Training systems
Instructor Qualification Standard / V1 2023-12-04
Experiential Learning)
positive attitude towards the subject as well as enhanced behaviours in the following work situation when they succeed through trying things out on their own, bringing their relevant experience into play and using learning points from the received feedback. Reflection is more than just thinking about a topic. Reflection is critical thinking putting one’s understanding into perspective to find a well thought out solution to a challenge. It can also be about how new impressions fit into the individual’s present experiences. Learning based on reflection must be facilitated in both practical and theoretical training on all the learning domains of knowledge, skills, and ability. 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. 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.
Role model
Shall
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.
Should
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.
Scaffolding (Instructional)
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). Small Group 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
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.
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