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Training Package Guidance

Training and Staff Development Unit Office of Overseas Programming and Training Support (OPATS)
December 2011

Table of Contents
Overview ....................................................................................................................................................... 2 Definitions...................................................................................................................................................... 2 Competency .............................................................................................................................................. 2 Terminal Learning Objective ..................................................................................................................... 2 Session Learning Objective ....................................................................................................................... 2 Publications and Copyright Guidance ........................................................................................................... 2 Guidance for Writing Learning Objectives .................................................................................................... 3 Learning Objectives prepared for external contractors ........................................................................... 4 Review Process for Development of Learning Objectives ........................................................................... 5 Assessment of Learning Objectives ............................................................................................................. 6 Session Plan Design: 4MAT ........................................................................................................................... 9 Avoiding Pitfalls in Session Design .............................................................................................................. 10 Training Materials and use of PowerPoint.................................................................................................. 11 Training Package Evaluation Criteria .......................................................................................................... 12 Appendix A: Session Plan Template Appendix B: Session Plan Style Guide Appendix C: Editing Conventions for Peace Corps Publications Appendix D: ICE Publications

This document provides Peace Corps staff and contractors with guidelines for training design and formatting of session plans for the Focus In/Train Up training packages.

Competency: a cluster of knowledge, skills, and attitudes (KSAs) that enable a person to perform interrelated tasks in service of a major job functionin other words, an observable job performance that requires a combination of KSAs in order to do it well. Already established for training packages, an example of a competency is: Facilitate Participatory Community Development. Terminal Learning Objective: describes a larger (more complex) K, S, or A the learner will possess or be able to perform as a result of a series of training sessions. A terminal learning objective includes all related session objectives.

By the end of the Organizational Development (OD) module, participants will make practical recommendations in nine OD areas to an organization using culturally appropriate consulting skills.

Session Learning Objective: describes the objectives of an individual session plan and builds toward the terminal learning objective of the unit or training package. o Though these have sometimes been called enabling learning objectives, for Focus In/Train Up purposes, we have chosen to call them session objectives.

After reviewing common time management methods and tools, participants and community partners will select two methods or tools that would be useful in their local organization.

Publications and Copyright Guidance

A list of editing conventions for Peace Corps publications, excerpted from the Peace Corps Style Guide, is included as Appendix B. Writers should follow these guidelines when writing session plan content. If ICE publications are referenced at any point in a training package, only current Information Collection and Exchange (ICE) publications with complete titles and ICE numbers should be used. A current list is included in Appendix C. The use of any material that is not original including paraphrased ideas and text must provide complete source references; author permissions should be sought as needed. Peace Corps can provide a template letter to request permission upon request. Copyrightprotected text, images, photos and other content should not be used without written permission. When in doubt, consult the lead developer for the training package. Additional guidance can be provided upon request.

Focus In/Train Up Training Package Guidance, 2011

Guidance for Writing Learning Objectives

Learning objectives should refer to participant and avoid using trainee or Volunteer
o We want consistency and flexibility across packages to facilitate posts use of the session plans at PST, MST, or IST. If the session has a particular sequence in the training continuum, that may be noted on the cover page under Audience.

Learning objectives should be written as Participants will *verb+.. rather than Participants will be able to [verb+.. The above described standard language should be repeated for each objective, not written above with a colon and bullet points. Session learning objectives do not need to name the specific steps/items that participants need to state to meet the performance standard. These will be either (a) included in the session plan notes by the sector specialist writing the package, or (b) be communicated to the contractor writing the session plan by the technical training specialist.

This learning objective:

By the end of the Income Generation Activities (IGA) training, participants will provide practical recommendations in five areas (feasibility study, planning, marketing, and customer service and links to existing resources) to people who want to start or have already started an IGA.

Should be written:
By the end of the Income Generation Activities (IGA) training, participants will provide practical recommendations in five areas* to people who want to start or have already started an IGA. *Within the session plan, the five areas (feasibility study, planning, marketing, and customer service and links to existing resources) will either be clearly indicated in the session plan or, for learning objectives for contractors, be cited in notes accompanying the learning objectives.

All final session plans should include learning objectives with all four components:
1. 2.

