Training of Trainers - Pinoy Rice Knowledge Bank · 2018-04-23 · 1. Right time of threshing the...

Training of TrainersManual for Better Rice Production and Marketing

Module 12: Harvest and Postharvest Technologies

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Agricultural Training Institute

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Philippine Rice Research Institute

PhilRice Central Experiment StationScience City of Muñoz, 3119 Nueva Ecija

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Training of Trainers Manual for Better Rice Production

and Marketing

MODULE 12Harvest and Postharvest Technologies

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BRIA-FARMERS | HARVEST AND POSTHARVEST TECHNOLOGIES

Module 12HARVEST AND POSTHARVEST TECHNOLOGIES

Course Brief

Intended participants

This training module on harvest and postharvest technologies is intended for agricultural extension workers (AEWs) and rice farmer-trainers.

Assumptions about participants’ knowledge and skills

The design of this module is based on the following assumptions about the knowledge and skills of farmers, as ultimate users of harvest and post harvest technologies:

• Farmers do not give much importance to proper harvesting and post-harvesting processes.

• Farmers have little knowledge on how to minimize losses from harvesting and post harvesting processes.

• Farmers are not aware of the assessment indicators and recommendations for this postharvest process.

Learning outcomes

After attending this course, participants should be able to:

1. Determine the importance of timely harvesting;

2. Discuss the different rice postproduction processes including appropriate timing, practices, and mechanization technologies;

3. Discuss how to minimize losses for each process; and

4. Determine the yield and yield components.

Course duration

• Facilitated lecture-discussion using the PowerPoint supplement – 3 hours

• Practicum / field exercises – 3 hours

• Tour of a typical rice processing plant – 2 hours

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Content and time allocation

LESSON TOPICS TIMEIntroduction Welcome and overview 15 minsLesson 1 Maturity and harvesting 30 minsLesson 2 Threshing 30 minsLesson 3 Drying 30 minsLesson 4 Storage and milling 30 minsLesson 5 Yield and yield components determination 30 minsConclusion 15 mins

Total 3 hours

Learning methodsThe following methods will be used during the training:

• Facilitated lecture-discussion with PowerPoint presentation, hand-outs, and actual sample of panicles.

• Field practice at a demo-farm with crops ready for harvest, harvesting tools, postharvest machines, moisture meter, and sacks.

• Actual exposure to existing practices of postharvest operations such as threshing, hauling, cleaning (manual and mechanical); reaping/cutting (manual using sickle and mechanical using walking-type harvester and rice combine harvester); collection and piling, drying methods (sun drying and mechanical drying); and milling and grain storage.

Note to trainers on delivery methods

• Use the presentation slides simply as a guide and not as the entire basis of your presentation

• Keep the sessions short and adapt the timetable and the location of the training to the needs of the audience and the circumstances.

• Involve the participants in the learning process by asking questions to them

• Present the topic clearly at the start of each session

• Focus on activities so participants can learn from experience

• Make the sessions lively

• Cite as many examples as possible to explain the topic being discussed

• Keep the messages simple and concise.

• Avoid using jargon words.

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Evaluation methodsParticipants’ learning outcomes can be assessed as follows:

VENUE CONTENT METHOD

In classKnowledge Observation/interaction/exerciseSkills Actual demonstration

At Work Skills Hands-on

Resource checklist

• PowerPoint presentation

• LCD Projector

• White board and whiteboard marker (or chart paper and marker pen)

• Classroom instructional materials

• Actual samples of rice panicles

• A training-demonstration farm with crop stand ready for harvest

• Harvesting tools (scythe or sickle, mechanical reaper, and rice combine harvester)

• Moisture meter

• Sacks

• A drying and processing plant with drying facilities, seed processing and storage facilities

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Session Plan

You may modify the program to suit your circumstances and your participants’ needs.

LESSONS/TIME ACTIVITIES RESOURCES

Introduction: Welcome and Overview15 minutes GREET the participants and welcome them to the training.

INTRODUCE yourself.

GET ATTENTION by declaring that farmers lose as much as 12% to 21.71% of their expected rice yield due to improper harvest and postharvest practices.

LINK by explaining that in this module, they will learn how to significantly reduce such losses.

