Qn VATW Lk WAw LwUiWE WWW M - (PDF, 101 mb) - USAID

More documents

Recommendations

Info

how to use it. 5. In farm and home visits, you , , have many opportunities to ,a". [ say "Let me show you how to 14 ........ ou may show a woman how to adjust the tension on her sewing machine, how to t. w feed her baby, how to wash Q * V, greens, how to get a spot off a AV garment, or how to clean a pot that has food burned on it. You may show the farmer how to .. . r .. " plow a straight furrow, how to.. prune a fruit tree, or how to tie• - .,, GETTING READY FOR THE . - r ' DEMONSTRATION .'', Plan/-,head j-i . - Plan your demonstration as a I . partof your totalprogram. Weeks ; - i-." ," or even months before you give a . -.. t demonstration, write in your plan •*I..... r .. .... ..... -**' . , '. of work that you will use demon- ...... _ strations to teach certain skills. Use equipment that i amiarto your audience. '
When and Where Plan when and where you will give your demonstration. Plan the time and place most convenient for the people you want to reach. Ask these people to help you plan. They will know when they will have free time. They will also know about a suitable place for the number of people you expect to attend. You may need to review with them the requirements fQr a meeting place. Select a place * Large enough to hold the audience. " Where everyone can see thc demonstration and can hear what you say. " Suited to the demonstration. For instance, a plowing demonstration should be held in a field. Publicity Advertise the demonstration ahead of time to reach the people you want to attend. In your plan of work, you indicated who these people would be. Will posters tell them about the demonstration? Do you have leaders in the village who will notify others? Call on key people in the village well in advrice, to be sure they remember cie time and place of the demonstration. Study Your Subject To conduct a successful demonstration, study your subject. Be skilled in the practice you plan to demonstrate. Know more about your subject than you tell your audience. They will ask questions. Convince them that you are thoroughly familiar with the method you are teaching. Select the Right Demonstration A demonstration should: * Teach a sound practice. * Have wide application, e Be timely - Show how to treat seeds for disease just before planting season and how to prepare beans when they are available in the garden. * Be one that you do with available equipment. Don't demonstrate how to can fruits when people have no cans or jars. Consider a drying demonstration instead. Don't demonstrate the use of a sprayer if the farmer can't nf t one. Outline Steps Make an outline. List each step you will take when you give your demonstration. Each step should be an act you will perform. For example, to wash dishes some steps would be: 1. Arrange equipment and dishes. 2. Put wash water in pan. 3. Add soap to water, To dust a chicken to get rid of lice, some steps would be: 1. Hold tha bird on a firm object such as a table, 2. Put a pinch of dusting powder on its head, neck, breast, tail, thighs, and under its wings. 3. Work powder in well. List Key Points The steps you list are the framework of your demonstration. But they are not enough to make it a success. Use key points to support every step. Key points are the facts that are brought out in each step. These facts will make each step easier for your audien to understand or will eliminate hazards as they try to practice what you are demonstrating. Li this information in your outline under a column called Key Poin Here are two examples: MAKING CEREAL Step Key Points Add cereal Water must I to water. boiling, stir continuousl, TRANSPLANTING A TOMATO PLANT Step Key Points Put earth Press firmly, around plant. half way up stem. Both steps and key points shOL be written in simple, concise terms. For example, in transplar, ing, it is better to write "press firmly" and "half way up stem". which you can read quickly, thai the full comment you will make. This comment might be "While you hold the plant upright in yo left hand, put the earth around I plant with your right hand. Whe you have put enough earth arour the plant to reach half way up tht stem, press the earth down firni with your hand." Assemble Equipment and Material After you have outlined your demonstration - step by step with all the key points - younext job is to assemble everythin you will use. Select equipment that is familiar to the people whO will attend. For example, if you plan to show village women howl -IK
