Training systems
Instructor Qualification Standard / V1 2023-12-04
ANNEX 5 - LEARNING DESIGN DOCUMENT
All of the IQT learning objectives, including those in the teach backs have been organised into four categories: adult learning, communication, planning and assessment, and facilitation.
Within each category we present the enabling learning objectives (light colour background) that are being further reached and demonstrated on more complex levels during the five teach back lessons (bold colour background).
This overview could be used to help organise the scope and lessons. Specific activities can be designed and selected by the IQT Trainer using GWO Requirements for Training, Annex 5, Taxonomy Framework.
Category: Adult Learning Lessons
Module IQT Learning Objectives
Adult learning
Show interest in how motivation impacts the commitment and engagement to learn (Ability, basic level) Describe principles and challenges from barriers to learning and how to address these (Knowledge, basic level)
Learning styles
Describe the principles of different learning styles (Knowledge, basic level)
Explain why learning activities should address multiple learning styles (Knowledge, intermediate level)
Cultural awareness Show interest in different cultures among the learners (Ability, basic level)
Recognise challenges that may arise in cross cultural communication in the context of learning (Knowledge, basic)
Learning processes Explain how the individual learning processes are affected by multiple individual factors (Knowledge, intermediate level)
Participants’ experience
Recognise the learners’ experience level and field and include these in the teaching (Knowledge, basic level)
Recognise the learners’ individual personal profiles (Knowledge, basic level)
Part 2
Explore the learners’ experience level within their vocational field and life experience (Knowledge, advanced level)
Distinguish between different profiles of experiences and adapt the teaching accordingly (Skills, intermediate level)
Lessons
Learning Objectives
Activities
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