OUTCOME: At the end of the module, participants are expected to be able to:

1. Name the different rice postproduction processes;2. Enumerate and discuss the existing practices for each

process;3. Determine the appropriate harvest and post-harvest

mechanization technologies;4. Discuss the ways of minimizing losses for each

process; and 5. Determine the yield and yield component.

STRUCTURE:

1. Maturity and harvesting2. Threshing3. Drying4. Storage and milling5. Yield and yield component determination

STIMULATE INTEREST by saying, “I’m sure each one of you would like to know how to reduce your harvest and postharvest losses. So, let’s start learning how to do this!”

Slide 4

Slide 1

Slide 2

Slide 3

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Lesson 1: Maturity and Harvesting30 minutes GET ATTENTION by asking the participants, “When is

the right time to harvest your rice crop? What are the consequences of not harvesting on time?”

LINK by telling participants that there is a due date for harvesting and if this time is not followed, losses will be incurred as a result.OUTCOMES: At the end of the lesson, participants are expected to be able to:

1. Determine the right time to harvest the rice crop;2. Discuss the potential losses due to wrong timing of

harvest;3. Briefly discuss manual harvesting processes; and4. Determine the appropriate machinery and technology

to be used during harvesting.STRUCTURE:

1. Right time to harvest the rice crop2. Losses due to wrong timing of harvest 3. Manual harvesting processes4. Appropriate machinery and technology to be used

during harvestingSTIMULATE INTEREST by telling the participants that they themselves will provide most of the information or answers to the first two topics – through a group activity.Activity 1: Anihan na ba?

Activity 1. Anihan na ba?

Goal This group activity aims to test if the participants can determine if the rice crop is ready for harvesting and to gather their ideas on potential losses resulting from harvesting earlier or later than the appropriate time.

Duration 10 minutes Number of participants

All participants

Materials Rice plant samples, two sheets of chart paper, marker pensProcess 1. Ask participants to divide themselves into two groups, to be designated as

Group 1 and Group 2. 2. For each group, designate a leader (reporter) and a note taker who will write

key points of their discussion on the chart paper.3. Show them the rice plant samples and explain that for the first part of the

activity, the groups will determine if the rice plant is ready for harvest.

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REINFORCE and SUPPLEMENT participants’ ideas on the right time for harvesting and the losses resulting from harvesting at the wrong time.

EXPLAIN manual harvesting processes and determine the appropriate machinery and technology to be used during harvesting.

Slide 8

Activity 1. Anihan na ba? (con’t)Process 4. Ask why do they say do? List down the basis of their assessment.

5. For the second part, explain that each group willl discuss the consequences of harvesting the rice crop at the wrong time. Group 1 will specifically discuss what will happen if harvest is done BEFORE the appropriate time while Group 2 will discuss the result if harvest is done AFTER the appropriate time.

6. Ask the leaders to report on the results of their groups’ observations/ discussion.

Debriefing/ Conclusion

Confirm or correct as needed the participants’ ideas by explaining the indicators that the rice crop is ready for harvest.

Explain that timely harvesting is important in achieving good quality seeds. However, if unavoidable, there are ways of reducing losses from harvesting at the wrong time.

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OUTCOMES: Check if the learning objectives for the session have been achieved.

FEEDBACK: Solicit feedback and observations from participants regarding the discussion and activity.

FUTURE: Preview the next topic.Lesson 2: Threshing

30 minutes GET ATTENTION by asking the participants “Who among you still use the traditional threshing method like hampasan (hitting or beating), treading and trampling”? Note how many of them raise their hands. State your assumption that the rest are already practicing mechanical threshing.

LINK by stating that each method has its own advantages and disadvantages.

OUTCOMES: At the end of the lesson, participants are expected to be able to:

1. Determine the right time for threshing the rice crop;

2. Briefly discuss the traditional threshing method;

3. Compare the traditional and mechanical methods of threshing by identifying their respective advantages and disadvantages; and

4. Describe ways how to minimize losses during the threshing process.

STRUCTURE:

1. Right time of threshing the crop2. Traditional threshing method3. Mechanical vs. traditional threshing:

comparative advantages and disadvantages4. Ways to minimize losses during threshing.

STIMULATE INTEREST by asking the participants, “Are there wrong times for threshing the rice crop?”

