MODEL LETTER TO RESOURCE PERSONS
Dear (Name),
Ref: Training Workshop on (Subject)
Thank you for agreeing to participate as a member of the training team for the above workshop to be held (dates and venue).
The Workshop has been designed to (brief overview of objectives).
In order to accomplish these objectives, the Workshop will employ a number of working methods (Below are examples: Specify those that apply!)
- small group work and plenary session
- brief lectures and video materials which present conceptual
as well as practical examples of what has already been
done in a number of countries worldwide
- individual readings
- a case study
- a field visit to meet with local officials and leaders
and to observe existing activities related to the topic
- role playing
- a programming exercise
Workshop Content
Enclosed you will find the following information:
- the overall workshop objectives
- an annotated schedule giving an overview of workshop sessions
- session by session objectives
- a copy of the pre-workshop assignment for participants
As you have agreed, you will be covering the following specific content areas:
( L i s t )
For your sessions, I am also sending the following information (Below are examples: specify those that apply!)
- the proposed session methodology
- proposed Learning Points
- suggested video material
- suggested overhead transparencies
- suggested Discussion Points
- Additional Readings
It would be appreciated if you would read through all of the above materials and use them in developing your specific sessions. Nonetheless, these materials should be seen as a point of departure; do not be constrained by them. If you would like to revise the session methodology, adapt the learning points, eliminate or substitute different video material, modify the overhead transparencies, discussion points or additional readings, please feel free to do so. However, please keep in mind:
• That the objectives for your session should not be significantly changed
• How your modifications might affect the overall tone and flow of the workshop.
At any rate, even if the pre-prepared material is to be used by you “as is”, we would at minimum appreciate your bringing your own experience to light with regard to the subject matter.
In order that we may make any needed adjustments, kindly inform me of any projected modifications by (date).
While planning your session, please keep in mind that we shall have the following equipment at our disposal: [list equipment from among video equipment (note specifications), overhead projector, flip charts, film and slide projectors, word processor (note specifications), photocopier, etc.]
In addition to serving as the key resource person for the above noted session(s), you will also serve as a resource person for the participant working groups for other sessions to facilitate the discussions.
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TRAINING/SEMINAR/COURSE MANAGEMENT
Each seminar team (STeam) is encouraged to organize and distribute the load among all the members. Overall management responsibility rests with the seminar director. Below is the suggested division of load/structuring according to teams or committees with the corresponding tasks/duties of members:
Director
Takes overall responsibility for all seminar requirements
Calls for and presides over meetings, planning sessions, etc
Provides updates to instructor
Ensures participation of all members of the STeam
Program and Invitation Group (PIG)
Designs program/curriculum and generates approval from the entire PIG; assigns people who shall run the actual program
Identifies potential resource persons; prepares a shortlist of resource persons for presentation to the entire Steam
Sends letter of invitation to resource persons and makes follow-ups (paper, way of reaching the venue, other arrangements)
Advises resource persons to submit papers/notes and bio-data ahead; gets the hard or soft copy (when available) after the talk/lecture
Invites target audience/participants through various means; ensures good attendance
Introduces resource person/s
Facilitates the conduct of the seminar
Promotions, Gimmick and Media Group (PGMG)
Prepares promo and campaign materials to create awareness of the activity; ensures good participation
Ensures that promo materials have been distributed/posted at least a week before the seminar
(Note: poor attendance may be attributed to poor promo)
Documentation Unit (DocU)
Notes/Captures all the processes and activities that happened at various phases: preparation, actual conduct, and post seminar
Prepares and submits a documentation report with all the attachments/evidences/materials
Evaluation Unit (EU)
Administers the evaluation instrument (both for the entire seminar and for the peers)
Facilitates the evaluation session among all the members of the STeam
Prepares a summary report and submits it to the faculty
Logistics and Support Unit (LSU)
Identifies and prepares the necessary materials and equipment and turns them over to secretariat
Identifies the venue and takes care of the necessary reservation, arrangement, and physical layout as well as decoration
Cleans-up the venue after the seminar
Secretariat Group (SG)
Prepares the kit (to include materials, ID, pen and paper when applicable)
Takes care of registration of participants (SG members must arrive earlier than the participants)
Assists the resource person/s in the distribution of handouts when available and or in setting up of exhibits and other materials
Prepares the necessary tokens/gifts for resource person/s, as well as tokens for and/or certificates of participants
PARTICIPANT EVALUATION
Instruction to Evaluator: Encircle the number which most closely matches your answer to the following
questions:
1 Has the seminar matched your needs? 1 2 3 4 5
2 Has the seminar provided you with additional or new knowledge? 1 2 3 4 5
3 Was the seminar worthwhile? 1 2 3 4 5
4 How would you rate the knowledge of the resource person/s? 1 2 3 4 5
5 How would you rate the learning methods, techniques & processes? 1 2 3 4 5
6 How would you rate the learning materials/aids used? 1 2 3 4 5
7 How would you rate the learning environment (participants, 1 2 3 4 5
venue, equipment, etc)?
