A MODULE FOR TRAINERS HELPING PEOPLE LEARN

HELPING PEOPLE LEARN:A MODULE FOR TRAINERS

Francine J. Nickerson and John Middleton

A PROFESSIONAL DEVELOPMENT MODULEEAST-WEST COMMUNICATION INSTITUTE

EAST-WEST CENTER

Exercise Book

HELPING PEOPLE LEARN:

A MODULE FOR TRAINING TRAINERS

by

Francine J. Hickersonand

John Middleton

Module Text

Exercise Book

Module Manager's Guide

PROFESSIONAL DEVELOPMENT MODULES

A series of learning modules for professional and administra-

tive staff working in development communication programs.

. John Middleton, General Editor

Q 1975East-West Center

East-West Communication InstituteHonolulu, Hawaii

Contentsof Exercise Book

page

Foreword iii

Editor's Introduction iv

Introduction 1

Unit 3 Exercises

Set I: Practice Writing Evaluation Procedures 3

Set II: Practice Writing Evaluation Proceduresfor a Given Behavioral Objective 10

Set III: Practice Writing Behavioral Objectives andEvaluation Procedures for a Given Task 17

Set IV: Practice Writing Behav_orat Objectives and

Evaluation Procedures for a Given Task 24

Set V: Practice Writing Tasks, BehavioralObjectives and Evaluations 31

Set VI: Practice Writing Tasks, BehavioralObjectives and Evaluations 38

Unit 4 Exercises

Set VII: Guided Practice Writing Lesson Plans 45

Lesson Plan One 46

Lesson Plan Two 49

Set VIII: Practice Writing Lesson Plans fromGiven Behavioral Objectives 52

Criterion Check Answer Keys 69

ii

FOREWORD

Any discipline faces the challenge of translating what it learns from researchand practice into a form usable by persons who apply knowledge to problems. Thischallenge is particularly demanding in the field of economic and social development,

and nowhere niore so than in trying to inform and educate people about the problemof population.

Population problems exist, in one form or another, throughout the world.To help solve these sensitive and difficult problems, a large number of countriesdepend upon a group of professionals working in what has come to be called Popula-tion IEC (information, education, communication). These professionals, workingunder great difficulties, often isolated from the sources of learning, feel a continu-ing need to stay abreast of latest knowledge in their field. The East-West Communi-cation Institute, under the general supervision of Dr. Robert Worrall and the specificdirection of Dr. John Middleton, and with the support of the U. S. Agency for Inter-national Development, has made an effort to respond to this need.

The Modular Learning Materials, of which this is one unit, are not quitelike any other learning materials in the subject area. They have been developed

with the aid of scholars and practitioners, and tried out by representatives of theaudience for whom they are intended: wonting professionals. Consequently, theyrepresent a blend of theory and practice in what we believe is a usable form and

one we hope will be widely helpful.

Wilbur SchrammDirectorEast-West Communication Institute

iii

EDITOR'S INTRODUCTION

These materials are part of a series of development modules designed and

produced at the East-West Communication Institute to assist professionals work-ing in population and family planning information, education, and communication(IEC) programs in sharpening their professional skills. A wide range of exper-

tise--drawn from IEC programs in Asia and the United States, from universities,

and from the Communication Institute staff--has been brought to bear on the develop-ment of the materials. Acknowledgment of authorship is given in each module. Theproject has been supported with a grant from the U. S. Agency for InternationalDevelopment.

We began this project with the major goal of producing professional instruc-tional materials which, in addition to serving as the core of population IEC pro-fessional development programs at the Institute, could be adapted and used in a

variety of training and development settings. To this end we have attempted tomake each module as complete and self-sufficient as possible. We have tried tomake the modules self-instructional to lessen the burden on teaching and training

staffs, and to facilitate their use on an individual basis. We have done our bestto build the modules around real life cases, problems, examples, and data, and

sought at all times to strike a balance between principles and techniques for prac-tical application.

A basic premise of our work with the modular materials is that they wouldbe constantly revised. As we use the materials in Honolulu, and as cooperating

institutions use them in other institutional settings in Asia, Africa, Latin America,and the United States, we receive feedback which helps us refine and improve themodules. We are especially grateful to the 40 participants from Asia, Africa,

Latin America, and the United States in the First Modular Program of ProfessionalDevelopment in Population and Family Planning IEC who helped us conduct the firstfull field test of the materials in Honolulu in the spring of 1974. Their criticalreview and commentary on the modules has been a rich source of ideas for improve-ment. We owe a similar debt of gratitude to the numerous IEC experts around theworld who reviewed and criticized the materials. A special vote of thanks is duethe Planned Parenthood Federation of Korea which has generously shared with usthe results of their project to review, revise, and adapt modules for their own use.

Given our basic premise, the materials will be constantly evolving. Thework to support the written materials with low-technology, low-cost audiovisualaids will be particularly important.

