Training systems
Instructor Qualification Standard / V2 DRAFT 2025-08-26_
Instructors must act correctly, safely and behave in a way that demonstrates safety as a priority at all times. Participants on a training will view the instructor as the example of excellent performance and, as such, a role model.
Role model
The instructor must prove integrity in the form of compliance with legislation, GWO directions, professional vocational standards, and any relevant safety related behaviour.
The instructor’s role is also defined by the ability to support and facilitate the participants in developing motivation in the safe learning environment
Self-reflection
Self-reflection is the practice of thoughtfully reviewing your own actions, decisions, and interactions. In this context it involves being aware of how you deliver training, respond to learners, and manage the learning environment. By regularly reflecting on your own performance, you can identify areas for improvement, build on your strengths, and continuously grow in your role as an effective educator
Verbal form used to indicate requirements strictly to be followed in order to conform to this training standard and from which no deviation is permitted
Shall
Verbal form used to indicate that among several possibilities one is recommended as particularly suitable, without mentioning or excluding others, or that a certain course of action is preferred but not necessarily required Scaffolding refers to a method where teachers offer a particular kind of support to participants as they learn and develop a new concept or skill. In the instructional scaffolding model, a teacher may share new information or demonstrate how to solve a problem. The teacher then gradually steps back and lets participants practise on their own. It can also involve group practice. An example of instructional scaffolding is sometimes described as, “I do. We do. You do.” In other words, the teacher shows how something is done, then the class practises together and, finally, participants work individually. Other examples could be: Tell- Show- Do-Practise-Review, and Explain-Demonstrate-Imitate-Correction-Try again- Summarise (EDICTS) A small group of three or four participants is optimal for supporting reflections and sharing ideas and experiences, while five are too many. In some situations, reflections in pairs are even more beneficial Student centred teaching and learning places the learning responsibility on the student being active and problem solving, with the end goal of competence over knowledge. The instructor is responsible for facilitating the learning activity, hence the learning
Should
Scaffolding (Instructional)
Small Group
Student Centred
Taxonomy
The GWO Taxonomy Framework is based on multiple global qualification frameworks that focus on lifelong learning.
Global Wind Organisation / www.globalwindsafety.org
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