustration A? in B? • Which represents a learning situation? Do they both? • Which way is communication flowing in A? in B? * Who is the teacher in A? Who is the teacher in B? Is everyone? ! Who is learning in A? Who is learning in B? • When is A a good teaching technique? When-is B a good teaching technique? NOTE- Important points to bring out in the discussion: A) Both A and B represent learning situations. A shows the more traditional setting with the learners focusing their attention on one person. In B everyone can more easily talk to and look at each other. B) In A, communication tends to be more in one direction--from the teacher to the learner. 7in B, it is easier to encourage two-way communication among all learners with everyone having a better opportunity to participate. C) In A the teacher is the main source of information. In B there is not only one person who teaches, but everyone both teaches and learns as participants in the group, sharing information and exchanging ideas among each other. (23)
What helps Adults to Learn (Continued) D) A may be appropriate for giving a talk to provide information or for a demonstration. B may be appropriate for discussions, problemsolving, changing ideas, conducting a home visit, etc. 4. Post chart written as below: WHAT ENCOURAGES ADULTS TO DISCUSS THINGS AND DISCOVER NEW IDEAS? The answers: FEELING COMFORTABLE FEELING CONFIDENT RECOGNIZING THEY HAVE THINGS TO LEARN AND THINGS TO TEACH OTHERS. Discuss each point with participants and determine how they feel about the three statements. Help field workers to understand that in order to discuss important ideas, adults must recognize that they have knowledge and information to share with others; they must have the confidence to express their ideas; and they must know that their ideas will not be rejected. No single person can know everything, and everyone knows some things. Therefore, both the teacher and the learners will learn from each other as they try to resolve problems and answer questions. 5. Now ask the participants to look at the questions posted. What can I do in a meeting to make villagers feel comfortable? What can I do in a meeting to make villagers feel confident? Divide the large group into smaller groups of 4 to 6 persons to work together to list responses to these questions. (24)
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WATER AND SANITATION FORHEALTHPROJE
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WASH FIELD REPORT NO. 99 TRAINING I
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4.6 Evaluation ... . ... ..........
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Staffing and transport requirements
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Malawi =area .,-Osok a . asama / '
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only one consultant) and by the Gov
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3.1 Introduction Chapter 3 THE TRAI
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Wednesday Afternoon 1:30-5:30 pm -
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A cadre of trainers, some of them w
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1. Learning by Doing; The workshop
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4.5 Agenda The agenda for each of t
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The written examination on workshop
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5.4 Production of Visual Aids Tangi
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Chapter 6 OUTCOMES AND CONCLUSIONS
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APPENDIX A WATER AND SANITATION FOR
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t+,I: IV W." M4 pl, FfOi€ AC +-,
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Tl\I' ING COLBULTAT TEIS OF REFERE1
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Participants: Leaders: Visitor: APP
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IoB.C& Vumbe J.W. Kanthalo A-It Chi
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APPENDIX E MAILYASTMES kIWMAYztix U
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SUPPLEMENT TO WASH FIELD REPORT NO.
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CONTENTS PAGE 1. INTRODUCTION 1. 1.
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1.4 Site The TOT was held at Msamba
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2.1 Tuesday Morning (Continued) Act
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2.2 Wednesday Morning (Continued) T
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2.3 Wednesday Afternoon (Continued)
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2.4 Thursday Morning (Continued) Di
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2.5 Thursday Afternoon (Continued)
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2.7 Friday Afternoon (Continued) Th
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3.1 Participant Responses to Evalua
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4. Recommendations 4.1 More Time Du
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Participants: Leaders: Visitor: TRA
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THE LECTURETTE Description This is
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CASE STUDY AND CRITICAL INCIDENTS D
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Description INSTRUMENTATION Instrum
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Determine the number of role player
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GROUP DISCUSSION Description Center
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Don't allow one or more members to
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In a leadingquestion, the answer is
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.:.
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ABOUT DEMONSTRATIONS What A demonst
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When and Where Plan when and where
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8 Here is an outline for planning a
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CONDUCTING YOUR DEMONSTRATION E' 'T
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EVALUATE YOUR DEMONSTRATION Everyon
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WHO IS A LEADER? Anyone in the viil
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Page 99 and 100: EXPER ,NTIAL TRAlLiG IETHODOLOGY Th
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Page 107 and 108: 7aak-Ana.&sis (Cont 'd) -4- The nex
Page 109 and 110: Task Analysis (Cont'd) This, obviou
Page 111 and 112: 1. ORDERS: "Don't do that anymore !
