Teaching hard, teaching soft: a structured approach to planning and running effective training courses
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Aldershot [u.a.]
Gower
1990
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XI, 187 S. Ill. |
| ISBN: | 0566028654 |
Internformat
MARC
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| 245 | 1 | 0 | |a Teaching hard, teaching soft |b a structured approach to planning and running effective training courses |
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| 650 | 7 | |a PERSONNEL MANAGEMENT |2 unbist | |
| 650 | 4 | |a Personnel - Formation | |
| 650 | 7 | |a TRAINING PROGRAMMES |2 unbist | |
| 650 | 4 | |a Employee training directors |x Training of | |
| 650 | 4 | |a Employees |x Training of | |
| 650 | 4 | |a Teaching | |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Figures vii
Preface ix
PART I SPECIFYING THE COURSE 1
1 What are we teaching? 3
The hard/soft continuum Results of hardness survey
Subject dependency Environment dependency People
dependency
2 Why are we teaching? 13
Objectives the Teaching Strategy Grid: Hard/hard
Hard/soft Soft/hard Soft/soft Bloom s Taxonomy
3 Who, when and where? 21
The audience: Size Homogeneity. Time Facilities
Course structure
4 Teaching circles 27
Training, Education and Coaching: Instructor skills
Class size Course sequence In company vs. public
courses Duration of effect Quality assurance. Sample
course Specification Form.
PART II DESIGNING THE COURSE 37
5 Writing for your audience 39
Learning styles Activist, reflector, therorist, pragmatist
6 Macro design 45
Examine the course topics Break the course into sessions
Sequence the sessions Link the sessions. Sample
Macro design Form
Contents 7 Session planning 61
The Teaching Methods Grid: Passive/non permanent
Passive/permanent Participative/non permanent
Participative/permanent Training aids, sample session
plans
PART III WRITING THE COURSE 73
8 Clarifying the material 75
Understanding the topic Types of relationships
Communicating to others Explanation by definition,
example and analogy
9 Writing hard 87
Writing lectures: Repitition, acronyms, alliteration,
rhymes, illustrations Writing a demonstration
Writing exercises Sample Course Exercises
10 Writing soft 105
Writing lectures Writing soft exercises Sample Course
Exercises How to get the most from exercises
11 Case studies 123
The use of case studies Writing case studies Running
case studies
12 Visual aids 133
The need for visuals Thinking visually Production of
visuals Integrating visuals and text Trainer s Guide
Sample Scriptboard
PART IV PRESENTING THE COURSE 151
13 On your hind legs 153
The importance of preparation Motivation Teaching
styles Running the course Tricks of the trade
Handling questions
14 Common presentational problems 171
The presenter s The audience
Postscript: The ten truths of teaching 181
Bibliography 183
Index 185
vi
Figures
1.1 The hard/soft continuum 5
2.1 The teaching strategy grid 15
2.2 Bloom s Taxonomy 19
3.1 Matching course contents to time 25
4.1 Teaching circle 28
4.2 Teaching circle report writing 29
4.3 Teaching circles project management 30
4.4 Completed Specification form 34
6.1 European history relationship diagram 50
6.2 Versailles Treaty memory map 51
6.3 Macro design form 58
7.1 Teaching methods grid 62
7.2 Session plans 71
8.1 Separate files 82
8.2 Representation of a data base file 82
8.3 Library cataloguing system 83
9.1 Gas Bill 96
9.2 Systems design table 97
9.3 Example of a spread sheet exercise 98
12.1 An Australian view of the world 135
12.2 Mind map for Training the Trainers 139
12.3 The Managerial Grid® 141
12.4 Histogram of Dubai exports, 1971 1981 142
12.5 Trainers guide 148
12.6 Scriptboard 150
13.1 Knowledge sets 154
13.2 Teaching style matrix 161
|
| adam_txt |
Contents
Figures vii
Preface ix
PART I SPECIFYING THE COURSE 1
1 What are we teaching? 3
The hard/soft continuum Results of hardness survey
Subject dependency Environment dependency People
dependency
2 Why are we teaching? 13
Objectives the Teaching Strategy Grid: Hard/hard
Hard/soft Soft/hard Soft/soft Bloom's Taxonomy
3 Who, when and where? 21
The audience: Size Homogeneity. Time Facilities
Course structure
4 Teaching circles 27
Training, Education and Coaching: Instructor skills
Class size Course sequence In company vs. public
courses Duration of effect Quality assurance. Sample
course Specification Form.
