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  • Skills Development Act amendment 15 Dec2017
    by TUCT on January 18, 2018 at 12:02 pm

    The minister of Higher Education published a proposal to change the Skills Development Act, comments due before the 31st of January 2018. Some highlights of these amendments propose to: The good: 1.   Remove SETA regional offices and create one central sharing system/office to be more effective. 2.   Sharing of resources, such as IT and HR. 3.   SETAs to … Continue reading "Skills Development Act amendment 15 Dec2017" […]

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QCTO Assessment Quality Partner (AQP) principles and values

The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP:The following principles and values have been taken into consideration during the development of these criteria and guidelines for becoming an AQP: External Assessment systems and processes must: be fair, reliable, valid, ethical and transparent; be consistent across time, place, role players and respond to a non-sectoral demand-led model; use methodologies that are fit-for-purpose and reflect a consistent level of higher  cognitive challenge;  avoid tendencies of exclusivity; adhere to the QCTO values which show: i. innovation and excellence ii. em[...]

Devise Activities and Other Input

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Having considered the needs of the participants, the learning objectives, the content, and the most appropriate learning methods, the planning group is now ready to devise activities and other types of input that will reflect this planning. Topic 4 provides detailed descriptions of a number of participatory training techniques; Topic 5 deals with introductory activities, ice-breakers, and quick review methods; and Topic 9 covers the issue of feedback and evaluation. All three topics provide important material that the planning group may use in devising activities.

FACILITATOR’S CHECKLIST: ADULT LEARNING

1. Is the atmosphere of your session friendly and encouraging?

2. Have you made plans to relieve any anxieties that the participants may feel?

3. Will your teaching methods allow learners’ previous experience to be acknowledged or used?

4. Will learners be rewarded for their contributions?

5. Does the work allow participants to measure their own progress?

6. Do you make it clear that you are available for additional help if individuals have difficulties?

7. Are the first few minutes of your session always attention-grabbing?

8. Do you build in frequent opportunities for reinforcement and practice?

9. Are you avoiding lectures or at least limiting them to 10-20 minutes?

10. Have you built in regular feedback sessions?