Curriculum of “Train the Trainers” seminar, script

Transcription

Project: CEPH
(IEE / 07 / 712 / SI2.500398)
Curriculum of “Train the Trainers”
seminar, script
Deliverable 4.2
Submitted by:
EIV
Energieinstitut Vorarlberg
Stadtstraße 33
6850, Dornbirn, Austria
February 2010
With the support of:
The sole responsibility for the content of this [webpage, publication etc.] lies with the authors. It does not necessarily reflect the opinion of the
European Communities. The European Commission is not responsible for any use that may be made of the information contained therein.
Certified European Passive House Designer (CEPH) project
IEE / 07 / 712 / SI2.500398
CEPH
EIE-07-IEE-07-712-50039
Table of contents
1. Introduction .....................................................................................................................3
2. Course preparation ..........................................................................................................4
3. Course design..................................................................................................................5
4. Course implementation ....................................................................................................5
5. Main results and conclusion.............................................................................................5
Annexes...............................................................................................................................7
Deliverable 4.2 “Curriculum of the Train the Trainer Seminar, script”e
Report
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IEE / 07 / 712 / SI2.500398
1. Introduction
The Certified European Passive House Designer (CEPH) Project will elaborate the first
intensive training course for Passive House Design at European level.
To reach this ambitious task, the following project-specific objectives were defined:
- Development of the first intensive training course for Passive House Design at
European level (approx. 80 teaching hours)
- Development of a comprehensive set of training materials for nine European
countries (including a “train-the-trainer” course)
- Implementation of training courses in all EU countries with developing passivehouse
markets
- Development of a highly transparent certification procedure
- Long-term sustainability of the established structures.
- Ensuring high visibility of the new training structure by means of a well-designed
marketing campaign.
Work Package 4:
Energieinstitut Vorarlberg is the Leader of Work Package 4 of the CEPH Project
(Implementation and certification of training course).
The experiences of the pilot courses will be incorporated in the first courses in the core
countries. Meanwhile the whole course and its materials will be translated in English.
Then the first courses in English will be held with some English speaking referees. At this
point a “train the trainer” course will be created and didactical worked off.
In every course about 20 participants will be expected. 5-7 seats in every course will be
reserved for participants of the partner countries, who will later on take part in the ”train
the trainer course”.
Afterwards the first courses in the partner countries will take part with mainly participants
of the ”train the trainer course” as instructors.
Passive house courses will be held in:
• Core countries (Germany , Austria): in total 6 courses with 15- 25 participants per
each course
• Partner Countries (Italy, Denmark, Netherlands, Czech Republic, Slovakia, France,
Scotland) in total 13 courses with 15- 25 participants per each course in their native
languages
This aim was reached by working out the contents in intensive collaboration with
competent partners of the project.
Deliverable 4.2 “Curriculum of the Train the Trainer Course, seminar, script”
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IEE / 07 / 712 / SI2.500398
Partners in Work Package 4 were the following institutes:
- Leader of Work Package 4
- Leader of Task 4.2, Curriculum of two day “train the Trainer” seminar, script
- Leader of Task 4.3 Evaluation of the “train the Trainer” seminar
- Leader of Task 4.5 Template to all training course organisers for a course quality
control
- Leader of Task 4.6 Overview of courses in all 9 countries and Evaluation of the 19
courses
Universtity of Strathclyde UoS
- Leader of Task 3.9, 4.1, 4.4, Translation of the course
UoS. Ph.dk, EIV 4.1 First English Courses
Passivhaus Institut, PHI
- Leader of Task 4.4, Examination questions for each date of examination
Passivhaus Dienstleistungs Gmbh, PHD
- Leader of Task 4.7, Technical hotline
Task 4.2 Curriculum of two day “Train the Trainer” seminar, script
The experiences of the pilot courses were incorporated in the first courses in the core
countries. Meanwhile the whole course and its materials were translated in English. Then
the first courses in English were held with some English speaking referees. At this point a
“train the trainer” course was created and didactical worked off.
5-7 seats in every course were reserved for participants of the partner countries, who later
on took part in the ”train the trainer course”.
Afterwards the first courses in the partner countries will take part with mainly participants
of the ”train the trainer course” as instructors.
2. Course preparation
For the development of the course some technical experts of the core countries have met
a didactic expert in a workshop in the end of July 2009 and created a two day seminar
and a folder, which shows the manner of knowledge spreading, the important rules of
lecturing passive house specifics and specific technical characterises.
The workshop was prepared with the help of the didactic expert Dr. Sabine Jasny,
University lecturer at the University of Sydney and teacher trainer in the head office of the
Goethe-Institute in Munich.
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IEE / 07 / 712 / SI2.500398
The intended Outcomes of the workshop were
- Course structure (incl. timetable)
- Outlines for the units of study (aim of the unit, timeframe, content, teaching material,
method, further resources)
- Teaching material for the units of study
- Concept for the exam (including the guidelines for marking the exam)
- Concept for the trainers manual (outline)
The whole workshop description is attached as well as the minutes (Annex 4) and the
photo protocol (Annex 5)
In the months October to December 2009 the outcomes of the workshop were optimised
in didactic way by Dr. Sabine Jasny and in the technical way by Energy Institute.
3. Course design
In the workshop the “train the trainer course” got a new name. It is now called “Passive
House Trainer Course” (PHTC).
The aim in the course is to teach every unit in a different manner and didactic way. In this
way the members learn different targets and in the same moment different ways of
teaching.
This two-day course provides ceph- training course leaders with the opportunity to get a
total overview of the contents of the certified passive house planner courses and related
documentation and handouts. The variety of methods that will be presented and practised
will help course leaders to polish their teaching skills.
The focal issues of the two-day course is an exchange of expert knowledge with reference
to the ceph- documentation as well as the opportunity to compare questions of knowledge
and to see where potential knowledge gaps could be filled.
Additionally, the participants were shown how passive house knowledge can be
transferred both practically and sustainable by means of different methods.
Different forms of teaching methods and practice options will be demonstrated in the form
of practical exercises, as well as conveying an overall picture of the curriculum.
4. Course implementation
The first course took part in January the 7 th and the 8th in Dornbirn, Energy Institute. It
was soon booked out and the participants mainly were partners in the Ceph project.
PHD and Energy Institute organized some following courses in English and German
through the year 2010.
5. Main results and conclusion
The result of this workpackage is a 2 day course for future trainer in the Ceph courses in
English. The PHI will give the course material to every institution for a moderate prize, but
with the condition, that the trainer have enough knowledge to teach as passive house
instructor and visit the Passive House Trainer Course (or the whole Ceph course). The
PHTC Course exists so fare in English and German. For former submission the course
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IEE / 07 / 712 / SI2.500398
material PHTC could be offered to all partners and eventually other institutes for a fee to
translate it and hold in all different languages.
In this way it is possible to train new Course Trainers in all European countries.
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CEPH
IEE / 07 / 712 / SI2.500398
Annexes
Annex 1: CV Dr. Jasny.pdf
Annex 2: Jasny_List of publications.pdf
Annex 3: Jasny_List of teacher training.pdf
Annex 4: Planung_2_Workshop.doc
Annex 5: Ergebnisprotokoll PHTK Workshop 2009.pdf
Annex 6: Overview of the 18 units of the Passive House Trainer Course” (PHTC).
The course material of the Passive House Trainer Course” (PHTC) in 18 units was burned
on CD Rom and submitted with this deliverable.
Deliverable 4.2 “Curriculum of the Train the Trainer Seminar, script”e
Report
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Annex 1: CV Dr. Jasny
Deliverable 4.2 “Curriculum of the Train the Trainer Seminar, script”
IEE / 07 / 712 / SI2.500398
Dr Sabine Jasny
Born 1966 in Munich, Germany
Linguist, PhD, MA University of
Munich (Go8)
PROFILE
11/12 Cove Avenue
NSW Manly 2095
Australia
Phone: 02 9976 3871
E-Mail: sabine.jasny@usyd.edu.au
University lecturer in German as a Foreign Language, researching on German linguistics as
well as on methodologies and substance of teaching a foreign language.
