IADT Highfield

CQ What would you do if...

…the PowerPoint presentation would not play?

● Use handouts and notes
● Make use of the flip chart
● Contact head office to resend the presentation

…fire doors were blocked in the training room

● Clear them if possible
● Speak to those in charge of the room to get the

doors cleared
● If this cannot be done ask to move to another

suitable room.

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CQ What would you do if...

HO 9
…you are training at a client’s site and learners are
constantly being called out of the training to attend to
‘urgent’ matters?

● Explain the importance of attending all the course
● Explain it disrupts everyone, not just that learner
● Identify they need to attend 80% of the course to be

eligible to sit the examination
● Discuss with senior management, if applicable, to

prevent the problem.

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GE One learner is struggling with a particular
module of the course

How would you would ensure the learner did not feel
alienated or become de-motivated?

● Try to link to real life; give another explanation
● Explain everyone will have some ideas, subject

areas and concepts
● Use of energisers
● Ask other group members to provide examples – the

learner may understand better if it is explained by
someone else
● Signpost the learner to other useful resources that
can be referred to after the course.

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GE Not all learners are perfect students:
How could you overcome these problems?

● Negative thinkers
● Ask them how they would do it

● Learners who like the sound of their own voice
● Direct questions, group work

● The silent types
● Direct questions

● Power seekers
● Use them to provide more information
(control the content though!).

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GE Not all learners are perfect students:
How could you overcome these problems?

● The unresponsive group
● Alter group members, pause and wait for answers, direct
questions

● The fractious group, where individuals clash with each other
● Agree to disagree, change seating, refer to ground rules

● The unbalanced group, where one or two members dominate
and the others sit back and watch
● Ask for individual responses by direct questions.

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Supporting a mixed international student group

● Not feasible nor desirable to alter your whole course
structure to meet the needs of one learner over another, as
you may end up alienating people, but it will help everyone if
you:
● Clearly identified expectations outlined by all parties
at the start of the course
● Speak slowly
● Avoid colloquialisms
● Use as much visual material as possible
● Focus on similarities between students rather than
differences.

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Examples of strategies to support international
students

● Produce clear information for
international students & arrange
for induction where applicable

● Help students from other countries
to understand what is expected of
them during the assessment

● Be sensitive on issues of religion
● Help students with special food

requirements
● Consider asking previous students

to complete a brief on the course for
future fellow nationals.

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Examples of strategies to support international
students

● Consider the special facilities
needed by students from other
countries

● Consider the accommodation needs
of students from other cultures

● Offer language support at
appropriate levels if possible

● Help international students
communicate with home, especially
in emergencies.

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Questioning techniques

WHEN? WHY?
WHICH?
WHO? WHERE?

HOW? WHAT?

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CQ What are the potential problems with questions?

Vague
● What is the most important thing to do when auditing?
(too many correct answers)

Complex
● Too technical for the level of the group

Asking more than one question at once
● Try to ensure you get a complete answer by asking questions
in sequence

Unfair
● Not on the syllabus, then not relevant

Guessing
● Unless it is to create interest there is very little value in getting
a group to guess at answers (50/50 right or wrong).

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Assisting learning: giving feedback

● Feedback only really works after
learners have completed a task

● Feedback about an action
is more powerful than
feedback about a thought
● Allow for practice
● Allow for mistakes.

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Feedback

Layer cake feedback

What went well
Formative
Positive

Timely & Effective

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Effective feedback

● Offer encouragement
● Be explicit
● Refer only to the aspects of performance that can be changed
● Praise
● Be descriptive
● Stand by your feedback
● Offer factual feedback
● Timely feedback
● End on a high.

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Catering for equality

Creating an environment in which people treat each other
with mutual respect regardless of:

● Age ● Religion or belief
● Disability ● Gender
● Family responsibility ● Sexual orientation
● Marital status ● Trade union activity
● Race ● Unrelated criminal
● Colour
● Ethnicity convictions
● Nationality ● Any other relevant criteria.

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Using effective communication

Messages can easily get distorted through:

● Group dynamics 7%
● Language Words
● Emotions
● Noise 37%
● Distractions Tonality
● Hunger
● Room temperature.

55%
Body
Language

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IE What factors may distort the communication
1 between learners and teachers/trainers?

