{"coupon":"","discount":"","doc_name":"Early childhood cultural awareness","doc_id":67170,"editorId":"65","email":"dsmccormack27@gmail.com","message":"content flow and grammar.<br \/>\r\n<p><strong><em>Training CLC (course linked capstone)<\/em> <\/strong>will provide a context for students, who successfully completed the on-campus course, to deepen their insights and inform their training practice, both individually and collectively through the Training CLC focusing on TDEL. During the RP students will continue to build skills related to the principles of adult learning; incorporating the grounding principles of experiential education; processing of structured activities using the experiential learning cycle; creating an effective learning environment appropriate to the context; deepening understanding about the role of the trainer; practice in expanding the use of diverse learning styles and trainer styles depending on the context and needs of participants; working with design components including needs assessment, setting PGOs, choosing appropriate techniques depending on level of risk desired; group dynamics including interventions &amp; unfreezing-moving-refreezing participants; evaluating and documenting trainings; and the giving and receiving of feedback.<\/p>\r\n<p>The focus of the <strong>Training CLC <\/strong>is on training design, implementation and lessons learned in a manner appropriate to each individual CLC student. Not all of you will be doing design work but if you choose a Training-CLC the conceptual frameworks studied, along with your own competency work, will be the heart of your paper. All designs, curriculums, feedback, etc. will be addendums included to illustrate your analysis <\/p>\r\n<p><strong>NOTE:<\/strong> The CLC paper itself is not the design. The CLC is the critical analysis of your work and learning from your lens as a trainer\/facilitator etc. It is based on insights and learning from the practicum experience. The analysis incorporates conceptual frameworks studied while on campus (and beyond) and is an analysis of both their effectiveness as well as what you learned as a trainer during application. Learnings are both about the content of the theories as well as your own growth in competency areas as a trainer<strong><em> <br \/><\/em><\/strong><\/p>\r\n<p><strong><em>Picture yourself writing as if you were speaking to another group of trainers who can deepen their own understanding of training via your contribution to the field as a practitioner.<\/em><\/strong><\/p>\r\n<h1><em>The following are guiding questions and are not intended as a list to be answered one by one. Go through them and delete and\/or add to them as appropriate to your context.<\/em><\/h1>\r\n<h1><em>TDEL GUIDING QUESTIONS <\/em>&ndash; <em>food for thought and areas to explore as appropriate to your analysis.<\/em><\/h1>\r\n<ol>\r\n<li>What is the context of your specific RPP work? What design, facilitation and\/or training experience have you had specifically related to your RPP experience? Who are your participants? Please speak to both content and process <\/li>\r\n<\/ol><ol start=\"2\">\r\n<li>What design, facilitation and\/or training experience did you have prior to coming to PIM? Please speak to both content and process.<\/li>\r\n<\/ol><ol start=\"3\">\r\n<li>Why have you chosen to focus on this particular experience for your capstone <\/li>\r\n<\/ol><ol start=\"4\">\r\n<li>How did the training courses during your on-campus residency build upon, integrate and deepen these previous teaching and\/or training experiences? Be specific.<\/li>\r\n<\/ol><ol start=\"5\">\r\n<li>What has been your philosophical approach to training and what have you considered to be the greatest strengths and weaknesses of this approach in your particular training context of your RPP?<\/li>\r\n<\/ol><ol start=\"6\">\r\n<li>What was the relationship of your design and facilitation experience to the conceptual frameworks of experiential education and &lsquo;adult learning&rsquo; <\/li>\r\n<\/ol><ol start=\"7\">\r\n<li>Which theoretical frameworks and models, in addition to the above, underline your RPP practice? How appropriate and effective were they to what you were trying to achieve?<\/li>\r\n<\/ol><ol start=\"8\">\r\n<li>What insights have you gleaned through your reflective practice about experiential education and adult learning? Please illustrate how these insights were realized <\/li>\r\n<\/ol><ol start=\"9\">\r\n<li>How did your curriculum reflect the creation of an effective learning environment? How effective were you in engendering and building trust and rapport? Be specific. What aspects did you pay attention to in creating a learning environment for your participants? Include a discussion on learning styles.<\/li>\r\n<\/ol><ol>\r\n<li>What process and structural interventions were used? How and why did you use these interventions?<\/li>\r\n<\/ol><ol>\r\n<li>What did you learn about training design (similar or different) from what you learned during your TDEL Team training while on campus? What did you learn about the relationship between your curriculum, design and your own competencies as a trainer<\/li>\r\n<\/ol><ol start=\"2\">\r\n<li>How have you grown and expanded your competence as a trainer? What areas do you need more work in? Illustrate your comments with experiences during your RPP training work? Please refer to Trainer Self Assessments used throughout your training coursework at SIT.<\/li>\r\n<\/ol><ol start=\"3\">\r\n<li>How does writing this capstone move you forward in your field? What are your next steps in the context of training and\/or facilitation work?<\/li>\r\n<\/ol>","price_select":"3","temp_doc_name":"upload_571e7875b157d1.43474148.docx","word_count":"19206","subtotal":326.5,"total_amt":326.5,"firstName":"devin","lastName":"mccormack","lastfour":"9289","exp":"1018","address":"43 prospect ridge rd","city":"holderness","zip":"03245","state":"nh","country":"United States","transactionReference":"8349095618"}