8 How would you rate the program facilitation? 1 2 3 4 5
9 What is your overall evaluation of the seminar? 1 2 3 4 5
10 What did you like most about the seminar?
__________________________________________________________________________________
__________________________________________________________________________________
11 What did you like least about the seminar?
__________________________________________________________________________________
__________________________________________________________________________________
12 What suggestions would you like to make to improve future seminars?
__________________________________________________________________________________
__________________________________________________________________________________
13 Other comments you would like to make
__________________________________________________________________________________
__________________________________________________________________________________
Thank you for your cooperation.
STeam’s SELF-EVALUATION
Instruction to Evaluator: Encircle the number which most closely matches your answer to the following
questions:
1 How well was the seminar managed? 1 2 3 4 5
2 How well was the support provided to the resource person/s? 1 2 3 4 5
3 How well was the support provided to the participants to 1 2 3 4 5
maximize their learning?
4 How prepared was the team in conducting the seminar? 1 2 3 4 5
5 How would you rate the participation and cooperation of 1 2 3 4 5
the team members?
6 How would you rate the leadership of the team? 1 2 3 4 5
7 What are the strong points of your team?
_________________________________________________________________________________
_________________________________________________________________________________
8 What are the weak points of your team?
_________________________________________________________________________________
_________________________________________________________________________________
9 What aspects of your team can be improved?
_________________________________________________________________________________
_________________________________________________________________________________
10 Other comments
__________________________________________________________________________________
__________________________________________________________________________________
Thank you.
PEER EVALUATION
Instruction to Evaluator: On a scale of 1 – 5 where 5 is highest, rate yourself and write the number of yuour answer corresponding your name (self). Do the same for your co-members.
1 Preparatory Stage
Participation in planning __ __ __ __ __ __ __ __ __
Participation in planning meetings __ __ __ __ __ __ __ __ __
Contribution of ideas __ __ __ __ __ __ __ __ __
Contribution in the financial requirements __ __ __ __ __ __ __ __ __
Performance of required/assigned tasks __ __ __ __ __ __ __ __ __
Overall contribution during prep stage __ __ __ __ __ __ __ __ __
2 Seminar Proper
Performance of required tasks/assignments __ __ __ __ __ __ __ __ __
Support provided to other units/team members__ __ __ __ __ __ __ __ __
Overall contribution during the seminar __ __ __ __ __ __ __ __ __
3 Post Seminar
Performance of required/assigned tasks
Participation in the completion of docu report __ __ __ __ __ __ __ __ __
4 Overall contribution __ __ __ __ __ __ __ __ __
6 What tasks were assigned to you but you failed to do? Reasons.
__________________________________________________________________________________
__________________________________________________________________________________
7 What more did you do? Instances where you “walked the extra mile”?
__________________________________________________________________________________
__________________________________________________________________________________
8 Other comments
__________________________________________________________________________________
__________________________________________________________________________________
Evaluator ______ Co-Member3 ______ Co-Member6 _______
Co-Member1 ______ Co-Member4 ____ Co-Member7 _______
Co-Member2 ______ Co-Member5 ______ Co-Member8 ______
Tuesday, July 7, 2009
Sunday, June 28, 2009
Planning a Lectrure
PLANNING A LECTURE SESSION
A thorough and precise planning of a lecture requires that the trainer answers all key questions during the preparation. For doing it in an orderly manner, the use of a learning matrix is recommended.
Some Notes about the Matrix
1. Objective. As much as possible, think about a behavioral objective. In other words, what would you like your audience to be able to do after the session. Examples: They will be able to milk a cow, to plant a tree, to explain the anatomy of an animal, to implement a feeding scheme for pigs.
2. Parts of a Lesson. Each lesson should have the following parts:
Introduction. During the introduction of the lecture/session, it is useful to give a short summary of the previous topic (if applicable). This could be done by the trainer, but he or she could also ask a participant to tell something about the previous session. Then the trainer gives a short summary of the session topic he or she is going to give. Participants like to hear what new topic is to be treated during the session. Finally, the trainer tries to arouse his/her participants’ interest in the new topic. He or she may ask e.g., whether they already know something of the new topic. Anyway, he/she has to base the lesson as much as possible on their experience. It is important that participants feel that the trainer, too, considers the new topic definitely worthwhile. Thus, the following is important during the introduction:
• repetition of the previous session (when applicable)
• summary of the new topic
• arousing the interest in the new topic
Central Part. This is the most important part of the lecture. The trainer is going to treat new subject matter. He/She explains the difficulties. He/She also tells the participants which are the main and which are the subsidiary points. This is the most difficult part of the lecture.
