TEACHING WITH PRIMARY SOURCES

Level III TrainingSection Three

PRESENTATION AND FACILITATION SKILLS

TPS Workshop Objectives

Objectives:As a result of completing the Presentation Skills Modules, the learner will be able to:•Assess the TPS-related learning needs of an audience.•Identify attitudes and behaviors of different types of participants and select strategies to address them.•Utilize a variety of presentation skills and techniques to ensure a high level of participant engagement.•Select and describe strategies for drawing upon participants’ current skills and TPS knowledge.•Assess learning and adapt to the changing needs of an audience.•Adapt and deliver an effective presentation using a Build and Deliver module.•Identify personal strengths and weaknesses in delivering TPS presentations and professional development and create an action plan for improvement through practice and feedback.

TPS Program Module AgendaDay One

• Program Schedule and Learning Agreements• TPS Level I Presentation Preparation• TPS Level I Presentations and Improvement Planning• TPS Level I Workshop Planning Template Review• Individual Level I TPS Workshop Planning• Workshop Plans Sharing and Feedback• Wrap-Up/Reflection/Exit Cards/Homework

(

TPS Program Module AgendaDay Two

• Day One Reflection/Day Two Agenda• Group Dynamics Warm Up• Learning Group Training and Facilitation Techniques• Managing Group Process &Group Dynamics• Managing Challenging Participants• TPS Level I Workshop Planning• TPS Program Section Reflection

(

Training Delivery Building Blocks

Making the Presentation

Facilitating Group Discussion

Responding to Questions

(SL4.4.a)

Making the Presentation:Key Elements

Voice

Language

Body

Visuals and Handouts

(SL 4.4.b)

Facilitating Group Discussion Guidelines

Prepare a list of questions in advance

Introduce and invite

Relate subject to specific individuals

Stop and check for understanding

(SL 4.4.c)

Responding to Questions

Clarify ambiguous questions

Break down complex questions

Evaluate and answer questions in terms of training objectives

If you can’t answer something, say so!

Verify satisfaction

(SL 4.4.d)

Other Reviewed Resources for Consideration

Library of Congress On-Line Modules - Introduction to the Library of Congress - Finding Primary Sources - Supporting Inquiry with Primary Sources

Library of Congress B&D Activities - Lincoln’s Pockets - Analyzing Political Cartoons - Music as Historical Artifacts - Perception through Photography

(SL 4.6.c)

The TPS Training Design Process

1. Assess Trainee Needs2. Set Learning/Behavioral Objectives3. Design the Workshop Training Plan/Outline4. Develop the Lesson Plans5. Select or Prepare the Required Materials

(SL 4.6.d)

Workshop Training Plan/Outline

Topics

Treatment/Method

Sequence

Time

(SL 4.6.e)

Lesson Plan

Key Points

Procedure/Process

Materials

Library of Congress TPSDirect

Build and Deliver Activities

(SL 4.6.f)

TPS Level I Workshop Planning Worksheet

• Step 1: Assess TPS Training Needs

• Step 2: Set TPS Workshop Training Objectives

• Step 3: Design TPS Workshop Training Plan/Outline

• Step 4: Develop the Lesson Plans

• Step 5: Select or Prepare Required Material

(SL 4.6.g)

PLUS(What did you really like? What would you use)

Major Themes

MINUS(Challenges? Obstacles?)

Major Themes

INTERESTING(What did you find intriguing?)

Major Themes

QUESTIONS(...about content? ...about process?)

Most frequent response = no questions

Open questions/issues

Trainer to FacilitatorRole Shifts

Controller to Influencer

Teacher to Guide

Director to Partner

(SL 4.12.a)

Outside the Classroom: Preparation

Handouts, equipment, supplies

Familiarization

Anticipation

Rehearsal (SL 4.12.b)

Inside the Classroom: Leading Training Activity

Introducing the Activity

Conducting the Activity

Concluding the Activity

(SL 4.12.c)

Introducing the Activity

• What: Preview and Set the Stage

• Why: Relate Activity to Objectives

• How: Give Activity Instructions

(SL 4.12.d)

Conducting the Activity

• Observe – Be all eyes and ears

• Monitor process/progress

• Intervene - Clarify - Correct - Start Over (SL 4.12.e)

Concluding the Activity• What happened? Report outs • How did it happen? Discussion of activity - Experiences - Successes - Problems/Issues• What does it mean? Application to the job - Utility - Learner examples and experiences - Problems - Perceived obstacles• What’s still unclear? General Q/A• What’s important? Summary of key learning points

(SL 4.12.f)

Managing Group Dynamics

Identifying trainee needs

Diagnosing what’s happening in the group

Modeling effective behavior

(SL 4.13.a)

The Group Dynamics “Iceberg” The Tip of the Iceberg: What the Group Does - Discussion - Activity - Exercise

Below the Water Line: How the Group Does It - Individual member needs - Norms - Feelings - Hidden agendas

(SL 4.13.b)

Group Member Roles

Task Completion

Group Motivation and Feelings

Own Needs/Non-Group

(SL 4.13.c)

Task Completion Roles

• Initiator

• Summarizer

• Clarifier

• Information Seeker

• Information Giver

• Critic

• Decision Tester

(SL 4.13.d)

Group Motivation Roles

• Encourager

• Harmonizer

• Includer

(SL 4.13.e)

Own Needs/Non-Group Roles

• Blocker

• Dominator

• Avoider

(SL 4.13.f)

Creating a Positive Learning Climate

1. Clarify learner objectives and expectations

2. Focus on the adult learner

3. Form training contracts

4. “Equalize” the environment

5. Deal with problem behaviors(SL 4.13.g)

Top Ten List of Challenging Participants

• Clashing Personalities• The Silent Person• The Know-It-All• The Talkative Individual• The Griper• The Rescuer• The Wanderer• The Joker• The Side Conversationalist• Negative Body Language

Wrap-up/Reflection/Program Evaluation/ Homework

• What did you like the most about the section?• What did you like the least about the section?• What was your most significant learning for the

section?• Do you have any outstanding questions that you

would like addressed?• Do you have any general observations that you

would like to share with the group?