Training systems
Instructor Qualification Standard / V1 2023-12-04
Taxonomy
The GWO Taxonomy Framework is based on multiple global qualification frameworks that focus on lifelong learning. The specific aim of the GWO Taxonomy Framework is to ensure coherence and conformity between the learning objectives in GWO training standards and their related learning activities delivered in training conducted by GWO training providers. The intention of using a taxonomy (of action verbs) in learning objectives is to indicate the expected level of performance within a specific learning domain. The instructor can observe the execution of a learning objective and asses the participant against the action verb. The scaffolding of the GWO Taxonomy Framework is its three learning domains: Knowledge, Skills, and Ability. For each domain and level, the relevant action verbs are defined with examples of learning objectives, description of learning processes, suggestions for learning activities and ways of evaluating the learning. The participant functions as a teacher as part of the course curriculum. Purpose of a teach back session is to assess the participant’s ability to apply knowledge, skills and abilities in relation to topics previously addressed in the training by leading a learning activity. On IQT the assessment criteria for each participant’s teach back sessions will increase in taxonomic progression in accordance with the theoretical level and context. This is a time for the participants to practise planning, preparation, delivery, class management, reflection and assessment. Many of the intermediate and advanced learning objectives in the IQT course will be met in teach back sessions. The concept of “Teacher roles” addresses that the instructor can, and should, act in a role according to the chosen training strategy applied during training with the intention to behave in a way that is aligned and supports the specific training strategy, enabling the intended effect of it. The teacher’s role is to be a facilitator of the learning process, by among others supporting the learning climate in the group, always following the individual needs for improving, considering themselves as a flexible and useful resource, and striving for acknowledging and accepting one’s own limitations. In this also lies the need to adjust the teacher performance in relation to the learning objectives and learning activities. Whether this is instructional, when facts are to be understood, or technical procedures must be performed; or supporting when the participants are in the experimental or exploring activities. Stepping out of the actual learning activity and entering this meta level perspective e.g. on the method applied or addressing a situation or phenomenon happening during the workshop has different names, for example ‘hats on/hats off’, ‘time out’, and ‘reflection’ for transfer.
Teach Back (Session)
Teacher’s Role
Time out
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