Partnership in Delivery of Sustainable Rice-Fish Integration Debriefing Workshop
WORKSHOP/COURSE MAP
This workshop/course map is based on a 5-day, 7 hours per day (8.5hr on Thursday) schedule.
Time / Day 1 / Day 2 / Day 3 / Day 4 / Day 5Technical knowledge on SRFI / Training / Networking
8:30AM – 10:00AM / Welcome
Administration Building Meeting Room
*Welcome and Overview
Mr. Lam Khannarith
*Official Opening
Mr Phat Muny
9:15AM
Pre-Test
Training Centre Meeting Room
Mr. Lam Khannarith and
Mr. Em Sorany
Equipment/Resources:
Course handouts, pre-tests
Activities:
Pre-Test
Contact List – create contact list of participants
Evaluation:
Pre-Test will be used in conjunction with Post-Test to measure changes in level of knowledge, awareness and comfort. / Review of Rice-Fish Integration Farming Practices IV
Presentation (45 minutes)
• PowerPoint presentation/Lecture
Fish and Rice Species Selection in Integrated Farms
• Fin-fish species
• Advantages, disadvantages of each (sustainability, costs, market price, pest control, disease resistant, growth rate)
• Fish species in poly culture (more than one type of fish – reduce predatory species, stocking densities.
• Rice variations, different species
• Advantages, disadvantages of each (sustainability, costs, market price, disease resistant, growth rate)
• Other fish, animal or vegetable integration models in use, .
• Biodiversity – importance in food security and in reduction of economic and environmental risks associated with farming.
Case Analysis (30 minutes)
Four groups of two – each group works on devising a rice-fish integration plan for a specific physical environment. Choices for rice type, fish species must be supported. Discuss the potential for alternate species selection based on financial considerations, labour intensity,and other relevant factors. Present group summary and ask for feedback from other participants on the choices made.
Learning Needs (5 – 10 minutes)
Addadditional learning needs to those listed. Check off any currently listed if they have been addressed in this or previous sessions. / Gender I
Training Centre Meeting Room / Training III – Teaching Strategies – Formal teaching approaches
Training Centre Meeting Room
Presentation (1/2 hour)
• PowerPoint presentation/Lecture
Planning Your Training
• Teaching Strategies for formal learning opportunities.
• Refer to needs analysis – consider special needs of your audience – which types of instructional strategies will best suit your audience
• Presentations/Lectures
• Panel discussions
• Demonstrations
• Role Playing
• The Jigsaw Puzzle
• Farmer Field School
• Formal handouts and resource materials
• Appropriateness of formal sessions for certain audiences, topics.
• Disadvantages of different teaching strategies
Class Activity (1/2 hour)
Using the list of topics and learning objectives developed, identify three topics that would be well suited to informal learning sessions. Share with the rest of the class. Discuss why you feel this topic is better addressed using the strategy you have chosen.
Learning Needs (5 minutes)
Ask participants to add to learning needs list posted in previous sessions... if any additional items have arisen during this session or group discussions. / Network Building – Part I
Training Centre Meeting Room
Mr. Em Sorany
Sharing knowledge and experiences –benefits and strategies.
Building a Network of Extension Workers, Sharing knowledge
Benefits of Sharing Knowledge
Strategies for Networking:
Expert List (ext. workers)
Informal meetings with EW
Formal meetings
Spreading the Word
Farmers – a valuable resource
Knowledge and experiences of farmers - local expertise
Mentor Farmers
Recall the puzzle activity
Case reviews – presentation of successful use of Mentor Farmer approaches to farmer training
Equipment/Resources:
Computer, digital projector, projection screen
Activities:
1. Add to the contact list started on DAY 1. Add columns for list of expertise/experiences; telephone numbers, etc.
2. Response Protocols – establish a list of two or three EW in nearby areas that you would meet with informally;create a protocol for contact when new information, regulations, arise.
CASE: Risk Management – Case of diseased cattle near Thailand border.
3. 2 groups of 4 use a lesson plan or agenda format to plan a formal meeting for EW. Choose a relevant topic and consider timing of topic as it relates to work in the field. Share plans with the full class.
