Accredited by

Effective Communication for

Training Professionals (ECTP)
Train the Trainer

Course Workbook

T: +44 (0)7711 497886 E: [email protected]

W:www.tjsinternational.co.uk

© TJS International Resources Ltd

2023 revision
ECTP Train the Trainer
Effective Communication for Training Professionals
(ECTP) Train the Trainer

Welcome

Our programme aim

Our fundamentals

Our programme outline

1. Using the principles of adult learning

2. Identifying learner needs

3. Communicating with confidence

4. Leading learning through using teaching aids effectively

5. Motivating and engaging learners through advanced questioning

6. Developing learning resources

7. Developing communicative activities

8. Managing communicative activities

9. Planning and structuring training

10. Evaluating performance

11. Managing challenging situations

12. Assessed teaching practice

13. Planning for personal development

Activity sheets – self-reflection and feedback

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Welcome
A very warm welcome to our Effective Communication for Training Professionals (ECTP) Train
the Trainer course.

What is ECTP Train the Trainer?

ECTP Train the Trainer is a highly interactive four-day classroom-based programme delivered
by TJS International Training Resources. This programme has been approved as ILM
Recognised which means that it meets the global standards for leadership and management
set by ILM, part of City & Guilds. It is also accredited internationally by IWCF.

ILM is the global leader in skills development; City & Guilds is the biggest name in vocational
education - two million learners start a qualification every year. This means that you can be
confident that this programme has been developed, delivered and assessed to robust
standards.

ECTP Train the Trainer directly meets the recommendations of the International Association
of Oil and Gas Producers (IOGP) following the Macondo incident. These demand a
consistently high standard of instruction and certificated instructors in well control training.

This programme is packed with skill practice sessions, hands-on teaching, feedback and top
tips to enable you to be an excellent trainer. It is ideal if you are new to training, have limited
training experience or want to take your training to the next level. It also addresses the skills
and techniques you need to develop and deliver interactive learning in both face-to-face
classroom teaching and in a virtual classroom. ECTP Train the Trainer builds a bridge between
your workplace experience and the ability to deliver this effectively to learners.

What can you expect? What do we expect of you?

✓ To learn skills directly relevant to ✓ Familiarisation with virtual classroom
teaching IWCF courses before day one of the course (for non-
✓ Lots of pair/group work face-to-face courses)
✓ 4 full-time days ✓ Completion of a pre-course task (a 5-
✓ 2-3 hours homework each evening minute interactive teaching session)
✓ 4 (technical) teaching sessions ✓ Attendance of the full course
✓ Assessed teaching and feedback ✓ Professional conduct
✓ IWCF certification for successful ✓ Open-mindedness and participation
candidates with an option to have a ✓ A minimum English language level of
second certificate issued by ILM. “low-mid intermediate” (CEFR level
B1/IELTS 4-5).

Kind regards Tracey Jayne Little Director – TJS International Training Resources Ltd

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Our programme aim
Our ECTP Train the Trainer course aims to provide you with the skills and confidence to
develop and deliver effective, dynamic student-centred training that fully engages your
learners.

This aligns with the recommendations for quality well control training in the OGP Report 476.

Our objectives

During this course you will learn how to:

• Develop the core skills needed to deliver classroom-based and virtual classroom
learning
• Facilitate adult learning, not just “present” to your learners
• Identify learner needs so you can develop learning resources to meet these needs
• Fully engage and connect to your learners from start to finish through excellent
communication skills
• Create dynamic, student-centred materials and exercises
• Develop critical thinking in your learners through using open question techniques
• Plan training so you can cover the syllabus in a logical manner in the time you have
available
• Engage your learners and be able to facilitate stimulating, interactive training
• Use teaching aids effectively
• Manage challenges in training
• Make the learning memorable
• Develop yourself as an excellent facilitator of learning.

Our outcomes

By the end of this course, you will be able to:

• Facilitate interactive, inspiring student-centred learning virtually and face-to-face

• Communicate with confidence so your learners believe in you/you believe in yourself
• Develop scenario-based activities to fully engage your learners
• Motivate and engage your learners through meeting needs
• Engage learners and check their understanding every step of the way through
advanced open question techniques
• Lead learners to develop a deeper understanding of the topic in your learners
through the use of critical thinking techniques
• Plan well-structured training that is easy to follow and meets learning outcomes
• Lead learning through effective use of teaching aids in both the real-life and virtual
classroom environment - including making PowerPoint interactive and stimulating
• Manage challenges from the environment, yourself and your learners through using a
range of tools and communication techniques
• Deliver inspiring training that stays in the long-term memory of your learners
• Plan your own personal development to achieve future excellence as a trainer.

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Our programme fundamentals
This programme focuses on the three essentials of modern-day learning, relevant for any
trainer in any subject area:

r anisation ntera tion

Communi ation

During the programme, you will learn skills, techniques and good practice in all three areas,
receiving feedback every step of the way on your practical teaching sessions in line with these
three fundamentals. On the final day of the programme, your teaching skills will be assessed
against these three fundamentals.

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Our programme outline
Please note:

A. Each course day is 7 hours. The start/finish times of your course will depend on time zones
so please check your joining instructions carefully. A typical day may be 06.00-13.00
London time or 07.00-14.00 London time.
B. Delivery is a blend of interactive, video-conferencing and individual off-line learning.
Day 1 Day 2 Day 3 Day 4
45 Induction to Review Review Review
mins programme,
technology and Teaching 2 Session 11
downloadable Group feedback and Managing
materials. self-reflection challenging
Introductions situations

