IADT Highfield

Review/adapt/develop a session plan to meet

group needs

HO 44

● Adapt the session plan/presentation provided by your
teacher/trainer to meet the needs of the group you will be
delivering your micro teach session to

● Your session will last 30 minutes

● Consider the group, timings and don’t forget ‘must, should
and nice to!’

● If you are going to deliver an in-house course, you will need
to design your session plan or adapt one from your
workplace.

52 Menu

Planning teaching

WhatbdyothweeewndaAnoitmfttohsheatvraeinhianpgp?ened

WIaEfsnvioat tleuaffalettecirotiinvt!e? Session HowLewairllntihnagt be
AHsoswescsamn wenet Planning broouketcnodmowesn?

prove success? HowSmchuecmh teime
doowfewhoarvke?

How wilSl wesesdieolinvepr ltahne straining?

53 Menu

Aims and learning outcomes

Aims Learning outcomes

● Goals ● Measurable
● They describe the ● Specific
● Used to lay the
overall purpose
● Can be written at foundations
● Help to plan logically
different levels ● Can be used when
● Course
● Subject evaluating the session.
● Session

54 Menu

SMART learning outcomes

S Specific Remember
M Measurable SMART!
A Achievable
R Realistic Menu
T Time bound

55

SMART learning outcomes Menu

● Specific, and detail what the learner
will be able to do following training

● A short, simple outcome relating to
the topic is often best; avoid listing
learning objectives as multiple lists

● Resist using the words ‘and
understand’ in an objective

● Use action words in the composition
which are measurable.

56

IE How many active verbs can you think of which
1 could be used when writing objectives?

● State ● Describe ● Estimate
● List ● Illustrate ● Distinguish
● Name ● Select ● Interpret
● Label ● Apply ● Diagnose
● Indicate ● Compare ● Locate
● Order ● Perform ● Judge
● Demonstrate ● Assess ● Summarise
● Identify ● Classify ● Analyse
● Outline ● Differentiate ● Develop
● Use ● Implement

57 Menu

IE Which of the following session learning outcomes
2 are SMART? Can you improve them if necessary?

a) During the session the teacher/trainer will cover the main factors
affecting the reasons for the increase in food poisoning
● By the end of the session you will be able to identify three
reasons for the increase of food poisoning associated with
consumption of raw vegetables

b) At the end of the session you will be able to appreciate the
importance of fire prevention
● At the end of the session you will be able to give three examples
of why fire prevention is important in a factory setting

c) At the end of the session you will be able to explain the
requirements for bacterial growth
● At the end of the session you will be able to identify the four
main requirements for bacterial growth.

58 Menu

IE Which of the following session learning outcomes
2 are SMART? Can you improve them if necessary?

d) At the end of the session, you will have been given a thorough
explanation of the requirements of first-aid boxes
● By the end of the session you will be able to list the legally
required contents of a first-aid box in an office situation

e) At the end of the session you will be able to list the factors to take
into consideration when designing kitchen premises
● By the end of the session you will be able to describe three
design factors which need to be implemented to ensure safe
food production in a kitchen

f) At the end of the session, you will be able to complete a checklist
for a daily cleaning schedule
● By the end of the session you will be able to complete a
checklist for a daily cleaning schedule in a high-risk food
factory.

59 Menu

Scheme of work

● Document which allows the teacher/trainer
to plan the overall programme

● Provides a chronological list of
sessions/modules that will be covered

● Demonstrates that the award criteria
are being covered in full and
assessed correctly.

60 Menu

IE What does a scheme of work include?
3

Resources required Details of individual
Topics to be covered

sessions

Examples of all Programme title Time available for
handouts each session

Examples of questions Guided learning Breakdown of how
the teacher/trainer will hours and each learning outcome

ask assessment criteria will be covered

61 Menu

Session plan ?

● Places onto paper what Menu
you are going to teach

● How you will teach it
● What resources you need
● How it will be assessed
● How long it will take to teach it

62

Session plans typically include:

● Aim of the session “ What sort of
● Timings information
● Teacher/trainer activities should be in a
● Learner activities ”session plan?
● Learner group composition
● Learning outcomes Menu
● Resources required
● Differential

(how inclusion is catered for)
● Assessment methods.

63

Example session plan

Teacher: A Teacher Date: 28 Dec 2011 Duration: 50 minutes

Aim of session: To introduce the learners to the course

Learning outcomes: Describe the content of the course. Complete an introductory exercise.