The following pointers could be important for this part:
• Do not treat too much subject matter.
• Do not treat any subject that is too difficult for the participants.
• Ask questions.
• Commend participants who give a good answer.
• Repeat difficult parts of the subject matter.
• Give the participants time to take notes.
• Tell a joke now and then.
• Speak calmly and clearly.
• Use not only your voice, the use of hands and facial expression is important, too.
• Do not stay put like a statue in front of the class; walk about the room as well, but do not exaggerate.
Conclusion/ Evaluation. Some trainers/lecturers do not phase their lessons. They start explaining immediately and continue to do so for 60 minutes. This is too much, as participants cannot listen intensely for 60 minutes. Thus the lecturer had better stop explaining 5 or 10 minutes before the end of the lecture. He/She could use those last minutes for:
• Asking control question on the contents of the topic
• Giving a summary of the topic
• Giving the trainees/participants some things to do. In other circumstances, it may be useful to have them execute a task at the end of the session. Participants like doing things themselves. The learning effect of tasks executed by participants is generally satisfactory. Possible tasks include: solving a problem, making a test, group discussions with a number of participants. Tasks may last longer than 10 minutes, but it is not important. In such a case, the trainer has to use less time for explaining.
3. Time. Introduction and conclusion/evaluation should not take too much time from the main lecture (around 5 – 10 minutes).
4. Main Points of Topic. It will help you a lot when you write here all the key words about the content of your lecture.
5. Technique. Write how you are going to conduct the lecture (explanation, questions, discussions, tasks, tests, etc.).
6. Materials. Prepare here the checklist of everything you will need. You cannot look for it once the lecture started.
7. Subject. A whole seminar, with enough time, may be divided into different subjects, many times given by different resource persons/lecturers.
8. Number of Participants. Remember that for a good trainer-trainee interaction, the number of audience should be limited to 10 – 20 only. In practical training where the trainer has to supervise the work of participants, a maximum of 5 – 7 is recommended.
9. Topic. The part of the subject matter to be taught.
10. Kind of Audience. Specify as much as possible the kind of audience to know the approach to be used.
ASKING QUESTIONS:
Why?
Particularly, the enthusiastic trainer often forgets to ask questions during the session. This is a pity, as questioning is important on account of the following functions:
• Stimulating the participants to think
• Making a lesson vivid
• Activating the trainers
When?
The session has been divided into three (3) phases. Each phase has its own kind of questions:
• Questions during the introduction to arouse the participants’ interest
• Questions during the explanation of the topic to stimulate them to think
• Questions at the end of the lesson to check whether they have understood it
How?
The following are important:
• Put the question, wait for 3 to 5 seconds and then have a participant answer.
• If the answer is wrong, do not reprimand him.
• Do not forget also to give a turn to those who do not raise their hands.
• Try to formulate the question in a way to make them think at a higher level.
• Formulate your own.
SUGGESTIONS FOR EFFECTIVE PRESENTATIONS
1. Start your presentation with eye contact and keep eye contact during your presentation.
2. Visual aids: try them out before you start!
- Is it legible?
- Are they organized? (logical order and positioning)
3. KISS! Keep it short and simple. This counts for the content of your presentation and for your visual aids.
4. Use only key words, no sentences, on transparencies and flip charts.
5. Start your presentation with a positive remark.
- “I am grateful I have the opportunity to tell about…..”
- “After 15 minutes, you might as interested in handicraft as I am”.
6. No “suicide openings”:
- “I don’t know much about the subject”.
- “I am replacing a colleague and did not have time to prepare”.
- “I will never have enough time to explain….”
7. Make use of functional colors in your flip charts and transparencies.
8. Explain all abbreviations, your public always wonder what they mean.
9. Learn the first couple of sentences (2-4) by head. So you can have eye contact.
10. Always keep contact with your audience, it will:
- give your self-confidence.
- build up your presentation.
- get your message across.
So do not look and talk to your flip chart or overhead screen.
11. Draw an imaginary line in front of your feet and remember you have to turn back to that line.
12. Use a pen or pencil at your transparency or at the overhead projector, and lay it down!
13. Use colors, numbers, etc. to point at specific subjects. “I start at number one”. “the red area indicates Nepal”.
14. Use graphs to give summarized information, especially for figures and numbers.
15. When you change sheets/transparencies, stop talking.
16. Use silences/pauses to emphasize what you just said or to indicate to go on with the next subject or give your audience time to look at the visuals.
17. Before you start your presentation, make your stage your own properly by arranging your visual aids and papers. This will give you self-confidence and gives the audience the impression you are in control. It diminishes your tension!
