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CM Info for Trainers Sample Aceh

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					Aceh Interactive Teaching Project   2007-2008




                               IMPORTANT NOTICE
Please be sure to read the section What is the dress code for Aceh? Failure to
comply with the guidelines provided in that section may result in your being
barred from conducting training.


                         List of Questions
What is the Project About?
  1. What is involved?
  2. How long is the project, how often are the
     workshops and who is involved?
  3. How many teachers are there in the workshops?
  4. What are the teachers like? What is the
     educational background of the teachers to be
     taught?
  5. What are the schools like? How are the children
     taught in the trainees’ schools?
  6. How does the project get around the lack of
     resources faced by the teachers?


Who are the trainers?
  7. What curriculum are the trainers expected to
      teach?
  8. What are the expectations of me as a trainer and
      how much help can I expect?
  9. What are the requirements for applying as a
      trainer?
  10. I am an administrator. Are there any provisions
      made for training administrators?
  11. My school is not yet authorized. Am I still
      eligible to participate as a trainer?
  12. Do prospective trainers have to be authorized
      trainers in the IB?
  13. How does the IB choose trainers for specific
      modules?
  14. Is there any pre-training available to help
      prospective trainers?
  15. How many trainers are there per workshop?
  16. What are the costs for trainers and schools?


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Aceh Interactive Teaching Project   2007-2008

  17. Are    trainers                 responsible   for   setting
      assignments?


What’s the workshop like?
  18. What is the structure of the workshops?
  19. What is the language of instruction?
  20. What are the expectations for trainees during
      the workshop?
  21. What are the expectations of trainers before the
      workshop?
  22. What are expectations after the workshop is
      over?
  23. What are “energizers”?
  24. Where will the training take place and what
      materials can I expect at the training centre?
  25. What if I need copies or materials during the
      workshop?
  26. How are trainees assessed for understanding?
  27. Who takes care of the logistics “on the ground”?
  28. Is there translation? What is the level of
      English of the trainees?
  29. Can I get things translated ahead of time?


What’s the country like?
  30. Is Aceh safe?
  31. What is Aceh like? Are there any laws or customs
      I should be aware of?
  32. What is the dress code for Aceh?


How’s the food and accommodation?
  33. What is the hotel like? How are trainers
      accommodated?
  34. Who handles the trainers' accommodation, travel,
      etc.?
  35. What is the food and drink like?
  36.Can I call home cheaply from Aceh?
  37.Are there banks available for currency exchange
      and ATMs?
  38.What is the electricity voltage and plug type?


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Aceh Interactive Teaching Project   2007-2008




What should I pack?
  39. What should I bring?


How about insurance and visas?
  40. Do I need a visa?
  41. What about medical needs and insurance?
  42. How do I arrange travel insurance?




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Aceh Interactive Teaching Project   2007-2008



What is involved?
The IB Aceh Interactive Teaching Project is a direct outgrowth of the extraordinary
volunteer training work done by many Indonesian IB schools in the aftermath of the
December 2004 tsunami.

As the terrible event recedes from the world’s consciousness, it is still clear that Aceh
deserves our utmost attention as it pulls out of the dual tragedies of natural disaster and
bitter civil war. The chance to help Acehnese teachers change their teaching toward a
more interactive and creative style is the chance to model a more satisfying approach to
the existing Indonesian curriculum. It is a challenge that the Indonesian IB schools have
embraced wholeheartedly—truly an inspiring example for the IB community worldwide.

The Aceh Interactive Teaching Project represents the very best qualities of the IB:
empathy, international-mindedness, community service and action, among others. By
reaching out to ―share the wealth‖ of our education and background, the IB firmly believes
that trainers will also be able to contribute as much to their own schools as to the trainees
in Aceh.

Nonetheless, taking part in the project is a great responsibility for trainers who must
develop their own workshops together with their partner trainer. It is not easy. Planning
any workshop is a considerable time commitment, but the difficulties of planning for a
learning environment with considerably different realities from our own presents special
challenges. Large class sizes, minimal resources, curriculum and testing restraints,
limited space, a lack of a culture of lesson planning—it is fair to say that modeling
interactive teaching and learning with these factors in mind will be as much of a
challenge for the IB community as for our trainees.

The constraints that Acehnese (and the majority of Indonesian) schools find themselves
working within do indeed mean that we must be realistic about what can be accomplished.
However, this and other Schools to Schools projects prove that a negotiated way can be
found that will allows students to be more involved, teachers to change their role to one of
mentor rather than unchallenged authority—and all to be happier and more successful.

In developing the workshops, we hope that this project will be seen as a whole
school effort, rather than the work of an individual. By planning collaboratively with
one’s colleagues, trainers can develop their workshops to reflect the collective experience
and outlook of all those taking part in the planning process. Since many of the volunteer
trainers in this project will be first-time trainers, the project also represents an excellent
avenue for professional development.

