CONSULTATION NOTES

Date: 10th -11th June 2017 Time: 10 hours

Location: Office Next Consultation: 20th June 2017
Members: Johor Cumulative Hours: 28.0 hours

TRAIN THE TRAINER MODULE

 Content List

1. Before the Training

2. Appendix A: Training Plan Form

3. Appendix B: Example of Training Plan Form

4. On the Site

5. Appendix C: Competencies Checklist

6. UK English Training

7. Eureka Maths Training (1st Term)

8. Eureka Maths Training (2nd Term)

 Before the Training:
 Create your own training slides based on your creativity.
 Make sure that you have gone through and familiarized yourself with the each button in
multimedia.
 Save the softcopy of both text books and workbooks in your devices.
 Prepare additional materials to compliment the programme, such as relevant story books, story
props that you have used in your usual teaching, etc. Please check the previous activities from the
Trainer Binder File, to ensure that there is no repetition from previous trainings.
 Prepare a list of songs for waiting moment, during activities, etc.
 Discuss plans of foods for lunch with DMT management.
 Discuss plans of accommodation with DMT management.
 Discuss plans of transportation with DMT management.
 Fill in the Training Plan Form (Appendix A) and submit to the Training Lead. Please confirm the
submission date with him/her. An example of the form is given in this module (Appendix B).
Appendix A

Training Plan Form

Trainer:

Training Topic:

Priority List

Location:

Time:

Flow of the training session:

Additional Topics:

Additional Materials compliment with LBK

programme

Ice Breaking Activity

After lunch warm up activity

 Secondary List

Learningbox Education video

Tea break time/lunch break time:

Accommodation:

Transportation:

To bring from office:

Projector
Speaker
Extra batteries (AA/AAA)
Participant Registration Form
Appendix B

Example of Training Plan Form:

Trainer: Warren
Training Topic: UK English
Priority List
Location: INTI COLLEGE, PENANG
Time: 9am-4pm
Flow of the training session: UK English- Starters
Story Telling (Additional)
Integrated Learning
UK English- Level 1
UK English- Level 2
Learning Corners (Additional)
How to choose a story book (Additional)
Fuji Kindergarten (Additional)
Lunch Break
Distribute survey forms
Collect participants’ name list
Reward and Punishment (Additional by guest speaker)
Question and Answer session (optional)
Ice Breaking Activity I’m fine action song
After lunch warm up activity Find a partner and do a back massage
Additional Topics: Story Telling
How to choose a story book?
Fuji Kindergarten
Additional Materials compliment with Brown Bear book
LBK programme Bird book
Props: birds and worms
Change Change Change! book
Secondary List

Full list of brings to bring (make sure Story books

there’s no last minute buying) Projector, pointer
Marker Pens
Extra Batteries
Participant’s list
Survey Form, etc.
Learningbox Education video Yes. To be played before the training begins.
Tea break time/lunch break time: Yes. Arranged with the (food provider name)

Accommodation: (name of hotel)

Transportation: 1 car
To bring from office:
Projector 
Speaker 
Extra batteries (AA/AAA) 
Participant Registration Form 
Etc.
 On the Site:
A Competencies Checklist (Appendix C) will be used by the Training Lead during your training, and
feedback will be given after the training.

Environment:

1. Be on the site at least 30 minutes before the training start time. For example, training start time is
9am, trainer has to be on site at 8.30am.
2. Make sure the devices are being set up, such as laptop, softcopy of documents, projector, speaker,
remote control and etc. Make sure all technology are well functioning by testing them prior to the
training.
3. Training materials, such as the apparatus and additional tools are prepared and being taken out
from the bags/boxes.

Introduction:

1. Briefly introduce yourself by starting with your name, and how the participant should address you.
2. Explain to the participants about your current job title, what you do, and years of experience.
3. Go through the objectives of the training for the day.

Slides:

1. Explain any unfamiliar technical terms in layman term.

2. Attend to audience more than the screen.

Movement:

1. It’s good to have ice breaking activities before the formal training begins, after the break, and after
the lunch. This promotes the interactions between the participants and the trainer, as well as
among the participants.