18. Be sure you use the tight size (legible) letters on your transparencies and flip charts: check this beforehand.
19. Develop your transparencies: reveal the information you talk about. This way you keep the audience attentive.
20. Bring and show demonstration material: for example, handicrafts. Your public will remember them and by that, also your message.
21. Make the procedure of your presentation clear to your audience:
- Tell them what you are going to tell them (introduce your topics and sub-topics).
- Tell it.
- And tell them what you told them (conclusion/summary)
22. Explain the purpose of your presentation to your audience when you start.
23. Never let the visual supports control you. It should always be you who is in control.
reference: various.... to be posted
A thorough and precise planning of a lecture requires that the trainer answers all key questions during the preparation. For doing it in an orderly manner, the use of a learning matrix is recommended.
Some Notes about the Matrix
1. Objective. As much as possible, think about a behavioral objective. In other words, what would you like your audience to be able to do after the session. Examples: They will be able to milk a cow, to plant a tree, to explain the anatomy of an animal, to implement a feeding scheme for pigs.
2. Parts of a Lesson. Each lesson should have the following parts:
Introduction. During the introduction of the lecture/session, it is useful to give a short summary of the previous topic (if applicable). This could be done by the trainer, but he or she could also ask a participant to tell something about the previous session. Then the trainer gives a short summary of the session topic he or she is going to give. Participants like to hear what new topic is to be treated during the session. Finally, the trainer tries to arouse his/her participants’ interest in the new topic. He or she may ask e.g., whether they already know something of the new topic. Anyway, he/she has to base the lesson as much as possible on their experience. It is important that participants feel that the trainer, too, considers the new topic definitely worthwhile. Thus, the following is important during the introduction:
• repetition of the previous session (when applicable)
• summary of the new topic
• arousing the interest in the new topic
Central Part. This is the most important part of the lecture. The trainer is going to treat new subject matter. He/She explains the difficulties. He/She also tells the participants which are the main and which are the subsidiary points. This is the most difficult part of the lecture.
The following pointers could be important for this part:
• Do not treat too much subject matter.
• Do not treat any subject that is too difficult for the participants.
• Ask questions.
• Commend participants who give a good answer.
• Repeat difficult parts of the subject matter.
• Give the participants time to take notes.
• Tell a joke now and then.
• Speak calmly and clearly.
• Use not only your voice, the use of hands and facial expression is important, too.
• Do not stay put like a statue in front of the class; walk about the room as well, but do not exaggerate.
Conclusion/ Evaluation. Some trainers/lecturers do not phase their lessons. They start explaining immediately and continue to do so for 60 minutes. This is too much, as participants cannot listen intensely for 60 minutes. Thus the lecturer had better stop explaining 5 or 10 minutes before the end of the lecture. He/She could use those last minutes for:
• Asking control question on the contents of the topic
• Giving a summary of the topic
• Giving the trainees/participants some things to do. In other circumstances, it may be useful to have them execute a task at the end of the session. Participants like doing things themselves. The learning effect of tasks executed by participants is generally satisfactory. Possible tasks include: solving a problem, making a test, group discussions with a number of participants. Tasks may last longer than 10 minutes, but it is not important. In such a case, the trainer has to use less time for explaining.
3. Time. Introduction and conclusion/evaluation should not take too much time from the main lecture (around 5 – 10 minutes).
4. Main Points of Topic. It will help you a lot when you write here all the key words about the content of your lecture.
5. Technique. Write how you are going to conduct the lecture (explanation, questions, discussions, tasks, tests, etc.).
6. Materials. Prepare here the checklist of everything you will need. You cannot look for it once the lecture started.
7. Subject. A whole seminar, with enough time, may be divided into different subjects, many times given by different resource persons/lecturers.
8. Number of Participants. Remember that for a good trainer-trainee interaction, the number of audience should be limited to 10 – 20 only. In practical training where the trainer has to supervise the work of participants, a maximum of 5 – 7 is recommended.
9. Topic. The part of the subject matter to be taught.
10. Kind of Audience. Specify as much as possible the kind of audience to know the approach to be used.
ASKING QUESTIONS:
Why?
Particularly, the enthusiastic trainer often forgets to ask questions during the session. This is a pity, as questioning is important on account of the following functions:
• Stimulating the participants to think
• Making a lesson vivid
• Activating the trainers
When?
The session has been divided into three (3) phases. Each phase has its own kind of questions:
• Questions during the introduction to arouse the participants’ interest
• Questions during the explanation of the topic to stimulate them to think
• Questions at the end of the lesson to check whether they have understood it
How?
The following are important:
• Put the question, wait for 3 to 5 seconds and then have a participant answer.
• If the answer is wrong, do not reprimand him.
• Do not forget also to give a turn to those who do not raise their hands.
• Try to formulate the question in a way to make them think at a higher level.
• Formulate your own.