30 Session 1 Teaching 2 Session 8 Session 12

mins Using the principles of Group feedback and Managing Teaching 4
training self-reflection communicative activities (assessed)
Teaching 3 Individual feedback
Feedback and self- and self-reflection
reflection
15 min Break Break Break Break
60 Session 2 Teaching 2 Session 8 Session 12
mins Identifying learner Group feedback and Managing (continued)
needs self-reflection communicative activities Teaching 4
Round-up (lessons Teaching 3 (assessed)
learned) Feedback and self- Individual feedback
reflection and self-reflection
15 min Break Break Break Break
45 Session 3 Session 5 Session 8 Session 12
mins Communicating with Motivating and Managing (continued)
confidence engaging learners communicative activities Teaching 4
through advanced Teaching 3 (assessed)
question techniques Feedback and self- Individual feedback
reflection and self-reflection
Round-up (lessons
learned)
45 min Long break Long break Long break Long break
1hr 45 Teaching 1 (pre- Session 5 Session 9 Session 12
mins prepared) Advanced question Planning and structuring (continued)
Group feedback and techniques (continued) training Teaching 4
self-reflection Session includes a (assessed)
Round-up (lessons Session 6 15min break Individual feedback
learned) Developing and self-reflection
Session includes a communicative
15min break activities (1)
Assessment
Session includes a workshop/learner
15min break support

Session 7
Developing
communicative
activities (2)
60 Session 4 Homework/learner Homework/learner Session 13
mins Leading learning support support Planning for
through using personal
teaching aids Session 10 development
effectively Evaluating performance
Online survey Programme round-
Homework/support up

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Session 1 Using the principles of adult learning
An American educator called Malcolm Knowles developed a set of principles for adult learning.
Whether you are teaching face-to-face or in a virtual classroom, you should use these as the
basis for all training development and delivery.

Adult learners need: How to meet this need:

1. Self-direction and autonomy Get input from your learners to create their
Adults like to feel in control of their own “rules” (agreement) at the beginning of the
learning experience. training course – break times, use of phones etc

2. To use their experience Use the experience of your learners. Use peer-
Adult learners bring a lot of experience mentoring (pairing up those with more experience
with them. They like to speak, with the newer, less knowledgeable trainees) or
participate and contribute to the “peer review” (pairin up those with equal levels
proceedings. of experience). Use “i e-breakers”, pair and roup
activities so learners can share experience. In
virtual classroom, use breakout rooms.

3. Participation Build activities throughout the course rather than

Adults are used to being active and just at the end and use frequent small-group
taking part. They do not like being sessions. Include opportunities for learners to
passive and will disconnect. work together and be active. In virtual classroom,
use breakout rooms.

4. Here and now Only teach skills that the learners will use in their
Adults like to focus on what is useful to current job. If they do not use the new skill within
them now. 30 days, they will lose 90%. Make your training
memorable.

5. Relevance Maintain a lively pace and focus on what the

Adults want courses that focus on real- learners “need to know” not “nice to know!”
life problems and tasks. Make sure you get background information on
your learners’ jobs and experien e so you an be
sure that your topic depth/slant meets their needs.
Use a pre-course task or pre-test.

6. Benefit Explain why it is important for the learners to learn

Adults see learning as part of a the content. Focus on how they will benefit
process rather than an end product. personally in their job – ask them how they will
They need to know the benefits. apply this to their role. Sell, sell, sell!

7. Self-esteem Put learners at ease (ice breakers, quizzes).

Adults have fear of failure. They have Adults need to feel secure before they can fully
a strong need to maintain their self- concentrate on learning. Create easy early
esteem and need to feel heard. practice sessions to build confidence.

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Teacher-centred learning v student-centred learning

Teacher-centred learning Student-centred learning

Source: https://www.pinterest.com/pin/135671007499073459/ (Accessed 4/08/22)

Look at the difference in the information flow in the above diagrams. Notice how the teacher
facilitates the learning in the student- entred model and how Mal olm Knowles’ prin iples of
adult learning are all around the teacher and the learners. Student-centred learning:

• promotes deeper understanding and critical thinking through questions and activities
• keeps learners involved and engaged
• ensures the learners can apply the knowledge they have learned.

Activity

What are the main differences between the two models?

Teacher-centred learning Student-centred learning

1. Who is the focus on?

2. Who does most of the

talking?

3. Do the learners work

individually or in pairs?

4. Who gives answers?

5. When is this style useful?

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Reflections and key learning points
Think about the challenges of student-centred teaching in both face-to-face teaching and
virtual classroom. Reflect on how you can overcome these:

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Session 2 Identifying learner needs
Learners have a diverse range of needs which need to be met. If your teaching does not meet
their needs, they will dis-engage from the learning process. When teaching by virtual
classroom you have to work even harder to meet these needs as it is so easy for learners to
disconnect. You have already seen some of these needs in Mal olm Knowles’ prin iples su h
as the need to be active and have self-esteem boosted.

Activity Your trainer will divide you into two groups and ask Team A to answer
1-4 and Team B to answer 5-8.

Where learner How does this affect the needs What can you do, as a trainer, to
need may of a learner? meet this need in the classroom?
come from:
1. Culture

2. Education

3. Job type

4. Experience

5. Language

6. Personality

7. Age

8. Speed (of
learning)

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Cultural needs
As a trainer, you may work internationally and work with multi-cultural groups. It is important
that you recognise the needs of the various cultures you work with and, more importantly,
know how to adapt your behaviour and teaching style to meet these needs.

Culture is the “learned behaviour” of a so iety. Gert Hofstede (1991) su ests in his book
“Cultures and or anisations” (London: Profile Books) there are three levels of ulture, “ea h
one deeper and less ons ious than the others”:

Level Description Examples

1 Objects and behaviour Expressions of tradition, clothing and customs
2 Beliefs and values Beliefs about how the world should be
3 Assumptions Often these are unspoken or unconscious

Key areas of cultural difference:

➢ Individualism and collectivism. Typically, collective cultures value group effort and
harmony; individualistic societies value the contribution of the individual.

➢ Approach to time. Some societies have a very relaxed approach to time keeping and
others are very time-focused. Also, some so ieties put hu e emphasis on “the
s hedule” - times must be met; others have a more flexible approach to the schedule.

➢ Approach to hierarchy. Some so ieties, su h as “e alitarian”, believe in fairness and

equal opportunities for everyone (this is critical in individualistic cultures that often see
hierar hy and ri idity as one). Meanwhile, a “hierar hi al” so iety – associated with
collective cultures – uses hierarchy to acknowledge differences and inequalities
between social levels/levels at work.

