-
Co-trainer Introduction
* It is important for co-trainers to develop group trust and cohesiveness, and to establish a supportive environment. Participants appreciate coffee and tea, and a snack. Co-trainers use a brief time to welcome participants, offering refreshments, so that participants feel comfortable and welcome. Food always helps!
* Co-trainers introduce themselves as parents and professional co-trainers for an activity that teaches a collaborative consultative skill. The co-trainers briefly describe their experience using the skill and give an example of how they use it. Co-trainers ask participants to contribute to all parts of the training by sharing their own expertise, knowledge, and experience.
-
Reading the Activity
* Co-trainers explain that the skill-based activity is based on a "real" family who is receiving Head Start services. Co-trainers take turns reading two paragraphs about a "real" family. The purpose of reading the story aloud is to give participants a sense that the story is being told directly to them by real people.
-
Taking the Visual Picture
* Co-trainers describe the family-focused aspect of the activity, and ask participants to draw a picture of the family, creating a family sculpture or ecological "map".
-
Conducting the Activity
* Co-trainers conduct the activity, using conversational, rather than direct instructional style teaching, involving participants continually.
-
Reflecting on the Learning:
* Co-trainers ask participants to write and share several sentences, in order to briefly evaluate their personal and professional learning during the session.
* Co-trainers thank participants for their participation and attentiveness. Co-trainers provide a sign-out log, a diversity assessment, and two follow-up evaluation forms to be completed at one month and six months respectively.
|