Professionally qualified teacher for German as a Foreign Language with 16 years experience in
teaching, 9 years experience as an educational director and a teachers’ trainer of a private
language school and 7 years experience as a teachers´ trainer in the head office of the
Goethe-Institute in Munich.
WORK HISTORY
Mar 2007 –
present
Lecturer at the University of Sydney/Australia, Department of Germanic Studies
Feb 2007 –
present
Teachers´ Trainer and Language Teacher at the Goethe-Institute Sydney and at the GoetheInstitute Melbourne/Australia
Apr 2005 –
Sep 2005
Lecturer at the University of Bielefeld/Germany,
Department of German as a Foreign Language
Responsibilities:
Lecturing in Applied Linguistics, Intercultural Studies and Educational Studies (17 hours a
week)
Development and evaluation of teaching and learning material
Support service for international students
Supervision of DSH-courses and DSH-examinations (DSH = language entrance exam for
German universities)
2003 – 2005
Application for and Management of EU projects on behalf of the dialoge
Sprachinstitut/dialoge Language Institute, Lindau on Lake Constance, Germany
(www.dialoge.com)
Project: “Montanalingua II” (www.montanalingua.com) as a project of SOCRATES: LINGUA II
(http://europa.eu.int/comm/education/programmes/socrates/lingua/lingua2_de.html); grant:
200.000 Euro
Responsibilities:
Official application (including description of the project, work and budget plans)
Project management
Development of content
Evaluation and dissemination
Project: “Montanalingua I” (www.montanalingua.com) as a project of EJES 2004
(www.ejes2004.de); grant: 10.000 Euro
Responsibilities and achievements:
Official application (including description of the project, work and budget plans)
Project management
Development of content
Evaluation and dissemination
Final report (including financial reporting)
2
2002 – 2005
Teachers´ Trainer: professional training for international teachers of German as a Foreign
Language at the Goethe-Institute (head office, Munich)
Responsibilities:
Seminar content (support in curriculum development, information on new teaching methods,
material, examinations and socio-cultural information about Germany, information on support
services for the teaching of German, cultural and leisure programmes)
Planning, timing and organization of the seminars
Conducting seminars
Evaluation and final reports
1996 – 2005
Educational Director, Teachers´ Trainer and Language Teacher at the dialoge
Sprachinstitut/dialoge Language Institute
Lindau on Lake Constance, Germany (www.dialoge.com)
Responsibilities:
School curriculum (international students)
Curriculum development (German for special purposes)
Testing, examinations and certificates
Teachers´ training
Quality assurance
Supervision of trainees from the University of Munich (LMU)
Responsibility for teaching and learning material (print and multimedia)
1996 –
present
Freelance Author for the Teaching Material (German as a Foreign Language), publisher
KLETT International (Stuttgart)
Publications:
Jasny, Sabine/Jäger, Andreas (1997): Wirtschaftsdeutsch. Grundstufe. Zusatzübungen.
Stuttgart (Klett).
Jasny, Sabine/Jäger, Andreas (1998): Stufen International, Bd. 2. Handbuch für den
Unterricht. Stuttgart (Klett).
Jasny, Sabine/Jäger, Andreas (1999): Stufen International, Bd. 1. Zusatzübungen. Stuttgart
(Klett).
Jasny, Sabine/Jäger, Andreas (1999): Stufen International, Bd. 2. Zusatzübungen. Stuttgart
(Klett).
EDUCATION
2001
Academic qualification: PhD, University of Munich (Go8)
Thesis:
Separable Verbs in Spoken Scientific Language and the Consequences for Teaching German as
a Foreign Language; Supervisor: Professor Dr. Angelika Redder, Munich; Final grade: cum laude
Published in: Materialien Deutsch als Fremdsprache 64. Regensburg 2001
1994
Master of Arts, University of Munich (Go8)
Thesis:
Separable Verbs in Spoken Scientific Language and in Learning Material for German as a
Scientific Language; Final grade: 1,33 (range: 1-5, best: 1)
Published in: Materialien Deutsch als Fremdsprache 45, 205-223. Regensburg 1997.
1989
Internship in teaching German as a Foreign Language:
at the University of Coimbra/Portugal
1986 – 1994
Studies: German as a Foreign Language (M.A.), Germanic Linguistics (M.A.), Portuguese
Philology (M.A.)
LANGUAGES:
FAMILY:
English – fluently
Portuguese – conversational
French – conversational
Latin – MA-course
Arabic – elementary
-
Married, Mother of 2 children, 7 and 10 yrs old
Annex 2: Jasny_List of publications
IEE / 07 / 712 / SI2.500398
Dr. Sabine Jasny
List of publications:
Jasny, Sabine (2008): „Klammersprache Deutsch“ in der gesprochenen Wissenschaftssprache.
In: GFL 2/2008 (in preparation).
Jäger, Andreas/Jasny, Sabine (2007): Zur Lage der Germanistik in Australien. In: Info DaF 34/5,
S. 472-486.
Jasny, Sabine (2001): Trennbare Verben in der gesprochenen Wissenschaftssprache und die
Konsequenzen für ihre Behandlung im Unterricht für Deutsch als fremde
Wissenschaftssprache. [Separable Verbs in the Spoken Scientific Language and the
Consequences for Teaching German as a Foreign Language] Dissertation. Regensburg:
Fachverband Deutsch als Fremdsprache (= Materialien Deutsch als Fremdsprache 64).
Jasny, Sabine (1997): Trennbare Verben in der gesprochenen Wissenschaftssprache und in
den Lehrwerken zur Wissenschaftssprache. [Separable Verbs in Spoken Scientific Language
and in Learning Material for German as a Scientific Language] Regensburg: Fachverband
Deutsch als Fremdsprache (= Materialien DaF 45).
Teaching material:
Montanalingua (2007) Fremdsprachen lernen und Erlebnispädagogik. 24 praktische Vorschläge
für Lehrer und Kursleiter. Stuttgart: Klett (u.a.). [Lingua 2 project of the EU Socrates
programme: German as a Foreign Language] ISBN 978-3-00-020815-7
Montanalingua (2007) Apprentissage d'une langue étrangère et Pédagogie active. 24 conseils
pratiques pour enseignants et pédagogues. Stuttgart: Klett (u.a.). [Lingua 2 project of the EU
Socrates programme: French as a Foreign Language] ISBN 978-3-00-020817-1
Montanalingua (2007 ) Foreign languages and Outdoor learning. 24 practical lesson plans for
teachers and outdoor instructors. Stuttgart: Klett (u.a.). [Lingua 2 project of the EU Socrates
programme: English as a Foreign Language] ISBN 978-3-00-020816-4
Montanalingua (2007) Främmande språk och upplevelsepedagogik. 24 praktiska förslag och
tips för lärare och kursledare. Stuttgart: Klett (u.a.). [Lingua 2 project of the EU Socrates
programme: Swedish as a Foreign Language] ISBN 978-3-00-02818-8
Jasny, Sabine/Jäger, Andreas (1999) STUFEN International 2, Zusatzübungen. Stuttgart: Klett.
[Vol. 2, Additional Exercise Book] ISBN 3-12-675273-x
Jasny, Sabine/Jäger, Andreas (1998) STUFEN International 1, Zusatzübungen. Stuttgart: Klett.
[Vol. 1, Additional Exercise Book] ISBN 3-12-675274-8
Jasny, Sabine/Jäger, Andreas (1997) STUFEN International 2, Lehrerhandbuch. Stuttgart: Klett.
[Vol. 2, Teachers´ Handbook] ISBN 3-12-675286-1
Jasny, Sabine/Jäger, Andreas (1997) Wirtschaftsdeutsch für Anfänger Grundstufe,
Zusatzübungen. Stuttgart: Klett. [Coursebook for Business German. Basic Level. Additional
Exercises] ISBN 3-12-675133-4
Annex 3: Jasny_List of teacher training
IEE / 07 / 712 / SI2.500398
Dr. Sabine Jasny
List of teachers´ trainings
Datum
Institution
Seminars
November 2007
Goethe Institut
Melbourne
Development of teaching material (in-house hands-on
workshop)
November 2007
Goethe Institut
Sydney
Development of teaching material (in-house hands-on
workshop)
August 2007
Goethe Institut
Sydney
Innovations in teaching GFL (in-house-training)
August 2007
Goethe Institut
Melbourne
Innovations in teaching GFL (in-house-training)
August 2004
Goethe Institut
München (ZV)
„Innovation und Tradition III“ (two-weeks seminar about
German culture)
March 2004
Dialoge Sprachinstitut
Lindau
Homework and language acquisition (in-house-training)
June 2003
Goethe Institut
München (ZV)
„Innovation und Tradition II“ (a two-weeks seminar about
German culture)
March 2003
Lindau
Common European Framework and the concequences for
teaching GFL (in-house-training)
January 2003
Lindau
Teaching GFL: Concepts, methods and material (in-housetraining for new teaching staff)
October 2002
Lindau
Introduction into the teaching guidelines of EQUALS
(European language school certificate) (in-house training)
August 2002
Goethe Institut
München (ZV)
„Innovation und Tradition I“ (a two-weeks seminar about
German culture)
April 1998
Lindau
Web-based projects for GFL (in-house-training)
March 1998
Lindau
Phonetics for GFL (in-house-training)
February 1998
Lindau
Concepts, strategies and material for self-managed studies
in GFL (in-house-training)
January 1998
Lindau
Error correction in the process of language acquisition (inhouse-training)
September 1997
Lindau
Assessment and testing in GFL
Herbst 1996
Lindau
Introduction into the teaching guidelines of IQ (German
language school certificate)
Annex 4: Planung_2_Workshop
IEE / 07 / 712 / SI2.500398
I. Workshop zur Erstellung des Train-the-Trainer Kurses im Juli 2009
Ziel des Workshops:
Das Ziel des 2 Tages Workshop ist die Entwicklung des Train-the-trainer Kurses
Erwartete Ergebnisse:
-
Kursstruktur (incl. Stundenplan)
-
Überblick über die Lehreinheiten (Ziel der Lehreinheit, Zeitrahmen, Inhalt,
Lehrmaterial, Methode, weitere Hilfsmittel)
-
Lehrmaterial für die Lehreinheiten
-
Konzept für die Prüfungsvorbereitung (incl. Richtlinien zur Bewertung der Prüfung)
-
Konzept für einen Trainerleitfaden (Kurzdarstellung)
Überblick über den Workshop:
In dem zweitägigen Workshop werden die Teilnehmer die erwarteten Ergebnisse
ausarbeiten.
Da nur 12 Teilnehmer und nicht, wie erwartet 16 Teilnehmer anwesend sein können,
wird der Workshop in 3 Gruppen durchgeführt, die jede ca. 5 Lehreinheiten entwickeln.
Am ersten Tag werden die Teilnehmer in die Gruppen eingeteilt.
Jede Gruppe wird sich auf einen thematischen Teil der Lehreinheiten des Train-theTrainer Kurses vorbereiten und durch eine Reihe von Fragen geleitet werden.