Describe the course assessment criteria

Time Teacher activity Learner Resources How is Assessment How are
activity required inclusion methods functional
catered skills
for? embedded?
(UK only)
0900 Teacher and Listen and Presentation All learners Question and English –
learner ask Course text involved in answer spoken,
0940 introductions: questions. Flip chart icebreaker. writing and
icebreaker and Take part in Icebreaker Individual Questions reading
64 ground rules. icebreaker exercise exercise re throughout
Safety briefing, exercise Ground rules ground English –
venue layout exercise rules spoken and
Listen, ask reading
Inform learners questions Presentation All learners
about the Course notes asked Menu
sections of the Handout questions
course and during
assessment session

Importance of a logical flow/sequence when building a
session plan

Consider:
● Why is it important for the group to learn it?
● What methods will help you accomplish your goal?
● What examples and activities will you use?
● How will examples and activities be sequenced?

65 Menu

Assisting learning

● Link the teaching to the workplace and real life
● Ensure the course is pitched at the right level
● Consider the pace of the course
● Consider terminology used – will it get the message across?
● Are you encouraging active and collaborative learning,

allowing for practice, especially in key/unfamiliar areas?

Remember it’s not about how much you know,
it’s about the learner achieving the learning objective!

66 Menu

Click here to view underpinning

?knowledge slides for this module ? ? Background

Module 4:

Developing and using
training resources

Advantages and disadvantages
of resources

Examples of resources

67 Menu

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

Outline resources commonly used in training
Identify the advantages and disadvantages of specific training
resources

Outline practical considerations when developing resources.

68 Menu

GE What are the advantages and disadvantages of
each of these resources?

HO 5

● Computer-based ● Physical objects/models
presentation programmes ● Television
● Newspaper articles
● Flip chart ● Role play
● E-learning ● Dry wipe board/marker
● Handouts

69 Menu

Practical considerations when developing
resources

● Use of pictures/photos to introduce colour
(beware copyright, anonymity requirements)

● Font types: e.g. plain text for dyslexics, ensuring text is large
enough

● Colour of text if projecting: ensure it projects well in practice
● Use anti-glare paper to print on
● Use off-white and buff colours if you have dyslexic learners
● Large print for those with eyesight issues
● Microphone for teachers/trainers if some learners have

impaired hearing.

70 Menu

Example training resources:
Teacher/trainer thumbnails

A printable version of the training slides.

71 Menu

Example training resources:
Learner thumbnails

Missing the answers to the interactive slides so that learners
have to fill these in. These are part of the learner pack.

72 Menu

Example training resources:
Handouts

A set blank handouts. These activities/exercises appear
throughout the course and are part of the learner pack.

73 Menu

Example training resources:
Handout answers

May be distributed after the course & used as reference
(The answers can also appear on screen.)

74 Menu

Example training resources:
ABCD answer cards

These can be used in Class Exercises throughout the course.

75 Menu

IE Definitions

76 Menu

GE Benefits or costs of food safety 

A good reputation/customer confidence/satisfaction 
Protects customers 
Protects brands 
Food poisoning outbreaks (death/suffering) 
A bad reputation/brand damage 
Food contamination and customer complaints 
Pest infestations 
Waste food due to spoilage Menu 
Protects staff
77Improved food safety, less risk of food poisoning

IE Spot the hazards – loading bay

78 Menu

Using Highfield’s Cards4U energisers
79 SSppliltitththeecplaascskinintotogqrouuepstsions and answeMrsenu

Using Highfield’s Cards4U energisers
80 RLaeyadaltlh2e6qaunesswtieornssoauntdonmtahtcehtatobltehe ansMweneu rs

USE of photographs:
Security guards on patrol

81 Menu

IE What are the advantages of using professionally
1 developed resources and activities?

● Many awarding bodies and other educational businesses
develop learning resources

● Professional ● Cost-effective
● Cover the syllabus ● Session plans already
● Meet regulatory
developed
requirements ● Teacher/trainer notes
● Correct
● Inclusive already developed
● Engaging ● Logical flow and order
● Time saving ● Include exercises/activities
● Often linked to other

resources such as
text/games.

82 Menu

IE What are the disadvantages of using professionally
1 developed resources and activities?

● Not tailored to individual customers
● Many teachers/trainers think they have to use them exactly as

presented and don’t adapt them
● Appear inflexible (order/times/activities)
● Too many activities compared to teaching time
● May not fit exactly with company procedures.

83 Menu

Click here to view underpinning

?knowledge slides for this module ? ? Background

Module 5:

Preparing for the delivery:
practical considerations

Health and Safety
Equipment
Venue
Timing

Protocols and records

84 Menu

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

Outline the practicalities to consider when organising and
delivering a training course.

85 Menu

GE What Health and Safety measures should be taken prior
to delivering a training course?

HO 6

● Safe access and egress
● Adequate space
● Electrical appliances and wires
● Suitable tables and chairs
● Clean and tidy
● Fire hazards
● Light, ventilation, temperature
● Personal security.

86 Menu

GE What should you consider with regards to the
following resources?