PERFORMER: The subject who will be learning the new knowledge, skill, or attitude. PERFORMANCE (BEHAVIOR): The measurable or observable knowledge, skill, or attitude to be learned. CONDITION: The condition under which the learned knowledge, skill, or attitude is observed. STANDARD: The standard of performance, or how well the trainee demonstrates the new knowledge, skill, or attitude.

3. 4.

Focus In/Train Up Training Package Guidance, 2011


In this example, the parts of the learning objective are identified.

Using local youth-camp guides and the Peace Corps manual Working With Youth, trainees in small groups will write and deliver one session for a youth eco-camp using 4-MAT lesson planning.

Achieving the learning objective indicates the learners progress toward reaching the competency. A well-written learning objective will specify the expected behavior and also inform the learning assessment method via the standard.

Learning Objectives prepared for external contractors

Because packages are being written both internally and externally, it is not always possible to write the condition until the point at which the session plan is being designed. Therefore, the following shall apply:

Terminal and session learning objectives sent to contractors should always include a standard, performer and performance.

Participants will select and describe criteria for group membership in their savings and credit group

Terminal learning objectives should always include a condition; typically this will be a variation of By the end of the XXX training, participants will

By the end of the Savings and Credit Group training, participants will start and operate a savings and credit group in their own communities using the village savings and loan association methodology

Session learning objectives should include a condition if the session will use a particular Peace Corps or external resource

Using the PACA Manual, participants will select and plan two activities appropriate for their community.

If the session does not use a particular resource, then session learning objectives written for outside contractors may be sent to a contractor without a stated condition. However, as the sessions are developed, the contractor should add the condition so that every session plan released to the field has both standard and condition.
EXAMPLE of a minimum condition:

o By the end of the session* (should be avoided unless there are no other possibilities) OR preferably, a variation of the following: o Individually/in pairs/in small groups o Having read/referred to resource X o Having completed activity Y. In cases where activity Y might vary according to post, this should be stated in notes to the trainer.

Focus In/Train Up Training Package Guidance, 2011

Review Process for Development of Learning Objectives

We anticipate that training specialists or others assigned to support the development of particular training packages will review the learning objectives in the following ways. Packages developed by Sector Specialists Sector specialists and assigned training specialists will work together intensively at the early stages to determine appropriate draft terminal learning objectives for the whole package, as well as to write session learning objectives and to sequence them appropriately. As the sector specialist works on a particular package, s/he may need to amend the learning objective and should do this in consultation with the assigned training specialist. Once all sessions have been planned in draft, sector specialists and assigned training specialists should work together to review the session learning objectives and session activity draft plans and to make sure that they are coherent and build appropriately to the terminal learning objectives for the package. Packages developed by Contractors or Peace Corps posts Sector specialists and assigned training specialists will work together to determine terminal and sequenced session learning objectives for the training package. These learning objectives will then be sent to the contractor, who will review them and may wish to advocate for some changes. Both contractor and OPATS staff should agree on these session learning objectives before any session plan writing takes place. As the contractor works on a particular package, s/he may need to amend the learning objectives and should do this in consultation with the sector specialist and the assigned training specialist. Once all sessions have been planned in draft, the contractor, sector specialist and assigned training specialist should work together to review the session learning objectives and session activity draft plans to make sure that they are coherent and build appropriately to the terminal learning objectives for the package.

Focus In/Train Up Training Package Guidance, 2011

Assessment of Learning Objectives

These guidelines outline the approach for documentation and inclusion of assessment in all training packages. Session plans must demonstrate the achievement of the session learning objectives both to the trainer as well as to the participant. All session plans must be designed to explicitly show how assessment is built in. At the unit or package level, assessment for terminal learning objectives should be incorporated. Peace Corps will use these terminal learning objectives to assess the effectiveness of training globally. The following are ways in which assessment can be documented within training packages. 1. Include a note inside the session plan below the activity description to highlight when an objective is assessed. The facilitators for these training materials will have varying degrees of education and pedagogical backgrounds so this note is an important marker to the facilitator to pay close attention to the participants during activities in order to assess participants progress. S/he should be mentally tallying which groups mastered it, which participants didnt do as well, if the same person is always the spokesperson, etc.
Following the style guide (Appendix A, instruction #6) the note placed at the bottom of the description of the activity should follow this formula: Activities Y and Z also serve as assessment of learning objective X. Within the plan it is not necessary to restate the entire session learning objective, simply reference it.