Recognizing the need for continual improvement of the modules, we arenonetheless sharing them in this "second revised form. " We encourage non-profiteducational and training institutions to use the materials, revising, adapting,

iv

translating, and tailoring them to meet their needs. We would be grateful forfeedback on the nature and results of such efforts. The Institute is also preparedto provide assistance to institutions adapting and using the modules.

The titles of modules currently in development at the Institute are listedbelow, with dates when tested and revised modules will be available.

1. Fundamental Human Communication -- D. Lawrence Kincaidwith Wilbur Schramm (January, 1975)

2. Planning Population and Family Planning IEC -- John Middletonwith Yvonne Hsu Lim (January, 1975)

3. People and Population -- James R. Echols (January, 1975)

4. Clinic Education -- Sanford Danziger (June, 1975)

5. Helping People Learn: A Module for Training Trainers -- Francine J.Hickerson and John Middleton (January, 1975)

6. Pre-testing Communication Products -- Igbal Qureshi andD. Lawrence Kincaid (June, 1975)

7. Using Existing Media -- Merry Lee San Luis (June, 1975)

8. Communication and Coordination in Family Planning Programs --George Beal and John Middleton (January, 1975)

9. The Role of Communication in Beyond Family Planning Programs --Robert P. Worrall and 0. D. Finnegan (June, 1975)

10. The Role of the Consultant -- Ellwood B. Carter, Jr. (September, 1975)

11. Media Production -- John Shllov (September, 1975)

12. Research Utilization -- David Radel and Surniye Konoshima(December, 1975)

13. Integrated Education and Communication for Rural Development --David Kline, Sycd Rahim, and Robert P. Worrall(December, 1975)

14. Population Education: Process, Instructional Roles, and Staff TrainingJerry L. Brown and John Middleton, eds.(December, 1975)

V

We intend to continue developing the above materials and will be addingmodules as the need arises. Institutions interested in obtaining copies of themodules apd audiovisual support materials are encouraged to write to the Com-munication Institute for more details.

The conceptualization and coordination of the project has been the work ofthe Task Group for Modular Professional Development. In addition to the authorsof the modules, the following task group members have contributed significantly

over the life of the project: Ronny Adhikarya, Mary-jane Snyder, Hichul. Whang,and Margaret White.

We gratefully acknowledge the support for the project given by the U. S.Agency for International Development. Soeciaf thanks are due to Dr. WilburSchramm, Institute Director, whose guidance has been essential, and to Dr.

Robert P. Worrall, Assistant Director, whose support made it possible to trans-form an idea into reality.

John MiddletonEast-West Communication InstituteDecember, 1974

vi

INTRODUCTION

This Exercise Book is an integral part of Helping People Learn: A Module

for Training Trainers . It contains skill development exercises primarily designedfor use in group learning situations.

However, persons studying the module on an individual basis can benefitfrom completing exercises in accordance with the suggestions given at appropriateplaces in the Module Text.

Unit III Exercises

Sets I, II, III, IV, V and VI.

Exercise Sets I - IV can be done individually or in groups. Answers toCriterion Checks for each of the four sets are given at the back of this ExerciseBook.

Exercise Sets V and VI are designed for group use. No Criterion Checkanswers are provided.

2

SET 1

EXERCISE BOOK

PRACTICE WRITING EVALUATION PROCEDURESFOR A GIVEN BEHAVIORAL. OBJECTIVE

DIRECTIONS: For each Behavioral Objective given below, write anappropriate pre-evaluation and post-evaluation in the space provided.After you have written your answer to the first item, discuss youranswer with the other members of your group. Then continue to thesecond item in the same manner. Do all five items in this way.

1.

TASK:Uses flip chart to explain family planning

Objective:

Trainee will be able to use a flip chart to explain

family planning to a villager.

Pre-Evaluation

Post-Evaluation

3

SET IANSWER KEY

EXERCISE BOOK

PRACTICE WRITING EVALUATION PROCEDURESFOR A GIVEN BEHAVIORAL OBJECTIVE

DIRECTIONS: For each Behavioral Objective given below, write anappropriate pre-evaluation and post-evaluation in the space provided.Ater you have written your answer to the first item, discuss youranswer with the other members of your group. Then continue to thesecond item in the same manner. Do all five items in this way.

1.

TASK:Uses flip chart to explain family planning

Objective:Trainee will be able to u;3e a flip chart to explainfamily planning to a villager.

Pre-Evaluation

Observe trainee in the field to see if he uses a flipchart to explain family planning.

Ask him to use the flip chart in a role play situationin the class to see if he can use the flip chart.

Post-EvaluationCo to the field with the trainee (no more than threetrainees per instructor at one time) and ask the trainee toexplain family planning t.o a villager using the flip chart.

If the trainees do this a number of times for practice dur-ing one field visit during a training program, the last timefor each trainee can be the post evaluation for that trainee.

4

SET 1 EXERCISE BOOK

2.

TASK:

Organizes exhibitions in Villages

Objective:Trainee will be able to organize an exhibition in a village

correctly, according to the procedure given in class.

