TPS Workshop Objectives

1. TEACHING WITH PRIMARY SOURCESLevel III TrainingSection ThreePRESENTATION AND FACILITATION SKILLS

2. 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.

3. 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 (

4. 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 (

5. Training Delivery Building Blocks Making the Presentation Facilitating Group Discussion Responding to Questions (SL4.4.a)

6. Making the Presentation:Key Elements Voice Language Body Visuals and Handouts (SL 4.4.b)

7. 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)

8. 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)

9. 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)

10. 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)

11. Workshop Training Plan/Outline Topics Treatment/Method Sequence Time (SL 4.6.e)

12. Lesson Plan Key Points Procedure/Process Materials

13. 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)

14. PLUS(What did you really like? What would you use) Major Themes

15. MINUS(Challenges? Obstacles?) Major Themes

16. INTERESTING(What did you find intriguing?) Major Themes

17. QUESTIONS(...about content? ...about process?) Most frequent response = no questions Open questions/issues

18. Trainer to FacilitatorRole Shifts Controller to Influencer Teacher to Guide Director to Partner (SL 4.12.a)

19. Outside the Classroom: Preparation Handouts, equipment, supplies Familiarization Anticipation Rehearsal (SL 4.12.b)

20. Inside the Classroom: Leading Training Activity Introducing the Activity Conducting the Activity Concluding the Activity (SL 4.12.c)

21. Introducing the Activity What: Preview and Set the Stage Why: Relate Activity to Objectives How: Give Activity Instructions (SL 4.12.d)

22. Conducting the Activity Observe – Be all eyes and ears Monitor process/progress Intervene - Clarify - Correct - Start Over (SL 4.12.e)

23. 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)

25. Managing Group Dynamics Identifying trainee needs Diagnosing what’s happening in the group Modeling effective behavior (SL 4.13.a)

26. 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)

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

28. Task Completion Roles Initiator Summarizer Clarifier Information Seeker Information Giver Critic Decision Tester (SL 4.13.d)

29. Group Motivation Roles Encourager Harmonizer Includer (SL 4.13.e)

30. Own Needs/Non-Group Roles Blocker Dominator Avoider (SL 4.13.f)

31. 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)

32. 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

33. 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?