Interaction
- Feedback and evaluation
- I CARESM framework
Context
- Context
- Roles and characteristics of class participants
- Determining your path
- Adult learners
- Training preparation
- Stakeholders and their ROI
- Learning and planning your content delivery
- Practice your delivery
- Materials preparation
- Site preparation
Activity
- Activities
- Learner needs analysis
- Individual intros
- Gardner's intelligences
- Learner orientations
- Accelerated learning
- I CARESM framework
- Context examples
- Activities examples
- Relationship examples
- Evaluation examples
- Presentation skills
- Body language
- Voice quality
- Getting the most from media
- Guidelines for handouts
Relationship
- Edu-quette
- Be flexible
- Managing extremes
- Working with learner ability range
- “Challenging” students
- Mental Aikido
Evaluation
- Why evaluate?
- Kirkpatrick's Four Levels of Evaluation
- Just ask
- Good things come to those who wait
- Bloom's Taxonomy
- Cognitive learning
- Student questions
- Handling student questions
- Creating a participant evaluation form
- The trainer self-evaluation
- Creating a post-course report
- Your commitment to training
Resources
- Appendix A-How to become CompTIA certified
- Appendix B-CompTIA CTT+ Application and testing procedures
- Appendix C-How to prepare to successfully deliver a Microsoft (MOC) course
- Appendix D-Keeping breaks on time
- Appendix E-Games
- Appendix F-15 Alternatives to lecture
- Appendix G-Suggestions for using Gardner in technology training
- Appendix H-Evaluation instruments
- Bibliography and suggested reading list
- Worthwhile web sites
- Training evaluation form
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