Prc-Lvaluation:

Post-Evaluation:

3.

TASK:

Calculates and Records Birth Rate

Objective:

Trainee will be able to take the appropriate information

for calculating birth rate from the village Birth Register

and to calculate the birth rate for that village.

Pre-Evaluation:

Post-Evaluation:

SET I EXERCISE BOOKANSWER KEY

2

TASK:

Organizes exhibitions in Villages

Objective:Trainee will be able to organize an exhibition in a village

correctly, according to the procedure given in class.

Pre-Evaluation:

Ask trainees if they have ever organized an exhibition in a

village.

If they have, ask them how they did it.

Records of their field performance should indicate if they have.

Post-Evaluation:

Each trainee must actually organize an exhibition and the in--

structor should observe whether or not he follows the procedure

given.

3.

TASK:

Calculates and Records Birth Rate

Q5jcctive:

Trainee will be able to tal•:e thn appropriate informationfor calculating birth rate from the village Birth Registerand to calculate the birth rate for that village.

Pre-Evaluation:

Give trainees a copy of a village birth register and ask them

to calculate the birth rate for that village.

(Try to determine which steps they don't know, i.e. how to getthe information from the register or how to calculate birth rate.;

Post-Evaluation:

Give trainees a copy of a village birth register and ask themto calculate the birth rate for that village.

6

SET I EXERCISE Book

4.

TASK:

Writes Family Planning speeches

Objective:Trainee will be able to write a different speech on the advantages of

family planning for each of the following types of audiences: a) collegestudents; b) villagers; c) factory workers; d) professional people

(such as teachers).

Pre -Evaluation:

Post-Evaluation:

5.

TASK:

Gives smallpox and PPT vaccinations to children of correct age

Objective:

Trainee will be able to list the ages at which children should be givensmallpox and DPT vaccinations. (Ages recommended by government)

Pre-Evaluation:

7

Post-Evaluation:

SET I EXERCISE BOOKANSWER KEY

4.TASK:

Writes Family Planning speeches

Objective:

Trainee will he able to write a different speech on the advantages offamily planning for each of the following types of audiences: a) collegestudents; b) villagers; c) factory workers; d) professional people(such as teachers)

Pre-Eva luat ion :

Write to trainees in advance of the training program. Ask if they have everwritten a speech before, particularly on family planning. If so, they shouldbring a sample of their work wi th . them to the training program.

Post-Evaluation:Each trainee must write a speech for one of the types of audiences listedabove. However, in order for the trainees not to know in advance whichaudience they will write a speech for, they shoul.d each select a piece ofpaper with the type of audience written on it at the time of the exam. Thusone-fourth of the trainees will write a speech for college students, one-fourth for villager,one-fourth for factory workers; one-fourth for profes-sional people.

TASK: Gives smallpox and DPT vaccinations to children of correct age

Objective: --

Trainee will be able to list the ages at which children should be givensmallpox and DPT vaccinations. (Ages recommended by government)

Prc-Evaluation:

Trainees must list the ages at which children should be given smallpoxand DPT vaccinations, as recommended by the government.

Post-Evaluation:

Trainees must list the ages at which children should be given smallpox

and APT vaccinations, as recommended by the government.

SET I

CRITERION CHECK

TASK:

Explains family planning problem to villagers

Objective:

Trainee will be able to explain the population problem of

his country in terms that will be understandable and meaningful

for a villager.

Pre-Evaluation

Post-Evaluation

SET II

EXERCISE BOOK


DIRECTIONS: For each Behavioral Objective given below, write anappropriate pre-evaluation and post-evaluation in the space provided.

After you have written your answer to the first item, discuss your

answer with the other members of your group. Then continue to the

second item in the same manner. Do all five items in this way.

6.

TASK:

Fills Survey Register

Objective:

When given a series of carc.s with descriptions of village

families, trainee will be able t:o fill in the Survey Register

correctly from the information j;iven in the cards.

Pre-Evaluation

:10

Post-Evaluation

SET IIANSWER KEY

EXERCISE BOOK


DIRECTIONS: For each Behavioral Objective given below, write anappropriate pre-evaluation and post-evaluation in the space provided.After you have written your answer to the first item, discuss youranswer with the other members of your group. Then continue to thesecond item in the same manner. Do all five items in this way.

h

TASK:Fills Survey Register

Objective:When given a series of cards with descriptions of village

families, trainee will be able to fill in the Survey Registercorrectly from the information given in the cards.

Pre-Evaluation

Give trainee five cards with descriptions of village families, andask trainees to fill in the blank Survey Register which you provide.

Post-Evaluation

Give trainees five cards with descriptions of village families, (dif-ferent cards from pre-evaluation) and ask trainees to fill in theblank Survey Register which you provide.

11

SET II EXERCISE BOOK

7.


Objective:Trainee will be able to interview a village mother to

obtain the information necessary to fill the Survey Register and then

to fill the Register correctly with that information.