➢ Communication styles. The use of tone and body language plus the level of
interaction, including touch, can vary from culture to culture. Some cultures may prefer
the trainer to be more direct in the way they express themselves; some may prefer the
trainer to be friendly and smiling, while others prefer more seriousness.

➢ Style of training. Collective cultures are used to highly teacher-centred training and
may be “lost” in pair/ roup work/dis ussions at first; individualisti ultures like
discussion and exercises so they can make a contribution.

➢ Relationship between trainer and learners. In western cultures, learners show

trainers respect but also treat them as equals; trainers know that learners will take part
easily in discussions. In other cultures – particularly hierarchical, collective societies –
learners only speak when asked as the trainer is the expert who will transfer their
knowledge to the learners.

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The hierarchy of needs
Maslow (1954) developed the theory called 'The Hierarchy of Needs' which suggests that
humans are motivated when their specific needs are met. Only when all their needs are
satisfied can adult learners begin to learn and achieve their full potential.

Maslow’s Hierar hy of Needs

Source: http://www.teach-nology.com/tutorials/teaching/understandmaslow.html (Accessed 06/08/22)

Activity

Self-reflection: think about how you would apply this to your teaching.

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Learning styles
As a trainer, you need to understand how learners learn and how the teaching environment,
such as face-to-face or virtual, may affect this.

Activity

Imagine teaching a class either face-to-face or by virtual classroom. What activities

and teaching aids can you use to meet the different learning styles of your learners?

Visual Auditory Kinaesthetic

Most people learn through a mixture of all three – but each will have a preferred style of
communication. Therefore, a trainer must consider the learning styles of all learners and plan
the best way for them to process information. The best way is to use a mixture of all three
learning styles in the classroom. The trainer must not focus on the way THEY individually like
to learn.

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The benefits of using all three learning styles
Look at the Learning Pyramid below. The percentage refers to the amount of knowledge and
ability to apply it that stays in the long-term memory of your learners.

https://drwilda.com/tag/national-training-laboratories (Accessed 06/08/22)

Activity

1. What per enta e stays in the learners’ minds if you use only PPT?

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2. Why does only 30% stay in the memory of the learner through demonstration?

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3. Which learning styles are in the bottom half of the pyramid?

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4. How can you use “tea hin others” in the classroom?

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Session 3 Communicating with confidence
The first impression a trainer gives their learners is a lasting impression. In only seven seconds
the human mind can sub-consciously make up to 11 judgements about the people we meet!
These judgements include credibility, trustworthiness, confidence, professionalism and
likeability. Most of these judgments are based on how the person we meet communicates.

Engaging learners relies on the trainer having excellent communication with them – both non-
verbal (body language) and verbal (use of voice). A trainer can have extensive subject
knowledge but, if they an’t communicate this effectively and confidently, the learners will not
have confidence in them or the training.

https://www.tonyrobbins.com/mind-meaning/are-you-sending-the-wrong-signals/ (accessed 10.08.22)

Communication is not just about what we write or say. Research indicates that the majority of
communication is linked to our non-verbal behaviour or body language.

What is non-verbal communication?

Non-verbal signals can communicate specific attributes about who you are as a person. If you
have good non-verbal communication skills, you can signal to others that you are confident,
engaged and trustworthy. If you have poor non-verbal communication skills, you may give the
impression that you are insecure, lacking confidence or disinterested. Humans make
judgments from body language.

Non-verbal communication is extremely powerful. If you stand with your arms folded, you form
a barrier to your learners; if your hands are in your pockets, you look too casual; if you fail to
look at your learners, you will come across as nervous and they will not believe in you or
connect to you and the learning.

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Top tips on non-verbal communication

What you should do Why you should do it

Posture Face-to-face: stand straight – shoulders back It creates a strong, relaxed

and head high. When you are not moving, presence with you in control;
keep your arms by your sides in a relaxed you come across as eager
position or in the “upside down trian le.” and confident.
Virtual: make sure you are in the centre of the
screen sitting straight.

Eyes Face-to-face: keep your eyes to your It keeps all learners

audien e and use the “li hthouse te hnique”. connected to you; you can
read learner body language.
Virtual: keep eyes to the camera; scroll down
gallery view when screen sharing.

Mouth Face-to-face and virtual: smile and move It engages learners and
your mouth as you speak. Do not mumble. gives visual stimuli.

Movement Face-to-face: move forwards to the learners It engages the learners and
or to the aids. Make sure movement has provides a visual stimulus.
purpose, energy and enthusiasm.
It gives a real-time signal you
Virtual: nod your head when learners give are actually listening.
their answers, smile or widen your eyes.

Hands Face-to-face: use them at 45 degrees to It engages the learners and

gently “stop” learners, for comparisons, provides a visual stimulus; it
timelines, drawing learners attention to an aid keeps you as the focus.
and your fingers for counting.
Do not rub your hands together or clap
repeatedly – both are distracting.
Virtual: use them for counting key points and
demonstrating. Practise this so you do not
block your face.

Arms Face-to-face: when you are not using your It projects confidence and
hands, keep your arms by your sides in a self-assurance.
relaxed position or in the “upside down
triangle.”
Do not cross your arms as this forms as a
barrier; do not overuse your arms as this is a
distraction.

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What is verbal communication?

Your voice is one of the most powerful tools you have when it comes to forming relationships
and interacting with others. If people like what they hear in your voice, they will perceive you
as confident and knowledgeable and will be more likely to engage; if they don’t like your voi e,
they may think you are nervous, over-powering and will subconsciously disconnect. This is
especially important in training where the quality of your voice is a key factor in your ability to
command the attention of learners, keep them focused and enable them to connect to you
and the learning.
Tone, volume and emphasis are some of the ways you use your voice. Your voice has to have
enthusiasm, energy and passion to engage your learners and keep their interest. This is more
important in virtual classroom where voice often becomes the main communication tool.

Top tips on verbal communication

✓ Be enthusiastic – enthusiasm creates enthusiastic learners

✓ Modulate (make your voice go up and down) to add interest. Remember “hills and
valleys”

✓ Use emphasis for key points

✓ Speak loud enough, but do not shout; vary the volume to add interest

✓ Vary the speed to add interest

✓ Vary the tone – be gentler with less experienced/less confident learners; use a stronger
tone to re-connect a distracted learner or to manage learner behaviour

✓ Eliminate verbal “ti s” (ummmm…eeer….. K?...ri ht?).

