TEACHING WITH PRIMARY SOURCES Level III Training Section Three PRESENTATION AND FACILITATION SKILLS

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TEACHING WITH PRIMARY SOURCESLevel III
TrainingSection ThreePRESENTATION AND
FACILITATION SKILLS
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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.

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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
• (

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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
• (

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Training Delivery Building Blocks

• Making the Presentation
• Facilitating Group Discussion
• Responding to Questions
• (SL4.4.a)

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Making the PresentationKey Elements

• Voice
• Language
• Body
• Visuals and Handouts
• (SL 4.4.b)

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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)

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Responding to Questions

• Clarify ambiguous questions
• Break down complex questions
• Evaluate and answer questions in terms of
  training objectives
• If you cant answer something, say so!
• Verify satisfaction
• (SL 4.4.d)

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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 BD Activities
• - Lincolns Pockets
• - Analyzing Political Cartoons
• - Music as Historical Artifacts
• - Perception through Photography
• (SL 4.6.c)

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The TPS Training Design Process

• Assess Trainee Needs
• Set Learning/Behavioral Objectives
• Design the Workshop Training Plan/Outline
• Develop the Lesson Plans
• Select or Prepare the Required Materials
• (SL 4.6.d)

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Workshop Training Plan/Outline

• Topics
• Treatment/Method
• Sequence
• Time
• (SL 4.6.e)

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Lesson Plan
Library of Congress TPSDirect Build and Deliver Activities (SL 4.6.f)

• Key Points
• Procedure/Process
• Materials

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

• Major Themes

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MINUS(Challenges? Obstacles?)

• Major Themes

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INTERESTING(What did you find intriguing?)

• Major Themes

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

• Most frequent response no questions
• Open questions/issues

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Trainer to FacilitatorRole Shifts

• Controller to Influencer
• Teacher to Guide
• Director to Partner
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  (SL 4.12.a)

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Outside the Classroom Preparation

• Handouts, equipment, supplies
• Familiarization
• Anticipation
• Rehearsal

(SL 4.12.b)
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Inside the Classroom Leading Training Activity

• Introducing the Activity
• Conducting the Activity
• Concluding the Activity
• (SL 4.12.c)

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Introducing the Activity

• What Preview and Set the Stage
• Why Relate Activity to Objectives
• How Give Activity Instructions

(SL 4.12.d)
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Conducting the Activity

• Observe Be all eyes and ears
• Monitor process/progress
• Intervene
• - Clarify
• - Correct
• - Start Over

(SL 4.12.e)
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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
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  - Utility
• 
  - Learner examples and experiences
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  - Problems
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  - Perceived obstacles
• Whats still unclear?
  General Q/A
• Whats important? Summary
  of key learning points
• (SL 4.12.f)

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Managing Group Dynamics

• Identifying trainee needs
• Diagnosing whats happening in the group
• Modeling effective behavior
• (SL 4.13.a)

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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)

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Group Member Roles

• Task Completion
• Group Motivation and Feelings
• Own Needs/Non-Group
• (SL 4.13.c)

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Task Completion Roles

• Initiator
• Summarizer
• Clarifier
• Information Seeker
• Information Giver
• Critic
• Decision Tester
• (SL 4.13.d)

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Group Motivation Roles

• Encourager
• Harmonizer
• Includer
• (SL 4.13.e)

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Own Needs/Non-Group Roles

• Blocker
• Dominator
• Avoider
• (SL 4.13.f)

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Creating a Positive Learning Climate

• Clarify learner objectives and expectations
• Focus on the adult learner
• Form training contracts
• Equalize the environment
• Deal with problem behaviors
• (SL 4.13.g)

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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

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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?