Note: The sequencing activity (#2 in the session plan) and subsequent debrief (#3) serve as assessment of session learning objective #1.

2. When appropriate to the material, consider including a routine assessment such as an exit card1 incorporated into the end of each session. Trainers would institute the exit card as a quick little summary task at the end of each session. Its most obviously appropriate for knowledge learning objectives but can be adapted to other content. The card might have three simple questions on it that can be completed in less than five minutes. The training plan should adequately account for these 5-10 minutes within the session plan. The benefit of this strategy is instant feedback for both trainer and participant. Participants quickly get in the habit and often look for that knowledge check and chance to summarize and shine.2

An Exit Card is a simple informal assessment tool that works as follows: The facilitator has pre-printed slips of paper with assessment questions and hands one to each participant. Before leaving, the participant must complete his/her slip and hand it in. The facilitator can then simply count them up and assess to what degree the objectives have been achieved during the session. The technique also allows for formal calculation if desired, for example X of 10 can list two rules we have for this course. Alternatively, the questions could be written on the board upfront, revealed only at the end of the session. Participants could write their answers on small slips of paper or using a standard notebook that is only for the Exit Card or Exit Questions, write their responses and turn the notebook in to the facilitator who can tally them.

When considering if this is appropriate, it should be noted that this system is primarily a writing-based assessment and also relies on the notebooks being present in every session. Notes to the facilitator should include guidance on the issue of how to ensure notebooks are not lost, for example, designating one participant or facilitator in charge of the notebooks. Additionally, an appropriate title should be chosen. In Spanish class when this practice is done, it is sometimes called passing through customs. Writers are encouraged to consider a catchy phrase or term appropriate to the sector/content area that could apply as the phrase for this routine.

Focus In/Train Up Training Package Guidance, 2011


Using the following sample objectives, a card could be developed as described: 1. 2. 3. 4. 5. Speak in English or the local language to a group of peers about an assigned topic for one minute. Explain at least three training norms established by the group. Define the term employable. List at least five employability skills. Describe two personal goals for the training as identified in a self-assessment.

Assume that objective #1 is observable by the opening activity within the session and #5 is evidenced as part of a worksheet such that those can be noted inside the session plan (see strategy #1 above). To ensure that the knowledge for objectives 3, 4, and 5 was mastered individually, the exit card could ask: 1) List two group rules we will have for this course. 2) What do you define as employability? 3) List five employability skills.

3. State explicitly in the Assessment Box in the session plan how each learning objective is assessed. Restate each session learning objective in order and the activity or way that it is assessed in the session plan box on the last page of the session plan template; see the session template in Appendix B page 4 as reference.

1. Categorize the four basic ingredients (inputs) of any business (people, materials, equipment, and cash) and identify examples of each. Assessed in information activity as a large group and in debrief. 2. Label and discuss business inputs using correct vocabulary. Assessed in practice activity with Handout 2-1 on Business Inputs. Facilitator should circulate during activity and note results in the debrief in order to assess mastery of the material. 3. Identify business inputs for at least three local businesses in their communities. Assessed in application activity. Facilitator should circulate during the activity and evaluate responses in the report out.

When session or unit content does not naturally fit the model of the above example assessments, the session might include a written final rubric. The trainer would use this rubric to assess the participants, either individually or in small groups or pairs, for overall performance on the session or on the culminating application activity of the session.

Focus In/Train Up Training Package Guidance, 2011


An example from the TEFL curriculum used to determine the performance overall of the participants is below. Exceeds Expectations: 1. Trainees provide a rich explanation of language awareness incorporating at least one original example, and have two or more well developed strategies for how they can use what they observe about language in the classroom. 2. At least one original example is provided for both lesson/activity developed and for student queries for all for competencies discussed. 3. As a group, they tend to a belief that both skills increased a lot. Meets Expectations: 1. Trainees provide a reasonable explanation of language awareness and provide at least two strategies of how they can generally put it to work. 2. Trainees provide examples for both activity design and responding to students that are quite close to the session examples. Despite not being entirely original, they are reasonable and appropriate. 3. As a group they are able to respond with at least some for both questions. Does not meet expectations: 1. Trainees do not do the above described behaviors.