4. Participants work in groups of 2 to identify key knowledgeable farmers in their area. They should list strategies for recruiting mentor farmers and for implementation of a formal Mentor Farmer programme in their area. Present ideas to the class and record any additional ideas from other presenters or from feedback received.
Evaluation:None
,
10:00AM / BREAK / BREAK / BREAK / BREAK / BREAK
10:30AM / Review of Rice-Fish Integration Farming Practices I
Presentation (30 minutes)
• PowerPoint presentation/Lecture
Overview of rice-fish integration
• What is food security?
• History of rice-fish integrated farming
• General overview of types of integrated farms (including vegetables, other species of fish, crustaceans, amphibians, reptiles, molluscs)
• Benefits (individual, family, community, environment, i.e. greenhouse gas reduction)
Class Discussion (30 minutes)
Invite participants to describe some of the fishing practices seen in their own areas. Ask participants to contribute to the list of advantages, disadvantages they see in their own communities. Ask participants to mention specific cases, particularly any unique cases or circumstances. Facilitator or assistant will record.
Learning Needs (15 minutes)
Poll participants on specific things they would like to review or learn - related to rice-fish integrated farming. Make a list. Post it on the classroom wall, and invite participants to add to it during the week. / Review of Rice-Fish Integration Farming Practices V
Presentation (50 minutes )
• PowerPoint presentation/Lecture
Changes to Fishing/Farming Practices
• Environmental balance of rice-fish
•Nitrogen-fixation, total available phosphorus
• Use of pesticides– natural pest control versus chemical pesticides
• Fertilizers – fish excreta, chemical fertilizers
• Illegal fishing practices – electrocution
• Market supply versus timing of harvests – sequential harvest of fish, thinning out of standing fish for higher growth, greater returns, and avoiding flooding markets.
Completing a Puzzle (30-40 minutes)
Four groups of two – each group takes an issue from the previous presentationbecomes the experts on this issue. Developing a short summary and list of recommendations for addressing this issue (think in terms of how to inform/train farmers on this issue). See Instructions for this activity on atta?????). Key concepts include knowledge sharing, networking, expert lists.
Learning Needs (5 minutes)
Addadditional learning needs to those listed. Check off any currently listed if they have been addressed in this or previous sessions. / Gender II / Training IV – Teaching Strategies – Informal teaching strategies
Training Centre Meeting Room or Administration Meeting Room
Presentation (1/2 hour)
• PowerPoint presentation/Lecture
Planning Your Training
• Teaching Strategies for informal learning opportunities.
• Refer to needs analysis – consider special needs of your audience – which types of instructional strategies will best suit your audience
• Just in Time Learning – addressing needs as they arise
• One-on-one discussions/chats
• Farm Visits
• Consultations with individual farmers
• Appropriateness of informal sessions for certain audiences, topics.
• Disadvantages of different teaching strategies
Class Activity (1/2 hour)
Using the list of topics and learning objectives developed, identify three topics that would be well suited to informal learning sessions. Share with the rest of the class. Discuss why you feel this topic is better addressed using the strategy you have chosen.
Learning Needs (5 minutes)
Ask participants to add to learning needs list posted in previous sessions... if any additional items have arisen during this session or group discussions.
Facilitator to review all listed and check off any that have been dealt with. / Network Building – Part II
Training Centre Meeting Room
Mr. Em Sorany
Technology as Strategic Networking Tools
Use of technology to enable efficient networking and knowledge sharing
Demonstration and discussions of technology options that can facilitate networking.
Cell Phone (calls, picture taking)
Skype (or VOIP technology)
EMAIL (text and pictures)
Digital Camera
Email Group
CHAT (MSN)
Web pages-Rice Knowledge Bank
Equipment/Resources:
Computer, digital projector, projection screen, internet access, digital camera, headphone and microphone, email, Skype (or similar), MSN accounts. Access to Rice Knowledge Bank.