Page 113 and 114: MIN TASK: or = ±\owedereuie Codecs
Page 115 and 116: A Behavioral Objective is not conce
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Page 119 and 120: -6- MAIN POINTS ABOUT FEH{VIORTL O3
Page 121 and 122: CONTENTS 1. INTRODUCTION 2. TRAININ
Page 123 and 124: Chapter 2 TRAINING SESSIONS 2.1 Int
Page 125 and 126: Project Background and Strategy (Co
Page 127 and 128: Village Leadership (Continued) NOTE
Page 129 and 130: 2.4 Co-ordination with Water Depart
Page 131 and 132: 2.5 Village Inspection Skills 3 hou
Page 133 and 134: Village Inspection Skills (Continue
Page 135 and 136: Review of Village Inspection Visit
Page 137 and 138: Evaluation of the workshop (Continu
Page 139 and 140: 2.9 Sanitation Technology 5 hours O
Page 141 and 142: 2.10 Introduction to Village Health
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Page 149 and 150: Effective Questioning (Continued) 3
Page 151 and 152: 2.13 Leading a Discussion 3 1/2 hou
Page 153 and 154: Leading a Discussion (Continued) 4.
Page 155 and 156: Problem Analysis - Introduction, Pr
Page 157 and 158: 2.15 Review of Problem Analysis Vil
Page 159 and 160: Review of Problem Analysis Village
Page 161 and 162: Communicable Diseases (Continued) 5
Page 163 and 164: 2.17 infestations 50 minutes Object
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Page 167 and 168: Lesson Planning (Continued) LUNCH 7
Page 169 and 170: 2.20 Giving Training Lessons 7 hour
Page 171 and 172: 2.22 Final Review of Recording and
Page 173 and 174: 1983 Project Objectives (Continued)
Page 175 and 176: Last Day (Continued) Activities: (C
Page 177 and 178: Newsprint - 500 sheets APPENDIX B T
Page 179 and 180: C-1 REPORT ON NATIOI&L SEMINAR FOR
Page 181 and 182: 14 INTRODUCT ION _HEALTH OUCATION A
Page 183 and 184: 4e RESOURCE PIMONS -3 A variety o
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Page 187 and 188: -7- Participants then marked a pape
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* *o 0 *b. 0b. 10. PerSonaI-;l T'11
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T1 t S T ,aionsGrat rpit>~ inaon~ 0
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- 19 6a12 Deve len a Framiework
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- 21 - Question 6: How relovant wor
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4.4 Goais of the Workshop C-2 By th
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NAIE STATION c-4 1R&H DUOAION AND I
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C-6 FIGURE 6.3.1: STEPS IN PROJECT
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It should be kept in mind that the
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*.i 55.no4 S "5',01A W r'I ~ s- s.A
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5,6 Village Health Committee Traini
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5.8 VHC Follow-up Visits After the
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5.13 Continued Follow-up Visits To
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13 VIT4 AGINS)PC,I01T '13.1 Pupose
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13.4 What to Inspect There are thre
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13.4.1.6 Dish RacKs -5- Cccasionall
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13.4.3.1 .A.ellin7 Houses: The cond
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The number of households is very im
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TASK 14 Why People Behave in Unheal
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IUMDWCTION II- 1. Excreta-related d
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-3 9. Mosquitoes. Wet pits encourag
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- 20 35. The pit dimensions are
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C-12 LOOKING AT COMMUNITY LEADERSHI
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C-13 WHAT HELPS ADULTS TO LEARN? IN
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Refs No. -WSS/21/24 C-15 MINISTRY O
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C-16 MISTRy OF HEALTH HOSP. WORKSHO
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CONJUNCTIVIT IS ~c-i 7 Conjunctivit
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R=IYfRAT ION DehYdrati6n is a serio
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0 LESSON PLANNING What (Content) Ho
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C-22 CHAPTER 13 Janaki and Saraivwa
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So Janaki discussed the!se customs
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STORY TELLING AS A TOOL FOR TEACHIN
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In this book we use ,alot of storie
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S. Acting out stories In Lardin Gaa
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TASK 15 The Village Health Game STA
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C-25 HESP PROJECT OBJECTIVES By 31s
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PERCENTAGE RECKONER NUMBER OF LATRI
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HEALTH EDUCATION AND SANITATION PPC
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- - - - -- - - - - - - - - - - - -
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~*4~~ 7 co-, * a 0 0 0 Submitted by
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Nearest Health Unit (name, type) Vi
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Name__ SUNDAY -1 L MONDAY L L k'LHI
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- 2 6. Which of the following disea
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