Die Gruppen werden zu Beginn die Fragen diskutieren und eine Liste von Lehreinheiten
zu ihrem Bereich erarbeiten. Dann werden sie das bereitgestellte Material auswerten
und erste Übersichten über ihre Lehreinheiten erstellen.
(Ziel der Lehreinheit, Zeitrahmen, Inhalt, erforderliches Material, Lehrmethode)
Zeit: drei 60-Minuten Einheiten: 9-10.00; 10.15-11.15; 11.30-12.30
Am Nachmittag wird jedes Gruppenmitglied in einer anderen Gruppe die erarbeiteten
Materialien präsentieren und eine Rückmeldung erhalten. (Zeit: drei 45-Minuten
Einheiten: 14.00-14.45; 14.45-15.30; 15.45-16.00).
Die Rückmeldungen werden in den Ursprungsgruppen diskutiert und daraufhin
entscheiden die Gruppen, welche Lehreinheiten für den Train-the-Trainer Kurs
ausgewählt werden. Die Ergebnisse werden von den Gruppen dokumentiert. (Zeit: eine
Stunde)
Am zweiten Tag wird der Stundenplan für den Train-the-Trainer Kurs im Plenum
aufgestellt. Dafür wird jede Gruppe eine Karte mit dem Namen und der geplanten Dauer
jeder ihrer Lehreinheiten vorbereiten. Die Karten werden gemeinsam an der Pinnwand
fixiert. Durch verschieben wird der Stundenplan festgelegt.
Zeit: 60 Minuten: 9.00-10.00).
Danach werden die Arbeitsgruppen die entgültigen Versionen ihrer jeweiligen
Lehreinheiten erarbeiten. In zweier Gruppen werden die Entwürfe des ersten Tages in
eine entgültige Fassung gebracht, die benötigten Lehrmittel werden zusammen gestellt
und dann alles in ein zur Verfügung gestelltes Formblatt eingetragen. Einige Gruppen
werden zwei, andere drei Lehreinheiten bearbeiten.
Zeit: zwei mal 60 Minuten: 10.15-11.15; 11.30-12.30;
Ergebnis: 3 Gruppen mit zwei Lehreinheiten, 3 Gruppen mit 3 Lehreinheiten = 15
Lehreinheiten).
Am Nachmittag wird besprochen, was hinsichtlich der Prüfungsdurchführung und der
Prüfungsinhalte an neue Kursanbieter und Referenten weiter gegeben werden muss und
nach welchen Regeln die Prüfung korrigiert wird.
Zeit: 60-Minuten: 14.00-15.00
Danach werden die weiteren Planungsschritte und die Referenten im Train-the-Trainer
Kurs festgelegt. Eine to-do-liste wird zusammen gestellt und ein Plan aufgestellt, wie die
einzelnen Planungsschritte erreicht werden können.
Zeit: 60-Minuten: 14.00-15.00
Gruppen und Inhalte:
-
Die Teilnehmer jeder Gruppe werden nach ihren Erfahrungen und ihrem Fachwissen
ausgesucht.
-
Jede Gruppe soll 4 Teilnehmer haben.
-
Jede Gruppe benötigt einen Gruppenkoordinator
-
Die Materialien müssen vorliegen.
-
Ein standardisiertes Ergebnisformular wird vorbereitet.
Gruppe 1:
Wissen zum Thema “Passivhaus”
Koordinator:
4 Teilnehmer:
Material:
-
Experten zum Thema “Passivhaus”
-
Referenten aus dem Pilotkurs
-
Architekten und Planer, die den Kurs besucht haben
-
Kursmaterial
-
Dokumente über den “Passivhaus Lehrgang” (EU Vertrag,
Entwicklungsgeschichte, Verbreitung
Fragen:
-
Informationen über die Partner Institute
-
Was sind die Grundlagen die Trainer über das “Passivhaus”
wissen müssen?
-
Welche Fragen zum Thema werden im Kurs zu beantworten
sein?
-
Wieviel Zeit benötigt man um diese Grundlagen im Überblick zu
lehren?
-
Gibt es irgendwelche Materialien um diese Grundlagen effizient
zu vermitteln?
-
Wie können diese Inhalte in unterhaltsamer Weise vermittelt
werden?
-
Welche Quellen können genannt werden, mit denen sich die
Trainer im Selbststudium auf dem Laufenden halten können? (
-
Sollten die Trainer etwas über die Enstehungsgeschichte der
Unterlagen im Ceph Projekt wissen?
-
Was sollten sie über die Partnerinstitutionen wissen?
Gruppe 2:
Wissen über das Kursmaterial des “Passivhaus Lehrgang”
Main question:
Was müssen die Trainer über den Kurs wissen?
Kursstruktur, Kursinhalte, Kursmaterial und Abschlussprüfung?
Koordinator:
???
4 Teilnehmer:
-
Teilnehmer, die die Kursstruktur und die Kursinhalte erarbeitet
haben
Material:
Fragen:
-
Teilnehmer, die schon Referenten im Kurs waren
-
Weitere?
-
Kursüberblick (Kursziele, Ergebnisse, Zeitrahmen)
-
Aktueller Stundenplan
-
Curriculum
-
Kursmaterial
-
veröffentlichte Version einer Prüfung
-
Aktuelle Regelungen zur Prüfungskorrektur
-
…?
-
Was müssen die Trainer über die Kursstruktur wissen?
-
Was müssen sie über das Curriculum wissen?
-
Was müssen sie über die Lehreinheiten wissen ?(Arten, most
Schwerpunkte, Lehreinheiten, die ausgelassen werden können,
wenn die Zeit knapp wird, leichte Lehreinheiten, schwere
Lehreinheiten, …)
-
Was müssen die Teilnehmer über die Abschlussprüfung wissen?
-
Welche Lehreinheiten können, als Beispiele genutzt werden?
-
Welche Übungen können im Training benutzt werden?
-
…
Group 3:
Die Didaktik im “Passivhaus Lehrgang”
Hauptfrage:
Wie sollte ein “Passivhaus Lehrgang” gelehrt werden?
Koordinator
Dr Sabine Jasny
4 Teilnehmer:
-
Teilnehmer die im Kurs referiert haben
-
Teilnehmer, die im Train-the-trainer Kurs lehren werden
-
Weitere?
-
Evaluation der Referenten von Kursteilnehmern
-
Videos des Pilotkurses
Material:
Fragen:
-
Erfahrungen der Teilnehmer, die im Kurs referiert haben
-
Was sind die positiven Erfahrungen aus der Evaluation?
-
Was sind die negativen Erfahrungen aus der Evaluation?
-
Was zeigt das Video?
-
Gibt es irgendwelche Beispiele im Videomaterial, das für den
Train-the-trainer Kurs genutzt werden kann? (best practice/worst
practice/lustige Szenen/Szenen die Erfahrungen in der Lehre
zeigen/Szenen, die Probleme aufzeigen etc.)
-
Richtlinien für Trainer (erster Entwurf)
-
…?
Annex 5: Ergebnisprotokoll PHTK Workshop 2009
IEE / 07 / 712 / SI2.500398
Seite 1 von 37
2009-07-29/30
Passivhaustrainerkurs Workshop
Seite 2 von 37
Gruppe 3:
Dr Sabine Jasny (UNI Sydney)
Karl Torghele (Referent EIV, Firma Spektrum)
Beatrix Dold (EIV)
Gruppe 2:
Sabine Erber (EIV)
Herbert Hanser (EZA)
David Frick (EIV)
Gruppe 1:
Helmut Krapmeier (EIV)
Martin Such (PHD)
Michael Braun (EIV)
Krauß Bernd (Referent EIV, Firma GMI) (nur zweiter Tag)
Teilnehmer:
Gruppeneinteilung mit Aufgabenstellung:
Gruppe 1:
Wissen zum Thema “Passivhaus”
Koordinator:
Helmut Krapmeier
TN
Martin Such, Michael Braun, Krauß Bernd
Material:
-
Kursmaterial
-
Dokumente über den “Passivhaus Lehrgang” (EU Vertrag,
Entwicklungsgeschichte, Verbreitung
Fragen:
-
Informationen über die Partner Institute
-
Was sind die Grundlagen die Trainer über das “Passivhaus”
wissen müssen?
-
Welche Fragen zum Thema werden im Kurs zu beantworten
sein?
-
Wie viel Zeit benötigt man um diese Grundlagen im Überblick zu
lehren?
-
Gibt es irgendwelche Materialien um diese Grundlagen effizient
zu vermitteln?
-
Wie können diese Inhalte in unterhaltsamer Weise vermittelt
werden?
-
Welche Quellen können genannt werden, mit denen sich die
Trainer im Selbststudium auf dem Laufenden halten können? (
-
Sollten die Trainer etwas über die Entstehungsgeschichte der
Unterlagen im Ceph Projekt wissen?
-
Seite 3 von 37
Was sollten sie über die Partnerinstitutionen wissen?
Gruppe 2:
Wissen über das Kursmaterial des “Passivhaus Lehrgang”
Koordinator:
Sabine Erber
TN
Herbert Hanser, Annette Bähr
Material:
-
Kursüberblick (Kursziele, Ergebnisse, Zeitrahmen)
-
Aktueller Stundenplan
-
Curriculum
-
Kursmaterial
-
veröffentlichte Version einer Prüfung
-
Aktuelle Regelungen zur Prüfungskorrektur
-
Lernzielkatalog und Prüfungsordnung PHI?
-
Was müssen die Trainer über die Kursstruktur wissen?
-
Was müssen sie über das Curriculum wissen?
-
Was müssen sie über die Lehreinheiten wissen ?( Arten,
Fragen:
Schwerpunkte, Lehreinheiten, die ausgelassen werden können,
wenn die Zeit knapp wird, leichte Lehreinheiten, schwere
Lehreinheiten, …)
Seite 4 von 37
-
Was müssen die Teilnehmer über die Abschlussprüfung wissen?
-
Welche Lehreinheiten können, als Beispiele genutzt werden?
-
Welche Übungen können im Training benutzt werden?
Group 3:
Die Didaktik im “Passivhaus Lehrgang”
Koordinator
Dr Sabine Jasny
TN
Karl Torghele, Beatrix Dold
Material:
-
Evaluation der Referenten von Kursteilnehmern
-
Videos des Pilotkurses
-
Erfahrungen der Teilnehmer, die im Kurs referiert haben
-
Was sind die positiven Erfahrungen aus der Evaluation?
-
Was sind die negativen Erfahrungen aus der Evaluation?
-
Was zeigt das Video?
-
Gibt es irgendwelche Beispiele im Videomaterial, das für den
Fragen:
Train-the-trainer Kurs genutzt werden kann? (best practice/worst
practice/lustige Szenen/Szenen die Erfahrungen in der Lehre
zeigen/Szenen, die Probleme aufzeigen etc.)
-
Seite 5 von 37
Richtlinien für Trainer (erster Entwurf)
Seite 6 von 37
Stundenplan:
16.30 - 17.00
Break
15.15 - 16.15
Break
14.00 - 15.00
Lunch
11.30 - 12.30
Break
10.15 - 11.15
Break
9.00 - 10.00
8.30 - 9.00
Working question:
Working question:
“How should a
“Passivhaus Lehrgang”
be taught?”
Working question:
Guidelines for
teaching:
Group 3:
Group 2:
Evaluation of feedback and Evaluation of feedback
documentation of results
and documentation of
results
Group 1:
Evaluation of feedback
and documentation of
results
Group 3:
Presentation of the outcomes to members of other groups in order to receive
feedback
“What do the trainers
need to know about the
course material of the
“Passivhaus Lehrgang”?
Knowledge about the
course material:
Basic knowledge in the
field passive house:
“What does a trainer need
to know about the topic
“building shell and building
equipement” (basic
knowledge) and how can
this be taught in the
TTTC?
Group 2:
Welcome and overview
Group 1:
Wednesday, 29. July 2009
Development of 4
units of study for the
TTTC
11.30 - 12.30
Knowledge and preparation for the exam
14.30 - 15.30
Final discussion and further planning
16.15 - 16.45
Seite 7 von 37
Content and suggestions for the extended TTTC
15.45 - 16.15
Break
Referees for the TTTC in January 2010
14.00 - 14.30
Lunch
Development of 4
TTTC
Guidelines for
teaching:
Knowledge about
the course
material:
Basic knowledge in
the field:
Break
Development of 4
TTTC
Group 3: (working in
pairs)
10.15 - 11.15
pairs)
Development of timetable for the TTTC
pairs)
Break
9.00 - 10.00
Thursday, 30. July 2009
Seite 8 von 37
Überblick:
Struktur
Inhalt
Themendefinition
Gruppenteinteilung
Präsentation
der Resultate
Evaluation des
Feedbacks