NOTE: Trainers should please keep in mind that these workshops are about foundation
pedagogy—about developing sound fundamentals in teaching and learning. It is not about
re-creating a PYP programme at the participating schools or promoting the specific
structure or content of IB Programmes. Our objective is to seed good pedagogy, not
potential IB schools.

The IB greatly appreciates the sacrifice on the part of schools who release their teachers
to take part in the training. Having to cover a teacher for 3 days represents a considerable
sacrifice for any school, and the smaller the school, the greater the sacrifice. Every effort


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Aceh Interactive Teaching Project   2007-2008

will be made to provide participating schools with recognition, photographs, video, and
other materials related to the training, so that parents, students and teachers will be aware
of the tremendous and meaningful contribution their school is making to the future of
primary education in Aceh.

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How long is the project, how often are the workshops, and who is
involved?
The Aceh Interactive Teaching Project is a joint project of the IB schools in Indonesia,
drawing upon the extraordinary community spirit that Indonesian IB schools have long
exhibited for the betterment of the country.

The project is aimed at both teachers and administration in primary (SD) education. 14
schools will be involved in the project and will remain in the project for the whole two
years. The project comprises a series of 18 two-and-a-half day workshops, spanning
about two years. Fourteen schools are involved in the project (13 primary schools and the
high school lab school associated with the SMA Lab School). Professors from the
education department at FKIP University are also regular participants.

All schools are required to nominate ―in-school coordinators‖ who will oversee and
facilitate the implementation of the project’s aims at their own schools. For this reason, in-
school coordinators attend all 18 workshops; other teachers from the participating schools
can expect to attend two to four workshops in the course of the project.

Trainers arrive on Wednesday, teach Thursday, Friday and Saturday morning, then
return home on Saturday night or Sunday afternoon. Each workshop will have a
minimum of two trainers, not necessarily from the same school. Every effort will be made
to accommodate requests to work with specific individuals.

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How many teachers are there in the workshop?
There are about 42 participants for each workshop: 14 in-school coordinators, 4 to 6
professors, and around 20 other teachers.

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What are the teachers like? What is the educational background of
the teachers to be taught?
Many of the teachers we are working with are very talented, committed teachers. In
particular, many teachers excel in teacher-student relations—teachers are extremely
warm and loving with their children and students seem to be very happy and safe in the
friendly, family atmosphere reigning in the schools.

Most teachers would have gone through the University Education department at Syariah
University in Banda Aceh. Instruction tends to be lecture hall style with little if any
emphasis on interactive teaching methods, practical classroom management techniques,


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Aceh Interactive Teaching Project    2007-2008

etc. Trainers may find it useful to assume a low level of understanding in terms of planning
for choice and creativity, and teach explicit strategies and concrete approaches to
encourage them.

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What are the schools like? How are children taught in the trainee
schools?
A regular classroom in Banda Aceh has about 40 – 45 students with little space between
the rows of desks. The schools themselves vary from new, recently constructed buildings
to run down campuses.

Acehnese classrooms, like schools throughout Indonesia, are for the most part highly
regimented environments, where creativity and independence are not high priorities.
Teaching is based almost entirely on textbooks that work methodologically through the
requirements of the Indonesian curriculum .The desks in rows, all facing the board, reflect
this focus, though again, this is changing in our partner schools. Please note that often the
textbook is the only book that the classroom has.

Ingrained habits take effort to overcome. However, we can see changes in the teaching
methods now. Before the IB workshops there were very few classrooms displaying
students’ works. Now, we can see that students are encouraged to work in groups, and
their works are displayed on classroom walls. Students are also given more freedom to
ask questions and share their opinions. The current Indonesian curriculum (the KTSP) is a
great help in this regard since it promotes interactivity and encourages more questioning
and student independence.

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How does the project get around the lack of resources faced by the
teachers?
In a word, with difficulty! The training is certainly a challenge for the teachers involved, but
it is just as much of a challenge for the trainers who must adapt their workshops to meet
conditions that differ drastically from their own school experience. All IB Schools to
Schools training projects face the daunting prospect of identifying the essential features of
an IB education and then considering which of these can be translated into these low-
resource environments.

At the very outset, we must accept that it is not possible to reach the same level of
education as we are used to, and that our expectations must be modest if we are not to
set up our teachers for failure and frustration. Consequently, it is vital that trainers always
ask themselves the questions,

      Is what I am proposing possible?
      What would this look like in a low-resource, limited
       space, high-class size environment?
      What modifications could realistically be made to make
       it possible, even in a limited way?