Page 1 and 2:
WATER AND SANITATION FORHEALTHPROJE
Page 3 and 4:
WASH FIELD REPORT NO. 99 TRAINING I
Page 5 and 6:
4.6 Evaluation ... . ... ..........
Page 7 and 8:
Staffing and transport requirements
Page 9 and 10:
Malawi =area .,-Osok a . asama / '
Page 11 and 12:
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 and 64: Participants: Leaders: Visitor: TRA
Page 65 and 66: THE LECTURETTE Description This is
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
Page 79 and 80: .:.
Page 81: ABOUT DEMONSTRATIONS What A demonst
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
Page 115 and 116: A Behavioral Objective is not conce
Page 117 and 118: Some of these actions might include
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
Page 143 and 144:
2.11 What HE - 3 Adults to Learn 1
Page 145 and 146:
What helps Adults to Learn (Continu
Page 147 and 148:
2.12 Effective Questioning 1 hour O
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
Page 165 and 166:
Diarrhea, Dehydration and Rehydrati
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
Page 185 and 186:
-5-. OPINGQ SPEicII Seminar Partici
Page 187 and 188:
-7- Participants then marked a pape
Page 189 and 190:
-9- Each group should then discuss
Page 191 and 192:
9 In addition to the.,alrcZy S; ' c
Page 193 and 194:
0 FIRST R' P% ' par SC ticipation L
Page 195 and 196:
* *o 0 *b. 0b. 10. PerSonaI-;l T'11
Page 197 and 198:
T1 t S T ,aionsGrat rpit>~ inaon~ 0
Page 199 and 200:
- 19 6a12 Deve len a Framiework
Page 201 and 202:
- 21 - Question 6: How relovant wor
Page 203 and 204:
4.4 Goais of the Workshop C-2 By th
Page 205 and 206:
NAIE STATION c-4 1R&H DUOAION AND I
Page 207 and 208:
C-6 FIGURE 6.3.1: STEPS IN PROJECT
Page 209 and 210:
It should be kept in mind that the
Page 211 and 212:
*.i 55.no4 S "5',01A W r'I ~ s- s.A
Page 213 and 214:
5,6 Village Health Committee Traini
Page 215 and 216:
5.8 VHC Follow-up Visits After the
Page 217 and 218:
5.13 Continued Follow-up Visits To
Page 219 and 220:
13 VIT4 AGINS)PC,I01T '13.1 Pupose
Page 221 and 222:
13.4 What to Inspect There are thre
Page 223 and 224:
13.4.1.6 Dish RacKs -5- Cccasionall
Page 225 and 226:
13.4.3.1 .A.ellin7 Houses: The cond
Page 227 and 228:
The number of households is very im
Page 229 and 230:
TASK 14 Why People Behave in Unheal
Page 231 and 232:
IUMDWCTION II- 1. Excreta-related d
Page 233 and 234:
-3 9. Mosquitoes. Wet pits encourag
Page 235 and 236:
- 20 35. The pit dimensions are
Page 237 and 238:
C-12 LOOKING AT COMMUNITY LEADERSHI
Page 239 and 240:
C-13 WHAT HELPS ADULTS TO LEARN? IN
Page 241 and 242:
Refs No. -WSS/21/24 C-15 MINISTRY O
Page 243 and 244:
C-16 MISTRy OF HEALTH HOSP. WORKSHO
Page 245 and 246:
CONJUNCTIVIT IS ~c-i 7 Conjunctivit
Page 247 and 248:
R=IYfRAT ION DehYdrati6n is a serio
Page 249 and 250:
0 LESSON PLANNING What (Content) Ho
Page 251 and 252:
C-22 CHAPTER 13 Janaki and Saraivwa
Page 253 and 254:
So Janaki discussed the!se customs
Page 255 and 256:
STORY TELLING AS A TOOL FOR TEACHIN
Page 257 and 258:
In this book we use ,alot of storie
Page 259 and 260:
S. Acting out stories In Lardin Gaa
Page 261 and 262:
TASK 15 The Village Health Game STA
Page 263 and 264:
C-25 HESP PROJECT OBJECTIVES By 31s
Page 265 and 266:
PERCENTAGE RECKONER NUMBER OF LATRI
Page 267 and 268:
HEALTH EDUCATION AND SANITATION PPC
Page 269 and 270:
-----------------------------------
Page 271 and 272:
- - - - -- - - - - - - - - - - - -
Page 273 and 274:
~*4~~ 7 co-, * a 0 0 0 Submitted by
Page 275 and 276:
Nearest Health Unit (name, type) Vi
Page 277 and 278:
Name__ SUNDAY -1 L MONDAY L L k'LHI
Page 279:
- 2 6. Which of the following disea
show all

Qn VATW Lk WAw LwUiWE WWW M - (PDF, 101 mb) - USAID

Create successful ePaper yourself

Delete template?

Save as template?