Trainings:

Please refer to the individual subject for more instructions.

Audience Participation:

1. The trainer and the participants should have a conversation at all times to make the training
alive. Allow the participants to have an active part in the training session by providing
opportunities for the participants to:
 ask questions
  repeat after what the trainer have just said.
 answer the trainer’s questions.

Activities:

1. The participants should experience being as a child during your training.

2. Conduct a few games, or simulation activities in between your training.
3. Demonstrate the ways of using additional apparatus, tools, or props.

Enthusiasm Level:

1. Greet the audience warmly.

2. Make sure your voice is loud and clear during the training.
3. Use different tone of voice to attract the participant’s attention.
4. Use of gestures during the training.
5. Maintain good eye contact with the participants.
6. Be friendly and smile at the participants at all times.

Professionalism:

1. Communicate well with the Training Lead about the training plans prior to the training.
2. Arrives on time.
3. Wear professional attire and present your appearance in a professional manner.
4. Communicate professionally with the participants.
5. Maintain composure during Questions & Answers session.
6. Answer the participant’s questions accurately and avoid out of topic.
Appendix C Topic: Date/Time:

Trainer: Observer:

Competencies Checklist:
Areas of Observation Notes
Area 1: Environment
_____Preparation and use of technology
_____Training Materials: slides, books, apparatus
Area 2: Introduction
_____Name
_____Current job title and what the trainer does
_____ Years of experience
Area 3: Movement
_____Ice breaking activities
_____After break
_____After lunch
Area 4: Trainings
_____Defined unfamiliar technical terms in slides
_____Attend to audience more than the screen
_____Case Studies: What are the problems/ difficulties
faced by the teachers? Share the case studies and
encourage discussion
_____Sharing experience
_____Explain the rationale of teaching
_____The information presented during the training
appropriate and adequate
_____Allow opportunities for the participants to be the
“children” and participate in multimedia
_____Allow opportunities for the participants to answer
questions from the book
_____Games, or simulation activities
_____Demonstration additional apparatus and tools
Area 5: Audience Participation:
_____Provide clear instructions for all activities
_____Involved all the participation from the audience
No. of questions:
No. of responses:
Ratio:
_____Waited for the participant to respond to
questions
_____Go through the answers from the book with the
teachers
Area 6: Enthusiasm Level
______Greeted the audience warmly
______Loud and clear voice
______Use different tone of voice
______Maintain good eye contact with the audience
______Friendly and smiled
______Use of gestures
 Area 7: Professionalism
______Communicate well with the Team Leader about
the training plans
_____Arrives on time
_____Professional attire and appearance
_____Communicate professionally with the participants
______Maintain composure during Q&A session
______Answering to participant’s questions accurately

Rating: 1=Consistently
2=Sometimes/Inconsistently
3=Not Occuring
N/A=Not Applicable

Please use the space below to summarize the areas where the trainer did well or need to be
improved.
 UK ENGLISH
Training flow:
1. Multimedia
2. Books
3. Story Telling & Music and Movement
4. Integrated Learning: Lesson Plan

Multimedia:

 The menu button has 3 icons “Alphabet songs”, “Lessons”, “Warm up songs”. Explain the function
of each button, and when do you use each button.
 Explain that there are 3 parts in the Alphabet Song, and the reason of having three parts in the
multimedia.
 Question button
 Learn to Sound: Letter, Sound, and Song button.
 Learn to Remember: First, press letter button. Second, press the sound button.
 Learn sound: Video icon ( how you move your mouth to make a sound)
 Learn to Read: button 1, Reader, 3, 4.
 Learn to Retell
 Learn to Listen
 Which button for the teachers to press for 2nd term multimedia.

Rationale:

 What is the Phonics Songs for?