● Physical noise such as talking, traffic,

buzzing and sirens
● Teaching methods and learning preferences
● Language and translation
● Pitch of delivery: terminology too simple or complex
● Hunger
● Tiredness
● Poor group dynamics

Transmitter Receiver
(tutor) (learner)

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Communication methods
(getting the message across)

Verbal Non-verbal Written

● Explanation ● Body language ● Handouts
● Information ● Facial ● Flip chart
● Questions ● Documents
● Feedback expressions ● Text
● Gestures ● PowerPoint™
● Dress

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IE What is the purpose of asking questions
2 during training?

● Establish existing knowledge
● Recap on previous sessions
● Gain interest in the subject
● Maintain interest and keep group members alert
● Get maximum involvement of all individuals
● Encourage learners to reason things out for themselves
● Opportunity to praise and encourage learners
● Check understanding at the end of the training
● Check the achievement of the session objectives at the end.

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Module assessment

Which of these may adversely affect communication?
● Session planning
● Identification of learner needs
● Use of visual resources
● Ensuring distractions

AB CD

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Module assessment

Effective feedback should:
● pressure the learner to get it right in future
● offer encouragement
● highlight everything that was incorrect
● be One-way

AB CD

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Click here to view underpinning

?knowledge slides for this module ? ? Background

Module 7:

Evaluation of training

Formative assessment
Summative assessment

Evaluating yourself

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By the end of this module you will be able to:

Identify formative assessment methods which can be used
effectively in your teaching
Outline common summative assessment methods
Describe ways to evaluate your own teaching
Develop a checklist to help you evaluate your own and others’
teaching.

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Formative assessment

Ongoing throughout programme

CQ How could formative assessment be conducted?

● Question and answer
● Written or practical skills
● ABCD cards

CQ When would each of the above work best in your
teaching?

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CQ Identify possible summative assessment
methods

Question and answer Menu
Assignment
Project
Examination
Observation.

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CQ How can you evaluate yourself?

S Strengths ● Diary
W Weaknesses ● Action plan
A Aspirations ● Company feedback form
● Individual feedback form
● Pass rates
● Observations

I Interests

N Needs Menu

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Develop a teaching checklist form HO 10
to help evaluate training

● Consider what you would need to evaluate regarding:

The venue
The teacher/trainer
Planning
Communication
Organisation of delivery
Learning activities

Keep this safe as you will use it to evaluate yourself Menu
after delivering the micro-teach session!

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Example checklist for teaching

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Assessment types Menu

● Initial assessment: identifies base
knowledge and highlights any potential
barriers

● Formative assessment: ongoing
throughout the programme; can be
verbal via questioning, written
assessment or observational
assessment of a skill

● Summative assessment: at the end
of a programme to test all the
learning outcomes have been met.

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IE Which of these could be used as summative
1 assessment methods for an accredited course?

● Group activity
● Individual assignment
● Discussion of learning needs with teacher/trainer
● Internet research
● Pre-course workbook
● Examination
● Multi-choice assessment
● Observation of a task in practice.

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Click here to view underpinning

?knowledge slides for this module ? ? Background

Module 8:

Micro-teach session and
evaluation of self and peers

Prepare your teaching session
Deliver a 30-minute session, using

your session plan
Observe and provide feedback to

your peers
Evaluate yourself

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By the end of this module you will have:

Delivered a 30-minute micro-teach session
Provided effective motivational feedback to your peers
Completed a self-evaluation form of your own teaching,
identifying areas of success and areas to develop.

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Preparing and delivering your session

● Use the session plan you adapted/
developed during your course

● Plan questions and carefully consider
timings

● Remember:
● Introduction, development, consolidation and assessment
● ‘Must, should and nice to’
● Training aids and methods you will need
● Inclusion: activities, questions and interaction
● Communication – clear and motivational
● Have fun and enjoy it!

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Giving effective feedback to peers Menu

Comment on positives
Be specific and clear
Own the statement
Offer constructive ideas.

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Reflect on your teaching and HO 11
evaluate yourself

Complete the

Self-evaluation Form

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Summary slide

Have you
● Signed the assessment record etc?

Well done and thank you for attending

Safe journey home. Menu

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