The Trainer Toolkit
A guide to delivering training in schools
1st Edition
Published on 20. January 2020
168 pages
978-1-5297-2607-7 (ISBN)
Description
A practical toolkit for educational professionals working in the continuing professional development of teachers.
This book is for anyone delivering training and cascading learning in schools, regardless of phase, age or subject. It gives you the tools to become a fantastic trainer, and to think about how to measure and evaluate your impact.
Contains 50 tried and tested training ideas, reflection activities, anecdotes, tips and lists to help you become the best trainer you can be.
This book is for anyone delivering training and cascading learning in schools, regardless of phase, age or subject. It gives you the tools to become a fantastic trainer, and to think about how to measure and evaluate your impact.
Contains 50 tried and tested training ideas, reflection activities, anecdotes, tips and lists to help you become the best trainer you can be.
More details
Series
Edition
1. Auflage
Language
English
Place of publication
United Kingdom
Publishing group
Sage Publications Ltd
Target group
Professional and scholarly
Product notice
Reflowable
ISBN-13
978-1-5297-2607-7 (9781529726077)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Alison Borthwick | Paul Ellis | Mark Winterbottom
The Trainer Toolkit
A guide to delivering training in schools
Book
02/2020
1st Edition
Corwin UK
€118.80
Shipment within 15-20 days
Persons
Alison Borthwick is an international education adviser. She has worked with many different organisations, universities and professional associations both in the UK and abroad. Her portfolio is underpinned by her experience as a teacher, leader, trainer and researcher. An experienced education consultant Alison has written numerous books and papers for teachers.
Paul Ellis began teaching in schools and universities in the 1990s, and has held senior positions in two of the main international education providers since 2006. Within his current role, he is in charge of the worldwide recruitment and development of teacher-trainers. He has worked with teachers and school leaders on all continents to advise and support them in their professional learning. He has written or edited more than a dozen education books.
Mark Winterbottom is a Senior Lecturer in Education at the Faculty of Education, University of Cambridge. He has been extensively involved in teacher professional development and curriculum development in the UK and abroad. During his 20 years in education, he has authored a number of school textbooks and books for teachers.
Paul Ellis began teaching in schools and universities in the 1990s, and has held senior positions in two of the main international education providers since 2006. Within his current role, he is in charge of the worldwide recruitment and development of teacher-trainers. He has worked with teachers and school leaders on all continents to advise and support them in their professional learning. He has written or edited more than a dozen education books.
Mark Winterbottom is a Senior Lecturer in Education at the Faculty of Education, University of Cambridge. He has been extensively involved in teacher professional development and curriculum development in the UK and abroad. During his 20 years in education, he has authored a number of school textbooks and books for teachers.
Content
Part A: Setting the scene
1) Professional development
2) Knowing your audience
3) Working with adults
4) Disseminating learning
Part B: Getting ready to train
5) Planning
6) Materials
7) Environment
8) Presentation
Part C: Training activities
9) At the start
10) In the middle
11) At the end
Part D: Evaluating and reflecting on your training and developing yourself as a trainer
12) Self-evaluation
13) Observing others and being observed
14) Self-development
Toolkit Checklists
Trainer A-Z
1) Professional development
2) Knowing your audience
3) Working with adults
4) Disseminating learning
Part B: Getting ready to train
5) Planning
6) Materials
7) Environment
8) Presentation
Part C: Training activities
9) At the start
10) In the middle
11) At the end
Part D: Evaluating and reflecting on your training and developing yourself as a trainer
12) Self-evaluation
13) Observing others and being observed
14) Self-development
Toolkit Checklists
Trainer A-Z