 Explain to the teachers how do we go to the second half year multimedia?
 What is it? What letter is this? How do you sound “(letter)”
 Children’s and adult voice on capital and small letters.
 Explain why there are different number of sentences, what is the reason.
 Explain about the reason of the multimedia using “he” and “she” in the story.
 What is the reason of introducing Alphabet Song?
 Go through the workbook with the teachers and the answers.
 Explain why some of the pictures are not being taught from the textbook and multimedia yet it’s
printed on the writing book.
 Explain about the different types of resources that can be obtained by the teachers from the
Learningbox website. Show the website via projector.
 How to explain Integrated Learning?
 What does “High Frequency Words” means in Learningbox multimedia?
 Explain how to teach children to differentiate between letter and sound.
 Explain the purpose of the Audio CD for the students.
 Explain the rationale of using the same questions consistently since 4 years old. (Refer to Scripts)
Simulation Activities:

 Story about colour

 Participant to use the hands to mix the colours
 Participants to sing the songs together
 Activity:
- air writing, write letters on your partner’s back/hand
- Action songs.

Scripts for Trainer’s Reference:

 “First, play the multimedia. Then, ask the children questions “What do you remember from the
story?”
 “First, let children to listen one time. Then, let children to repeat after”
 “What is the reason of introducing Alphabet Song?”
 “What letter is this?”
 “What is the sound of (letter)”e.g., “What is the sound of n?”
 “The sound of (object) is (phonic sounds): e.g., The sound of nest is /n/.”
 “/n/ is the sound of N”
 EUREKA MATHS (2ND TERM)
Please go through the content list from the first term, and then link them with the content list from the 2 nd
term.
Starters:

 Go through the content list

 Why are we repeating some of the topics in Starters 3, such as ‘Same and Different’, “Long and
Short”, “More and Less”?
 How to teach Bigger and Smaller Numbers? Explain the rationale of the symbol of less blocks, and
more blocks
 Explain the rationale of teaching Ascending Numbers and Descending Numbers before teaching the
concept.
 Explain the reason of the Ascending and Descending sign
 Why do we teach the concept of Enumeration?
 Explain how does the concept of Addition and Subtraction skills being broken down on the book (pg
10-13).
 What are the layman terms we usually use in the real life
 Subtraction: pg 17: Explain to the teachers why we do not expect the children to come out with the
final answers for this particular page?
 Subtraction: pg 18. Trainer must train the teachers to start using descending skill from this page
onwards. For example: 10 – 5 (9…8…7…6...5… while crossing the vegetable, final answer is 5)
 Activities:
- teacher to try the Tangrams
- more and less (on table)
- long and short (on table)
- number bond (on table)
- grouping numbers (find partner)
- word numbers (find partner)
Intermediate:

 Explain the colour of the hour hands (red-short) and minute hands (blue-long).
 What can you do with the clock apparatus?
 Go through the answers with the participants on the topic “Length, Height, and Weight”
 What to do if the students cannot identify long and short string?
 Word Problems: Explain the reason why there are faded pictures in the box.
 Do the children need to trace when there are dotted lines in the book? Intermediate, for example,
pg 17.
 Why there are both horizontal and vertical ways are presented in the same page, pg 26.
 Why there are method 1 and 2 for addition and subtraction?
 Explain why do we teach vertical and horizontal way of math equation?
 Explain why there are blocks for some of the pages during some calculation (value).
 Why do we learn Patterns in Math?
 Activities:
- Clock: Match the time; long & short hand; minutes; clockwise
- have the participants to try using Method 2 to solve a math question.
- Number bond
 - Tens and hundreds

Advanced:

 Explain the rationale of teaching Multiple Addition and Multiple Subtraction

 Fractions. Explain what the children will be learning on fractions when they go to Primary 1, and
what we have in the books now.
 Picture Graph. Do activities and simulations to allow participants to involve in solving picture graph.
 Number bond. What are the tips to identify the number of number bonds in patterns.
 Three Dimensional: How can we help children to relate to the real life items?
 Money. Go through what the children will be learning on Money when they go to Primary 1, and
what we have in the books now.
 Explain the rationale on why we do not involve RM 20, RM 50, RM 100.
 Activities:
- Money