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List of Materials Distributed Books Handouts Ring Binder Pen Paper for note-taking Welcome letter outlining meal times, meeting times, etc. List of participants, staff, and visitors e>ojected List of TOT general objectives Summary of resume of WASH Consultant Louise McCoy Programme Markers (blue, red, and black) Staplers (small) with staples Ruler American Home Economics Association and International Family Planning Project, Working With Villagers - Trainers Manual, Washington D.C., 1977 Werner, David and Bill Bower, Helping Health Workers Learn, Palo Alto, 1982 "Lecturette" "Role-Plays" "Group Discussion" "Case Studies and Critical Incidents" "Instrumentation" "Showing How: The Demonstration Teaching Method" pamphlet by Helen Strow, Educational Specialist U.S. Govt Printing Office 1974 : 720/767 "Helping Hands - Giving Volunteer Leaders a Place" Extension Service, U.S. Dept. of State. Helen A. Strow, author, U.S. Govt Printing Office 1974 : 720/764 "Learning Styles Inventory" and "Profile Sheet" Experiential Learning Cycle," Peace Corps Health Guide, 1982. "Task Analysis" based on R. F. Mager's "Preparing Instructional Objectives" "Behavioral Objectives" based on R. F. Mager's "Preparing Instructional Objectives" (21)
THE LECTURETTE Description This is a form of the lecture technique that opnr conversation between the trainer and the participants. When is it a useful trainingtechnique? Itis a useful choice when: (a) you need to present information or ideas and (b)the information or experience in the group can support what you are talking about. How does it work? During the presentation of the lecturette, the trainer needs to mr.intain effective contact with participants and to break up the lecture with activities that will give oints added meaning. The following methods can aid in keeping participants involved during the presentation. "Soliciting examples. Instead of giving examples, the trainer can ask participants to offer their own. The request to "give me an example in your experience that illustrates this point" can provoke both task-relevant thinking and productive sharing. "interviews. Participants sit in pairs and are instructed to interview each other at selected points when the lecturette is interrupted. A good practice is to encourage interviewers to avoid "yes-no" and "why" questions and to experiment with "what" and "how" ones. •Right-left comparisons.At appropriate points during the lecturette. the trainer stops talking and instructs participants to compare their reactions with the persons on their right and on their left. Similarities and differences are reported to the total group. " Checking understanding.The trainer stops from time to time and asks the simple question "What do you hear me saying:" Distortions. misinterpretations and omissions can be dealt with before continuing. "Interviewing the trainer.Participants can ask as reporters at a news confere.xce and pose questions on the points just raised in the lecturette. " "Rightnow I.. . "At appropriate points in the presentation. the trainer solicits statements from the participants. These statements begin with the phrase "Right now I..." Variations include "Right now I'm thinking... ". "Right now I'm feeling and "Right now I'm imagining...". It is important to underline that using these techniques in excess can work against learning. --he significant considerations are to keep partiCipar.ts actively involved with the content and to make certain that they also hear the major points or ideas of your presentation. What are the advantagesof doing lecturette? *Involvement. In general, it is important to design any training or consulting activity in such a way as to avoid putting participants in a passive posture because commitment only results from a sense of ownership through meaningful involvement, 97
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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
Page 13 and 14: 3.1 Introduction Chapter 3 THE TRAI
Page 15 and 16: Wednesday Afternoon 1:30-5:30 pm -
Page 17 and 18: A cadre of trainers, some of them w
Page 19 and 20: 1. Learning by Doing; The workshop
Page 21 and 22: 4.5 Agenda The agenda for each of t
Page 23 and 24: The written examination on workshop
Page 25 and 26: 5.4 Production of Visual Aids Tangi
Page 27 and 28: Chapter 6 OUTCOMES AND CONCLUSIONS
Page 29 and 30: APPENDIX A WATER AND SANITATION FOR
Page 31 and 32: t+,I: IV W." M4 pl, FfOi€ AC +-,
Page 33 and 34: Tl\I' ING COLBULTAT TEIS OF REFERE1
Page 35 and 36: Participants: Leaders: Visitor: APP
Page 37 and 38: IoB.C& Vumbe J.W. Kanthalo A-It Chi
Page 39 and 40: APPENDIX E MAILYASTMES kIWMAYztix U
Page 41 and 42: SUPPLEMENT TO WASH FIELD REPORT NO.