4. Include formal assessment for terminal objectives at the unit level. Incorporate knowledge checks such as a quiz show like Jeopardy or a paper test, or an explicit statement of learning via written or oral reflection or skit, etc. that demonstrates mastery of the knowledge, skills or attitudes targeted by the unit. Each of these assessments should be written as a session plan with equivalent detail and accompanying handouts as necessary. Rubrics, as described above, may be appropriate tools for assessment at the unit level as well.
Note: In some rare occasions, it makes sense to revise the learning objective very slightly to reflect how the session plan has evolved as it was written. For example, as the designer reviews the activities, s/he may discover that where the learning objective says define employability the activities actually demonstrate that the participants will characterize employability by listing adjectives and phrases associated with the concept as opposed to learning a formal definition. In this case, the difference between define and characterize is actually stronger if you change it. Editing learning objectives in instances where it changes the content or skill significantly should be avoided, but if the plan evolves to use a case study or a role play as opposed to simply describing or identifying it could be justifiable to tweak the learning objective to match up with the new standard, performance and condition as evidenced through the fully written session plan. Please remember these changes should be confirmed with the sector specialist or the training specialist.

Focus In/Train Up Training Package Guidance, 2011

Session Design in 4MAT

Peace Corps uses a session plan design developed by Bernice McCarthy. It has four stages that flow together to activate knowledge, present information, put it into practice, and then ensure that learners apply their skill, simulating the way they will use it in the field. The Session Template contains fields for each session and all session plans should be written to follow these four phases: Motivation: At the start of the session you need to engage the learners in the content of the session and activate their background knowledge. The more you can connect what they already know to the topic, the more likely they are to retain the information. Its also important to communicate the purpose and relevance of the lesson. The motivation stage should also help provide context and any background information to set the stage for the learning. Also, here the session plan should direct the trainer to briefly share the session learning objectives with all participants. This is most easily done by directing learners attention to the written objectives on a poster. Doing so encourages learners to be aware of why they are doing what they are doing and take an active role in achieving the intended objectives. Information: After the motivation stage, you will need to plan opportunities for learners to get the new information or skills that are required to be able to accomplish the learning objectives. Although its easy to lecture, this is usually not as memorable as creating opportunities for learners to deduce the information or teach one another. This is where you will design activities that exploit the experiential learning cycle and require the learners to conceptualize and build knowledge. If there is a lot of new material, it is often better to introduce it in smaller chunks, so that learners have the opportunity to practice it before being asked to take in more material. In that instance, the design might be information-practice-information-practice and build towards a final application stage. Practice: Once the learners have the knowledge, you must provide the opportunity for them to practice what they have learned in a safe and reinforcing environment. You should create immediate and relevant practice to prepare learners for their work at site. Sequence activities from simpler to complex. In this section, the trainer guides and corrects the learners as they analyze and practice the new information. Application: After the guided practice, your participants should perform the skill or apply the new knowledge. Provide learners with opportunities for applying the skills in authentic situations. In this phase, learners must work more independently with the new information. Strive to create situations that simulate how they will use it in their real-life context. * Peace Corps has added Assessment as a fifth section on the Session Template. Assessment activities should be integrated throughout the plan as well as explicitly stated as described in previous sections.

Focus In/Train Up Training Package Guidance, 2011

Avoiding Pitfalls in Session Design

Using 4MAT provides a sequence and a structure, but even so, there are a few classic mistakes we as trainers make. Its useful to identify them upfront and work to prevent them. A few tips follow: Ensure a logical sequence As trainers and content experts, we already know the information. Its easy to go too fast or skip over the guided practice phase and jump right into the application. When we do that, the learners feel left in the lurch and while they may be motivated to try they wont have the knowledge to do it successfully and will finish the session feeling more anxious than competent. Activate prior knowledge We retain knowledge best when its got a place to live in our brains. If learners dont create that space before we give them new information they are much less likely to connect the skills and knowledge in a way that will make learning permanent. Its a little like skydiving without a parachuteyouve got no supports or strings to hold on to. Construct knowledge We must be careful not to simply dump information into the learners head. Its a lot easier for us to plan and deliver sessions like that but the retention level is much lower. The more we can create conditions where the learners are constructing the information themselves, the more likely they are to master the skills and knowledge. Stay on a steady course for your objectives If we work backwards from the learning objectives to determine where we must start, we ensure that our learners will finish the session having achieved the objective. However, if we are not careful, it is easy to change course and create a practice or application activity that does not clearly relate to the skill or knowledge targeted. This can easily happen when we adapt other curricula or add in a favorite activity without sufficiently considering the logical progress towards the objective of the session. Build in formative assessment We write learning objectives as a way to know where we are headed in a session and to know if weve accomplished our end goal. However, its also important to build in formative assessment, checks at regular points during the session in order for both trainer and participant to know if that they are on track to reach the objective. Training should mirror the field application Our Volunteer trainings are experiential and field-based. We empower Volunteers for success by creating training sessions that allow them to practice skills in the same way they will ultimately perform them in the field. To do this, training design must ensure that there is ample time for practice and independent application so that the trainer can provide feedback and support before the volunteers try to perform the skills in the field.