Further reading: The Exceptional Presenter by Timothy J. Koegel

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Verbal communication through asking open questions
An excellent trainer builds a relationship with their learners and connects them to the learning
through good communication skills and asking open questions. An open question “opens”
discussion. Session 5 will go into much more detail. An open question starts with:

Source: https://www.quotemaster.org/open+ended+questions (Accessed 13.08.2022)

Active listening
When we ask a learner a question, we must “a tively listen” to the answer so that our next
question directly links to what the learner has just said. This engages your learners.

https://www.techtello.com/active-listening. (Accessed 13.08.2022)

Reflections and key learning points: how can I develop active listening?

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Reflection and key learning points
What are the most important communciation skills when you are teaching face-to-face?

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How may you have to adapt your skills if you are teaching in a virtual classroom?

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Teaching 1 (your pre-course task)
This is the pre-course task we ask you to prepare in advance - a five minute training session
on a technical subject. Follow the guidelines on structure below. The teaching aids you can
use will be the virtual classroom whiteboard or one PPT slide only. A visual stimulates interest
in the topic.

Please remember: this is a training session not a presentation or lecture. Therefore, engage
learners by askin open questions start to finish usin , for example, “who”, “what” and “why”.

Follow a structure in your training session which includes:

Introduction ✓ Your name

✓ Aim – an overall statement of what the training will achieve
✓ Open question (ice-breaker) to get everyone interested
✓ Learning objective – more specific than the aim
✓ Learning outcomes (the benefits to the learners)
✓ A roadmap of your key points – “First we will look at XXX,
se ond XXX ….” This forms a natural step into the main
body where you go into detail about each one.

Example:
Name: Good mornin . ’m John
Aim: Today we’re oin to look at popular drinks
Objective: We’re oin to focus on making a great coffee
Question: Who drinks coffee? What kind do you drink?
Outcome (benefit): By the end of this session, you’ll be able to
make a perfect cup of coffee to start your day
Roadmap: 1st we’ll look at the beans you need
2nd we’ll look at the equipment you need
3rd we’ll look at the best method.
Let’s start with the offee beans…….

Please note: you can have the open question before the aim. The
position of the roadmap never changes – at the end of the
introduction.

Main body (your ✓ Go into detail about each of your key points from your
key points on roadmap one by one
“the subject”) ✓ Use signposting language such as “first”, “second”, “third”,
“let’s move on to” at the start of ea h key point
✓ Use open questions all the way through so it is interactive
not passive.
Summary ✓ Start with “ n summary….”
✓ Give a brief statement on the key points covered
✓ Ask the learners open questions to check their
understanding OR use “What are the main lessons learned
from this session?”
✓ End with a short, memorable re-statement/memorable fact
✓ Ask “what questions do you have for me?”

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My plan:
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Session 4 Leading learning - using teaching aids effectively
Teaching aids are tools that trainers use to help their learners learn quickly and thoroughly. A
teaching aid can be a whiteboard, manual, exercise sheet or PPT or online technology such
as breakout rooms or virtual whiteboard in virtual classroom. You should use a variety of aids
to meet the wide variety of learning needs.

If you are teaching in a virtual classroom, you need to consider which teaching aids are
available and, as with teaching in a physical classroom, practise using them!

Activity

Your trainer will divide you into groups (in breakout rooms) and ask each group to
brainstorm:

A. Which three teaching aids are the most useful to you for the courses you teach?

B. Why?

C. How would you use them when you teach?

Please either record your thoughts on the (virtual) whiteboard or below:

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“Top tips” on how to use teaching aids effectively:

• Use a variety of aids to keep learners engaged.

• In face-to-face teaching:
o remember not to “blo k” the teaching aid – think about your body position
o avoid “talkin to the board” and stand at a 90-degree angle to the aid
o use the whiteboard/PPT to “ apture” learner answers to a tivities.

• In virtual classroom:
o use breakout rooms to encourage discussion (you need to enable this in
Settings)
o encourage learners to use the virtual whiteboard as a visual stimulus when
they are working on activities in breakout rooms
o share learner answers after an activity (you need to enable this in Settings)
o use CHAT-file share in your toolbar to share exercises/activities with learners
that they can take into the breakout rooms
o use Reactions to keep learners involved.
• In both - make sure your manual/workbook and PPT contains theory AND exercises.

Using PowerPoint

• Use PPT as a framework for the session – it should not be the overall session
• Follow global good practice rules for the use of PPT - use the Kawasaki rule:

Source: https://www.slidegenius.com/blog/102030-rule-powerpoint-presentations Accessed

27.08.2022

• Use animation in PPT to ensure it is student-centred and facilitates discussion

• Remember – “less is more”
• Use upper and lower case – not all capital letters on PPT. Use Arial font for clarity.

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Day 1 Homework - Teaching 2
Your Trainer/Assessor will ask you to prepare and deliver:

A 10-minute student-centred training session. This will be timed. Please use the
whiteboard/PPT, maximum four slides, for key words or diagrams. This can be the same topic
you did in Teaching 1. Any diagrams that you take directly from the internet and you did not
create yourself should have underneath them, for example:

Source: www.tjsinternational.co.uk (access date 21.08.2022)

Please also remember: this is a training session not a presentation. Therefore, please engage
all the other learners by asking open questions and checking their understanding. Follow a
basic structure in your training session as in Teaching 1.

Key point:

Start thinking ahead and consider what topic from the IWCF syllabus you would like to
deliver for Teaching 4 (assessed). It is a good idea to start developing the idea, looking at
the IWCF syllabi, choosing your topic AND focusing on the learning objectives and
outcomes in the syllabus.

We recommend:

Minutes Action
Before you start, open your PPT and make sure everyone can see it.

2 Introduction
Aim/topic, open question, learning objective, learning outcome, roadmap of
your key points.

6 Interactive learning – use the PPT as a framework for the topic and
discussion; ask lots of open questions so that the questions and answers
become the learning.

