Training systems
Instructor Qualification Training Standard / V2 10032026
Summative assessment should be conducted in the same environment and structure as the related learning activities to ensure alignment between objective, activities and assessment Designing training programs based on the competence needed to fulfil a specific role or function or perform certain task/s. At course level it’s planning lessons based on the desired learning outcomes and taxonomical goals. An alternative term is “Outcome based design” 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 A teaching tool that is a learner-centred approach to support reflection by guiding learners to analyse their experiences, identify strengths and areas for growth, and develop their own solutions through questioning, feedback, and dialogue. Coaching encourages critical thinking, self-awareness, and autonomy in the learning process, and is often involving Active Listening techniques
Backwards Planning
Catch-up
Coaching
Key principles:
Active Listening – The coach listens attentively to understand the learner’s experiences and perspectives, creating a safe space for honest reflection
Powerful Questioning – Thoughtful, open-ended questions encourage participants to analyse their teaching decisions and discover their own solutions
Goal Setting and Accountability – Coaching supports learners in setting realistic professional goals and taking ownership of their progress and actions
Empowerment and Trust – A relationship built on trust fosters confidence, autonomy, and a commitment to ongoing professional growth
Coherence
Coherence of the learning objectives, the learning activities, and the evaluation is essential. The purpose of this alignment is partly to ensure learning activities are created and conducted to achieve the relevant learning objectives, partly to ensure coherence between the evaluation and what and how the participant has practised during the learning activities Considerations that are the basis for planning learning activities that focus on reaching the learning objectives. Factors to be considered may include: learning content, facilities and conditions, evaluation and assessment strategy, available time, supportive activities and structures, participants' prerequisites, participants' preparedness and capabilities, culture and traditions, and motivation
Didactical Factors and Considerations
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