Page 43 and 44: CONTENTS PAGE 1. INTRODUCTION 1. 1.
Page 45 and 46: 1.4 Site The TOT was held at Msamba
Page 47 and 48: 2.1 Tuesday Morning (Continued) Act
Page 49 and 50: 2.2 Wednesday Morning (Continued) T
Page 51 and 52: 2.3 Wednesday Afternoon (Continued)
Page 53 and 54: 2.4 Thursday Morning (Continued) Di
Page 55 and 56: 2.5 Thursday Afternoon (Continued)
Page 57 and 58: 2.7 Friday Afternoon (Continued) Th
Page 59 and 60: 3.1 Participant Responses to Evalua
Page 61 and 62: 4. Recommendations 4.1 More Time Du
Page 63: Participants: Leaders: Visitor: TRA
Page 67 and 68: CASE STUDY AND CRITICAL INCIDENTS D
Page 69 and 70: Description INSTRUMENTATION Instrum
Page 71 and 72: Determine the number of role player
Page 73 and 74: GROUP DISCUSSION Description Center
Page 75 and 76: Don't allow one or more members to
Page 77 and 78: In a leadingquestion, the answer is
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Page 81 and 82: ABOUT DEMONSTRATIONS What A demonst
Page 83 and 84: When and Where Plan when and where
Page 85 and 86: 8 Here is an outline for planning a
Page 87 and 88: CONDUCTING YOUR DEMONSTRATION E' 'T
Page 89 and 90: EVALUATE YOUR DEMONSTRATION Everyon
Page 91 and 92: WHO IS A LEADER? Anyone in the viil
Page 93 and 94: Some people have one kind and some
Page 95 and 96: ho meaning of "responsibility" fort
Page 97 and 98: joyed it. If you train leaders to d
Page 99 and 100: EXPER ,NTIAL TRAlLiG IETHODOLOGY Th
Page 101 and 102: D£.zing this phase it is not possi
Page 103 and 104: The Role of The Trainer in Experien
Page 105 and 106: Task Analysis (Ccnt'd) -2- Much of
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
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A Behavioral Objective is not conce
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Some of these actions might include
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-6- MAIN POINTS ABOUT FEH{VIORTL O3
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CONTENTS 1. INTRODUCTION 2. TRAININ
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Chapter 2 TRAINING SESSIONS 2.1 Int
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Project Background and Strategy (Co
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Village Leadership (Continued) NOTE
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2.4 Co-ordination with Water Depart
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2.5 Village Inspection Skills 3 hou
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Village Inspection Skills (Continue
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Review of Village Inspection Visit
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Evaluation of the workshop (Continu
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2.9 Sanitation Technology 5 hours O
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2.10 Introduction to Village Health
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2.11 What HE - 3 Adults to Learn 1
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What helps Adults to Learn (Continu
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2.12 Effective Questioning 1 hour O
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Effective Questioning (Continued) 3
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2.13 Leading a Discussion 3 1/2 hou
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Leading a Discussion (Continued) 4.
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Problem Analysis - Introduction, Pr
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2.15 Review of Problem Analysis Vil
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Review of Problem Analysis Village
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Communicable Diseases (Continued) 5
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2.17 infestations 50 minutes Object
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Diarrhea, Dehydration and Rehydrati
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Lesson Planning (Continued) LUNCH 7
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2.20 Giving Training Lessons 7 hour
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2.22 Final Review of Recording and
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1983 Project Objectives (Continued)
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Last Day (Continued) Activities: (C
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Newsprint - 500 sheets APPENDIX B T
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C-1 REPORT ON NATIOI&L SEMINAR FOR
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14 INTRODUCT ION _HEALTH OUCATION A
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4e RESOURCE PIMONS -3 A variety o
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-5-. OPINGQ SPEicII Seminar Partici
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-7- Participants then marked a pape
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-9- Each group should then discuss
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9 In addition to the.,alrcZy S; ' c
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0 FIRST R' P% ' par SC ticipation L
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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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~*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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