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Aceh Interactive Teaching Project   2007-2008

      What materials could the teacher realistically get hold
       of to do the activities I am proposing?
      What class management strategies would the teachers need
       to manage large numbers of children as they explore a
       more open style of learning?
      How can I make the idea I am proposing very concrete,
       clearly explained and experiential?

Trainers will need to rely heavily on the items that teachers can get hold of in their daily
lives: plastic bottles, cardboard, clay containers used storing yoghurt, etc. Trainers can
assume that the schools have paper; colored pencils, and paint. Liberal use of these ―tools
of independent work‖ is strongly encouraged.

In addition, trainers also have an excellent resource to help them in their efforts to make
the training more open and creative - the environment. Banda Aceh is teaming with plants,
flowers, insects, etc., and although some schools are in high traffic areas, most teachers
have access to an area with plenty of trees and foliage—a resource that they often do not
take maximum advantage of. Modeling how to use the natural environment in teaching
and learning is a crucial aspect of the IB’s efforts to compensate for the lack of other
resources, and trainers are encouraged to think of ways in which their training can include
time spent outdoors.

Ultimately, trainers will want to stress the following as major goals of changing the way the
trainees teach: More student voice, more student-to-student interaction, more
creativity in tasks, more opportunities for free expression (creative writing, role
play, group work, etc.), more emphasis on activities that take place outdoors, more
discussion through open-ended questions, more prominence to children’s voices,
etc.

Conversely, trainers will want to encourage teachers to de-emphasize rote learning, tasks
where only one design, outcome or model is expected, child passivity and teacher
prominence, etc. If teachers are able to instill these changes, then the project will be a
great success and most importantly, the students will have a far more positive and
inclusive experience.

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What curriculum are trainers expected to teach?
The outline of the 18 workshop modules is available separately. It covers basic, foundation
topics such as planning, assessment, essential elements of learning, classroom
management, etc.

It should be noted, however, that the IB Aceh Interactive Teaching Project is intended to
help teachers deliver the existing Indonesian curriculum (the KTSP) in a new, interactive
way, rather than suggest changes to the curriculum.

Please note that the project is in no way intended to create PYP schools. Rather, the
project consists of foundation workshops aimed at the fundamentals of constructivist,
interactive teaching. Trainers are advised to keep PYP terminology to absolute


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Aceh Interactive Teaching Project   2007-2008

minimum, and to use more general terms when possible. The objective should always
be comprehensibility and ease of implementation of constructivist methodology.

A primary objective of the project is to change the relationship between teacher and
student toward a more student-centered and learner directed style (i.e., giving the
students more freedom to be creative, offer their input, make decisions, discuss their
ideas, work in groups, and generally be more in control of their own learning).
Consequently, the training focuses on how to teach curriculum-required subjects and
themes, rather than what to teach.

As mentioned in the overview, this is sure to be a challenge. Still, it is clear even from a
day in the classrooms of the Indonesian national system that we do have much to offer in
allowing teachers and students to connect and relate in different ways. The key is to distill
the essential aspects of the IB philosophy and apply them to a very low resource
environment.

Trainers can choose which workshop they would like to lead, according to what topics are
scheduled and when they are available, taking into consideration their school
responsibilities. In certain cases, the calendar of workshops in the appendix may have a
certain degree of flexibility (one week earlier or later) if the IB Projects Office is notified
well in advance.

Please note that it is up to the trainers themselves to write the planner for the workshop
(see next point below).

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What are the expectations of me as a trainer and how much help can
I expect?
Trainers are expected to write and plan the 2 ½ day workshop they will deliver. The topic
of the workshop and the outline of concepts and knowledge that will be explored will be
given to trainers ahead of time. Trainers should please keep in mind that these workshops
are about foundation pedagogy. It is not about re-creating a PYP programme at the
participating schools.

It is the IB Projects department’s responsibility to provide an overview document of the
aims, understandings and content requirements for the workshop. This document
should give trainers the framework and guidance to prepare their workshop in terms of
approach, flow, and appropriate learning engagements. In addition, Projects provides
trainers with a planner template that contains all the breaks and set activities for the
workshop.

In addition to assistance at one’s school, the Chief Advisor to Training for the Aceh project,
Mida Abdul, as well as with IB Projects Manager, Glynn Richards, (projects@ibo.org) will
be working with the trainers to provide help and guidance in planning the workshop. An e-
mail-based Project Advisory Committee will also support the trainers with suggestions for
activities and approached as the trainers develop their modules.




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Aceh Interactive Teaching Project   2007-2008

Please note that all planners must be approved by the Chief Advisor to Training and
that trainers are required to submit their planners in progress to the Chief Advisor to
Training and the IB Projects Manager on a regular basis (e.g., once a week, more often
as the workshop approaches). The Chief Advisor’s oversight and participation in the
planning process is an essential aspect of quality assurance and the Projects
department’s responsibility for ensuring that the workshops are consistent in their
approach and for avoiding potential duplication of lessons, etc. Consequently, trainers are
asked to consider the Chief Advisor to Training as a core member of the planning
team.

