After going through this topic, you will be able to:
— Describe the relationship between the learning outcomes of a course, the content, training methods and learning materials.
— Identify and select the relevant content of the training course.
— Sequence the content of the training course in an appropriate order.
— Recognize the role and importance of appropriate teaching and learning methods and materials in the overall training process.
Once you have developed the course framework, you will need to consider the related content, methods and materials, which are needed to facilitate learning, and to achieve the identified objectives or learning outcomes. The choice and use of content, methods and materials will depend on the course framework. It is important to stress again at this point that you should never start designing a training course by identifying the content of the course. Always go through the earlier steps we have already described before considering the content, and then think about it in relation to learning materials and methods.
The following figure illustrates the relationship between course design, learning outcomes, content, methods and materials:
How to select the content?
When selecting the content it is necessary to keep in mind the knowledge A complex construction of information and individual experience with an interrelatedsocial and environmental dimension. (N.B. many different interpretations of knowledgeexist, and this is one preferred in this Toolkit), skills and attitudes that are desired/referred to in the desired learning outcomes.
Tips for trainers:
— Identify the content the participants ‘must’ know – include as much of this as possible.
— Identify what participants ‘should’ know, if time is available – include what you can.
— Identify what is ‘nice’ for participants to know but not essential – this should be selected last.
How to sequence the content?
For an optimal result, it is important to give enough attention to a proper sequencing of the content material.
Tips for trainers:
— Move from the simple to the complex.
— Use an existing logical organization (time, topic, job, task, learning styles).
— Move from the known to the unknown.
— Cover the content in the order of job performance.
Methods and materials for teaching and learning
Learning agroforestry demands the acquisition of a wide range of knowledge, skills and attitudes in learners. If learners are to be empowered, they must be able to organize their own learning, and not just be ‘empty jars’ to be filled up.
When considering the teaching and learning methods and materials to be used, it is important to decide early on about what the trainer will do, and what the learners are expected to do. These are dealt with again in more detail in topics 6 and 7. The more involved the learners become in their learning, the more likely they are to learn. Learning should be seen as a participatory process where the role of the teacher or trainer is facilitation, not indoctrination.
Chambers R. 2002. Participatory Workshops: a sourcebook of 21 sets of ideas and activities. London: Earthscan.
FAO. 1993. Planning for Effective Training. Rome: FAO.
IIRR Philippines/VSO. 1999. Creative Training. Manila: IIRR/VSO.
Pretty J, Guijt I, Thompson J and Scoones I. 1995. Participatory Learning and Action. A Trainer’s Guide. London: IIED.
Rudebjer P, Taylor P and Del Castillo RA. 2001. A Guide to Learning Agroforestry. A framework for developing agroforestry curricula in Southeast Asia. Training and Education Report no. 51. Bogor: ICRAF.