Pre-Evaluation:

Post-Evaluation:

8.

TASK:Recommends practical, nutritious diets

Objective: When given a list of available low-cost foods, the traineewill be able to select those which would be required for preparing

a low-cost nutritious diet for a lactating mother.

Pre-Evaluation:

12

Post-Evaluation:


ANSWER KEY

7.


Objective:Trainee will be able to interview a village mother to

obtain the information necessary to fill the Survey Register and then

to fill the Register correctly with that information.

Pre -Evaluation:Give trainees five cards with descriptions of village

families, and ask them to fill in the blank Survey Register (to determine

if they can fill the register). If they can, then have them interviewa village mother and fill the register from that information. They

should do at least five interviews to get a representative sample ofinformation.

Post-Evaluation:

Have each trainee interview at least five village mothers and fill theSurvey Register with the information obtained.

TASK:

Recommends practical, nutritious diets

Objective:

When given a list of available lo -cost foods, the trainee

will be able to select those which would be required for preparing

a low-cost nutritious diet for a lactating mother.

Pre-Evaluation:Give trainees a list of available low-cost foods and ask them to select

those which would be required for preparing a low-cost nutritious diet

for a lactating mother.

Post-Evaluation:Give trainees a list of available low-cost foods and ask them to select

those which would be required for preparing a low-cost nutritious diet

for a lactating mother.

13


9.

TASK-Treats minor diseases

Objective:When given a description of symptoms of a disease commonly

found among villagers, trainee will be able to give the name of the

disease and to state whether she can treat it herself or whether she

should refer the patient to the doctor. She will do this for the ten mostcommon diseases found in her area.

Pre-Evaluation:

Post-Evaluation:

TASK:Conducts population surveys to find familyplanning users.

Objective:Trainee will be able to conduct a village population survey

to find family planning users. He should do it according to theattached list of rules for good surve y technique. He should be able

to do a minimum of 20 interviews in one day.

Pre-Evaluation:

14

Post-Evaluation:

SET II EXERCISE BOOKANSWER KEY

9.

TASK:Treats minor diseases

Objective:When given a description of symptoms of a disease commonly

found among villagers, trainee will be able to give the name of

the disease and to state whether she can treat it herself or whethershe should refer the patient to the doctor. She will do this for the ten

most common diseases found in her area.

Pre-Evaluation:Give each trainee a list of descriptions of the symptoms of

the ten most common diseases found in the area and ask the trainee toname each one and to state whether or not she would treat it herself

or refer it to a doctor.

Post-Evaluation:Give each trainee a list of descriptions of the ten most

common diseases found in the area and ask the trainee to name each one and to

state whether she would treat it herself or refer it to a doctor.

She should do this with 90% accuracy.

TASK:Conducts population surveys to find family planning users.

Objective:Trainee will be able to conduct a village population survey to

find family planning users. He should do it according to the attached

list of rules for good survey technique. He should be able to do a

minimum of 20 interviews a day.

Pre-Evaluation:Observe trainees in the field to see if they are conducting

village population surveys to find family planning users. Asktrainees if they have ever done a village population survey. If theyhave, ask them how they did it.

Post-Evaluation:Each trainee must actually do a village population survey to find familyplanning users in a village. (It can be in a village in the practicearea or in the worker's own area.)

15


CRITERION CHECK

9.

TASK:Writes spot news announcements for radio

Objective:Trainee will be able to write a spot news announcement for

radio on any self-selected theme of family planning.

Pre-Evaluation

16

Post-Evaluation

SET III EXERCISE BOOK

PRACTICE WRITING BEHAVIORAL OBJECTIVES AND EVALUATION PROCEDURES

FOR A GIVEN TASK

DIRECTIONS: For each task given below, write an appropriate

behavioral objective and art appropriate pre-evaluation and post

evaluation for that objective. Remember that more than one objectivemay be written for the same task. After you have written your

answer to the first item, discuss your answer with the other mem-bers of your group. Then Jock at the suggested answers given on

the next page. Continue on the next item only when you understandwhether or not your answer to the first item is correct, and why.

Remember that the answer given in the book is not necessarily

the only answer, but only a suggested answer.

TASK:Conducts Interviews with village mothers

Objective:

Pre-Evaluation

Post-Evaluation

17


ANSWER KEY


FOR A GIVEN TASK

DIRECTIOUS: For each task given below, write an appropriate

behavioral objective and an appropriate pre-evaluation and post

evaluation for that objective. Remember that more than oneobjective may be written for the same task. After you have

written your ans^-:er to the first item, discuss your answer with the

other members of your group. Then look at the suggested answers

given on the next page. Continue on to the next item only when

you: understand whether or not your answer to the first item iscorrect and why. Remember that the answer given in the book isnot necessarily tl i e only answer, but only a suggested answer,

11

TASK:Conducts Interviews with village mothers

Objective:Trainee will he able to conduct interviews with village mothers

about family planning, following all thco rules for a good inter-

view as set forth on the attached copy.

