Training systems
Instructor Qualification Standard / V1 2023-12-04
problem oriented learning that motivates because the learner can see the direct application and relevance of what is to learned.
In conclusion, when teaching children or young students, a pedagogical approach is appropriate, with teacher-centred structured lessons, direct instruction, and regular assessment. However, when teaching adult learners, an andragogic approach may be more effective. These concepts are not mutually exclusive, and elements from both approaches can be combined to create effective teaching and learning experiences for learners of all ages
Assessment
The main focus of assessment is to collect data, track progress, and inform instructional decisions to support a student's learning journey
Assessment can be both formal and informal and may take various forms, such as:
a. formative assessment. This type of assessment is ongoing and occurs during the learning process. Its primary purpose is to provide feedback to both the student and the teacher, helping identify strengths and weaknesses and guiding instructional adjustments to enhance learning. b. summative assessment. Summative assessments occur at the end of a specific period, such as a unit, semester, or school year. They aim to evaluate the overall learning outcomes and determine a student's level of achievement or proficiency. Summative assessment must be conducted in the same environment and structure as the related learning activities to ensure alignment between objective, activities and assessment.
Backwards Planning
Planning lessons based on the desired learning outcomes and taxonomical goals
Catch-up
A daily, catch-up serves as an opportunity for participants and instructors to share updates, address questions or concerns, and ensure everyone is on the same page regarding the course material and objectives. The daily, catch-up may involve discussing completed assignments, upcoming tasks, reviewing concepts, providing clarifications, or engaging in interactive discussions to enhance the learning experience. It helps to foster communication, collaboration, and accountability among participants, ultimately supporting their learning journey throughout the course. Coherence of the learning objectives (what ability we expect to observe in the end of training), the learning activities (what we do to reach the learning objectives) and the evaluation is essential. The purpose of alignment is partly to ensure that learning activities are designed and conducted to achieve the relevant learning objectives (directed by action verbs); partly to ensure coherence between the evaluation and the learning activities performed by the participants.
Coherence
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