Even with this support, however, the IB recognizes that this is quite a daunting task for
new teachers to lead a workshop—particular for teachers outside the IB, teaching in very
different circumstances. It is best if trainers keep in mind that planning a workshop is
intended to be a whole school endeavor, rather than the work of one or two people.
Teachers who are new to training are sure to find a number of individuals at their school
who can offer suggestions for possible activities and help them plan the workshops.

Clear lines of communication are essential for the workshops to be planned successfully
and to take full advantage of the support available. Since each workshop has two trainers
(usually, but not necessarily from the same schools), it is strongly suggested that planning
be divided fairly and backed up by e-mail, phone calls, and Skype.

Please ensure that all email correspondence is cc-ed to the Chief Advisor to
Training and to the Projects office.

Trainers can view photos from the previous workshops at:

http://www.bubbleshare.com/album/316237/overview

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What are the requirements needed to apply as a trainer?
Trainers are kindly requested to meet the following guidelines:
   o At least 2 years experience in the field of
     primary education, teaching in a constructivist
     manner
   o To be recommended by the school’s administration
     as an exemplary professional
   o Accompanied with a reference letter from the
     school   principal   or  head  of   school  upon
     application
   o Have participated in IB professional development
     at his or her school
   o Be able to provide evidence of demonstrated
     organizational and leadership ability
   o Have background knowledge of Indonesia education
     issues (i.e., KTSP, PAKEM, exams)



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Aceh Interactive Teaching Project    2007-2008

   o Follow the outline provided by the IB STS
     office, in order that the course can proceed
     smoothly and cover the themes in a systematic
     way
   o Provide the IB STS office with the outline of
     the workshop for approval by the Projects
     Manager
   o Agree to write a report within 2 weeks of
     completion of the program

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I am an administrator. Is there any provisions made for training
administrators?
Yes, there are specific workshops for administrators. Please contact the Projects office for
more details.

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My school is not yet authorized. Am I still eligible to
participate as a trainer?
Yes. It is not necessary to be from an authorized IB school to take part in the project. The
project is open to all IB schools on the path to authorization, provided the trainers fulfill the
necessary requirements (listed above). Three teacher trainers are scheduled for each
workshop, of which two will be from authorized IB World Schools and one from a
candidate school. Two of the three teacher trainers will fulfill the criterion of being fluent
Bahasa-Indonesian speakers.

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Do prospective trainers have to be authorized trainers in the IB?
No, it is not necessary to currently be a workshop leader to lead a workshop. Solid
experience in primary education, and the full backing of the school's administration, is
sufficient, though trainers may be asked to provide evidence of meeting the requirements.

Arrangements will be made to ensure that those who have not yet had formal workshop
leader trainer experience are placed with more experienced trainers.

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How does IB choose trainers for specific modules?
Decisions on how trainers will be allocated to which modules will be based on experience
and relevance of that experience to the module. Please note that the placement of less



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Aceh Interactive Teaching Project   2007-2008

experienced teacher volunteers into the project is dependent on getting more experienced
trainers to accompany them.

In looking at the modules and calendar, prospective trainers can request specific dates to
participate in the project. Trainers are free to choose modules or dates which best suit
them, but are requested to match their skills to the modules listed so as to take advantage
of their particular strengths. Every effort will be made to accommodate specific requests.

Please see the curriculum for more details on topics and dates.

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Is there any pre-training available to help prospective trainers?
The IB will be conducting two workshops for prospective STS trainers. The first of these
Schools to Schools workshop leader training took place in Bali on March 3rd and 4th, 2007.
The second will be announced at a later date.

Please note, however, that it is not a requirement to participate in these pre-training
workshops to take part in the project as a trainer. Anyone who meets the requirements
listed above is eligible to take part in the training.

A calendar of the workshop dates is included in the appendix.

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How many trainers are there per workshop?
Each workshop will have a minimum of two trainers. Efforts will be made to meet requests
by prospective trainers to be allocated a particular date or to work with specific people.

Please note that it is not necessary to be from an authorized IB school to take part in the
project, provided the trainers fulfill the necessary requirements.

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What are the costs for trainers and schools?
The Aceh Interactive Teaching Project relies heavily on the volunteer participation of the
trainers and the goodwill of participating IB schools.

Under normal circumstances, all other costs associated with participation in the workshops
are paid by IB Projects, with submission of original receipts. This includes airfare,
SHARED accommodation in Aceh at a good quality hotel, and all food. The hotel has free
Wi-fi so teachers are able to bring along their laptop computers and connect with their
families via Skype.