HO 7

● PowerPoint (laptop/projector)
● Flip chart/markers
● Pens/paper
● Props (such as the standard,

guidance notes)
● Learner notes & handouts.

87 Menu

GE What needs to be considered regarding the
venue?

HO 8

● Size of room – is it suitable for the number of learners?
(Also consider if there is enough room for the examination!)

● Room layout
● Tables & chairs
● Can you project onto a screen or plain wall and can everyone

see?
● Facilities (toilets/parking/internet)
● Location of electrical sockets
● Health and safety considerations

(Fire exits, first aid, trailing wires, other hazards?)
● Refreshments and breaks.

88 Menu

IE What legislative requirements should be
1 considered?

● Health and Safety at Work etc Act 1974
● The Disability Discrimination Act (DDA) 1995
● The Data Protection Act 1998
● The Human Rights Act 1998
● The Freedom of Information Act 2000
● The Race Relations Act 1976
● Employment Equality (Age) Regulations 2006

(This list is not exhaustive/refers to UK only, should be adapted
for other countries.)

89 Menu

A cCoQmpany requires an accredited one-day course to be

delivered to all its 150 employees. The company operates

a three-shift work operation over each 24-hour period.

a) What needs to be considered regarding the IE
timings of the course?
2

● Does the company have a ‘close down’ period for
cleaning/maintenance when this training could take place?

● Traffic and accessibility to venue
● Work/shift patterns – will the learners be tired?
● Learners’ normal work considerations
● Ensure minimum contact time meets awarding body

requirements
● Revision time
● For assessed courses, learners must attend the whole course

or the percentage stipulated by the awarding body.

90 Menu

IE b) Give examples of what needs to be considered
2 regarding protocols and records when training?

● Course registration Menu
● Pre-course work
● Learner joining instructions
● Registers
● Session plan/teacher/trainer notes
● Health and safety information
● Equality and diversity
● Examination
● Results sheets
● Course evaluation sheets.

91

Click here to view underpinning

?knowledge slides for this module ? ? Background

Module 6:

Delivery

Communication
Creating a positive learning

environment
Questioning technique

Feedback

92 Menu

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

Outline ways to create a positive learning environment
Describe methods of overcoming common problems during
training
Explain the purpose of asking questions during training
Describe the importance of giving feedback when training.

93 Menu

A few don’ts to start with!

Don’t just read the slides – learners need to know why the
Don’t slide is relevant to their workplace
Don’t
be unprepared – know the subject!
Don’t
Don’t baffle learners with how much you know – remember
Don’t it’s about them not about you!

94 expect people to remember just because you
mentioned it once – repeat and allow to practise

expect everyone to interact at the same level

be negative or disinterested.

Menu

Clear terminology and language when teaching

Plain Terminology

Poor example:
Outline why ‘High-quality learning environments are a
necessary precondition for facilitation and enhancement
of the ongoing learning process.’

Improved example:
Outline why learners need good training environments
if they are to learn properly.

95 Menu

Setting the scene: creating a positive learning
environment

● Use of icebreakers
● Start and finish times
● Phones/disturbances
● Allowing for mistakes
● Listening to each others

points of view
● Confidentiality
● Health and safety.

96 Menu

Delivering training: the introduction

I Interest This doesn’t have to be words it may be a
N Need picture or object, newspaper headline etc
T Timings
R Range People are more likely to retain information
O Objectives and try to understand if they know why they

97 need to know something

Let people know how long they
need to concentrate for?

Range of different elements covered in this
one session – break down into small
‘chunks’ so people understand it

So they know what they will have
achieved by the end of the session!

Menu

Delivering training: the main section

● Remember to focus on the key areas
● Use a variety of teaching approaches

and resources
● Be flexible
● Allow learners to practise.

98 Menu

Consolidation/summary ?

● To the point
● Summarise main/important points
● No new information to be given out!
● Can include assessment.

99 Menu

Teaching with Microsoft®
PowerPoint™ and the projector

Firstly remember PowerPoint ® was designed as a
presentation tool and we have already established that
teaching is not the same as presenting, so you need to
use it carefully and effectively!

● Ensure you are familiar with the presentation, the content and
methods of display

● Set up and test well before your presentation is required
● Use 'stand-by' button when taking breaks to avoid

overheating
● Do not walk between the projector and the screen
● Allow time for note taking if necessary.

100 Menu

How to view the notes whilst training

It is possible to set up your laptop so that as the learners
see the slide on the projector screen, you (the teacher/trainer),
can view the notes & thumbnails on your laptop screen

Your laptop screen… The projection screen…

Note: The instructions for this differ depending on your version of Windows, PowerPoint, Laptop & Graphics Card.
Please investigate prior to the course.

101 Menu