Erster Tag:
Seite 9 von 37
„Kompetenzen und
Ressourcen“
Resultat Guppe1
Seite 10 von 37
Resultat Gruppe 2 „Überblick über Kurs, Vorbereitung auf Prüfung“
Seite 11 von 37
Resultat Gruppe 3 „Methodik, Didaktik, Englisch“
Zweiter Tag:

Stundenplanbildung
Einheiten konkretisieren
Trainerhandbuch
Referenten (Trainer)
Stundenplan mit
neuem Kursnamen:
Seite 12 von 37
Seite 13 von 37
Seite 14 von 37
Trainerhandbuch:
Trainer:
Seite 15 von 37
To-do-Liste:
Seite 16 von 37
Seite 17 von 37
Impressionen
Unit outlines:
Gruppe 1:
Unit Overview
Unit Title
Introduction
Curriculum-Framing Questions
Unit Questions
Unit Summary
The participants get to know each other and get information about the CEPH project and get
an overview about the Passive House Trainer Course (PHTC)
Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)
45 min
Materials and Resources Required For Unit
1.1.1 Technology – Hardware (Click boxes of all equipment needed.)
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Technology – Software (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Printed Materials
Internet resources
Seite 18 von 37
VCR
Video Camera
Video Conferencing Equip.
Other:
Web Page Development
Word Processing
Other:
Folders 1 + 2 + trainer, 5 moderation cards p.p., 1 yellow + 1
green self-adhesive dots p.p., 3 pin boards, word document
„self assessment.doc“ (see attachment)
Unit Procedure
Students will engage in:
Students will:
1.1.2 (Click boxes)
whole group instruction
group work
work in pairs
Einzelarbeit
other:___________________________
solve a quiz
develop a quiz for another group
make a poster
make a presentation
other: ____________________________
Unit step by step:
Time
Steps
1.1.3
5 min
Intro:
20 min
Introduction of the participants (“walk around”)
5 min
Introduction of CEPH + partners
10 min
Introduction of the timetable
5 min
Self assessment
Seite 19 von 37
Unit Overview
Unit Title
Technical questions small groups
Unit Questions
Answer technical questions
Unit Summary
The participants answer the questions of the group members and give the open questions
with priority to the plenum
45 min
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Desktop Publishing
E-mail Software
Multimedia
VCR
Video Camera
Other: Flip charts, 6 pin
board
Word Processing
Other:
Printed Materials
Questions papers of the participants (with priorities),
prepared moderation cards with the headlines (course
chapters)
Internet resources
Dict.leo.org
Seite 20 von 37
Unit Procedure
Students will:
1.1.5 (Click boxes)
group work
work in pairs
Einzelarbeit
other:___________________________
solve a quiz
make a poster
make a presentation
other: answer questions_____________
Unit step by step:
Time
Steps
1.1.6
5 min
Intro: explanation of the group work
40 min
Seite 21 von 37
Group work: answer alternately the questions of the group members,
documentation of the answered questions, forward the open questions
(max. 2 per group and chapter) to be answered in the plenum
Unit Overview
Unit Title
Technical questions plenum
Unit Questions
Unit Summary
Open questions of the group work will be answered in the plenum. For still open question
solutions will be suggested by the plenum
45 min
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Desktop Publishing
E-mail Software
Multimedia
Printed Materials
See previous group work
Internet resources
Dict.leo.org
Seite 22 von 37
VCR
Video Camera
Other: 6 pin boards
Word Processing
Other:
Unit Procedure
Students will:
1.1.8 (Click boxes)
group work
work in pairs
Einzelarbeit
other:___________________________
solve a quiz
make a poster
make a presentation
other: answer questions_____________
Unit step by step:
Time
Steps
1.1.9
5 min
The questions have pined to the board during the break
5 min
Intro: explain the goal
10 min
Read the questions individually and set priorities with self-adhesive
dots
20 min
Answer the questions by the plenum
10 min
Feedback and passing over to the lecture (resources)
Seite 23 von 37
Gruppe 2:
Unit Overview
Unit Title
Überblick über das Kursmaterial
Unit Questions
Welches Kursmaterial habe ich zur Verfügung und wie gehe
ich damit um?
Unit Summary
Kennenlernen der Kursstruktur, der vorhandenen Unterrichtsmaterialien und der Umgang mit
den verschiedenen Medien.
45 min
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Desktop Publishing
E-mail Software
Multimedia
Printed Materials
Internet resources
Seite 24 von 37
VCR
Video Camera
Other:
Word Processing
Other:
Trainerhandbuch, aufgefüttere Inhaltsangab,
Unit Procedure
Students will:
1.1.11 (Click boxes)
group work
work in pairs
Einzelarbeit
other:___________________________
solve a quiz
make a poster
make a presentation
other: ____________________________
Unit step by step:
Time
Steps
1.1.12
3 min
Intro: trockener Keks
15 min
Übersicht Kursinhalte, aufgefüttere Inhaltsangabe, Ordnerstruktur
15 min
Folien erklären, Titelfolie, Referntenname auf erster Folie,
Bildungsinstitut, Pflichten, Nummerierung, Einfügungen, Symbole,
Ausblendungen, regionaltypische Einblendungen
5 min
Information zum Trainerhandbuch
7 min
Kernstoff ist nicht gekennzeichnet, Ergänzungsstoff meist hinten?,
Hinweis auf Wiederholungsstoff, Auslassen, was nicht im
Wiederholungsstoff vorkommt;
Seite 25 von 37
Unit Overview
Unit Title
Übung zum Kursaufbau
Unit Questions
Wie sind die LE im Ceph Kurs thematisch aufgebaut?
Unit Summary
Erstellen eines beispielhaften Stundenplans im Plenum
45 min
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Desktop Publishing
E-mail Software
Multimedia
Printed Materials
Internet resources
Seite 26 von 37
VCR
Video Camera
Other: Karten und
Pinnwand
Word Processing
Other:
Auflösung mit einem ausgedruckten Stundenplan, 80
beschriebene Karten für die Pinnwand, vorbereitete
Pinnwände
Unit Procedure
Students will:
group work
work in pairs
Einzelarbeit
other:___________________________
solve a quiz
make a poster
make a presentation
other: Gruppenarbeit__________
Unit step by step:
Time
1.1.15
5 min
5 min
Seite 27 von 37
Steps
Intro: Erklärung der Übung, Kart e mit Übungseinheit vor der Brust,
Austeilen der Karten für die 25 Teilnehmer, jeder stellt eine
Lehreinheit dar, für mehrstündige LE warden mehrere Karten
ausgegeben
Auffüllen der vorbereiteten Stundenplanstruktur auf zwei Pinnwänden
mit den vorbereiteten Karten,
Unit Overview
Unit Title
Überblick über Übungen im Kurs
Unit Questions
Wie und mit welchen Materialien werden im Kurs Übungen
durchgeführt?
Unit Summary
Zeigen von verschiedenen Rechen- und Planungsübungen, Erklärung der Übungsziele und
Arten,
45 min
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Desktop Publishing
E-mail Software
Multimedia
Printed Materials
Internet resources
Seite 28 von 37
VCR
Video Camera
Other:
Word Processing
Other:
Übungsbeispiele aus dem Ceph Kurs
Unit Procedure
Students will:
group work
work in pairs
Einzelarbeit
other:___________________________
solve a quiz
make a poster
make a presentation
other: _Dateien am Laptop
verfolgen___________________________
Unit step by step:
Time
Steps
1.1.18
2 min
Intro: zeigen der kürzesten und der längsten Übung (2 min /4 h)
3 min
Überblicksfolie (muss noch erstellt warden)
2 min
D-B.4 29 Frage, Antwort im Plenum
5 min
D-B.1 30 und 31 U-Wert Berechnung homogener Bauteile,
Einzelübung, Berechnung, Zeigen, 5 min Übung, kommt auch als
Planungsaufgabe vor
TN versucht Aufgabe zu erklären
5 min
D-B.1 83 Entwurfsaufgabe in Gruppe, 45 min Übung
10 min
neuer Planungsblock zur Planung der Gebäudehülle, 4 LE,
Sockel, First etc.
TN versucht eine Aufgabe zu erklären
10 min
Lüftungsworkshop, Photos, Messprotokoll
8 min
Fragen und Antworten
Seite 29 von 37
Unit Overview
Unit Title
Überblick über Übungen mit dem PHPP im Kurs
Unit Questions
Wie wird das PHPP gelehrt?
Unit Summary
Kursbegleitende PHPP Übungen und ihre Einbindung in die Vorträge
PHPP Übungstag, Umgang mit den Dateien und Dokumentationen
45 min
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Desktop Publishing
E-mail Software
Multimedia
Printed Materials
Internet resources
Seite 30 von 37
VCR
Video Camera
Other:
Word Processing
Other:
Übungsbeispiele aus dem Ceph Kurs
Unit Procedure
Students will:
group work
work in pairs
Einzelarbeit
other:___________________________
solve a quiz
make a poster
make a presentation
other: _Dateien am Laptop
verfolgen___________________________
Unit step by step:
Time
1.1.21
2 min
Steps
Intro: Filmausschnitt aus Fenstereingabe
Kaffeepause zum exel laden nutzen
10 min
Vorstellen der Dokumentationen, G.1.5 und G.1.2 kurz
20 min
Übergang vom Vortrag Konstruktion zur PHPP Übung mit Vortrag
Eingabe Gebäudehülle, üben der echten Lehrsituation mit Laptops
und 2 Beamern und exel files
10 min
Erklären der Exelfiles, Öffnen der Dateien, G.2.2 und G.2.3
3 min
Fragen
Seite 31 von 37
Facts for „overview exam and certification”
Prüfungsblauf:
Prüfungsvorbereitung: In Kurseinheit oder letzter Einheit (Wiederholung/Vertiefung)
Prüfungstermine finden in vorab festgelegten regelmäßigen Abständen statt
Prüfungsdauer: Bearbeitungszeit
Prüfungsort: Bei Kursanbieter bzw. Kursteilnehmer kann auch bei anderen Anbietern an
der Prüfung teilnehmen
Verwendbare Unterlagen bei Prüfung: alle Kursunterlagen sowie Literatur bzw.
Aufzeichnungen sind erlaubt
Nicht erlaubt sind Laptop und Medien die eine Kommunikation nach „außen“ bzw. „unter
den Teilnehmern ermöglicht!
Lernzielkatalog:

Lernzielkatalog vorstellen
Wo finde ich den LZK Æ link angeben
LZK ist Prüfungsrelevant
Fragen zu LZK zuerst an den Kursteilnehmer stellen dann erst an PHI
Prüfungsstrategie:
Wie gehe ich bei der Bearbeitung der Aufgaben als Teilnehmer am besten vor?
x
x
x
Aufmerksam lesen
Zuerst das was ich gut kann
Punkteanzahlen beachten
Zertifizierung:
Wie erfolgt die Zertifizierung? 3x60min
Welche Nachweise sind vorab erforderlich?
Nachweis beruflicher Qualifikation, Anmeldeformular
Wann und von wem erhalte ich das Zertifikat?
Ca 6 Wochen nach Prüfung von PHI
Wann muss ich mich wieder qualifizieren um das Zertifikat zu behalten?
Bis spätestens 3 Jahre nach Prüfung
Seite 32 von 37
Kosten für Zertifizierung und Fortschreibung?
Legt Anbieter fest, verschiedene Gebühren
Gruppe 3:
Unit Overview
Unit Title:
LV Vorbereitung Zeitplanung, Strukturierung
Welche Tools zur Zeitplanung einer Präsentation gibt es?
Unit Questions
Methodik Vorbereitung mit Folien - Tipps zur Zeitplanung
Wie arbeite ich mit dem Formblatt?
Welchen Nutzen bringt das Arbeiten mit dem Formblatt?
Unit Summary
Es wird die Notwendigkeit zur Vorbereitung und zeitlichen Strukturierung eines Vortrages
vermittelt.
Das Arbeiten mit dem Vorbereitungstool wird vorgeführt.
Konkrete Hinweise und Erläuterungen zum Nutzen von Vorbereitungstools.
Kürzen bzw. Streichen von Folien, ohne Verlust der wesentlichen Inhalte
Herausarbeiten von Schwerpunkten und zentralen Inhalten
Wie strukturiere ich eine Lehreinheit?
Markierung der wesentlichen Inhalte
Wo sind die Hauptbotschaften (zentrale Folien)
Welche Folien vermitteln Vertiefungswissen (allenfalls kürzbar)
Wie gestalte ich einen Spannungsbogen?
Beginn, Benchmarks, Abschluss
90´
Seite 33 von 37
Camera
Computer(s)
Digital Camera
DVD Player
Internet Connection
Laser Disk
Printer
Projection System
Scanner
Television
Image Processing
Desktop Publishing
E-mail Software
Multimedia
Printed Materials
Internet resources
Seite 34 von 37
Liste mit Tipps, Formblatt
VCR
Video Camera
Other: Formblatt, Liste mit
Tipps (Sabine Jasny),
Word Processing
Other:
Unit Procedure
Students will:
group work
work in pairs
Einzelarbeit
other:___________________________
solve a quiz
make a poster
make a presentation
other: ____________________________
Unit step by step:
Time
1.1.24
3´
Steps
Intro: Zitat aus der Evaluation der 1. Veranstaltung
„nach der 3. Folie Frage des Referenten: „Wie weit sind wir, wie viel
Zeit haben wir noch?“, nach der 10. Folie: „Wie weit sind wir, wie viel
Zeit haben wir noch?“ nach der 15. Folie: „Wie weit sind wir, wie viel
Zeit haben wir noch?“
Was haben Sie für einen Eindruck vom Referenten?
7´
Aufgabenstellung für die Gruppenarbeit,
Strukturierung und Gliederung zum jeweiligen Fachbereich der
Gruppen. Es sollen die ersten 90´ strukturiert werden.
25´
Gruppenarbeit zur Aufgabenstellung
20´
Feedback, Reflexion aus den Arbeitsgruppen
Was hat funktioniert, wo sind offene Punkte, welche Probleme treten
auf
30´
Inputs und Tipps, Lösungsvorschläge, Verweise auf die
ausgearbeitete Liste (Beilage)
Ausarbeitung anhand von offenen Fragestellungen
5´
Abschluss – Zusammenfassung
Was wurde gelernt/vermittelt
Seite 35 von 37
Tipps zur Vorbereitung
Wie kann ich die Vortragszeit
planen?
Beachte! Je Folie im Schnitt etwa 3 Minuten
mindestens aber 2 Minuten.
Für 90 Minuten daher keinesfalls mehr als 40 Folien
Die Regel gilt für Info-Folien
Fotos die lediglich Eindrücke und Stimmungen
wiedergeben dürfen auch mehr sein. Eine Folie sollte
aber nie kürzer als 10 Sekunden sichtbar sein.
Wie kann ich als Vortragender den
zeitlichen Überblick im Vortrag
halten?
Setze in der Vorbereitung Benchmarks. Wo will ich
nach 15, 30, 45 etc. Minuten sein.
Wie kann ich den thematischen
Überblick behalten
Finde die zentralen Folien. Markiere diese (zB grüner
Punkt). Bringe diese Folien in Einklang mit den
Benchmarks
Was ist ein Hilfsmittel als
Vortragsunterlage zum Überblick
über die Folienfolge?
Mache eine einen Ausdruck mit allen Folien zum
Themenblock auf eine Seite (zB Screenschot der
Folienübersicht)
Bringe mit dem Leuchtstift Markierungen zu den
Meilensteinen (zeitlich und inhaltlich an)
Was tue ich, wenn ich die Zeit aus
den Augen verloren habe?
Orientiere dich an deinen Meilensteinen, streiche
Folien zur Vertiefung, bringe Deine Folien zum
Hauptwissen.
Don´t Do:
Es ist schlecht, die Sprechgeschwindigkeit und den
Folienablauf zu beschleunigen.
Keine Aussagen hinsichtlich des Zeitmangels
gegenüber den Teilnehmern
Nicht durch Folien blättern, sondern gezielt hinklicken
(Nummer der Folie muss dafür bekannt sein! –
Vorbereitung!!!)
Überziehen ist nicht erlaubt. Es wird dir keiner
Danken, wenn du Ihm die Zeit stiehlst!
Wie gehe ich mit Fragen um?
Ist die Frage zum Vortrag oder zum Verständnis einer
Folie, dann lasse Sie zu. Beantworte Sie ganz gezielt
in 1 bis 2 Sätzen.
Gehe auf keine Diskussion ein – Verweise notfalls auf
Pause
Fragen, die dich nicht weiter bringen, müssen nicht im
Plenum behandelt werden. Verweise auf die Pause.
Seite 36 von 37
Fragen nur zur persönlichen Problemlösung eines
Teilnehmers zB im Bezug auf ein konkretes
Projekt/Baustelle an eine Referenten sollten auf die
Pause verschoben werden.
Wie kann ich den Plenumsvortrag
auflösen?
Biete offene Fragen an? Gib die Möglichkeit / Zeit
zum Nachdenken?
Stelle Fragen zur persönlichen Erfahrung zum
Themenblock.
Wie kann ich in den Vortrag
einsteigen?
Seite 37 von 37
IEE / 07 / 712 / SI2.500398
Annex 6: Overview of the 18 units of the Passive House Trainer Course (PHTC)
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8QLW
Welcome to the Passiv-Haus-Trainer-Course (PHTC)
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This unit is intended to welcome all participants. They will get to know each other in both
ways: personally and professionally.
$SSUR[LPDWH7LPH1HHGHG
30 Minutes
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•
Worksheet: Partner interview (1 copy per participant: 50% on yellow paper and 50% on orange
paper)
•
The participants need to bring their personal photos (1 photo (work) + 1 photo (hobby) in an
envelope labeled with their name)
•
Pin boards (ca. one board for 9 participants) + 3 pins per participant
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7LPH
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5 min
Trainer welcomes the participants and introduces himself/herself.
5 min
Trainer hands out the worksheets and asks all participants with a
yellow worksheet to find a partner with an orange one.
Trainer instruction: “Please interview your partner and write down the
answers. We have about 15 minutes for this interview. So please, try
to make it in time.”
20 min
The participants interview their partners. 10 min each
10 min
The trainer stops the interviews and asks all participants to pin the
worksheet and the photos of their partner on the pin board.
Trainer instruction: “Please pin your material on the pin board. During
the brake, we all get the chance to read about all participants. The
photos will help us to connect the info with the person.”
PHTC – Passive House Trainer Course
Page 1 of 1
8QLW2YHUYLHZ
8QLW
Introduction to the CEPH project and to the PHTC
8QLW6XPPDU\
The participants get information about the CEPH project (background, partners, ceph course
folder I and II) and get an overview of the Passive House Trainer Course - PHTC (overview,
timetable, PHTC folder). This unit ends with a self-assessments session in order to state the
participants’ knowledge about passiv housing.
45 minutes
Technology – Hardware
Computer(s)
Projection System
Technology – Software
PPP: CEPH project
PPP: PHTC overview
Digital Camera
PPP: PH knowledge
Ceph course folder I + Ceph course folder II
PHTC folder
Poster: self assessment chart 1 (A3, landscape)
Other Materials
Poster: self assessment chart 2 (A3, landscape)
2 pin boards (one per poster)
1 red + 1 green self-adhesive dot per participant
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Page 1 of 2
Preparation before
class
Pin the 2 posters on the pin boards turn the boards so that the
participants can’t see the charts
20 min
Expert presents PPP: CEPH project in a plenary session
15 min
Trainer presents PPP: PHTC overview in a plenary session
10 min
Trainer instruction: “ In the very first part of our course we will focus on
the knowledge of PH-Technique. We will collect open questions from
you and answer them. Furthermore, we will introduce resources to
you, resources that we provide in order to keep you informed.
Therefore, we first need a raw picture of what we all know. And we
need to work out, what we do not know yet. Gaps that can be closed
in this course or by self study after this course. In order to get this
picture, I want you to do a self-assessment. This assessment is
anonymous.”
Trainer asks a participant for assistance. Trainer and assistant hand
out two self-adhesive dots per participant.
Trainer turns the two pin boards around and explains:
Assessment 1: “Please rank your knowledge in your field/profession
on a skale from 1 (= basic knowledge) to 10 (expert knowledge) and
write down the appropriate number on the red dot.”
Assessment 2: “Please rank your knowledge in all other areas of PHtechnique (not regarding your core competence) on a skale from 1 (=
basic knowledge) to 10 (expert knowledge) and write down the
appropriate number on the green dot.”
Trainer asks two more participants for assistance and the team
collects the dots from all participants and sticks all red dots to chart 1
and all green dots to chart 2.
Trainer summarizes the results and refers to the next two units where
questions can be asked and will be answered. Furthermore, he/she
refers to the INFO POOL that is provided by the project and will be
introduced later on in this course.
Trainer takes photos of the assessment results.
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Knowledge of PH-Technique: Open questions (small
group sessions)
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The aim of this unit is to answer participants’ questions concerning the PH technique. Before
the course, the participants have been asked to prepare questions that they cannot answer
themselves – questions they have about PH technique. In this unit the participants will bring
these questions into a small group of participants and the other group members will answer
them as far as possible. Questions that cannot be answered within the group will be collected
for unit 4 and 5 where they will be answered in the plenum.
45 minutes
Technology – Hardware (Click boxes of all equipment needed.)
Computer(s)
Projection System
Digital Camera
Internet Connection
Dict.leo.org
PPP: Chinese proverb
Other Material