Please be informed that your air travel costs will only be reimbursed up to USD400.
Costs above that amount must be met by the trainer or trainer’s school. In most



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Aceh Interactive Teaching Project   2007-2008

cases, domestic flights should be considerably less than this maximum. Kindly contact IB
Projects should you require further information.

Please note that reimbursements will be made in cash on the last day of the workshop
and any reimbursements submitted after the workshop will not be processed.

For smooth running of the reimbursements, kindly forward all proposed flight costs to IB
Projects for approval before purchasing tickets.

                             What’s covered and What’s not
                  Covered                                Not Covered

                                                                     Laundry
                                                                    Alcohol
                                                  Meals or room service other than the three
                                                           meals provided by the IB
              3 meals a day
                                                      Meals in excess of $12 per person
 Accommodation during training and one
                                                          (difference paid by trainer)
                day before
                                                                    Internet
       Taxi to and from the airport
                                                          Long-distance phone calls
Meals in the airport (up to USD10 per day)
                                                                Excess baggage
        Plane fare up to USD400
                                                       (unless the person had to carry
                                                  documents/equipment on behalf of the IB)
                                                                Travel Stopovers
                                                   (except those necessary or unavoidable)


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Are trainers responsible for setting assignments?
There are no assignments other than to make effort to apply what has been learnt during
the workshop in their teaching.

Evidence of effort to do so will be collected into the teachers' portfolios. The standards, or
continua, will help teachers as they monitor their own progress in working towards making
their teaching more student-centered.

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What is the structure of the workshops?

                 o Introducing themes that trainees will be exploring
   Day One       o Activities that will provide trainees a chance to construct their
                   own understand of the ideas
   Day Two       o Expand on the ideas discussed in Day One
                 o Half Day
   Day Three     o Helping teachers to plan on how to deliver the message of the
                   workshop back at own schools with colleagues


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Aceh Interactive Teaching Project   2007-2008



It is a requirement for schools to set aside a day at their schools for an in-school workshop
exploring the same themes presented during the IB workshop.

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What is the language of instruction?
Workshops are conducted in Bahasa Indonesia. However, where it is felt that expertise
outweighs fluency in Bahasa (e.g., administrative experience, etc.), provision will be made
for non-Bahasa speaking trainers to participate in the workshops through translation.

For each workshop, at least two out of three trainers scheduled will be Bahasa-Indonesian
speaking.

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What are the expectations for trainees during the workshop?
The expectation is that trainees will attend every day of training and speak to the
coordinators if there is any problem, such as a sick child. Please be sure to remind the
teachers about this on the first day. Otherwise, the expectations can be set by the
trainers in the form of a list of essential agreements.

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What are the expectations of trainers before the workshop?
Trainers would need to correspond closely with co-trainers and Chief Advisor on workshop
content. It is requested that a draft planner and list of materials needed for the workshop
be submitted to IB Projects, at least 2 weeks before the workshop for review by Projects
Manager.

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What are the expectations after the workshop is over?
Trainers are asked to write a brief report once the workshop is over. A template is
provided, along with sample reports from previous trainers (see the Appendix in this
document).

Please note that the aim of the report is to help future trainers get a clear idea of what was
taught and how the trainees participated. Descriptions of activities are particularly helpful.

Language should be plain, straightforward, and utilitarian. There is no need to repeat
descriptions of activities in the report if separate documents already outline how the
lessons were done. All notes on activities and planning should be sent with the report to



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Aceh Interactive Teaching Project   2007-2008

the IB Projects office. Trainers should bear in mind that reports are meant as planning
tools and that utility is favored above formality.

It is requested that the report be completed no later than two weeks after the finish of the
workshop in order to allow the next trainers to read the report as they plan.

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What are “energizers”?
It is important that trainers use fun activities (also known as ―ice breakers‖ or ―energizers‖)
to break up the day. It is particular important to do these energizers after lunch or in the
middle of a long stretch of activities. The Aceh teachers are very enthusiastic and playful,
and look forward to these fun breaks.

Another activity that would be useful to maintain active minds is Brain Gym (though it
should be used to complement, and not replace, energizers). An effective technique is to
use Brain Gym at the end of each activity or during transitions. If you are not familiar with
Brain Gym, there may be teachers at your school who can teach you some of these
valuable techniques.

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Where will the training take place and what materials can I expect
at the training centre?
The venue for training will change according to logistical requirements. However, the
materials for the workshops will always be maintained and brought to the location.