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EXPLAIN the correct time for and different methods of threshing.

OUTCOMES: Check if the learning objectives for the session have been achieved.

FEEDBACK: Solicit feedback and observations from participants regarding the discussion and activity.

FUTURE: Preview the next topic.

ASK again the participants who among them use manual threshing and who use mechanical threshing; or if they are not farmers ask what they would prefer.

Divide them into two groups based on their answer and have each group list the advantages and disadvantages of their practice or preferred practice. A representative will report on their respective group’s outputs.

OUTCOMES: Summarize through the next activity.Activity 2: True or False

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FEEDBACK: Ask three participants to tell something about the topics discussed and activities undertaken in Lesson 2.

FUTURE: Preview the next topicLesson 3: Grain Cleaning and Drying30 minutes GET ATTENTION by asking the participants “Where and how

do you clean and dry your paddy? What do you think is the effect of your methods?”

LINK by telling that there already exist equipment to make cleaning and drying of paddy easier.

OUTCOMES: At the end of the lesson, participants are expected to be able to:

1. Discuss the importance of cleaning drying paddy (palay) properly;

2. Determine the proper methods of paddy cleaning drying and the advantages of mechanical over traditional drying methods; and

3. Explain ways/practices of minimizing losses during paddy cleaning and drying.

STRUCTURE:

1. Importance of proper cleaning and drying2. Methods of paddy cleaning and drying3. How to minimize losses during paddy cleaning and

drying

STIMULATE by asking “What happens when rice paddy is not clean and dried properly?”

Activity 2. True or False

Goal This activity aims to test if the participants can remember the important discussion points in Lesson 2.


All participants

Materials Two papers, marker pensProcess 1. Write the word “TRUE” in one sheet of paper and “FALSE” in the other, and

place each on opposite sides of the room.2. Explain that for every question you ask, the participants should answer by

falling in line in either the TRUE or FALSE sign.3. Asks true or false questions regarding the appropriate time for threshing,

advantages and diasadvantages of traditional and mechanical threshing, and ways of minimizing losses during threshing.


Confirm or correct as needed the participants’ answers.

Slide 30

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EXPLAIN the importance of proper grain cleaning.

ASK participants to raise their hands if they are familiar with how paddy drying is done.

Ask those who raised their hands to elaborate what they know about paddy drying methods.

EXPLAIN the correct methods of paddy drying as shown in the slides. Recap and refer to the participants’ answers in the discussion and correct if there are wrong practices asserted.

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LINK to activity by asking if they can easily recall the importance of drying the rice paddy properly.

Activity 3. Act it out

OUTCOMES: Summarize and confirm the outcomes of Lesson 3 with the participants.

FEEDBACK: Solicit feedback and observations from participants regarding the content and process so far.

FUTURE: Preview the next topic on storage and milling.

Activity 3. Act it out

Goal This activity aims to test if the participants remember the importance drying rice paddy properly.


All participants

Materials Three pieces of paper, pen, and a timerProcess 1. Group the participants into two and ask them to choose one representative

each.2. Tear the paper into three pieces, write the three methods of paddy drying,

and then fold it.3. Each group should have a representative.4. The representative will pick a paper then act what is written.5. The opposite group will guess. 6. The actor is given two minutes to pick and act all that is written in the

pieces of paper.7. If the time is up, the turn will be given to the opposite group.8. The first group to answer with the fastest time is the winner..


Ask participants to elaborate on the statement “Proper drying gives the rice produce greater economic value.”

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Lesson 4: Storage and Milling30 minutes GET ATTENTION by asking the participants “What do you

do to your yield after drying? Do you store it or sell it immediately?”

LINK by explaining that like other postharvest processes, storing and milling should follow some measures in order to avoid deterioration of the seeds – and therefore avoid or reduce potential losses.OUTCOME: At the end of the lesson, participants are expected to be able to:

1. Determine the importance and process of proper storage of paddy;

2. Explain the milling process and the degree of milling; and

3. Describe ways of reducing losses during storage and milling.

STRUCTURE:

1. Importance of proper storage of paddy2. Methods of proper paddy storage3. The milling process4. Reducing losses during storage and milling

STIMULATE INTEREST by asking the participants “Do you encounter problems when the rice harvest is not properly stored and milled?” Drawing from the participants’ answers to the question above, EXPLAIN the importance and methods of proper storage of paddy as presented in the slides.