2 Summary
✓ Quickly recap the key points and start with: “ n summary, in the session
today we have looked at….”
✓ Then, either ask 2-3 quick open questions as the final check of
understanding linked back to your roadmap OR ask “What are the key
learnin points for you?”
✓ End with a short, memorable fact related to the aim of the topic
✓ Then ask “what questions do you have for me?”

10min
TOTAL

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Individual learning - review quiz
Please complete this as part of your individual learning. We will discuss this in class.

1a Give an example of one of Mal olm Knowles’ prin iples:

…………………………………………………………………………………………….

1b How will you meet this need when you teach a class?

…………………………………………………………………………………………….

…………………………………………………………………………………………….

2a How can culture affect the needs of a learner?

…………………………………………………………………………………………….

…………………………………………………………………………………………….

2b What can you do, as a trainer, to meet cultural needs?

…………………………………………………………………………………………….

3 How would you use Maslow’s Hierar hy of Needs when you deliver trainin ?

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

4 Why are 1st impressions so important?

…………………………………………………………………………………………….

…………………………………………………………………………………………….

5 How do you have to adapt your training style when using virtual classroom?

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

6 How will you use the Kawasaki rule for PPT in your training?

…………………………………………………………………………………………….

…………………………………………………………………………………………….

…………………………………………………………………………………………….

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Session 5 Using advanced open question techniques
Questioning is one of the most important tools a trainer can use. If you ask quality questions
this has a direct impact on the progress learners make. Therefore, better questions = better
learner progress and student-centred teaching. pen questions “open” discussion and enable
you to check their understanding.

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The funnel approach and critical thinking

One of the most effective questioning techniques is called the "funnel" approach. The idea is to ask
broad, very general questions at the beginning to build learner confidence and continue to narrow the
focus of your questions with greater specificity. This approach helps us to develop critical thinking
in our learners. Critical thinking is much deeper thinking; it is the ability to analyse and evaluate
and make reasoned judgements to solve problems. Here is an example:

Tell me what you know about Baseline “ eneral” question

XXX

What else can we add

Starting to open discussion
to that? (to the class)

Let's go
deeper. Why Starting to probe

would you....?
Close Re-statement by the trainer of key
points

When we use the question funnel to achieve critical thinking it is all about using follow-up
questions. These are open questions that ask our learners to go into more detail about the
answer they gave and encourage them to think deeper. Think of it as “pushing and pulling.”

Here are some examples of open/probing language:

- What else can you add?

- Tell me more about that….
- Talk us throu h how you would do that….
- Let’s o deeper
- Explain that please
- Why would you do that?

Activity Write an example of the question funnel for the topic you taught today:

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

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Here are some open question techniques:

Question type Example/technique What is it useful for?

Tell, Explain, “Tell us what happened when…..”
Describe “John…tell us about your experience.”
(TED) “Explain how a XXX works.”
“Paul, describe an inflow test.”

Note: Name can be at the beginning

not the end.

Rhetorical You ask the question and you give the

answer.
“What is hydrostatic pressure?”
PAUSE “Hydrostatic pressure is…”

Pose, Pause, “Why is trainin important” PAUSE

Pounce (PPP) Paul?”

Formula: QUESTION+PAUSE+NAME

Note: Name at the end not the

beginning. Use emphasis on the name.

Reasoning This has five steps:

(This is a 1. You describe a situation and

different make it “real” and detailed:
version of the “Imagine if…..”
question 2. Ask the learners “What could
funnel) happen here?” This
encourages learners to identify
if there is a problem and what
the problem is.
3. Ask the learners “why” it is a
problem.
4. Ask the learners to find the
solution to prevent this
happening in the future.
5. Re-state the key point.

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Activity

Prepare one example of each of the following questions that you will ask your class in
a skill practice session:

1. TED

…………………………………………………………………………………………………

…………………………………………………………………………………………………

2. Rhetorical

…………………………………………………………………………………………………

…………………………………………………………………………………………………

3. PPP

…………………………………………………………………………………………………

…………………………………………………………………………………………………

4. Reasoning

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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Handling answers
Handling answers well is a skill. Here are examples of poor techniques to handle answers:

• “Absolutely”, “very good”, “brilliant” – repeatedly….without explainin why this is a very

ood or brilliant answer. Learners “swit h off” as it doesn’t sound sin ere

• “No – that’s the wrong answer” – too direct and destroys learner confidence.

• Repeating the answer just said by the learner without any questioning tone. This is
known as “e hoin ”. E hoin is not a ood te hnique as:
- Repetition is no guarantee of learning
- Echoing reinforces teacher-centred learning.

Two highly effective ways of handling answers are:

Compliment and “Well done. You’ve explained XXX. This takes us on to….”
complement
(for correct answers) OR/

“Great answer. Let’s go deeper. Tell me more…”

OR/

“Well done. That was a great answer because……” (and you

add extra information to confirm the learner gave you the
correct answer).

Pacing and leading “I see your point. I also think that …” (take part of their
(for incorrect or only answer and lead them to your key answer/point).
partially correct answers)
OR/

“Let’s hold that thought and see what the others have.” This
en oura es “tea hin ea h other” to the orre t answer.

OR/

“OK….tell me how you got that.”

Do not use the words “but” or “however” – adult learners

will immediately know they have got it wrong!

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Reflections and key learning points

Think about how you will use these question techniques when you teach. List three key
points that you feel will help you the most to stay student-centred.

Point 1

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

Point 2

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

Point 3

…………………………………………………………………………………………………….

……………………………………………………………………………………………………

……………………………………………………………………………………………………

…………………………………………………………………………………………………….

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Session 6 Developing learning resources
What are learning resources?

A learning resource is material that the trainer uses for teaching a course. It can include printed
materials and online resources. All resources should enhance the learning. Examples include
PPT, workbook, exercises, pre-test, quizzes and homework exercises.

What are communicative activities?