                 Item                     Qty                     Item                  Qty
       Multi-Media Projector               1               Microphone set-up             1
                Laptop                     1              Cordless Microphone            1
        Whiteboard on rollers              1
   Whiteboard markers (black, red,
                                           30             Paint sets, cake type           6
                 blue)
   Highlighter pens (various colors)       20                 Brushes, thin              20
        Coloured pencils sets              12                Brushes, thick              20
             Crayon sets                   12                 Plastic cups                6
               Pens, red                   30                    Bowls                    6
                                                          Large sheets of paper
               Pens, black                 30                                           100
                                                         (approx. 60cm x 90cm)
   Thin markers, different colors set       5           Recycled coloured paper          -
              Scissors                     20               White paper A4              500


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Aceh Interactive Teaching Project   2007-2008

           Tape (1.5 cm)                   6              Coloured paper A4           500
            Tape (5 cm)                    4                  White-out                6
                Glue                       6                 Newspaper                 -
               Rulers                     20                  Blu tack                 5
        Name tags with ribbons

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What if I need copies or materials during the workshop?
It is essential that trainers direct any special requests for materials or set-up to the IB
Projects Office so that all can be arranged two weeks beforehand.

However, should copies, etc. need to be made during the workshop; aides will be on hand
to help with such matters. It is best to have as much copied as possible prior to the
workshop, so that only unforeseen documents, recaps, etc. are copied when the workshop
is underway.

Trainers are expected to submit a list of materials required for the workshop to the IB
Projects Office, 2 weeks beforehand. This is to ensure smooth running of the workshop
and that each participant has the necessary materials for the training.

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How are the trainees assessed for understanding?
The standards that support the curriculum and rubrics for assessment will be developed as
the project unfolds. Sample standards are available in the Project Outline.

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Who takes care of the logistics “on the ground”?
Logistics of the workshop will be handled by the IB Country Coordinator in Aceh. Upon
selection as a trainer, the Coordinator and IB Service Projects Officer will be in contact to
begin arrangements, accommodate special requests (e.g., for materials, etc.) and provide
the trainer with all necessary information.

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Is there translation? What is the level of English of the
trainees?
All workshops are translated into Bahasa Indonesia. Generally, the translation moves quite
quickly, though you will need to leave time for translation when you are talking.

Special Note


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Aceh Interactive Teaching Project   2007-2008

The level of English on the part of the trainees is generally minimal. It is true that some
trainees have reasonable English, but trainers should not assume that trainees understand
what was said in English merely because two or three people respond to their English
comments. TRAINERS ARE ENCOURAGED TO SPEAK IN SHORT BURSTS, USUALLY
NO MORE THAN ONE SENTENCE.

This prevents the translator from getting lost and the trainees losing interest, waiting for a
long, foreign comment to end so they can hear the translation. All comments must always
be translated; otherwise there is the risk of many students with zero English missing out
on important comments or points due to the assumption on the trainers’ part that all was
understood.

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Can I get things translated ahead of time?
Trainers are strongly encouraged to send one or two simple, BRIEF articles or readings to
be translated for the trainees during the workshop (or to be read after the workshop for
reinforcement. The translators will need a minimum of a month to translate these.

Thinking of the moderate educational level of the trainees, readings need to be quite
simple, without the teacher-ese that plagues our profession. If you have an article that you
think would be appropriate, please send it to IB Projects. If approved, it will be sent for
translation.

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Is Aceh safe?
Generally, yes. However, it is worth noting here that, while crime is low, Aceh is not
exempt from the type of standard risks associated with visiting any foreign country.
Trainers are asked to exercise extreme care and keep in mind that travelers often stand
out as prey to pickpockets, thieves, and other criminals. Never open hotel doors without
first ascertaining who it is and why they are there, and take special precautions when
outside the hotel in your free time. There is no need to be immobilized by fear, but Aceh’s
kind, hospitable people can easily lull people into thinking that crime is not present.

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What is Aceh like? Are there any laws or customs I need to be
aware of?
Although it tends to get a fair amount ―bad press‖ in the rest of Indonesia and the world,
Banda Aceh is actually a hospitable, safe, friendly city—considerably safer than many
cities in Asia.

It is, however, very conservative, and Syariah law is in effect. Since Syariah law only
covers Muslims, this will be of no practical consequence to most visitors. However, public
signs of affection, even between married couples, will merit a talking to from the Syariah
police (independent of the traditional police force) who check to see that the Syariah law is


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Aceh Interactive Teaching Project   2007-2008

being adhered to). Needless to say, extramarital sexual relations of any degree are strictly
forbidden.

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What is the dress code for Aceh?
The Acehnese are very welcoming and accepting of people from other parts of Indonesia
and the world. The one area, however, that does need to be explained in detail is the
dress code. Dress code is a matter of extreme importance in Aceh and IB Projects
policy in Aceh dictates that all trainers must fully observe the information described
in this section. Failure to comply with these guidelines may result in trainers not
being permitted to conduct training.