PART II DESIGNING THE COURSE 37
5 Writing for your audience 39
Learning styles Activist, reflector, therorist, pragmatist
6 Macro design 45
Examine the course topics Break the course into sessions
Sequence the sessions Link the sessions. Sample
Macro design Form
Contents 7 Session planning 61
The Teaching Methods Grid: Passive/non permanent
Passive/permanent Participative/non permanent
Participative/permanent Training aids, sample session
plans
PART III WRITING THE COURSE 73
8 Clarifying the material 75
Understanding the topic Types of relationships
Communicating to others Explanation by definition,
example and analogy
9 Writing hard 87
Writing lectures: Repitition, acronyms, alliteration,
rhymes, illustrations Writing a demonstration
Writing exercises Sample Course Exercises
10 Writing soft 105
Writing lectures Writing soft exercises Sample Course
Exercises How to get the most from exercises
11 Case studies 123
The use of case studies Writing case studies Running
case studies
12 Visual aids 133
The need for visuals Thinking visually Production of
visuals Integrating visuals and text Trainer's Guide
Sample Scriptboard
PART IV PRESENTING THE COURSE 151
13 On your hind legs 153
The importance of preparation Motivation Teaching
styles Running the course Tricks of the trade
Handling questions
14 Common presentational problems 171
The presenter's The audience
Postscript: The ten truths of teaching 181
Bibliography 183
Index 185
vi
Figures
1.1 The hard/soft continuum 5
2.1 The teaching strategy grid 15
2.2 Bloom's Taxonomy 19
3.1 Matching course contents to time 25
4.1 Teaching circle 28
4.2 Teaching circle report writing 29
4.3 Teaching circles project management 30
4.4 Completed Specification form 34
6.1 European history relationship diagram 50
6.2 Versailles Treaty memory map 51
6.3 Macro design form 58
7.1 Teaching methods grid 62
7.2 Session plans 71
8.1 Separate files 82
8.2 Representation of a data base file 82
8.3 Library cataloguing system 83
9.1 Gas Bill 96
9.2 Systems design table 97
9.3 Example of a spread sheet exercise 98
12.1 An Australian view of the world 135
12.2 Mind map for Training the Trainers 139
12.3 The Managerial Grid® 141
12.4 Histogram of Dubai exports, 1971 1981 142
12.5 Trainers guide 148
12.6 Scriptboard 150
13.1 Knowledge sets 154
13.2 Teaching style matrix 161 |
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| spelling | Corder, Colin Verfasser aut Teaching hard, teaching soft a structured approach to planning and running effective training courses Aldershot [u.a.] Gower 1990 XI, 187 S. Ill. txt rdacontent n rdamedia nc rdacarrier Animateurs de formation - Formation Enseignement MANUALS unbist PERSONNEL MANAGEMENT unbist Personnel - Formation TRAINING PROGRAMMES unbist Employee training directors Training of Employees Training of Teaching Didaktik (DE-588)4070463-4 gnd rswk-swf Kursleiter (DE-588)4229319-4 gnd rswk-swf Didaktik (DE-588)4070463-4 s DE-604 Kursleiter (DE-588)4229319-4 s HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015114989&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Corder, Colin Teaching hard, teaching soft a structured approach to planning and running effective training courses Animateurs de formation - Formation Enseignement MANUALS unbist PERSONNEL MANAGEMENT unbist Personnel - Formation TRAINING PROGRAMMES unbist Employee training directors Training of Employees Training of Teaching Didaktik (DE-588)4070463-4 gnd Kursleiter (DE-588)4229319-4 gnd |
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| title | Teaching hard, teaching soft a structured approach to planning and running effective training courses |
| title_auth | Teaching hard, teaching soft a structured approach to planning and running effective training courses |
| title_exact_search | Teaching hard, teaching soft a structured approach to planning and running effective training courses |
| title_exact_search_txtP | Teaching hard, teaching soft a structured approach to planning and running effective training courses |
| title_full | Teaching hard, teaching soft a structured approach to planning and running effective training courses |
| title_fullStr | Teaching hard, teaching soft a structured approach to planning and running effective training courses |
| title_full_unstemmed | Teaching hard, teaching soft a structured approach to planning and running effective training courses |
| title_short | Teaching hard, teaching soft |
| title_sort | teaching hard teaching soft a structured approach to planning and running effective training courses |
| title_sub | a structured approach to planning and running effective training courses |
| topic | Animateurs de formation - Formation Enseignement MANUALS unbist PERSONNEL MANAGEMENT unbist Personnel - Formation TRAINING PROGRAMMES unbist Employee training directors Training of Employees Training of Teaching Didaktik (DE-588)4070463-4 gnd Kursleiter (DE-588)4229319-4 gnd |
| topic_facet | Animateurs de formation - Formation Enseignement MANUALS PERSONNEL MANAGEMENT Personnel - Formation TRAINING PROGRAMMES Employee training directors Training of Employees Training of Teaching Didaktik Kursleiter |
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