Communicative activities are learning resources. They include any activities that encourage
and need a learner to speak with and listen to other learners. Research shows that learners
learn more when they are directly involved in tasks in a dynamic learning environment – think
back to the principles of learning and the learning pyramid:

https://drwilda.com/tag/national-training-laboratories (Accessed 23/08/22)

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Discussion
ctivity ritical
of answers
(in roups) thinking
(Fa ilitated)

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The most useful communicative activities:

1. Introductions and ice-breakers are useful at the beginning of the course before you
start the specific subject matter. They involve all learners in the training and break
down barriers between those learners who might not know one another. An example
is learners introducing a course colleague after a two-minute informal chat.

2. Brainstorming sessions are useful when you want learners to problem solve or to
share knowledge. They should be lively and involve movement wherever possible with
teams working together on a whiteboard. In a virtual classroom, you can use the
“breakout rooms” tool to a hieve this and an either assi n members to the roup in
advance or on the day just before the activity. Brainstorming can be used as an
“ener iser” after lun h.

3. Pair and group exercises are activities to encourage learners to work together as a
team. The subject matter can be challenging as the pair or group can share their
knowledge, experience and problem-solving skills. If using a virtual classroom, you can
use the breakout rooms tool to do this.

4. Peer mentoring and peer review involve two learners workin to ether. n “peer
mentorin ”, a more experien ed learner is paired with a less experien ed to share
experien e. n “peer review”, learners are paired to dis uss the answers to a
calculation/quiz/problem/exercise they have been working on individually. This builds
confidence and allows learners to share their knowledge. Peer review has three steps:

o Learners work individually on an exercise

o Learners move into pairs and discuss their answers (peer review)
o The trainer uses group feedback to discuss the answers with all the learners
and check their understanding.

Breakout rooms and whiteboards can be used for this in a virtual classroom.

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5. Discussion is where the trainer leads interaction on a given topic or gives a problem
to learners to solve in groups. t works best with “key questions” written up – or a visual.
In a virtual classroom this can work as a regular group session led by the trainer or in
breakout rooms which is more student-centred.

6. Role play lets learners practise behaviour in a given situation and develops confidence
among those doing the role play. It also develops relationships and confidence
between learners. It can vary from a practical hands-on role play in the classroom -
using a simulator - to practising skills, such as using question techniques, in a virtual
classroom.

7. Quizzes are very useful in class as long as they are carefully managed and feedback
is handled effectively with open questions used to check understanding by all the
learners…not just the one ivin the answer. Use them for pre-test on day one of the
course and for review sessions. Remember – no more than 10 questions or else it is
an assessment. If you use individual quizzes, allow time for “peer review” before roup
feedback. Peer review can be done in breakout rooms in a virtual classroom.
Remember – you have lots of possibilities for quizzes which include Apps such as
SurveyMonkey which is free for up to 10 questions, or Moodle which is a learning
platform/Course Management System (CMS).

8. Case studies are a problem or situation in a real or imaginary company and are all
about learning through direct application. Case studies provide practical examples of
problems and solutions and are of great interest to learners as they are directly related
to their work. Case studies are excellent for making theory come to life and making the
lesson memorable. They work well in both real-life and virtual classrooms.

f we think ba k to Mal olm Knowles’ prin iples of adult learnin , we an understand

why case studies work so well in the classroom. Learners are fully involved; they are
problem solving and using their experience. It is directly relevant to them.

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In a case study, before learners watch the video, you build interest in it and give
learners the context or background, and three questions to answer in groups to:

• analyse the situation – “analyse what happened in this video”

• evaluate what happened OR what could have been done differently OR why
something happened – “evaluate why/how this happened”
• make recommendations – “recommend how to avoid situations such as this
happening in the future/ recommend key learning points for the company”.

Video case studies work particularly well with their visual impact and short videos are readily
available on-line. Please note the following guidelines:

Length of video Length of case study activity

2-3 minutes 20 minute exercise
3-5 minutes 30 minute exercise
5-10 minutes 60 minute exercise

Developing and setting communicative activities takes preparation. Remember:

▪ Look at your syllabus – what are the learning objectives and outcomes?
▪ Evaluate which communicative activity will meet the learning outcomes
▪ Develop the activity – make it clear what you want the learners to do in what time
▪ Create answers for the trainer
▪ Circulate to each group/individual
▪ Always allow time for group discussion/feedback – this is the richest part.

Reflections and key learning points

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

…………………………………………………………………………………………………….

……………………………………………………………………………………………………

……………………………………………………………………………………………………

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Session 7 Developing communicative activities
After class, develop a communicative activity for homework. Tomorrow you will be asked to
deliver it – in a training session - to the other learners. Maximum five PPT slides.

Key point:
Build on what you did in Teaching 2. Make sure you are thinking ahead to what topic from
the IWCF syllabus you would like to deliver for Teaching 4 (assessed). Look at the IWCF
syllabi, choose your topic AND, this is important, focus on the learning objectives and
learning outcomes in the syllabus.

You will receive feedback on:

➢ The quality of the learning resources you develop and the suitability for the learners
➢ Your ability to manage a student-centred training, structured, on-time session
➢ Your communication skills.

Work individually and prepare a 15 minute training session:

Min Action PPT

If you are teaching in virtual classroom: before you start, share the activity in -
CHAT-file share and check everyone can open it. Encourage them to save it
somewhere they can easily find it.
2 Introduction – topic, open question, objective, outcome, what the session is Use PPT
about, roadmap. Remember – the introduction is about the topic, not the from
activity (the activity is introduced in the roadmap only and next step). Teaching 2
1 Introduce the task; give clear task instructions both verbally and on PPT. Create a
Divide the learners into groups. new PPT
slide
10 5 minute activity: Create
(5+5) Virtual classroom: ask your trainer to divide learners into pairs/groups in your
breakout rooms. You will be moved between the two rooms so you can activity on
facilitate the activity. The breakout rooms will close after five minutes and all PPT or
learners will return to the main classroom. WORD

5 minute feedback:
Face-to-face: ask each group of learners to talk the other group through their
solutions while you show the activity on the main classroom screen
Virtual: either you share the activity with the learners on the main classroom
screen, discuss the answers to each question with them and then show the
correct answer OR ask the learners to share their answers on the main
classroom screen.
Use open question techniques/the question funnel to develop the
discussion/a deeper understanding of the topic when you discuss the
answers to each question. Do not start teaching – keep it student-centred.
2 Summary: Use PPT
- Start with “ n summary……” from
- Give a brief statement on the key points covered Teaching 2
- Ask the learners open questions to check their
understanding or use “What are the main lessons
learned from this session?”
- End with a short, memorable re-statement
- Ask “What questions do you have for me?”
Please note: learning takes place both in the activity and in the deep discussion after it.