Pre--EvaluationAsk trainees if they have ever conducted interviews with village

mothers. If they have, observe Lfiecs conducting interviews in a

real or role playing setting.

Post-EvaluationAsk trainees to conduct interviews with village mothers about

family planning and observe whether they follow the. rules

for a good interview which you have given them.

18


IITASK:

Prepares tour program

Objective:

Pre -Evaluation:

Post-Evaluation:

TASK:Holds press conferences

Objective:

Pre-Evaluation:

Post-Evaluation:

19

SET III

ANSWER KEY EXERCIS1 BOOK

• 1)

TASK:

Prepares tour program

Objective:When presented with a program planning chart, trainee will be able to prepare

a daily tour program for a month, in written form, including all details, as

date, place and activities, etc.

Pre -Evaluation:

Give trainees a program planning chart and ask them to prepare a daily tour

program for a month. Check what they include. Is it complete, etc.

Post-Evaluation:

Give trainees a program planning chart and ask them to prepare a daily tour

program for a month. Check what they include. Is it complete? Does it have

all the details correct? Does it meet all the criteria you have established?

13

TASK:Holds press conference

Objective:In a role playing situation, the trainee will be able to hold a press confer-

ence on a specified issue of family planning, following the procedure forholding a press conference outlined in t:he manual given out in class.

Pre -Evaluation:Ask trainees if they have ever held pre,:s conferences before. If they have,ask them how they did it.If it sounds like they did it right, ask them to hold

one in a role play situation in class. (However, if you have check on yourtrainees' performance in the field prior to the training program, it is un-likely that any of the trainees will have held them before, unless you are just

trying to improve their technique.)

Post-Evaluation:Each trainee takes a turn at "holding a press conference" in a role play situ-ation, while the other trainees play the parts of the reporters. This is done

until all the trainees have had a chance to play the part of the one holding

the conference. They are evaluated on now well they follow the procedure givenin the manual.

20


14.

TASK:

Organizes film shows

Objective:

Pre -Evaluation:

Post-Evaluation:

15.

TASK:Contacts professional people (such as private practitioners, teachers,

veterinarians, Ag. Ext. workers, etc.)

Objective:

Pre-Evaluation:

Post-Evaluation:

21


1G

TASK:

Organizes film shows

Objective:

Trainee will be able to organize a film ;how in a village, covering all thesteps given in the accompanying list, such as contacting leaders, distributing

publicity, and arranging for a place to ;ive the show.

Pre -Evaluation:

If trainees actually organize film shows in the field observe how they do it.

If you can't do this, ask the trainees in class if they have ever given filmshows before, and if so, how did they do it.

Post-Evaluation:

Each trainee must actually organize a film show in a village. The village

may be in the practice area or in the worker's own area. This evaluation might

be done as follow up to the training course. The trainee is evaluated on how

well he follows the steps given in the list provided.

:v.

TASK: (such as private practitioners, teachers,

Contacts professional peopleveterinarians, Ag. Ext. workers, etc.)

Objective:

Trainee will he able to approach the local professional people in his areasuch as private practitioners, teachers, veterinarians, social workers, agri-cultural extention workers, etc. to get them to-help with the Family Planning

Program in their village.

Pre -Evaluation:

Ask the trainees if they have ever contacted professional people in their area

to help with the Family Planning Program. If they have, ask them which ones.

Ask them how they did it and what resul:s they got.Tf they have not, ask them if the, know who the professional people in

their area are.

Post-Evaluation:

't rainees actually approach three or four professional people in a village(preferably one in their own area) to try to get them to help with the Family

Planning Program.

22

SET IIICRITERION CHECK EXERCISE BOOK

TASK:Conducts KAP (Knowledge, Attitude, and Practice) studies

Objective:

Pro-Evaluation

Post-Evaluation

23

SET IV EXERCISE BOOK


FOR A GIVEN TASK

DIRECTIONS: For each task given below, write an appropriate be-

havioral objective and an appropriate pre-evaluation and post-evaluation for that objective. Remember that more than one object-

ive may be written for the same task. After you have written your

answer to the first item, discuss your answer with the other mem-

bers of your group. Then look at the suggested answers given on

the next page. Continue on to the next item only when you under-stand whether or not your answer to the first item is correct and

why. Remember that the answers given in the book is not necessar-

ily the only answer, but only a suggested answer.

1F;

24

SET IV

ANSWER KEY EXERCISE BOOK

1 A

TASK:Educates clinic patients about facts about methods of FP

Objective:Trainee will be able to explain the facts about each of the followingfamily planning methods to family planning acceptors in the clinic.

Emphasis in the talk should be on how the method works, side effects

and what to do about them, and the advantages of the method. (loop,

pill, condom)

Pre—EvaluationHave trainees write out what they would say to acceptors of family

planning methods in the clinic. Ask them to describe how the methodworks, what are the side effects and what to do about them, and what

are the advantages of the method. This should be done for loop, pill

and condom.