The participants need to bring their 5 prepared questions to class.

Ceph course folder I and II (one set per 4-5 participants)

PPP: Chinese proverb

6 pin boards (one board for each chapter of the Ceph course folders)

6 prepared moderation cards with the headings for each chapter, pinned as headings
on the pin boards

Lots of pins per group
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Preparation before
class
Trainer places the 6 pin boards with headings along the walls of the
classroom
5 min
Trainer presents PPP: Chinese proverb and creates a positive climate
for asking questions.
5 min
Trainer forms groups of 4-5 participants. The group members should
cover different areas of knowledge (as far as possible). Each group
needs a table, chairs, a Ceph course folder I and II and a flip chart that
can be used for notes or drawings.
Trainer instruction:
Step one: “Please rank your personal questions from “most important
to me” to “less important to me.”
Step two: “ Please ask your questions one by one (clockwise). Start
from the most important ones. Try to find answers within the group.
Write down the answer at the bottom of the question sheet and
maybe, you can even add the right page of the Ceph course folder
where the answer can be found. After that, pin the sheet on the right
pin board. We have one pin board per chapter as you can see in the
headlines. We just have 25 minutes for this step. So, please don’t
spend to much time on one question. Collect all questions that you
cannot answer within the group and save them for later (unit 4).
25 min
Participants work in groups. The expert and the trainer walk from
group to group, help out and take photos.
10 min
Trainer stops the group work (no matter how far the participants could
go).
Trainer instruction: “Please have a look at the pin boards and see how
many questions we could answer!!! But there are still open questions
as well which means that we can go even further. So, please have a
look at these questions in your group. Rank them and choose 2 most
important ones per chapter.”
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Knowledge of PH-Technique: Open questions (plenary
session, part 1)
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The aim of this unit is to answer the open questions from unit 3 in a plenary session. In unit 3
each group has selected 2 open questions per chapter. They will be answered partly in this
unit 4 (chapter 1, 2, 3 and 4) and partly in the following unit 5 (chapter 5 and 6).
45 minutes
Internet Connection
Digital Camera
Dict.leo.org
Other Material

The participants need to bring their open questions from unit 3 (maximum 2 questions
per chapter).

6 pin boards (one board for each chapter of the Ceph course folders) with the question
and answer sheets from unit 3

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Preparation before
class
Trainer moves the question and answer sheets from unit 3 to the
underparts of the pin boards in order to gain space for the new
questions.
Page 1 of 2
5 min
Trainer instruction: “We are now moving to our next step. Each group
is having a set of open questions that should be answered. Maybe one
of you has the answer or maybe our expert can answer them. We will
do that chapter-wise whereby we will spend 10 Minutes per chapter.
We are starting with group 1 and question 1 (than: group 2, question 1
and so forth). Please write down the answers on the question sheets,
add – if possible – the relevant page of the Ceph course folder and pin
the sheets on the pin board.”
Trainer moderates the session and the expert controls the content.
10 min
General Passiv House
10 min
Building shell
10 min
Windows
10 min
Ventilation
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Knowledge of PH-Technique: Open questions (plenary
session, part 2) and Info Pool
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The aim of this unit is to continue with the plenary session of unit 4 and to answer the open
questions to chapter 5 and 6. Furthermore, the location of information will be presented as a
resource for self study during the workshop and for the time when the participants need to
prepare themselves for teaching the Ceph course.
45 minutes
Computer(s)
Projection System
Internet Connection
Dict.leo.org
PPP: Info Pool
Digital Camera
Other Material

The participants need to bring their open questions from unit 3 (maximum 2 questions
per chapter 5 and 6).

6 pin boards (one board for each chapter of the Ceph course folders) with the question
and answer sheets from unit 3 and 4

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10 min
Trainer instruction: “We are now continuing with our planery session
and moving to chapter 5 and 6.”
Trainer moderates and the expert controls the content like in unit 4.
Heating
10 min
Economy
Page 1 of 2
20 min
Expert presents PPP: Information Pool
5 min
Mini evaluation (Blitzlicht) after part I of the PHTC: Knowledge of PH
technique
Trainer instruction: “We are now finishing part I of the PHTC in which
we focused on the knowledge of the PH technique. How do you feel
now? Please make a short statement (1-5 words). Feel free to say
what you want to say. No one will comment on the statements.”
Trainer asks participant by participant and prevents the whole group
from commenting.
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Information about the Ceph course: Content and
curriculum
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The aim of unit 6 and 7 is to get an overview of the Ceph course curriculum and the course
material. Unit 6 focuses on the curriculum and unit 7 on the material that is built on the
structure of the curriculum.
In unit 6, the participants will get familiar with the Ceph course curriculum and gain insights in
its thematic structure. Questions will be: What is part of the curriculum, what comes when and
why is it important to follow this structure while teaching. The participants will discover this
structure by working out a timetable of the Ceph course (small groups). The outcome of this
group work will be compared with the original timetable of the Ceph course and the
differences will be discussed with the expert.
45 min
Computer(s)
Projection System
PPP: Cartoon curriculum PPP: Ceph course curriculum Other Material

Pin boards (1 board per 3-4 participants)

Lots of pins (a set per 3-4 participants)

Sets of cards: Units of the Ceph course (one set per 3-4 participants)
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Preparation before
class
Set of cards for group work: Trainer copies the document
set_of_cards.doc on A3 and cuts the copies into cards (one set per 34 participants).
Page 1 of 2
5 min
Intro:
Trainer explains: “We have finished part I of the PHTC and we are
now staring with part II. Part II focuses on the Ceph course itself - on
its content, its curriculum and on the course material which you are
provided as a basis for your teaching. Let’s start with the curriculum:”
Trainer presents: PPP: Cartoon curriculum
Trainer forwards the question of the cartoon to the plenum and works
out the answer:
“The curriculum frames the required knowledge, limits it and structures
the knowledge into units in order to make the content teachable.
Furthermore, it is the basis for the Ceph course-Exam.
The curriculum forms the thread through the course and is your
guideline for teaching. An understanding of the curriculum helps you to
know why you teach what, when and to what extent.
Let’s have a closer look at the Ceph course curriculum:”
5 min
Trainer forms groups of 3-4 participants. Each group gets a pin board,
a set of cards and pins.
Trainer instruction: “The aim now is to understand the thematic
structure of the curriculum. The curriculum is composed of units and
the question is what comes first or better: what needs to come first,
what should follow and what should be placed at the end. There is a
logical structure that we will discover now. The names of the units are
written on theses cards. Can you please try to place them in a logic
order and pin them on the pin board? Please discuss the possibilities
in the group and work out the best solution. Choose one participant in
the group who notes down the most important arguments for this best
solution. We have 25 minutes for this step.”
25 min
The participants work in groups. The trainer and the expert go from
group to group and listen to the discussions. They make sure that the
participants do not copy the timetable from the Ceph course folder.
10 min and break
After 25 minutes, the trainer stops the group work.
Expert explains the principle of “marketplace” One member of the
group stays by his time table; the others walk around and ask
questions: “Do you start with this unit as well? Why? Which group
does not start like this? Why? Which unit needs to follow? Why? Etc.
The differences will be discusses in different groups and the structure
of the original timetable (= curriculum) will become transparent and
intelligible. You can take the break for it and get a coffee.
Page 2 of 2
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Information about the Ceph course: Course material
8QLW6XPPDU\
Unit 7 is thematically connected to unit 6. In unit 6, the participants discovered the curriculum
structure. In this following unit 7, they get introduced to the Ceph course material (folder I and
II) that is built on the curriculum structure. Furthermore, they will get familiar with the PHTC
handbook.
45 minutes
Computer(s)
Projection System
PPP: Ceph course: Course material Other Material

Very dry cookies (one cookie per participant)