Focus In/Train Up Training Package Guidance, 2011


Training Materials
The Peace Corps training context requires flexibility in design of materials to ensure that all posts can access and use what is developed. At this point in time, that does NOT include Internet access. Most of the time it DOES include electricity. Many training sites, but not all, have access to a computer and can show a PowerPoint program, video clip or audio files In order to be globally useful, print-based material is the foundation of the training package to be developed. In addition to the foundation of print-based materials, we encourage designers to provide engaging, alternate richer-media options, itemized as options. Materials may include: Handouts of information Job aids Worksheets Graphic representations of flipcharts that post will create PowerPoint presentations

Guidelines for using PowerPoint

PowerPoint can be a strong complement to the session material when used appropriately. As described above all training sessions should follow 4MAT and have a strong experiential and practical focus with observable outcomes. When designing slides trainers should: Include the standard Peace Corps training package cover slide provided to be Slide 1 Use slides as a visual aid to add graphics or short summary phrases Be concise: between 5-7 lines per slide with 7-9 words per line Keep the layout graphically simple Use one color scheme Avoid use of dark color text on dark backgrounds and vice versa with light Use animations and noises minimally and only when they add appropriate emphasis Ensure that technical content is embedded within the activities of the session and not simply presented in the slide. All information in the PowerPoint must be included in the session plan. Written so that the slides in handout form might be serve as general notes to a participant

Focus In/Train Up Training Package Guidance, 2011


Training Package Evaluation Criteria

1) Instructional Design a) The design fits the realities of the majority of posts community-based training environments. b) The content outline is logically organized and includes all the units within the training sequence, each building on prior units. c) Each unit has an introduction, terminal learning objectives, a list of sessions within it, and an assessment plan. d) Each session has a cover sheet completed (see Appendix B) that includes: number, descriptive title, rationale, target audience, trainer expertise, estimated time, pre-requisites if applicable, session objectives, terminal learning objectives, competencies and suggested methodologies, including assessment. 2) Each Instructional Unit a) The unit has an introduction, terminal learning objectives, and an assessment plan. b) Sessions within the unit flow from most basic to more complex and are linked to one another through review and/or use of information from prior sessions. c) Each session uses the provided session template and provides appropriate content for each section. d) The instructional methodology is logical in development, has concise instructions, and is based on participatory methods. e) Methods of assessment are indicated with activities within the session and in the final assessment section of the session plan. f) All handouts, prepared flipcharts and other trainer resources are in the session, physically located after the instructional sequence. g) Any useful references to Peace Corps publications or outside resources are provided to the trainer. 3) Training Package as a Whole a) The full training package includes an introduction with assumptions about how it will be used, facilitator requirements, and an introduction to the topic. b) All units and sessions follow the details listed in the second criteria Each Instructional Unit. c) There is a final assessment session for the entire training module.