SUGGESTIONS FOR EFFECTIVE PRESENTATIONS
1. Start your presentation with eye contact and keep eye contact during your presentation.
2. Visual aids: try them out before you start!
- Is it legible?
- Are they organized? (logical order and positioning)
3. KISS! Keep it short and simple. This counts for the content of your presentation and for your visual aids.
4. Use only key words, no sentences, on transparencies and flip charts.
5. Start your presentation with a positive remark.
- “I am grateful I have the opportunity to tell about…..”
- “After 15 minutes, you might as interested in handicraft as I am”.
6. No “suicide openings”:
- “I don’t know much about the subject”.
- “I am replacing a colleague and did not have time to prepare”.
- “I will never have enough time to explain….”
7. Make use of functional colors in your flip charts and transparencies.
8. Explain all abbreviations, your public always wonder what they mean.
9. Learn the first couple of sentences (2-4) by head. So you can have eye contact.
10. Always keep contact with your audience, it will:
- give your self-confidence.
- build up your presentation.
- get your message across.
So do not look and talk to your flip chart or overhead screen.
11. Draw an imaginary line in front of your feet and remember you have to turn back to that line.
12. Use a pen or pencil at your transparency or at the overhead projector, and lay it down!
13. Use colors, numbers, etc. to point at specific subjects. “I start at number one”. “the red area indicates Nepal”.
14. Use graphs to give summarized information, especially for figures and numbers.
15. When you change sheets/transparencies, stop talking.
16. Use silences/pauses to emphasize what you just said or to indicate to go on with the next subject or give your audience time to look at the visuals.
17. Before you start your presentation, make your stage your own properly by arranging your visual aids and papers. This will give you self-confidence and gives the audience the impression you are in control. It diminishes your tension!
18. Be sure you use the tight size (legible) letters on your transparencies and flip charts: check this beforehand.
19. Develop your transparencies: reveal the information you talk about. This way you keep the audience attentive.
20. Bring and show demonstration material: for example, handicrafts. Your public will remember them and by that, also your message.
21. Make the procedure of your presentation clear to your audience:
- Tell them what you are going to tell them (introduce your topics and sub-topics).
- Tell it.
- And tell them what you told them (conclusion/summary)
22. Explain the purpose of your presentation to your audience when you start.
23. Never let the visual supports control you. It should always be you who is in control.
reference: various.... to be posted
Wednesday, June 24, 2009
list of topics and areas
List of Potential Seminar Topics and Areas/Communities:
A. Topics
1 Natural Family Planning
2 Political Education:
2.1 2010 Election Preparations (Voters’ Registration, Automation)
2.2 Change Politics
2.3 Voters’ Education
2.4 Citizens’ Role and Participation
3 Disaster Preparedness and Risk Management
4 Solid Waste Management
5 Violence Against Women and Children
6 Agriculture and Climate Change
TOPIC TARGET COMMUNITY/AREA/PAX RESOURCE PERSON/ORGANIZATION CONTACT
NFP -Selected urban barangays in CDO -Archdiocese of Cagdeoro Ann Pielago, ACDO
(ACDO)
PolEd:2010 Election Preparations (Voters’ Reg, Automation)
-Universities/Colleges -NAMFREL/PPCRV COMELEC RD
-Out-of-School Youth -COMELEC ACDO
-Youth leaders and volunteers -XU-KKP Ermin Pimentel
-Teachers -PhilDHRRA (network of NGOs)
-Volunteers
PolEd: Change Politics -Universities/Colleges
-Out-of-School Youth XU-GLI
XU-KKP Dr Beth Soriano - GLI Dir
Ermin Pimentel
PolEd: Voters’ Education -Choice from the ff:
a) urban barangay
b) rural barangay
-Choice from the ff:
a) adult group (40s &above)
b) out-of-school youth
c) in-school voters XU-GLI
XU-KKP
Archdiocese of CDO
XU-CSG
XUCLA Dr Beth Soriano
Ermin Pimentel
ACDO c/o ACCESS Office –
Myrna Siose
Atty Neil Pacamalan -
XUCLA Dir
PolEd: Citizens’ Role and Participation -University/College students (in-school)
-Out-of-school youth
-“Commons” (vendors,
trisikad/motorcycle drivers,
farmers, fisherfolk,
streetsweepers/laborers COMELEC
NAMFREL/PPCRV
XU-KKP
XU-GLI
XUCLA Dr Beth Soriano
Ermin Pimentel
ACDO c/o ACCESS Office –
Myrna Siose
Atty Neil Pacamalan - XUCLA Dir
Disaster Preparedness and Risk Management -Lumbia communities:
Bayanga, Taglimao,
Macahambus, Tagpangi, etc
-Villages along riverbanks,
shorelines:
Iponan, Bayabas, Macabalan,
Macasandig, Carmen