Activities:
1. Demonstrations by facilitator for a selection of networking technologies. (VOIP, Email with text attachments – pictures, Chat/MSN)
2. Discussion: advantages, disadvantages of technologies.
Evaluation:None
12:00PM – 1:30PM / LUNCH BREAK / LUNCH BREAK / LUNCH BREAK / LUNCH BREAK / LUNCH BREAK
1:30PM – 3:00PM / Review of Rice-Fish Integration Farming Practices II
Presentation (50 minutes)
• PowerPoint presentation/Lecture
Rice-fish systems
• Capture fisheries
• Cultured fisheries
• Rice-fish with Single cultivation
• Rice-fish with intensive cultivation
•Advantages, disadvantages of system
Class Discussion (30 minutes)
Poll the participants on farming practices in their areas. Ask for participants to highlight successful farms, and discuss the reasons they the farm is successful. Facilitator or assistant will record. Participants should also record those items specific to their own area.
Learning Needs (5 -10 minutes)
Ask participants to add to learning needs list posted in previous session... if any additional items have arisen during this session. / Review of Rice-Fish Integration Farming Practices VI
Landless and Public Ponds, Fishing Practices
Presentation (45 minutes)
• PowerPoint presentation/Lecture
Requirements for Success
• Landless peoples and public ponds – role of the extension worker. Use of rice fields for fishing during rice growing season
Supporting the management of these activities -
• Summary of rice-fish integration
• Factors for success
• Vital role of extension workers in the training of farmers in the adoption of rice-fish farming techniques.
• Importance of monitoring ongoing changes in your area – adoption rates, environmental conditions, changes in practices, new government regulations
Review of Learning Needs: Question and Answer Period (30 minutes)
Facilitator reviews list of learning issues raised by participants and deals with any outstanding. / Training I – Needs Assessment
Training Centre Meeting Room or Administration Meeting Room
Presentation (1/2 hour)
• PowerPoint presentation/Lecture
Planning Your Training
• Overview of Training Design Strategies
•Needs Assessment
•Curriculum Design and Development
•Instructional Design and Delivery
• Evaluation and Revision
• Needs Analysis
• Know your audience (age, gender, literacy, household resources, availability, schedule, factors that could affect attendance in training sessions, what they know or do not know,)
• Consider adult learning needs, learning styles
• Know the resources available in your commune (physical resources, spaces for training, technology resources-computer, internet,
• Current farming practices in your area– do an environmental scan.
Class Activity (1/2 hour)
Allow participants to work in geographical proximity groups. Participants with farming areas close to one another or with similar physical environments can pair to review and document the unique environment within their area, Each pair or individual should document the known characteristics of the farmers (learners) and their farms, the available resources including spaces, learning materials, computer, and internet access. At the end each person should have a good understanding of the unique needs for their area. This needs analysis will be used to identify training topics and delivery strategies, and to consider logistics of training sessions. Participants should be reminded to reflect on the materials and their discussions from Days 1 and 2.
Learning Needs (5 minutes)
Ask participants to add to learning needs list posted in previous sessions... if any additional items have arisen during this session or group discussions. / Training V – Building a Course Map, Lesson Plans, Part I
Training Centre Meeting Room or Administration Meeting Room
Presentation (1/2 hour)
• PowerPoint presentation/Lecture
Planning Your Training
• Course Maps
• Component of course maps
• Examples of course maps
• Lesson Plans
• Structure and function
• Samples and guidelines
• Resource – Training materials development
Class Activity (45 minutes)
Each participant works individually. Using the list of course topics and suggested teaching strategies, create a course map for farmer training. Identify any gaps in information required to complete the course/training map.
Use the template provided to develop a lesson plan for one training topic. Additional lesson plans will be develop in the next session.
Learning Needs (5 minutes)
Ask participants to add to learning needs list posted in previous sessions... if any additional items have arisen during this session or group discussions. / Making a Plan – Part I
Training Centre Meeting Room
Networking Tools –Training Planning
Equipment/Resources:
Computer, digital projector, projection screen, internet access, additional computers for participants with internet access. Handouts with URLs and instructions MSN.
Activities:
The following activities can be done individually or in small groups, rotating through the activities, so that all participants get an opportunity to do each before the end of the day.
1. All participants register for a free email address (yahoo, hotmail, etc) and record this new address on the Contact List started on DAY 1. Finalized list copied and distributed to all
2. Sign up for MSN Windows Live account. Add all Extension Workers to their list of contacts.
3. Four groups of two – to set up and conduct a MSN chat – which can be a good example of a technology enabledinformal meeting.