Post—EvaluationEach trainee should give a talk in a clinic to a group of family

planning acceptors about the facts about loop, pill and condom. They

will be evaluated on how accurately they describe how the method

works, the side effects and what to do about them and the advantagesof the method.

25


1 7

TASK:Gives talks to different audiences

Objective:

Pre-Evaluation:

Post-Evaluation:

1R

TASK:Distributes films to public

Objective:

Pre-Evaluation:

Post-Evaluation:

26

SET IV


17.

TASK:

Gives talks to different audiences

Objective:

Given a concept relating to family planning, trainee will be able to give atleast two examples which would be suitable to illustrate that concept to each

of the following audiences: rural married, rural unmarried, urban married,urban unmarried.

Pre-Evaluation:

Give trainees a concept relating to family planning (such as: the more chilren

there are in a famil y , the less the parents can do for them), and ask thetrainees to give examples to illustrate this concept for each of the followingaudiences: Rural married, rural unmarried, urban married, and urban unmarried.

They will be evaluated on the appropriateness of the example for the particular

audience and the exactness of the meaning.

Post-Evaluation:

Same as pre-evaluation, only use a different concept.

18.

TASK:Distributes films to the public

Objective:When shown a film, trainee will be able to state for which audience the filmwould be best suited. Opinions should be based on the trainee's own criteria

which he specifies when giving his opinion. His choices and reasons should be

logically consistent and practically applicable.

Pre-Evaluation:Show trainees a film and ask them to describe which type of audience it would

be suited for and to specify the criteria for their decision. Their answersshould he evaluated for logical consist ,?ncy and practicality of application.

Post-Evaluation.Show trainees three films and ask them to describe which type of audience it

would be best suited for and ask them to specify the criteria for their deci-sion. Their answers should be evaluated for logical consistency and practical-ity of application.

27


19

TASK:Works with artist to develop visual aids

Objective:

Pre-Evaluation:

Post-Evaluation:

7n

TASK:Guides community leaders in making plans

Objective:

Pre-Evaluation:

Post-Evaluation:

28

SET IV


19.

TASK:Works with artist to develop visual aids

Objective:Trainee (community educator) will be able to describe or explain an idea or

topic clearly enough so that the artist can depict the idea as the traineemeant it. (This should be done for posters, flannelgraphs, and flash cards)

Pre-Evaluation:Ask trainees if they have ever worked with the artists in their local officeto develop visual aids. If they have, these should be brought to the training

course with them. During the training ccurse, observe the first time thetrainee tries to describe his ideas to tr.e artist and observe the results he

gets.

Post-Evaluation:The last time the trainee describes his idea to the artist during the trainingcourse, use this as the post-evaluation. The trainee should meet with theartist (either his local office artist who attends the course with him, or an

artist in the training center), and explain his idea to him. Then he should

evaluate for himself, whether or not the artist has drawn what he wanted.

?0.

TASK:Guides community leaders in making plans

Objective:I• hile conducting village leaders meetings, when community leaders want to take

;1 certain course of action to plan a program related to health or family plan-

ning, trainee will be able to refer them to the agency which can help themcarry out their plan. He will be able to guide them in carrying out the plan

by telling them what procedure to follow and who to contact.

Pre-Evaluation:Give the trainees a list of three different types of health improvement pro-grams that village leaders might want to carry out (such as installing a tube

well, installing a better sewer system, getting the children vaccinated) and

ask the trainee to describe the procedure to be followed to get that done and

who must be contacted.

Post-Evaluation:Trainees should actually work with village leaders in guiding them to achieve

their plans. The instructor can observe the trainees as follow up to the

training program as they do it on the job. An alternate method, (but not so

good) is that trainees could write up reports of how they have guided villageleaders in carrying out plans and sent the reports to the instructor. Perhaps

a combination of these would be most practical.

29

SET IVCRITERION CHECK EXERCISE BOOK

TASK:

Sends out press releases

Objective:

Pre--Evaluation

Post-Evaluation

[ill',

SET V EXERCISE BOOK

PRACTICE WRITING TASKS, BEHAVIORAL OBJECTIVES AND EVALUATIONS

DIRECTIONS: In the following exercises, the group should decide

on a task. Then each participant in the group should write a be-

havioral objective derived from that task and a pre-evaluation andpost-evaluation appropriate to that objective. After each parti-

cipant has written his objective and evaluations, the group shoulddiscuss them and decide on the best objective and evaluations,

perhaps more than one objective could be used for a given task.Then each trainee should write the group's objective and evalua-

tions in the space provided for that purpose. In this way, eachparticipant can keep a record of his objectives and those decided

on by the group. This should make a good tool to refer to lateron.

21-ASQL 1.11 AtJOILL J LC{,..1.71V11

TASK:

Objective:

Pre-Evaluation

Post-Evaluation

31

SET V EXERCISE BOOK


DIRECTIONS: On the previous page you have written your individual

decision about what objective you would use with the group's task.