-Natl Disaster Coordinating
Council (NDCC) –Office of
Civil Defense at Corrales-Hayes
-Phil. Coast Guard, Corrales Ext
-PNP Regional Command at
Camp Alagar, Lapasan
-DENR, Region 10 Heads/Directors of concerned offices
Solid Waste Management Urban barangays in Cagayan de Oro -DENR, Region 10
-XU Office of the VP for
Research and Social Outreach
-City Environment & Natural Resources Office
-XU RCE DENR Head or Ms Lina Calvez
(RPAO)
Atty Nonette Royo-Fay – VP for
RSO or Ms Joan Jamisolamin
(RSO Officer)
CENRO Head
Engr Guada Calalang – RCE
pointperson
VAWC -Students in all levels, private/
public schools
-Couples from rural barangays -TOUCH Foundation at 15-
21 Nazareth
-PILIPINA c/o TOUCH
Foundation
-DSWD Region 10
-XUCLA
-PNP Women’s Desk
-CCF-SEARSOLIN Dina Anitan – TOUCH Exec Dir
Adora Ellevera – PILIPINA
DSWD REgl Dir
Atty Neil Pacamalan – XUCLA
PNP chief
Rachel Polestico - SEARSOLIN
Deputy Director
Agriculture and Climate
Change -farmers (Lumbia, Calaanan, Maasin, etc) -XUCA Agricultural Sciences
-XU RCE
-SA Center
-VP RSO
-ESSC
-Dept of Agriculture Mrs Veneranda Larroza – Chair,
AgriSci dept
Engr Guada Calalang
Mr Vic Tagupa - SAC Director
DA Regl Dir
A. Topics
1 Natural Family Planning
2 Political Education:
2.1 2010 Election Preparations (Voters’ Registration, Automation)
2.2 Change Politics
2.3 Voters’ Education
2.4 Citizens’ Role and Participation
3 Disaster Preparedness and Risk Management
4 Solid Waste Management
5 Violence Against Women and Children
6 Agriculture and Climate Change
TOPIC TARGET COMMUNITY/AREA/PAX RESOURCE PERSON/ORGANIZATION CONTACT
NFP -Selected urban barangays in CDO -Archdiocese of Cagdeoro Ann Pielago, ACDO
(ACDO)
PolEd:2010 Election Preparations (Voters’ Reg, Automation)
-Universities/Colleges -NAMFREL/PPCRV COMELEC RD
-Out-of-School Youth -COMELEC ACDO
-Youth leaders and volunteers -XU-KKP Ermin Pimentel
-Teachers -PhilDHRRA (network of NGOs)
-Volunteers
PolEd: Change Politics -Universities/Colleges
-Out-of-School Youth XU-GLI
XU-KKP Dr Beth Soriano - GLI Dir
Ermin Pimentel
PolEd: Voters’ Education -Choice from the ff:
a) urban barangay
b) rural barangay
-Choice from the ff:
a) adult group (40s &above)
b) out-of-school youth
c) in-school voters XU-GLI
XU-KKP
Archdiocese of CDO
XU-CSG
XUCLA Dr Beth Soriano
Ermin Pimentel
ACDO c/o ACCESS Office –
Myrna Siose
Atty Neil Pacamalan -
XUCLA Dir
PolEd: Citizens’ Role and Participation -University/College students (in-school)
-Out-of-school youth
-“Commons” (vendors,
trisikad/motorcycle drivers,
farmers, fisherfolk,
streetsweepers/laborers COMELEC
NAMFREL/PPCRV
XU-KKP
XU-GLI
XUCLA Dr Beth Soriano
Ermin Pimentel
ACDO c/o ACCESS Office –
Myrna Siose
Atty Neil Pacamalan - XUCLA Dir
Disaster Preparedness and Risk Management -Lumbia communities:
Bayanga, Taglimao,
Macahambus, Tagpangi, etc
-Villages along riverbanks,
shorelines:
Iponan, Bayabas, Macabalan,
Macasandig, Carmen
-Natl Disaster Coordinating
Council (NDCC) –Office of
Civil Defense at Corrales-Hayes
-Phil. Coast Guard, Corrales Ext
-PNP Regional Command at
Camp Alagar, Lapasan
-DENR, Region 10 Heads/Directors of concerned offices
Solid Waste Management Urban barangays in Cagayan de Oro -DENR, Region 10
-XU Office of the VP for
Research and Social Outreach
-City Environment & Natural Resources Office
-XU RCE DENR Head or Ms Lina Calvez
(RPAO)
Atty Nonette Royo-Fay – VP for
RSO or Ms Joan Jamisolamin
(RSO Officer)
CENRO Head
Engr Guada Calalang – RCE
pointperson
VAWC -Students in all levels, private/
public schools
-Couples from rural barangays -TOUCH Foundation at 15-
21 Nazareth
-PILIPINA c/o TOUCH
Foundation
-DSWD Region 10
-XUCLA
-PNP Women’s Desk
-CCF-SEARSOLIN Dina Anitan – TOUCH Exec Dir
Adora Ellevera – PILIPINA
DSWD REgl Dir
Atty Neil Pacamalan – XUCLA
PNP chief
Rachel Polestico - SEARSOLIN
Deputy Director
Agriculture and Climate
Change -farmers (Lumbia, Calaanan, Maasin, etc) -XUCA Agricultural Sciences
-XU RCE
-SA Center
-VP RSO
-ESSC
-Dept of Agriculture Mrs Veneranda Larroza – Chair,
AgriSci dept
Engr Guada Calalang
Mr Vic Tagupa - SAC Director
DA Regl Dir
Sunday, June 21, 2009
course outline
Development Communication Department
College of Agriculture
Xavier University-Ateneo de Cagayan
I Course Title Devcom 7- SPECIAL SEMINARS IN DEVELOPMENT COMMUNICATION
II Course Description The course introduces the students to the principles of planning, management and evaluation of seminars, workshops, and training activities with emphasis on the promotion of development communication concepts and the roles
communication play. The course exposes the students to the actual handling
and facilitation of seminars and participants’ requirements.
