TRAINING MODULE
DEVELOPMENT
Spicing Up Your Module
With OPENERS
MID-SESSION
ACTIVITIES, ENDERS
WHAT ARE SPICES?
- Add flavor
- Improve taste
- Preservative
- ?
Differentiations
Icebreakers – warm-up/unfreezing activities not related to the
topic; need not process as intention is just to put participants at
ease
- but an icebreaker can be used as an Opener, so
process it
Openers – warm-up activities related to the topic, serves
as an “introduction” to ease to the topic
Differentiations
Mid-Session Activities – undertaken to introduce the next topic or
sub-topic
Enders/Integration – related to the topic; serves to end the topic
with impact. . .the end is greater than the beginning (opener)
Question to Ask Yourself
o What would be the most
appropriate Opener, Mid
Session Activity and Ender/
Integration activity for my
subject matter?
OPTIONS
OPENERS ENDERS/INTEGRATION
o Exercises/Activities/SLE o Exercises/Activities/SLE
o Games o Games
o Related Story/Event o Related Story/Event
o Startling Fact o Startling Fact
o Using Art o Using Art
o Using Music o Using Music
o Quotation o Quotation
o Quiz o Quiz
OPTIONS
OPENERS ENDERS/INTEGRATION
o Provocative Question o Provocative Question
o Producing Lists/Definition o Producing Lists/Definition
o Opinion Survey o Opinion Survey
o Problem Census o Problem Census
EXERCISES/ACTIVITIES/SLEs
Structured Learning Experiences (SLEs)=Exercises=Activities
They all mean the same.
Generally used to touch EMOTIONS.
Sources
Ready-made (books, internet, etc.);
You can modify ready-made ones; or
Create your own.
EXERCISES/ACTIVITIES/SLEs
These exercises/activities can be used either as openers, mid-
session activities or enders.
For these to be meaningful, PROCESSING is necessary.
PROCESSING (General)
ASK players/participants:
Feelings of role players and observers
Difficulties in performing tasks and what made it easy
Observations while doing the activity
Learnings/insights from the activity
PROCESSING (SLEs/Exercises/Activities/Games, etc)
1. Emotional Ventilation – start with feelings
2. Role Review – let participants share how they attacked their roles
3. Insight Sharing – ask participants their insights
4. Drawing Generalizations – based on their insights
5. Reality Check – attuned to the real world?
6. Real World Transfer – how it relates to their workplace
PROCESSING (General)
YOU:
Summarize the learnings.
Generalize.
Relate learning from the activity to your topic, work or the real
world situation.
Synthesize the whole thing.
SKILS TO DEVELOP IN PROCESSING
1. Generating feedbacks from participants
2. Synthesizing and drawing of generalizations
3. Integrating skills
4. Critiquing Skills: Art of Giving Feedbacks
Critiquing Skills: Art of Giving Feedbacks
o Specific
o Focus on behavior
o Consider need of receiver
o Can do something about
o Amount of information receiver can use
o Sharing of information, not advice
o Well-timed
o What is said or done, not how or why
o Solicited
o Check to ensure communication
Creating your own Exercise
o Creativity
o Imagination
Analogy/ • Similarities in
characteristics
Parallelism • Similarities in process
Symbols • Representation
Actual • e.g. rice plant, corn
Specimen seeds
People/pax as • e.g. to illustrate
“illustrations” integrated farming
Task • Process how task
Specimen was completed
Human
• Compare to
activities, technical activities
events
OPENER (If Participative Activity)
(Ex. Lesson: Introduction to Module Development)
Title : Ex. “ Producing Definition”
Time Allotment : 15 minutes
Materials Needed : brown paper, markers, meta cards
Procedure : (detailed instruction;
Op step-by-step)
1. Group participants into five.
2. For each group, give one piece each of brown paper and marker
3. In 2 minutes, let the groups write their definition of training module.
4. Let each group post their output on the board.
5. Review the definitions given; mark the correct words and integrate
their definitions.
Processing: (Questions to ask & possible answers)
1. How did you feel doing the task ? (Possible answer: nervous, due to
time constraint, etc.)
2. Was it difficult/easy? Why so ? (Difficult, not familiar with the word
at all/ Easy, one of us is an expert on it, etc.)
3. How did you come up with your Op
definition? (our fellow participant
who is an expert did it)
Key Concept/s: (main concepts derived during processing)
Training module is an integral part of training designs.
Connecting/Transition Statement to the Lesson
(Write down what you will say.)
It is evident in your definitions that you have an idea about training
modules. All groups mentioned about Op
training modules being an integral
part of training designs. For common understanding, let us start with
the formal definition of a training module.
OPENER (If Non-Participative Activity)
(Describe a reality in life/give a quotation/relate a story, etc. similar in qualities
to the topic/lesson.)
Title :
Time Allotment : Op
Materials Needed : (ppt presentation, specimen)
Procedure : (what you will do)
Processing : (compare/show parallelism or similarity; analogy)
Key Concepts : (main concepts derived from the processing)
Connecting/Transition
Statement to the Lesson: (Write down what you will say.)
ENDER (If Participative Activity)
Title :
Time Allotment :
Materials Needed :
Procedure : (detailed instruction, step-by-step)
Processing : (Write down the
Op
questions you will ask the participants
and their possible answers or responses.)
Key Concepts : (main concepts derived from the processing)
Connecting/Transition
Statement to END
the Lesson : (Derived from the participants’ responses, write down
what you will say.)
ENDER (If Non-Participative Activity)
(Describe a reality in life/give a quotation/relate a story, etc. similar in qualities
to the topic/lesson.)
Title :
Time Allotment :
Materials Needed : (ppt presentation,
Op specimen)
Procedure : (Write down what you will do.)
Processing : (compare/show parallelism or similarity; analogy)
Key Concepts : (main concepts derived from the processing)
Connecting/Transition
Statement to END
the Lesson : (Write down what you will say.)