Focus In/Train Up Training Package Guidance, 2011


Appendix A - Session Plan Style Guide

Reprinted from the Session Plan Template, these style guidelines govern the format of session plans. Page set up Use Calibri font, size 12. In each cell of the Instructional Sequence column: 1. Insert one blank line at the beginning and end of each 1 cell. This makes the text in the cell easier to read. 2. Write a short header summarizing each activity in the 3 session. Format the header in bold. 3. Below the header, include a brief, one- or twosentence rationale for the activity. 4 4. List the steps that the learners and the trainer will do in each session phase. Format the steps as a numbered 5 list. Format actual words to be spoken by the trainer in quotes and italics. 5. Signal where post staff needs to adapt the session content for local context. Use font size 10 and label as 6 Post Adaptation. 6. Include notes on content knowledge and assessment needed to deliver this session for those less familiar with the content. Use font size 10 for notes and label as Notes. The notes should be placed immediately following the related activity. Handouts & Trainer Materials Handouts and Trainer Materials for the session should be placed at the end of the Session Plan (not as separate documents). A header for the first handout is already included in the session plan template. To add additional handouts or trainer materials, insert a Page Break and then copy the Handout Header to the next page. The title of each handout and trainer material should match the name listed in the session plan, e.g., Handout 1: Classroom Management Style Continuum or Trainer 1: Zomban Classroom Management Slides. File naming conventions Session plans should be named as follows: Training Package Name followed by Session Number, Session Title and the date, e.g., TP TEFL Session 4 Classroom Management 2011 Jul 07. If the handouts or trainer materials are not Word documents (PowerPoint, Excel, video, etc.), save them as separate files and name each file as follows: Handout, Handout Number, title, and date and Title or Trainer, M aterial Number, Title, and date

Appendix B - Session Plan Template

Session [Type the session number]: [Type the session title]

Competency: Training Package: Terminal Learning Objective: [Click here to enter Competency for this training package] [Type the training package title]
[Click here to enter Terminal Learning Objective for this training package]

Use the original Word file Session Plan Template, provided separately, to draft all training package materials.

Session Rationale: Target Audience: Trainer Expertise: Time: Pre-requisites: Version:

[Click here to enter Rationale for this session] [Click here to enter text] [Click here to enter text] [Click here to enter text] [Click here to enter text] [Pick the date]

[Type training package title]: Session [Type the session number] | Version: [Pick the date] | Page 1 of 4

Session [Type the session number]: [Type the session title] Date: [Enter the date] Trainer preparation: 1. 2. Materials: Equipment 1. 2. Handouts Handout 1: Handout 2: Handout 3: Handout 4: Trainer Materials Trainer Material 1: Trainer Material 2: Competency: Learning Objective(s): 1. 2. Time: X mins Trainer(s):

Phase / Time / Trainer

Instructional Sequence [Activate background knowledge and connect the topic to what learners already know. Communicate the purpose and relevance of the lesson. Provide context or background information. Engage the learners in session content.]


X mins

X mins

[Share new information that is required to be able to accomplish the objectives. Facilitate activities that conceptualize and connect knowledge. Use experiential learning techniques to engage learners. Adapt content for relevance in local context.]

[Type training package title]: Session [Type the session number] | Version: [Pick the date] | Page 2 of 4

Phase / Time / Trainer

Instructional Sequence [Provide opportunity for participants to practice what they have learned in a safe and reinforcing environment. Provide immediate and relevant practice to best prepare learners for their work at site. Sequence activities from simpler to complex.]


X mins

X mins

[Create opportunities for participants to perform skills. Provide learners with opportunities for applying the skills in authentic situations.]

X mins

[Have a plan to assess how well participants learned the skills. Assess at Kirkpatrick Level 2: Did participants learn the material? The assessment should be based on the standard in the learning objectives. The assessment may be carried out during the application phase of the session. Smaller progress checks may occur during the other phases.]

Trainer Notes for Future Improvement

Date & Trainer Name: [What went well? What would you do differently? Did you need more/less time for certain activities?]

Resources: [Related ICE materials or other books, articles, websites that provide additional information for the trainer(s) or learners.]

[Type training package title]: Session [Type the session number] | Version: [Pick the date] | Page 2 of 4

Handout [Enter handout number]: [Enter handout title]

Use the original Word file Session Plan Template, provided separately, to draft all training package materials.