Acehnese Syariah law requires that Muslim women wear the jilbab, or traditional Muslim
head-covering. Please note, however, that this actually applies only to Muslim women and
more specifically, only to Muslims who actually reside in Aceh. For non-Muslim women
from any other part of Indonesia (or any other part of the world), a head-covering is not
required or even advisable. Simply pulling the hair back or up is sufficient and there is no
chance of causing offense.

For Muslim women from other sections of Indonesia or the world, the jilbab is entirely
optional, though some sort of heard-covering is advisable (a scarf, for example) since it
essentially giving the message that, ―I am Muslim but not from here.‖ Ultimately, this is a
personal decision based on one’s convictions and preferences.

While head covering is not required for any women coming from outside Aceh, other dress
matters are not discretionary. Given the tremendous importance that Acehnese give to the
issue of women’s clothing, it is essential to address this matter in detail, so that the
parameters for what can be worn are clear and unambiguous. Please be sure to adhere to
the following guidelines:

   1. All women’s clothing—Muslim and non-Muslim—must be either loose fitting or
      designed in such a way as to not draw attention to the figure.
   2. Clothing must not be open at the neck.
   3. No semi-transparent clothes (e.g., white cotton clothes, thin cloth).
   4. Long hair should be drawn back.
   5. Tops should be long sleeve, not showing any skin above the wrist.
   6. Skirts or pants should be long enough to cover the ankles, and socks should be
      worn.
   7. The top should cover at least 20cm below the waist.

Though the rules for male trainers are not as specific, professional men are expected to be
dressed in dress slacks and a collared shirt during the training. Around town, it is also best
to dress conservatively and professionally, so as to give the very best impression to those
with whom we work and meet.

Needless to say, the mosques in Aceh have strict rules for dress. Please note that, in
Aceh, only Muslims are allowed to enter the mosque itself; however, the beautiful grounds
surrounding the central mosque are open to all wearing the right clothing listed above.



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Aceh Interactive Teaching Project   2007-2008


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Aceh Interactive Teaching Project   2007-2008


What is the hotel like? How are trainers accommodated?
The hotels used for the training—the Pavilliun Seulawah, the Hotel Grand Nanggroe, and
others—are pleasant, modern hotels in the city centre. Please note that trainers will be put
together in one room with two twin beds.

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Who handles trainer’s accommodation, travel, etc?
Trainers are asked to plan and book their tickets in advance. Trainers purchase their own
tickets and will be reimbursed in Aceh. Receipts for transport will be doubled to cover your
return trip (i.e., reimbursement for return transport from the airport to your home will be
made based on the receipt you produce for your trip to the airport). Please note that
reimbursements can only be done in Aceh, so it is imperative that all receipts (air
fare, taxi, and airport tax) be brought with you in Aceh.

The IB would ask that trainers try to keep ticket prices to a minimum, since this is one of
the major costs of the project. With a total of 48 round trip tickets to underwrite, the IB is
conscious of the need to keep air travel costs from going significantly over-budget.
Trainers' effort in this regard is greatly appreciated.

Trainees will be picked up from the airport and taken to their hotel upon arrival. Travel in
Aceh will be looked after for the duration of the project, though Banda Aceh is a very
accessible, safe city. Hotel arrangements will be handled by the IB. Please note that the
IB only covers hotel costs for the length of the project.

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What is the food and drinks like?
A western or Indonesian-style breakfast is available at the hotel. A box lunch will be eaten
alongside the trainees, and is ordered specifically for the training.

As for dinner, trainers have the choice of a number of restaurants that offer good food:
Pace Bene (Italian with an extraordinary, unexpected atmosphere), Banda Seafood,
Tropicana, Country Steak—and a great restaurant serving ―Garbage Chicken‖ (ayam
tangkap) as the leaf strewn dish is affectionately called in English (very tasty and a must
try!).

Trainers are advised not to drink the water or ice cubes while in Banda Aceh.

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Can I call home cheaply from Aceh?
There will be a mobile phone available for your use at the centre. Please ask the staff or
the Projects Manager if available. Aceh has some of the cheapest international phone
rates in the world, and you can pay for what you use. If you bring your own phone, you



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Aceh Interactive Teaching Project   2007-2008

may want to find out in advance what roaming charges apply, as these can be quite
expensive.

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Are there banks available for currency exchange and ATMs?
Yes, there are a number of convenient ATMs in the city centre. However, trainers will
generally not have to spend much money and it is suggested that they bring cash with
them to avoid spending time going to the bank.

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What is the electricity voltage and plug type?
The voltage in Aceh is 220 Volts. Always check out the voltage that is used before you
plug in your equipment. The sockets that are used are similar with the European standard
with two round prongs and no earth pin. It is highly recommended that you buy a universal
adaptor, which is generally sold in airports.

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What should I bring?