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Individual learning - review quiz
1. Why is structure so important to a training session?

…………………………………………………………………………………………………

2. What are the important parts of an introduction to a new topic?

…………………………………………………………………………………………………

3. Why is it important a trainer asks learners open questions in the summary?

…………………………………………………………………………………………………

4. a. Give an example of a ommuni ative a tivity. ………………………………………

b. Whi h of Mal olm Knowles’ prin iples does it meet?

……………………………………………………………………………………………….

c. Explain which learning styles it meets (visual, auditory or hands-on).

…………………………………………………………………………………………………

5. Why is it important that a trainer is aware of their own learning style?

…………………………………………………………………………………………………

6. What can a trainer use in their classroom teaching to make sure that 90% stays in
the long-term memory of their learners?
…………………………………………………………………………………………………

7. How an a trainer make sure their trainin is “student- entred”?

…………………………………………………………………………………………………

8. When should a trainer use “peer-review” when they tea h?

…………………………………………………………………………………………………

9. Why should a trainer avoid “e hoin ” (repeating student answers) when they teach?

…………………………………………………………………………………………………

10. What are the benefits of using open questions with learners?

…………………………………………………………………………………………………

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Session 8 Managing communicative activities (Teaching 3)
This is your third teaching session on this course. In this session, you will deliver the
communicative activity you have developed for homework to the other learners.

You will have 15 minutes to deliver the session. You can use PPT, whiteboard, video and
breakout rooms in virtual classroom.

Remember to email your activity and a copy of possible answers to your

Trainer/Assessor before you start.

Key points to remember:

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

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Session 9 Planning and structuring training
All your training programmes should follow the training cycle model below:

https://www.futurelearn.com/info/courses/training-development-work. (Accessed 23.08.2022)

Training programme aim

The syllabus – content, learning objectives and learning outcomes

*
Lesson plans
(sylla

Activities, materials, assessment

Peer review, then deliver

Evaluate, amend, and deliver

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ECTP Train the Trainer
The syllabus

Every course – classroom-based or online - should have a syllabus. The syllabus is the
framework of what the trainer will teach (topic and learning objectives) and what the learners
will be able to do at the end of the course (learning outcomes).

Here is an example of learning aims, objectives and outcomes:

Aim: My aim is to provide you with a framework for developing effective training
programmes for your adult learners.

Learning objectives. During this course Learning outcome. By the end of this
the learner will gain an understanding course the learner will be able to:
of:
▪ The seven principles of adult • List the seven principles
learning • Explain why adult learners need
these to learn
• Give examples of how a trainer can
meet these principles in the
classroom
• Demonstrate the use of the
principles in their own training.

Note: learning outcomes should be specific and measurable. Avoid the following as they are
difficult to measure:

▪ Appreciate
▪ Know
▪ Be aware of
▪ Understand.

Specific and measurable verbs to use in outcomes when you want to assess a deeper
understanding of the subject are:

• Compare/contrast
• Analyse
• Evaluate

The syllabus is the “ uidin li ht” for every trainer. Without one you cannot develop effective
lesson plans, training materials or assessments.

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The lesson plan
What is a lesson plan?

A lesson plan is your road map of what learners need to learn and how you will do it effectively
during the class time. It is based on the learning objectives/outcomes of the course syllabus.

What do I want
learners to learn?

How will I check How will I teach

learners it?(method,
understanding? activities and aids)

Why are lesson plans important?

✓ They make sure you plan your teaching and are organised

✓ They keep you focused on achieving your objectives and outcomes

✓ They make sure you stay on time

✓ They make sure you cover all the subject matter

✓ If you are off work, someone else can teach the lesson from the lesson plan

✓ You may need them for accreditation by external organisations or during audits.

What is in a lesson plan?

✓ The learning objectives and outcomes

✓ Timings
✓ Details of content you will cover, including an introduction to the topic
✓ Your method – make it detailed so it is easy to follow
✓ Your teaching aids such as PPT, video, workbook, any props
✓ How you will measure learners have met the objectives. This can be through open
questions, observation, activities or formal assessment.

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What are the steps to produce an effective lesson plan?
Step 1

Have the course syllabus in front of you – look at the learning

objectives and learning outcomes.

*
Step
(sylla2
Transfer the topic, learning objectives and learning outcomes
into the lesson plan template.

Step 3

omplete the vertical “content” column in the plan. This

starts with “introduction” and finishes with “summary”.

Step 4

Start from introduction. Now work this way

across each row, one by one.

Step 5

Now add in timings in the left-hand column.

Step 6

Review your “method” column where required so it fits the

timings for each row – and the time for the lesson as a
whole.

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ECTP Train the Trainer
Example of a course syllabus – Effective Communication for Training Professionals (ECTP)
Here is an example of part of the TJS syllabus for this ECTP Train the Trainer ourse. This is a session you did on “usin tea hin aids
effe tively.” n this pa e you an see how the session looked in the Train the Trainer ourse syllabus; on the next page you can see the TJS
lesson plan for the session. Look at how the learnin out omes be ome “ ontent” in the lesson plan.

Module Learning objective. During this course the Learning outcomes. By the end of this module the
learner will gain an understanding of: learner will be able to:
Using teaching aids How to use teaching aids effectively. • Identify the six main teaching aids.
effectively • Compare and contrast the advantages and
disadvantages of each aid.
• Explain the dos and “don’ts” of PPT.
• Evaluate which aids to use in their courses.

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ECTP Train the Trainer
Example lesson plan from the ECTP Trainer the Trainer course syllabus – for face-to-face teaching
Topic: Using teaching aids effectively Time: 20 mins

Learning objective. During this module the learner will gain an understanding of how to use teaching aids effectively.