[Type training package title]: Session [Type the session number] | Version: [Pick the date] | Page 2 of 4

Appendix C Editing Conventions for Peace Corps publications

after-school (as in after-school program) agency agroforestry (lower case a, one word) a.m., p.m. appreciative approaches (generic) appreciative inquiry (AI) asset- based approach (not assets) at risk; at-risk youth audiovisual (one word)

bachelors degree; Bachelor of Arts board of directors business development (lower case b; instead of Business, small enterprise development, small business)

capacity building (hyphenate only when a modifier: capacity-building program) cellphone community-based training (CBT) community content-based instruction (CCBI) counterpart (lower case c) cross-cultural (use hyphen) cross-sectorial cybercafe

decision maker, decision making (only hyphenate as a modifier: decision-making role) distribute (use in place of pass out, e.g., distribute handouts) drop out (v.), dropout (n.)

e.g. (always followed by a comma) e-business, e-commerce email (small e; no hypen)) ecotourism (no hyphen) education project (lower case e p) English as a second language (ESL) (lower case s and l) et al. (period after al. only; use only to reference people, not things)

Appendix C Editing Conventions for Peace Corps publications F

facilitator (lower case) FY 2011 (use one space between) First Goal (when referring to Peace Corps goals firsthand (no hyphen) fiscal year (lower case) flipchart (no need to say flipchart paper unless referring to separate sheets of paper) follow up (v.), follow-up (n., adj.) Francophone (upper case F) fundraising, fundraiser (no hyphen)

Gambia, The (use capital T) grassroots (adj.), grass roots (n.) guinea worm (no caps)

handout (lowercase unless referring to a specific one: Handout #3; number each consecutively in any session plan) headquarters (use Peace Corps/headquarters -- do not use HQ) homestay host country national (lower case, no hypen; do not use HCN or foreigner)

income-generating information technology/information and communication technology (can use IT or ICT on second reference) in-service (use hyphen) in-service training (IST) (no caps when written out) Intranet, Internet (upper case I for both)

kick off (v.), kickoff (adj.)

Appendix C Editing Conventions for Peace Corps publications L

learners (use the term participants in training sessions) life cycle lifestyle long term (n); long-term (adj. -use)

medevac microcredit (one word) microenterprise (one word) modules (capitalize title of module only: Employability module) multicultural multilevel multisectorial

nongovernmental (one word) nonprofit nonverbal northern Europe (lower case n)

ongoing (one word) online (one word)

Page 3 (when referencing another page) pastime (as in hobby) PCV (use Volunteer instead) participatory analysis for community action (PACA) Peace Corps/Mongolia (not Peace Corps Mongolia) peri-urban post (lower case p) prenatal (one word) pre-service (lower case p) pre-service training (PST) (no caps when written out) problem solving (hyphenate only as an adjective) project title and project (use lower case p)

Appendix C Editing Conventions for Peace Corps publications Q

R re-entry references in training sessions: books, newspapers, magazines, academic journals, etc. italics (no bold) chapters, articles, booklets, lectures, etc. quotation marks referring to specific sessions, handouts, flipcharts: Handout # Title of handout region (lower case r Africa region) resume (dont use accent over the e) returned Peace Corps Volunteer role play

Second Goal (when referring to Peace Corps goals) schoolchild, schoolteacher self-directed (use hyphen) session, session plan (unless referring to a specific one; then capitalize Session 2) sexually transmitted infections (STIs) socioeconomic staging (no cap s) stand-alone (use hyphen) subregion (no hyphen) sub-Saharan (no cap for sub, use hyphen) subsector (one word) supervisor (no cap)

The Gambia (not the Gambia or Gambia) Third Goal (referring to Peace Corps goals) time frame timeline trainees (lower case t; use term participants within a training session)

United States, U.S., the States (spell out as a noun; abbreviate with periods as an adjective)

Appendix C Editing Conventions for Peace Corps publications

U.S. Embassy (capitalize when use with a nation; otherwise embassy)

Volunteer (upper case V when referring to Peace Corps Volunteer; use instead of PCV) Volunteer in Togo (instead of PC/Togo)

warm ups webmaster, webpage, website (lower case w; one word) well-being workday workplace