After discussing each participant's individual decision, write thegroup's decision in the space provided below. You can then keep

this for future reference. Remember this does not mean that your

objective was wrong, but maybe the group as a whole can come up

with a better objective, that is Dne that is more important to

teach or more practical or useful. It is possible that all five

objectives written in a group might be both important and practicalobjectives relating to the same task. On the following pages,

space will be provided for you to write your objective and evalu-

ations at the bottom of the same page.

21-B Group's Decision

32

SET V EXERCISE BOOK

22-AParticipant's DecisionTASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

22-B

Grou p 's Decision

TASK:

Objective:

Pre -Evaluation:

Post-Evaluation:

33

TASK:

Ob jec

Pre-I

Post-

23 -B

SET V EXERCISE BOOK

23-AParticipant's Decision

34

SET V EXERCISE 300K

24-A

1 ai LLVL^JaLLL r, 1JCL .L lyL L

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

24-Bcroup s tecisio

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

35

SET V EXERCISE BOOK

25-A

TASK:

Objective:

Pre-EvaluatiDn:

Post-Evaluation:

25-B

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

36

SET V EXERCISE BOOK

CRITERION CHECK

A.Participants Decision

TASK:

Objective:

Pre -Evaluation:

Post-Evaluation:

B.

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

37

SET VI EXERCISE BOOK


DIRECTIONS: In the following exercises, the group should decide ona task. Then each participant in the group should write a behavioralobjective derived from that task and a pre-evaluation and post evalua-tion appropriate to that objective. After each participant haswritten his objective and evaluations, the group should discuss themand decide on the best objective and evaluations, perhaps a compromiseamong those written by different participants or perhpas more than oneobjective could be used for a given task. Then each trainee shouldwrite the group's objective and evaluations in the space provided forthat purpose. In this way, each participant can keep a record of hisobjectives and those decided on by the group. This should make agood tool to refer to later on.

26-A

38



DIRECTIONS: On the previous page you have written your individualdecision about what objective you would use with the group's task.

After discussing each participant's individual decision, write thegroup's decision in the space prov:ded below. You can then keep this

for future reference. Remember this does not mean that your objectivewas wrong, but maybe the group as a whole can come up with a better

objective, that is one that is more important to teach or more practicalor useful. It is possible that all five objectives written in a group

might be both important and practical objectives relating to thesame task. On the following pages, space will be provided for you to

write your objective and evaluations at the top and the group's objectiveand evaluations at the bottom of the same page.

26-B Group's Decision

39


27-Ar%L L.1L1 Q11L J LGL10 ^V^,

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

27-B

40


28-A1 tit Lll_1pdILL eL.L7L JLL

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

28-Buroup-s llecis

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

41


29-Ararticipant s iiecision

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

29-BGroup 's uecision

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

42

SET VI EXERCISE BOOKCRITERION CHECK

30 -A

30-BVLUUFJ J LCLSJSVLl

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

43


CRITERION CHECK

A.Particinant's Decision

TASK:

Objective:

Pre-Evaluation:

Post-Evaluation:

3.

44

Unit IV Exercises

Exercise Sets VII and VIII.

Exercise Set VII contains two lesson plan exercises. Lesson Plan Oneis designed for group use with module manager guidance. Set VII Lesson Plan Twomay be used individually or in groups.

An answer key showing a possible answer to Lesson Plan Two is provided

at the end of this Exercise Book.

Exercise Set VIII is designed for group use.

45

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51

SET VIII EXERCISE BOOK

PRACTICE WRITING LESSON PLANS FROM GIVEN BEHAVIORAL OBJECTIVES

Directions:

In the following pages, you will find blank lesson plan forms. As a groupyou should decide on a task from among the tasks given in the exercises in Sets Ithrough IV in this Exercise Book. After the entire group has decided on a task,each participant should write his own lesson plan for that task, using the behavioral

objective and pre-evaluation and post-evaluation which were used for that task pre-viously. You should write your own learning activities for that objective.

After each participant has written his lesson plan, the entire group should

discuss their plans, using the Lesson Plan Evaluation Sheet as guidelines. Finally,the group should decide on and record a composite plan which they feel is the best

plan for that objective.

You should write lesson plans for as many tasks and objectives as yourgroup feels they have time for.

52

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67

CRITERION CHECK ANSWER KEYS

In this section we have included anE wer keys for Criterion Checks forExercise Sets I, II, III and IV in the Exercise Book. In addition, a possible answerfor Exercise Set VU, Lesson Plan Two, is included.

69

SET I

CRITERION CHECK

ANSWER KEY

PRACTICE EXERCISE I

TASK:Explains family planning problem to villagers

Objective:

Trainee will be able to explain the population problem

of his country in terms that will be understandable and

meaningful to a villager.

Pre-Evaluation

Ask trainees to write an explanation of the population

problem of their country in terms meaningful to avillager.

Post-Evaluation

Ask trainees to write in explanation of the population

problem of their country in terms meaningful to a

villager.