III Credit/Hours 3 units (3 lecture class per week)
IV Pre-requisite subj Devcom 1 (Intro to Devcom)
V General Objectives At the end of the course, the students must be able to:
1 explain the principles of planning, management and evaluation of seminars,
workshops, training, and other group learning activities
2 apply basic principles of adult learning
3 formulate the structural elements of a typical short-term learning session
4 design a simple learning activity (seminar, training) plan
5 apply basic learning methods and techniques
6 utilize learning aids
7 deliver/facilitate the delivery of a seminar
8 evaluate the seminar
9 discuss social and development issues as they come out in the course of the seminar, training, etc
VI Contents Topic 1 Introduction to Seminar or Training
Learning objective/s At the end of the topic, the students are expected to
1 formulate training competencies, objectives and outcomes
2 explain adult learning
3 describe the training cycle and structure
4 identify the tools and staffing requirements
Topic 2 Methods and Techniques
Learning objective/s At the end of the topic, the students are expected to
1 refresh knowledge on basics in interpersonal communication
2 discuss the approaches and techniques for group learning
Topic 3 Instructional/Learning Media
Learning objective/s At the end of the topic, the students are expected to
1 identify the different learning media and the criteria for selection
2 design a plan for presentation
Topic 4 Assessment
Learning objective/s At the end of the topic, the students are expected to
1 explain the basic definition and purposes of assessment
2 discuss the types and means of assessment
3 perform/conduct the assessment
MID-TERM EXAMINATIONS
Topic 5 Conduct of Seminar
Learning objective/s At the end of the topic, the students are expected to
1 develop a checklist of requirements prior to actual conduct of seminar
2 facilitate a seminar
References
Borja, Estrella, Myrna A. Siose, and Roy Tan-gan. 1998. Panagtagbo sa Kalinaw:
A Basic Orientation Manual Towards a Culture of Peace for Mindanao Communities. Sydney, / UNICEF, CRS, and MinCARRD. XUCA, Cagayan de Oro City.
Khroehnert, Gary. 1991. 100 Training Games. McGraw-Hill Book Co., Sydney,
Australia.
O’Leary, Moira and Mal Simmons. 1995. Reflections: A record of training from
the evolution of Krom Akphiwat Phum. Overseas Service Bureau
Australia and Krom Akphiwat Phum. Cambodia.
__________. 2002. Participatory Organizational and Project Management
Training Manual, SEARSOLIN Training Module 1. Cagayan de Oro City.
VII Suggested Activities Lectures, discussions, SLEs, exercises, workshops
VIII Evaluation
1 quizzes and term examinations (mid-term and final exams)
2 group seminar preparation and facilitation
®students are divided into small groups of approx 5 members each
®the group is required to conduct/facilitate a seminar
®they identify their leader from among themselves and assign tasks
to each member of the team
®a peer evaluation is required after the group has delivered the task
IX Grading System Students will accumulate points as follows
Mid-term grade:
®quizzes total of 35 points
®exercises/assignment 15 points
®mid-term 50 points
Final grade:
®final exam 50 points
®final requirement 75 points
®peer evaluation 25 points
Sub-total of 60%, add:
®40% of midterm total
X Classroom Policies All rules and regulations stipulated in the XU Student handbook apply
Overcut on absences and AF rules strictly apply
No student is allowed to take mid-term and final exams without the Admit-to-Exam permit
XI Class Schedule
XII Consultation Hours
Submitted by Approved by
ESTRELLA E TACO - BORJA MA THERESA M RIVERA
Faculty Chairperson, Devcom Dept
College of Agriculture
Xavier University-Ateneo de Cagayan
I Course Title Devcom 7- SPECIAL SEMINARS IN DEVELOPMENT COMMUNICATION
II Course Description The course introduces the students to the principles of planning, management and evaluation of seminars, workshops, and training activities with emphasis on the promotion of development communication concepts and the roles
communication play. The course exposes the students to the actual handling
and facilitation of seminars and participants’ requirements.