                                Training related / Computer
      Laptop computer                Headset and                 Digital camera
      A memory stick                    microphone for             with wire to
      Texts of Interest                 Skype                      download onto
                                                                    computer

                                    Health and Toiletries
      Medical insurance card         Eye drops (can be           Alcohol gel soap /
       and information                   dusty)                     antiseptic wet wipes
      Diarrhea medicine              Prickly Heat                Mosquito repellant
      Shampoo, small bottle             powder                    Sun block
      Tampons                        Toilet paper

                                          General
      Copies of your ticket             Cash                     Headscarf for
       and passport                      Vegemite                  women
      Flip-flops                                                  Hat/Sunglasses

Please note that you should remember to take toilet paper with you as it is not readily
supplied.

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Aceh Interactive Teaching Project         2007-2008




Do I need a visa?
Since trainers are not remunerated for their workshops, it is not business travel.
Consequently, it is acceptable for trainers to receive tourist visas, which can be obtained
free of charge on arrival at the airport.

 Please contact your local embassy for further information on visa.

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What about medical needs and insurance?
Trainers should have their own medical insurance before coming to Aceh. The biggest
health threat (although unlikely) is diarrhea, so trainers should have medication for this to
be on the safe side.

If a trainer were to become ill, the project has identified a local physician to attend to him
or her immediately.

Personal travel insurance
If you do not already have personal travel insurance, you may purchase one for the trip,
and you may include it as an expense item. If you are doing a series of workshops for IB
Singapore for the year, you may be interested in purchasing an annual travel insurance
coverage (cheaper) instead of a per trip coverage. A copy of your policy needs to be
attached to your claim if reimbursement if necessary.

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How do I arrange for travel insurance?
Like medical insurance, this is not something that can be handled by the IB, so trainers are
encouraged to look after their own travel insurance. Many credit card companies offer
travel insurance if tickets are purchased with their cards. The IB encourages you to speak
to your travel agent regarding travel insurance to see what your options are.


A note of thanks
As volunteers in the IB Aceh Interactive Teaching Project, your participation is very much
appreciated. This training course is dependent on your efforts, and the IB recognizes the
significant sacrifice you make in preparing and running your Aceh workshop.


IB safety and cancellation policy
Neither the IB nor its directors, officers or agents are responsible or liable for the safety and property of
participants or their companions for return travel to and presence at the above event or any excursions
related thereto or for any financial losses incurred if the event is cancelled due to reasons beyond the IB's
control. Travelling to and from the venue of the event shall take place under the participants' sole



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Aceh Interactive Teaching Project          2007-2008

responsibility. Participants are advised to seek information on potential health and security risks incurred by
themselves and their companions for return travel to and presence at the above event and to secure adequate
insurance coverage, which includes reimbursement of any costs, incurred should the event be cancelled.
Swiss law shall govern any legal issues relating to the enrolment and participation in the above event.
Any disputes arising with respect to or in connection with the enrolment and participation in the above
event shall be finally settled by one arbitrator in accordance with the Rules of Arbitration of the
Chamber of Commerce and Industry of Geneva.

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      Aceh Interactive Teaching Project    2007-2008



Workshop no. XX Report

Pre-workshop

                     Who did the training
                     Who were the students
Introduction
                     What were the topics/standards that you addressed
                     How you had prepared for the training


                     Information regarding
                        1. transport,
Logistics
                        2. supplies and room set up,
                        3. communication


Description of workshop
                     Descriptions of how each activity went
                     Student participation and level of understanding
Activities            Please note that there is no need to repeat what is in your
and lessons           training notes, which you will attach to the report. You can
                      refer your readers to planner in Annex of this document rather
                      than describe the details of the activity again


Post-workshop
                     Overall impression of how the workshop went (was it successful? Problematic? Mixed
Impressions           feelings?)
                     How the trainees participated (e.g., degree of contribution, level of understanding, etc.)


                     Use this section to outline any concerns about the trainees’ progress, understanding, or
Concerns              implementation (e.g., lack of evidence of inter-communication between workshops,
                      etc.).




                     Recommendations to trainers to make the workshops even more successful
Recommendations      Suggestions to the Project Manager for changes to the project (e.g., logistics prior to
                      workshop, support during the training, communication, etc.)




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        Aceh Interactive Teaching Project         2007-2008


Conclusion                 Any final thoughts



Annex
List
                          A copy of the schedule of activities
of activities
                          Trainers Planner. All written plans for lessons and activities. Trainers are not required
                           to write up detailed descriptions of each activity—just enough so that another trainer of
Lesson planner             similar experience could get an idea of what was done and how. These should be the
                           same plans you use for yourself, with perhaps just a little more description to make it
                           clearly explained to someone else!
PowerPoint                The PowerPoint you used

                          Any additional resources, etc. that would be useful for another trainer to see (e.g., a
Other
                           reading you had your trainers did, concrete materials you used, games, etc.)




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