yearlong (one word) year-round

Revised 01.12.2011

Appendix D Peace Corps Publications December 2011

ICE # Title CD062 V2 Volunteerism Action Guide: Multiplying the Power of Service CD063 V2 Gua para la accin del voluntariado: Multiplicando el poder del servicio = V2 Volunteerism Action Guide: Multiplying the Power of Service CD064 Guide d'Action du Volontariat V2: Pour un Service Plus Performant = V2 Volunteerism Action Guide: Multiplying the Power of Service CD065 Guia de Aco para o Voluntariado V2: Multiplicar o Poder dos Servios = V2 Volunteerism Action Guide: Multiplying the Power of Service M0041 TEFL/TESL: Teaching English as a Foreign or Second Language M0042 Nonformal Education (NFE) Manual M0044 Environmental Education in the Schools: Creating a Program That Works! M0046 Teaching English as a Foreign Language to Large, Multilevel Classes M0053 Participatory Analysis for Community Action (PACA) Training Manual M0059 Adapting Environmental Education Materials M0063 Life Skills Manual M0064 Volunteer On-going Language Learning Manual M0065 Mwongozo wa Stadi za Maisha = Life Skills Manual M0066 Pratiques dune Vie Saine, Les = Life Skills Manual M0067 Working with Youth: Approaches for Volunteers M0069 Community Economic Development (CED) A Training Guide for Peace Corps Volunteers M0070 NGO Training Guide for Peace Corps Volunteers, An M0071 Volunteer's Guide to Community Entry, A: Learning Local Environmental Knowledge M0072 Manual de Destrezas para la Vida = Life Skills Manual M0073 Working with CCBI: Volunteer Workbook M0075 Environmental Education in the Community M0080 Idea Book Series: Beyond the Classroom: Empowering Girls M0081 Idea Book Series: HIV/AIDS: Integrating Prevention and Care Into Your Sector M0082 Idea Book Series: Small Project Assistance Program: Supporting Sustainable Community Development M0083 Idea Book Series: In the Classroom: Empowering Girls M0084 Idea Book Series: DPM: Integrating Disaster Preparedness and Mitigation in Your Work M0085 Idea Book Series: Information and Communication Technologies (ICT): Integrating Digital Tools Into Your Projects M0086 Idea Book Series: PACA: Using Participatory Analysis for Community Action M0088 Idea Book Series: Classroom Management M0090 Teach English Prevent HIV: A Teacher's Manual M0090K Teach English Prevent HIV: A Teacher's Manual CD-ROM R0008 Soil, Crops, and Fertilizer Use: A Field Manual for Development Workers R0035 How to Make Tools R0084 Soil and Water Conservation for Small Farm Development in the Tropics

Appendix D Peace Corps Publications December 2011

R0085 R0088 R0105 R0106 R0108 RE003 RE007 RE014K RE035 SB104 T0005 T0007 T0029 T0057 T0087 T0102 T0103 T0104 T0106 T0107 T0112 T0120 T0121 T0122 Teaching in the Whole Garden World Map Project, The Health Activities for Primary School Students OUTREACH: The Marine Environment OUTREACH: Education About Coral Reefs Sources of Donated Books Sources of Free Periodicals and Databases Sharing Promising Practices: Information Collection and Exchange (ICE) Digital Documents CD-ROM Libraries for All! How to Start and Run a Basic Library Doing a Feasibility Study: Training Activities for Starting or Reviewing a Small Business. Roles of the Volunteer in Development: Toolkits for Building Capacity Close of Service (COS) Trainers Handbook Manual for Trainers of Small Scale Beekeeping Development Workers, A Aquaculture Training Manual Culture Matters: The Peace Corps Cross-Cultural Workbook New Beginning, A: The Child Health Manual Culture Matters: Trainer's Guide Promoting Powerful People: A Process for Change Host Families Matter: The Homestay Manual New Project Design and Management Workshop Training Manual, The Community Content-Based Instruction (CCBI) Manual Cultura S Importa, La: Manual Transcultural del Cuerpo de Paz = Culture Matters: The Peace Corps Cross-Cultural Workbook Working with Supervisors and Counterparts Information and Communication Technology Training of Trainers: Computer and Internet Use for Development, Facilitator Guide and Reference Manual [and] Participant Handbook Disaster Preparedness and Mitigation (DPM): A Pre-Service Training Module Disaster Preparedness and Mitigation (DPM): An In-Service Training Module Diversity Training Modules for Pre-Service Training CD-ROM T0136K HIV/AIDS Training Resource Kit. 9 booklets + CD-ROM. Corruption and Transparency as Development Issues: Training Modules for Staff and Volunteers (Pre-Service and In-Service Training) CD-ROM Training for Resiliency: Staff and Volunteer Modules and Resources CD-ROM Programming and Training Guidance Programming and Training Guidance USB drive

T0123 T0124 T0129K T0136K T0137K T0138K T0140 T0140U