70

SET IIICRITERION CHECKANSWER KEY

PRACTICE EXERCISE II

TASK:Writes spot news announcements for radio

Objective:

Trainee will be able to write a spot news announcement

for radio on any self-selected theme of family planning.

Pre-Evaluation

Ask trainees in advanca of the training program if they

have ever written spot news announcements for radio before.

If they have, they should bring a sample of their work tothe training program.

If they have not, ask them on the first day to try to write

one in class, on a self-selected theme in family planning.

Post-Evaluation

Ask trainees to write a spot news announcement on a self-selected theme in family planning. It must be different

from those written previously in class.

'r 1

SET III

CRITERION CHECK

ANSWER KEY

PRACTICE EXERCISE III

TASK:Collects data for KAP (Knowledge, Attitude, and Practice)

studies

Objective:

Trainee will be able to collect data for KAP study to eval-uate mass media activities effectiveness. He should use

the standardized KAP Form which has been prepared for his

use.

Pre-Evaluation

Visit trainees at their sites or check from their recordsto see if they have ever conducted KAP studies before.

Find out the trainees -=ducational backgrounds.Ask trainees if they have ever worked on any kind of studiesbefore.

Post-Evaluation

Each trainee collects data from at least 10 different

people for a KAP study in the practice areas, using theKAP Form which has been provided. The filled forms are

evaluated on the accuracy and consistency with which theyare filled. Each trainee should have no more than two ob-

vious errors in consistency or accuracy in the ten forms.

72

SET IVCRITERION CHECKANSWER KEY

PRACTICE EXERCISE IV

TASK:Sends out press releases

Objective: Trainee will be able to fill in the Press Release Forms

(which will be supplied in class) for his own district.

He should do this for at least three of the topics suggested

in class, such as special campaigns, exhibitions, news aboutnew methods of family planning, family planning budget,

population problem, etc., filling in all of the necessary

information correctly.

Pre-Evaluation:In advance of the program ask trainees if they have ever

written press releases before, if they have ask them to

bring samples of their work. Hand out blank Press Release

Forms and give the trainees a description of an event (suchas a family planning exhibition) with all the information

necessary to fill in the Press Release Form and ask them to

fill it in.

Post-Evaluation

Give each trainee a blE.nk Press Release Form and a descrip-tion of an event (such as a special campaign) with all the

information necessary to fill in the Press Release Form and

ask the trainees to fill it in. Trainees should do thiswith no more than one blank in the Press Release Form left

blank or filled in incorrectly.

73

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THE EAST-WEST CENTER is a national educational institution established in Hawaii

by the United States Congress in 1960. Formally known as "The Center for Culturaland Technical Interchange Between East and West," the federally funded Center isadministered in cooperation with the University of Hawaii. Its mandated goal is topromote better relations and understanding between the United States and the nationsof Asia and the Pacific through cooperative study, training, and research.

Each year about 1, 500 men and women from the United States and some 40countries in the Asian/Pacific area exchange ideas and cultural insights in East-West programs. Working and studying with a multinational Center staff on problemsof mutual East-West concern, participants include students, mainly at the postgraduatelevel; Senior Fellows and Fellows with research expertise or practical experience in

such fields as government, business administration or communication; mid-career

professionals in non-degree study and training programs at the teaching and manage-ment levels; and authorities invited for international conferences and seminars.

These participants are supported by federal scholarships and grants, supplementedin some fields by contributions from Asian/Pacific governments and private foundations.

A fundamental aim of all East-West Center programs is to foster understanding

and mutual respect among people from differing cultures working together in seekingsolutions to common problems. The Center draws on the resources of U. S. rriainlanduniversities, Asian/Pacific educational and governmental institutions, and organiza-tions in the multi-cultural State of Hawaii.

Center programs are conducted by the East-West Communication, Culture

Learning, Food, Population, and Technology and Development Institutes; Open Grantsare awarded to provide scope for educational and research innovation, including em-

phasis on the humanities and the arts.

THE EAST-WEST COMMUNICATION INSTITUTE concentrates on the use of communica-

tion in economic and social development and in the sharing of knowledge across culturalbarriers. The Institute awards scholarships for graduate study in communication andrelated disciplines, primarily at the University of Hawaii; conducts a variety of profes-sional development projects for communication workers in specialized fields of econom-ic and social development; invites Fellows and visiting scholars to the Center for studyand research in communication and to help design projects; offers Jefferson Fellowshipsfor Asian, Pacific, and U. S. journalists for a semester at the Center and the Universityof Hawaii; conducts and assists in designing and carrying out research; arranges confer-ences and seminars relating to significant topics in communication; conducts a world-

wide Inventory-Analysis of support, services and country program needs in communi-cation programs; assembles relevant communication materials with emphasis on. Asianand Pacific material and makes these available for students, scholars, and practitionersat the Center and elsewhere; and publishes papers, reports, newsletters, and othermaterials emanating from the above activities.

A MODULE FOR TRAINERS HELPING PEOPLE LEARN

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