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ASK participants how familiar they are with the milling process, and have those who claim familiarity elaborate on the process. Then present the slides as recap of the discussion.

EXPLAIN the milling process and the degree of milling.

LINK to activity by asking if they think they can remember the proper storage and milling of rice paddy.Activity 4: Group effortOUTCOMES: Summarize and confirm the outcomes of Lesson 4 with the participants.

FEEDBACK: Solicit feedback and observations from participants regarding the content and process of the module so far.

FUTURE: Preview the next topic on yield and yield components.

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Activity 3. Group effort

Goal This activity aims to test if the participants remember the storing and milling process.


All participants

Materials Papers and pensProcess 1. The question will be in the form of “fill in the blanks”.

2. Ask participants to return to their grouping and to have a leader who will write down the answers.

3. All the group members should be consulted before writing the answer.4. After having their answers, the two groups will exchange their papers for

checking.5. The group with a higher score wins.


EXPLAIN that proper storage prevents the deterioration of seed quality and damage from pests and diseases.


Lesson 5: Yield and Yield Components DeterminationGET ATTENTION by asking the participants “Is it possible to increase your rice yield by making a plan? Have you or do your farmer clients ever engage in this exercise, making projections of their rice yield?”

LINK by stating that Lesson 5 provides a checklist and approach that are useful to consider before embarking the rice production venture.OUTCOMES: At the end of the lesson, participants are expected to be able to:

1. Explain the four yield components of rice;2. List the factors and practices favoring increase in yield

components;3. Discuss plot sampling and its components; and4. Calculate grain yield using yield components, crop

cut, and actual production data.STRUCTURE: The followings topic will be discussed in this lesson:

1. Four yield components of rice2. Factors and practices favoring yield components3. Plot sampling and its components4. Calculation of grain yield using yield component, crop

cut, and actual production data

STIMULATE INTEREST by asking the participants who claim they have made plans to increase their rice production how they have done it. Ask them if they succeeded in getting the yield they targeted for.

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ASK the participants if they are familiar with the four yield components of rice.

EXPLAIN the four yield components as presented in the slides.

Continue ENCOURAGING PARTICIPATION in the discussion by probing on participants’ prior knowledge before presenting the following slides.

EXPLAIN the factors and practices favoring increase in yield components.

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EXPLAIN the plot sampling and its components.

EXPLAIN how to calculate grain yield using yield component, crop cut and actual production data.

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LINK to activity by saying that we will now see if they remember the lesson with a short game.

Activity 5. List out

OUTCOMES: Summarize and confirm the outcomes of Lesson 5 with the participants.

FEEDBACK: Solicit feedback and observations from participants regarding the content and process so far.

FUTURE: Ask the participants if they learned anything new.

Goal This game aims to check if the participants remember the lessons in yield and yield component determination.


All participants

Materials Manila papers, marker pens, tapeProcess 1. Group the participants into two and ask them to choose a leader.

2. Explain that they will be given five minutes to list all the topics they remember from Lesson 5 in the manila paper.

3. When the time is up, the leader from each group takes turns in reading aloud each topic on their list. Any topic common to both groups should be crossed out.

4. Only the topics left uncrossed after checking will be given one point each.5. The group with a higher score after checking is the winner.


EXPLAIN that each yield component varies in its contribution to grain yield and understanding their relationships is key to yield improvement.

Activity 4. List out

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Conclusion

15 minutes GET ATTENTION by saying, “We have now learned importance of following proper harvest and post harvest practices.”

LINK by checking the OUTCOMES. Review the module learning objectives presented at the beginning of the training.

FEEDBACK: Review the participants’ questions and expectations for the module from the beginning and confirm that all questions have been addressed.

ASK each participant to identify the topic of most interest to him or her and explain why.

ADDRESS remaining questions or expectations that they assert at this point, that may not have been answered or met.

WRAP UP by showing the summary slide, then THANK the participants for their time and participation.

Training of Trainers - Pinoy Rice Knowledge Bank · 2018-04-23 · 1. Right time of threshing the...

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