PHTC folder (one per 1-2 participants)
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5 min
Expert hands out the cookies, one cookie per participant. While the
participants are eating, the trainer explains: “The following unit is as
“dry” as this cookie is. But on the other side it is very “nutritious” like
this cookie because it will give you an overview of and insights into the
whole PH-course material which is important for teaching the Ceph
course. So please, enjoy!”
40 min
Expert presents the PPP: Ceph course course material. He presents
the slides and connects the information on the slides with the material
in the classroom (Ceph course folder etc) in order to help the
participants to get familiar with the provided material.
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Information about the Ceph course: Exercises
8QLW6XPPDU\
This unit focuses on the exercises of the Ceph course. The participants will get an overview of
the different types of exercises and they will learn how to deal with them as trainers.
They will get familiar with different kinds of calculation exercises as well as planning
exercises. They will learn how to explain the exercise in front of a class and how to work out
the solution in cooperation with a class.
45 minutes
Computer(s)
Projection System
PPP: Ceph course Exercises
Word Processing Other Material

Printed exercises of the PPP: Ceph course Exercises (1 set per participant; provided
in the PHTC handbook)
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2 min
Intro: Experts presents PPP: Ceph course Exercises with the the
shortest (2 min) and the longest exercise (4 hours) of the Ceph course
and explains that he exercises vary in length and complexity, slide 1-7.
5 min
Expert presents: Types of exercises – overview (Überblicksfolie) and
explains the different types of exercises
Page 1 of 2
30 min
Expert presents slide by slide with example exercises and asks
different participants how they would teach this exercise. Questions:
“How would you introduce this exercise?”
“How would you explain it?”
“How would you solve it?”
Example 1 (2-3 min): E-B.4 27 10/09 Frage, Antwort im Plenum
Example 2 (3 min): E-B.6 23 10/09:U-Wert Berechnung homogener
Bauteile
Typ: Einzelübung, Berechnung, Zeigen, 10 min Übung, kommt auch
als Planungsaufgabe vor
Example 3 (5 min): D-B.1 83 Entwurfsaufgabe in Gruppe, 45 min
Übung
Example 4 (10 min): E-C.1.6 02 10/09
Planungsaufgabe von Folie 20-einschl. 28.
TN versucht eine Aufgabe zu erklären
8 min
Expert summarizes the rules for “teaching exercises”
Page 2 of 2
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Information about the Ceph course: Exercises with
PHPP
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This unit focuses on the PHPP exercises of the Ceph course and how they can be
implemented into the presentations. The participants will learn how to deal with them as
trainers.
45 min
Computer(s)
Projection System
Video: Coffee break
Word Processing Laptops of participants
PPP: PHPP Exercises
Other Material

Evtl?: Printed exercises of the PPP: PHPP Exercises (1 set per participant; provided in
the PHTC handbook)
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2 min
Intro: Filmausschnitt aus Fenstereingabe
Kaffeepause zum exel laden nutzen
10 min
Vorstellen der Dokumentation Freunddorfer
20 min
Übergang vom Vortrag Konstruktion zur PHPP Übung mit Vortrag
Eingabe Gebäudehülle, üben der echten Lehrsituation mit Laptops
und 2 Beamern und exel files
10 min
Erklären der Exelfiles, Öffnen der Dateien, A-G.2.4_2_U-values
3 min
Fragen
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Information about the Ceph course: Exam
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The aim of this unit is the introduction into the Ceph course Exam. The following questions
will be answered:
•
How is the exam organized (test institutions, dates, duration, conditions)?
•
What kind of knowledge is most important for the exam?
•
Are there any strategies that can be recommended?
•
How is the certification processed?
45 minutes
Computer(s)
Projection System
PPP: Ceph course: Exam Other Material

Copy of info “about exam.doc” (one copy per participant provided in the PHTC
handbook)

Model test for the Ceph course Exam (incl. Key) (one copy per participant provided in
the PHTC handbook)