III Credit/Hours 3 units (3 lecture class per week)
IV Pre-requisite subj Devcom 1 (Intro to Devcom)
V General Objectives At the end of the course, the students must be able to:
1 explain the principles of planning, management and evaluation of seminars,
workshops, training, and other group learning activities
2 apply basic principles of adult learning
3 formulate the structural elements of a typical short-term learning session
4 design a simple learning activity (seminar, training) plan
5 apply basic learning methods and techniques
6 utilize learning aids
7 deliver/facilitate the delivery of a seminar
8 evaluate the seminar
9 discuss social and development issues as they come out in the course of the seminar, training, etc
VI Contents Topic 1 Introduction to Seminar or Training
Learning objective/s At the end of the topic, the students are expected to
1 formulate training competencies, objectives and outcomes
2 explain adult learning
3 describe the training cycle and structure
4 identify the tools and staffing requirements
Topic 2 Methods and Techniques
Learning objective/s At the end of the topic, the students are expected to
1 refresh knowledge on basics in interpersonal communication
2 discuss the approaches and techniques for group learning
Topic 3 Instructional/Learning Media
Learning objective/s At the end of the topic, the students are expected to
1 identify the different learning media and the criteria for selection
2 design a plan for presentation
Topic 4 Assessment
Learning objective/s At the end of the topic, the students are expected to
1 explain the basic definition and purposes of assessment
2 discuss the types and means of assessment
3 perform/conduct the assessment
MID-TERM EXAMINATIONS
Topic 5 Conduct of Seminar
Learning objective/s At the end of the topic, the students are expected to
1 develop a checklist of requirements prior to actual conduct of seminar
2 facilitate a seminar
References
Borja, Estrella, Myrna A. Siose, and Roy Tan-gan. 1998. Panagtagbo sa Kalinaw:
A Basic Orientation Manual Towards a Culture of Peace for Mindanao Communities. Sydney, / UNICEF, CRS, and MinCARRD. XUCA, Cagayan de Oro City.
Khroehnert, Gary. 1991. 100 Training Games. McGraw-Hill Book Co., Sydney,
Australia.
O’Leary, Moira and Mal Simmons. 1995. Reflections: A record of training from
the evolution of Krom Akphiwat Phum. Overseas Service Bureau
Australia and Krom Akphiwat Phum. Cambodia.
__________. 2002. Participatory Organizational and Project Management
Training Manual, SEARSOLIN Training Module 1. Cagayan de Oro City.
VII Suggested Activities Lectures, discussions, SLEs, exercises, workshops
VIII Evaluation
1 quizzes and term examinations (mid-term and final exams)
2 group seminar preparation and facilitation
®students are divided into small groups of approx 5 members each
®the group is required to conduct/facilitate a seminar
®they identify their leader from among themselves and assign tasks
to each member of the team
®a peer evaluation is required after the group has delivered the task
IX Grading System Students will accumulate points as follows
Mid-term grade:
®quizzes total of 35 points
®exercises/assignment 15 points
®mid-term 50 points
Final grade:
®final exam 50 points
®final requirement 75 points
®peer evaluation 25 points
Sub-total of 60%, add:
®40% of midterm total
X Classroom Policies All rules and regulations stipulated in the XU Student handbook apply
Overcut on absences and AF rules strictly apply
No student is allowed to take mid-term and final exams without the Admit-to-Exam permit
XI Class Schedule
XII Consultation Hours
Submitted by Approved by
ESTRELLA E TACO - BORJA MA THERESA M RIVERA
Faculty Chairperson, Devcom Dept
welcome and apologies to dc7a
dear all
welcome to the class and to our world!
my apologies to dc7a. i failed to setup this site last week as promised. i was unsuccessful on that day i promised anmd themn i left for the bukid on thurs - i was out of office till sat. i assisted our korean ghuests in pone of our project sites. i was with some artists, particularly han ji min, a popular korean artist
anyway, let'
s keep ion touch
i hope you'll be a frequent visitor
trel b
welcome to the class and to our world!
my apologies to dc7a. i failed to setup this site last week as promised. i was unsuccessful on that day i promised anmd themn i left for the bukid on thurs - i was out of office till sat. i assisted our korean ghuests in pone of our project sites. i was with some artists, particularly han ji min, a popular korean artist
anyway, let'
s keep ion touch
i hope you'll be a frequent visitor
trel b
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