4. Complete lesson plans and training map for farmer/community training
Evaluation:
Facilitator to ensure all participants have minimally (1) signed up for a free email account, and (2) added other participants to a Windows Live (MSN) account.
Evaluation:
Participants to share one or two components of completed plan with the class.
3:00PM / BREAK / BREAK / BREAK / BREAK / BREAK
3:30PM - 5:00PM / Review of Rice-Fish Integration Farming Practices III
Presentation (30 minutes)
• PowerPoint presentation/Lecture
Paddy & Pond Renovations
• Paddy/Pond systems
• Advantages, disadvantages of each paddy/pond system
• Capital costs for paddy/pond system re-design and restructuring
• Misconceptions about costs and benefits
• Case presentation – successful and unsuccessful attempts at paddy/pond redesign for rice-fish integration
Group Discussion (30 minutes)
Divide the class into two groups, ensuring mixture of Ag/Fish participants in each group. Participants to discuss factors that might prevent farmers from adopting new practices, techniques or strategies they would suggest to increase the uptake of rice-fish integration practices. Present group summary and suggestions for implementation to full class.
Learning Needs (5 minutes)
Ask participants to add to learning needs list posted in previous sessions... if any additional items have arisen during this session or group discussions.
Facilitator reviews Day 1 Learning Needs (listed) with participants. (10 minutes)S/he identifies any that have not been dealt with from Day 1 and lists any sessions where the learning needs will be covered. If topic/learning issues is not listed in those to be addressed, facilitator will review and make note where best to include. / Baseline Survey of Farmers in Takeo Province
Presentation (50 minutes)
• PowerPoint presentation/Lecture
Baseline Survey Results
• General Information and Household Economy
•Rice and Integrated Farming
• Extension and Training
• Communication and Knowledge Sharing
Class Discussion (30 minutes)
Implications for .
Learning Needs (5 minutes)
Ask participants to add to learning needs list posted in previous sessions... if any additional items have arisen during this session or group discussions.
Facilitator reviews Learning Needs (listed) with participants. (10 minutes)S/he identifies any that have not been dealt with from Day 1 and lists any sessions where the learning needs will be covered. If topic/learning issues is not listed in those to be addressed, facilitator will review and make note where best to include. / Training II – Learning Objectives and Training Topics
Training Centre Meeting Room or Administration Meeting Room
Presentation (1/2 hour)
• PowerPoint presentation/Lecture
Planning Your Training
• Curriculum Design and Development
• Development of Learning Objectives
• Blooms Taxonomy
• Using Course Objectives to develop Session Topics
Class Activity (1/2 hour)
Brainstorming session – Entire class will work together to identify topics that are relevant and important topics for the farmer’s training. Participants will need to refer to the needs analysis developed in the previous session. At the end of this activity, a fully comprehensive list of topics will have been drafted.
Learning Needs (5 minutes)
Ask participants to add to learning needs list posted in previous sessions... if any additional items have arisen during this session or group discussions. / Training VI – Building a Course Map, Lesson Plans, Part II
Training Centre Meeting Room or Administration Meeting Room
Course Map and Lesson Plan Discussions (1/2 hour)
• Participants divided into two groups of four. Each student presents his/her draft course mapand lesson plan to 3 others. Use feedback from other participants. Generate ideas. Demonstrate the power of working together.
Class Activity (45 minutes)
Students continue to work in groups of two or four to develop additional lesson plans for formal and sessions and brainstorm ideas for development of teaching approaches for topics that aren’t best suited to formal sessions. Reminder here to consider the learner – and ensure a variety of teaching strategies are utilized that will address the variety of learning styles of adult learners.
Learning Needs (5 minutes)
Ask participants to add to learning needs list posted in previous sessions... if any additional items have arisen during this session or group discussions. / Making a Plan – Part II
Training Centre Meeting Room
Networking Tools – Training Planning
CONTINUATION of activities from 1:30PM session and also complete the following
Summary and Closing
Training Centre Meeting Room
- POST_TEST
- Course Evaluation
5:00PM / Break / Break / Break / Break / Break
6:00PM-
7:30PM / Training VII – Communication and Logistics of Training