Quiz: “FAQ about the Exam” and prices if available
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5 min
Intro:
Trainer presents a copy of the original certificate that should be the
outcome for the students of the Ceph course.
Trainers introduction: “ In this unit, we will go through all the facts
about the exam and what you need to know about it as a future trainer
of the Ceph course. Please listen carefully and at the end of this unit
you can test yourself: Can I answer the FAQ about the exam?”
20 min
Trainer presents PPP: Ceph course: Exam (Dauer: ca. 20 Minuten)
20 min:
Trainer hands out the quiz “FAQ about the Exam” (one quiz per
participant): no paper on the table.
Trainer instruction: “Now, test yourself. Can you answer the FAQ
about the exam? You have 10 minutes to answer the questions.”
After 10 minutes he stops and writes down the solution. Participants
who reached 100% get a price.
Trainer draws the attention of the participants to the PHTC handbook
containing the model test and the info about exam.doc.
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How to teach: Plan a unit
8QLW6XPPDU\
This unit opens part III of the PHTC which focuses on the topic: How to teach the Ceph
course.
In unit 11 as well as in the following unit 12 the participants learn to plan a unit. By using a
EXCEL worksheet for planning they learn how to develop a step by step plan for teaching.
This involves:
•
•
•
•
•
Time management
Choice of content (MUST be taught/CAN be taught)
Choice of transperancies/slides
How to control my teaching (setting milestones)
How to create an interesting start and a strong ending
In unit 11, they will work out a plan for a choosen unit without much help. They will experience
how difficult it is and in the following unit 12 they will get help so that they can overcome the
difficulties (induktive Methode).
45 minutes´
Computer(s)
Projection System
EXCEL Worksheet: Plan a unit
Other Material
•
Ceph course folder I or II (1 set per 2 participants)
•
Laptop with the EXCEL worksheet: Plan a unit (1 per 2 participants)
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Page 1 of 2
5 min
Intro:
Trainer tells the following story from the pilot course:
A trainer was doing his presentation and after the third slide he asked
the participants:
„Excuse me, what is the time? How much time do we have left?“
After the tenth slide he asked:
„Oh, what is the time? How much time do we have left?“
After the fifteenth slide he asks again:
„How much time do we have left?“
Trainer asks the participants what they would think as participants of
this course.
10 min
Trainer instruction: „It is important to be prepared and to keep control
over the teaching process. This requires that you plan your units in
detail before teaching.
Now we are going to learn this and we are planning a unit. We will do
this in pairs. So, please choose a 90 minutes unit of the Ceph course
and find a partner who would like to plan the same unit.“
Trainer helps the participants to find a partner.
Trainer presents the EXCEL worksheet and explains:
„ For planning, we will use a prepared EXCEL worksheet. This sheet
gives you a frame for your planning and as you can see, you just can
plan for 90 minutes. So please be realistic. Plan your unit and fill in the
form. You have 25 minutes for this step.“ (The trainer should not
explain the sheet in detail; this can be discovered by the participants
while working).
Each pair needs:
- Ceph course folder I or II
- Laptop with the EXCEL worksheet for planning
25 min
The participants work in pairs and plan their units. The trainer
supervises the process. If the participants cannot fill in a field, they can
leave it blanc. The gaps will be filled in the following unit.
5 min
Trainer stops the pair work and asks:
„How are you going? Could you do it or do you have problems? If yes,
what kind of problems do you have?“
Trainer collects the difficulties/problems on the white board (for the
following unit 12).
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How to teach: Practical tips for planning
In unit 12 the participants learn to overcome the difficulties they have experienced in unit 11
when they planned a unit.
They will receive guidelines for time management and planning as well as ideas for good
starters and strong endings.
45 minutes´
Computer(s)
Projection System
EXCEL Worksheet: Plan a unit (from unit 11)
Other Material
•
•
White board with the comments from unit 11 (planning difficulties/problems)
Ceph course folder I or II (1 set per 2 participants)
•
Laptop with the EXCEL worksheet: Plan a unit (1 per 2 participants) from unit 11
•
INFO: Guidelines for time management and planning (one copy per participant in the
PHTC-Handbook)
•
INFO: Good starters (one copy per participant in the PHTC-Handbook)
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15 min
Trainer refers to the “INFO: Guidelines for time management and
planning” in the participants’ PHTC handbooks and explains the
guidelines.
10 min
Trainer focuses on the body part and asks the participant (grouped in
pairs as in unit 11) to work out a final choice of MUST and CAN slides
(max: 30 MUST and max 10 CAN).
Page 1 of 2
10 min
Trainer focuses on the openings:
Trainer instruction: „Now, as the body part is planned, please develop
a good opening for your unit. For some ideas, please see the „INFO:
Good starters“ in your PHTC handbook.“
10 min
Trainer asks the pairs to present their openings in the plenum (as
many as possible). Based on these examples, he summarizes the
criteria for good starters.
If time: The pairs work out their endings. One ending can be presented
in the plenum.
Page 2 of 2
Unit Overview
How to teach: 5 types of slides and how to present them
professionally
Unit 13/14
Unit Summary
The aim of these two units is to introduce the five types of slides that are used in the Ceph
course. Each type should be presented differently and the participants will learn and practice
how they can present the material professionally.
Approximate Time Needed
90 Minutes
Computer(s)
Projection System
PPP: Five Types of Slides
PPP: Lets Practice
Other Material
•
Flip chart
•
Handout of PPP: Five Types of Slides (one copy per participant in the PHTC-Handbook)
•
Ceph course folder I and II
Unit Procedure
Unit step by step:
Time
Steps
Page 1 of 2
10 min
Intro:
Trainer introduces: “In the last two units we focused on the time planning and the
time management. By doing so, we had to choose the important slides out of the full
set of slides. In the following two units we will learn how we can present the slides
professionally. The aim is to prevent your audience from the following:”
Trainer shows the you tube video: How NOT to use PowerPoint:
See:
http://www.youtube.com/watch?v=cagxPlVqrtM&feature=fvsr
Trainer: “Before we start practicing with examples from the Ceph course folder I and
II, I will give you an overview of the five types of slides we can find in the material.
Furthermore, we will see how we can present them professionally.”
30 min
Trainer presents PPP: Five Types of Slides. The implemented examples per type
should be used for illustrating the given tips; as a model for best practice: if possible
presented by the expert).
40 min
Trainer explains: “Let’s practice all five types. We will start with type 1: figures. I am
going to show you a slide. Then, you have 5 minutes time to prepare. Remember
the tips from the presentation. After five minutes one of you can come to the screen
and present it to the course.”
Trainer presents the first slide of the PPP: Lets Practice, the participants prepare
their presentation and after 5 minutes, one of the participants comes to the screen.
The trainer blanks out the screen by pressing “w”. It is important, that the participant
can start with a white screen. So, he can first make the statement and than show
the figure as suggested in the previous PPP.
The trainer guides from slide to slide, gives as much positive feedback as possible
and helps the participants to improve.
10 min
Ending: Trainer asks the participants in plenum: “We got some tips in the
presentation at the beginning of this unit. What can we add from the experience we
just have made?
The tips will be captured on the flip chart.
Page 2 of 2
Unit Overview
Unit 15/16
How to teach: Basics for teaching
Unit Summary
The aim of this unit is to focus on the basics for teaching. The unit covers the following topics:
•
How to create positive atmosphere in the seminar (how to break the ice, how to
establish the trainers’ credibility; etc.)
•
Presentation do’s and taboos.
Approximate Time Needed
90 Minutes
Computer(s)
Projection System
PPP: 8 mistakes with PPP
Other Material
•
Flip chart
•
INFO: Positive atmosphere (one copy per participant in the PHTC-Handbook)
•
INFO: Ice breakers (one copy per participant in the PHTC-Handbook)
•
Handout of PPP: 8 mistakes with PPP; three slides per page plus lines for notes (one
copy per participant in the PHTC-Handbook)
•
INFO: 8 mistakes with PPP (one copy per participant in the PHTC-Handbook)
Unit Procedure
Unit step by step:
Time
Steps
Page 1 of 2
10 min
Intro:
Trainer introduces: “Let’s move on to the seminar itself. What do we need to know about
how to run a seminar professionally? And the first question we will focus on is: How can
we start the seminar?”
Trainer shows the you tube video: How not to start a presentation:
See: http://www.youtube.com/watch?v=UGZyG0Jchjo&feature=related
Trainer asks the participants: “What do you think? How was that?” The participants
express their thoughts and the trainer focuses on the following:
• No emotion
• No interaction
• Cold atmosphere (body language, no eye contact etc.)
Trainer explains: “The start is very important. So let’s see what we can do in order to
start professionally”
20 min
Trainer presents the information from the INFO: Positive atmosphere by using the flip
chart. He/she writes down just the headings and presents the information orally. The
participants listen and take notes. After the presentation, the trainer refers to the INFO:
Positive atmosphere in the PHTC-Handbook)
20 min
Trainer explains: “We will know focus on two elements which you can use on the first
day of your seminar: “Establish your own credibility and reveal something from yourself”
Trainer forms groups of three participants.
Trainer instruction: Please prepare a 5 minutes presentation of yourself that does two
things: a) establishes your own credibility and b) reveals something from yourself. You
have 5 minutes to prepare.”
After 5 minutes the trainer asks the participants to present their results in the small
group of three participants. The trainer controls the time strictly (3 minutes presentation
time per participant plus short feedback).
25 min
Trainer presents: PPP: 8 mistakes with PPP by using palm cards for the tips. The
participants follow the PPP and use their PPP Handout for taking notes. After the
presentation the trainer refers to the INFO: 8 mistakes with PPP in the PHTC-Handbook.
10 min
Ending: Trainer asks the participants in plenum: “Do you know of other mistakes? How
can we correct them?” (Questions and answers out of the plenum).
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How to teach: Break up the monologue!
In unit 12 the participants will learn why it is important in seminars to break up the trainers’
monologue and they will learn how to do.
A way for breaking up the monologue is the implementation of “collaborative tasks”. Unit 12
will focus on two kinds of those tasks which can be easily implemented in most lectures:
1. Q&A session
2. Presentations by students (Impulse presentations)
90 minutes´
Computer(s)
Projection System
PPP: Why to break up the
monologue?
Other Material
•
•
•
•
•
INFO: Why to break up the monologue? (one copy per participant in the PHTC-Handbook)
Further Reading: Why to break up the monologue? (one copy per participant in the PHTCHandbook)
PHTC-Handbook (1 per participant)
Flip charts (one per 3 participants)
Ceph course folder I and II (one per participant)
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5 min
In plenum, trainer lets the participants make associations with the
term: “monologue” (positive and negative)
15 min
When finished, he refers to the INFO: Why to break up the
monologue? and to the article: Further Reading: Why to break up the
monologue?, both are in the PHTC-Handbook.
Page 1 of 3
20 min
Trainer explains: “A way for breaking up the monologue is the
implementation of “collaborative tasks”. In this unit, we will focus on
two kinds of those tasks which can be easily implemented in most
lectures:
1. Q&A sessions
2. Presentations by students (Impulse presentations)
Let’s start with Q&A sessions. We had many Q&A sessions in this
course so far. Let’s go back and reflect on what we’ve done so far.
Let’s see how we’ve used this strategy so far. Let’s compile a list of
methods than can be used by you when teaching the Ceph course.
Trainer summarizes on a flip chart:
1. Bring prepared questions to class (Unit 3-5)
• Can be answered in small group work (Unit 3)
• Can be answered in plenum (Unit 4+5)
• Set up a Q&A board (ongoing knowledge exchange)
Let prepare questions for the seminar, for single units of the seminar,
for the next day of the seminar, over the weekend of a two-weeksseminar etc.
2. Organize group work and let the groups collect questions that
occur. After group work, let the groups bring their questions into a
final discussion (Unit 6: Curriculum; Unit 11/12: Time
management).
3. Ask direct questions in the plenum
• Closed questions (Unit 8)
• Open questions (Unit 9)
4. Design a quiz (Unit 10)
!!!: Asking a lot of questions will not by any means guarantee
stimulation of interaction. Certain types of questions may actually
discourage interactive learning. Beware of the following (adapted from
Kinsella, 1991):
- Too much time spent on display questions (=questions that
attempt to elicit information already known by the trainer) –
students can easily grow weary of artificial contexts that don’t
involve genuine seeking of information.
- A question that insults participants’ intelligence by being
so obvious that students will think it’s too silly to bother
answering.
- Vague questions that are worded in abstract or ambiguous
language (e.g. “Do you pretty much understand more or less
what we do?”)
- Questions stated in language that is too complex or too
wordy for aural comprehension (e.g. “Given today’s discussion, and also considering your previous experience, what would
Page 2 of 3
you say are the ramifications of, or the potential developmental
impacts on…)
-
-
Too many rhetorical questions (that you intend to answer
yourself) that students think you want them to answer, they get
confused when you supply the answer.
Random questions that don’t fall into a logical, well-planned
sequence, sending students thought patterns into chaos.
10 min
Trainer explains: “Let’s now focus on the second type of “collaborative
task”: The participants present knowledge that can be acquired by self
study and than be presented by them to other participants. Advantage:
Change of method, less focus on you, more activity in the class and
most important: knowledge will be deeply processed by the brain. And:
it is fun! Let’s try this now.”
Trainer divides the class in small groups of 3 participants. The subject
is: “The shell of a passive house”. Within each group, each participant
can choose one of the following three subtopics:
1. Quality of the building envelope
2. Air tightness
3. Lack of thermal bridges
Trainers’ instruction: “Prepare a mini presentation in order to speak
about these subtopics. You can use the flip chart for your
presentation. Calculate with 5 minutes speaking time. Make the most
out of it. Preparation time: 10 minutes.”
10 min
The participants prepare their mini presentations. The trainer goes
from group to group and supports where possible.
20 min
Trainer stops the preparation phase.
Trainers’ instruction: “Let’s start with the presentations. Please decide
within the group who is the first, second and third speaker. Speaker 1
starts. He/she has 5 minutes to present. Than I will stop all speakers
and we will move on to speaker 2 (and so forth).”
The participants do their presentations in groups. The trainer controls
the time.
After 20 minutes, trainer stops the group presentations.
10 min
In plenum, the expert guides the participants through the Ceph course
folders I and II and shows the participants which parts of the Ceph
course are suitable for presentations by students. The participants
label them.
Trainer ends this unit by referring to the other ideas for “collaborative
tasks” in the article: “Further reading: Why to break up the
monologue?” in the PHTC-handbook.
Page 3 of 3
8QLW2YHUYLHZ
Evaluation of the Passiv-Haus-Trainer-Course (PHTC)
and farewell.
8QLW
8QLW6XPPDU\
The aim of this unit is the evaluation of the PHTC. The outcomes of the course and the
positive atmosphere that has been created by using an interactive approach within the course
will be fokused. The unit will close with a warm farewell.
30 Minutes
•
One Postcard per participant and one backpack
•
A prepared flip chart paper with a diagram with an x-and y-axe. The title is “I improved
my knowledge”. One axe named with “How to teach?” (Methodik/Didaktik) and the
other axe is named with “What to teach?” Expert knowledge. The cross down is
marked with “0” and the end of the lines are marked with “100”.
•
One self-adhesive dot per participant for the marking on the flipchart.
•
Drinks and some snacks for an ending in a warm atmosphere
8QLW3URFHGXUH
8QLWVWHSE\VWHS
7LPH
6WHSV
0-5 min
Trainer instruction: We come to the final part of the course and will
end with two different activities to have a brief feedback.
5-20 min
Trainer shows the participants the variety of postcards and asks them
to choose one.
Trainer instruction: “You are going to write a postcard to yourself and
we will send this card to your home address in some days. The title of
your postcard should be “What am I taking home from this course?“
You have about 10 minutes to write. So please, try to make it in time.”
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20 – as long as you
want to drink and eat
-
Trainer hands out one self-adhesive dot per participant.
Trainer instructions: “Our course is coming to its end. We have spent
two fantastic days together, full of information about the passiv house
technique and the PH-Lehrgang. We learned how to teach
successfully and we practiced a lot of helpful skills. We have had lots
of fun and laughter which has created an enjoyable atmosphere. And
maybe, this course will change your professional future.
We are now coming to the evaluation. Your thoughts and comments
are very important to us and they will help us to make the PHTC even
better. Furthermore, it gives you the chance to reflect upon those two
special days. We are now inviting you to snacks and drinks and we
are asking you to reflect upont the PHTC. (Trainer explains the
diagram.) Please have a thought about what has happened in the last
to days and stick your dot on the diagram. Your feedback is highly
appreciated.”
While the participants are drinking and chatting the trainer has to
make sure, that all participants do the marking.
Page 2 of 2

Curriculum of “Train the Trainers” seminar, script

Transcription

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