Learning outcomes. By the end of this module the learner will be able to:

• identify the six main teaching aids

• compare and contrast the advantages and disadvantages of each aid
• evaluate which teaching aids to use in their courses
• explain the dos and “don’ts” of PPT.

Time Content Teaching method Teaching aids How will I check

understanding?
2 mins Introduction to the topic Aim. Ask open question: what are teaching aids? PPT Open questions
The six main teaching aids Encourage learners to list the main six.
Objective, outcome and roadmap of the session.
11 mins Advantages and disadvantages Group activity – give task instructions verbally and on PPT for instructions Observation
of teaching aids PPT. Divide learners into two groups at two different Whiteboard OR activity sheet Reasoning
Which aids to use whiteboards in the classroom. Each group compares and in folder Open questions
contrasts three teaching aids for five minutes.
Group feedback for five minutes – ask each group to
highlight the main advantage/disadvantage for each one;
ask learners to evaluate which are useful and when. Go
deeper; follow-up questions to develop critical thinking.
5 The dos and “don’ts” of PPT Show PPT slides. Ask learners “the ood and the bad” – PPT Open questions
mins group discussion in “ all-out” format. Discuss how to make Reasoning
PPT interactive (animation).
Discuss the Kawasaki 10-20-30 rule.
2 Summary “ n summary” + one or two senten e re-cap of the lesson PPT Open questions
mins Ask open questions on key points from the lesson/key
lessons learned + give memorable statement.
Ask “what questions do you have for me?”

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Example technical lesson plan – for virtual classroom
Topic: The Leak Off Test (LOT) Time: 20mins

Learning objective. During this course the learners will gain how to perform a LOT and select MAASP.

Learning outcomes. By the end of this course learners will be able to:

• Differentiate between a LOT and Formation Integrity Test (FIT)

• Explain the requirements to complete a LOT or FIT
• Analyse a LOT/FIT graph to select MAASP
• Select MAASP from LOT/FIT data
• Explain when MAASP may change.

Time Content Teaching method Teaching How will I check

aids understanding?
Pre Share activity in CHAT-file share and check all learners can open it.
start Remind them to save it somewhere they can easily find it.
Introduction Aim. Ask opening question: what is leak-off pressure? Ask why the leak-off PPT Open questions
2 Differences between a LOT test is so important. Ask learners the differences between a LOT and FIT.
and FIT Give objective, outcome and roadmap of the session.
5 The requirements to complete Show PPT slides. Explain the correct procedure and requirements; ask PPT Open questions
a LOT or FIT open questions to get answers from learners covering hole conditions, mud
weight, line-up, instrumentation, pump rates, volumes pumped.
Analysis of a LOT/FIT graph 1min - Give clear verbal and PPT task instructions. Whiteboard Open questions
11 to select MAASP 5min - Group activity: divide learners in pairs in breakout rooms and ask PPT Observation
Selection of MAASP from them to analyse a LOT/FIT graph to select MAASP, then select the Graph and Reasoning
LOT/FIT data MAASP from LOT/FIT data. data
5min - close rooms and develop group discussion on answers. Maybe ask
When MAASP may change one group to share their activity answers or trainer to share. Ask follow-up
questions to go deeper; discuss when MAASP may change.
2 Summary “ n summary” + one or two senten e re-cap of the lesson Hand-out Open questions
Ask open questions on key points from the lesson + give memorable
statement. Ask “What questions do you have for me?”
Share hand-out in CHAT-file share.

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Activity From syllabus (curriculum) to lesson plan

Here is part of a technical syllabus:

Topic: Kill sheet calculations (post-kick)

Learning objective. During this course the learner will Learning outcome. By the end of this course the learner will
gain an understanding of: be able to:
Kill Sheet Calculations (post kick) Explain the main kill sheet calculations
Calculate formation pressure
Calculate kill fluid density
Calculate ICP and FCP.

Using the information above, work in a group and develop a lesson plan using the template. Your lesson is 20 minutes. Think how you can
make this lesson as student-centred as possible. Use as many communicative activities as you can to truly involve the learners.

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Lesson plan template for the activity
Topic: Time:

Learning objective. During this course the learners will learn…

Learning outcomes. By the end of this course learners will be able to:

•
•
•
•

Time Content Teaching method Teaching aids How will I check

understanding?

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Reflections and key learning points
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Session 10 Evaluating your performance
What is evaluation?
Evaluation is a process that analyses a training programme and our performance. This
can be the structure, activities, objectives and outcomes, teaching aids, delivery by the
trainer and assessment results. The aim of evaluation is to get feedback based on
judgements about how effective a training programme is. When we have this feedback we
can then improve the effectiveness of the programme.

Why should we evaluate our training?

✓ To act on feedback so we can be an excellent trainer

✓ To ensure the quality of training development and delivery
✓ To identify what works best
✓ Demonstrate the value of our training to ourselves, our learners, our employers and
external organisations.

Who should evaluate our training?

✓ The accrediting body of the training course

✓ Our supervisor
✓ Our peers
✓ Our learners
✓ Ourselves

How should we evaluate our training?

✓ Either through a paper-based feedback form (always remember to collect this from
learners before they leave) OR/
✓ Through an online form such as Survey Monkey (send a link to learners on the final
day asking them to complete it and check the system so you are sure everyone has
answered it).

When should we evaluate training?

✓ During the course (peer review)

✓ At the end of a day/course (self-reflection)
✓ At the end of the course (learner feedback forms). Make sure you give these to
learners at the end of the training, not after assessment. This will then ensure their
assessment outcome does not impact on their feedback.

Remember – to be an excellent trainer, we have to be prepared to develop and see feedback

as our best friend not our enemy. Please complete the online survey with your feedback
on this course.

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Individual learning - review quiz
In this activity there are examples of poor questions and feedback used by trainers.

A. Find the mistake in each of the following

B. Re-write each question/feedback using good practice guidelines.

1. “Do you understand?” ……………………………………………………………….

2. “Have you learned a lot from this ourse?”

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3. “Can you tell me the four main kill methods?” (John is learly not listenin ).

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4. “You have a lot of experien e Paul, don’t you?”

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5. “You see the casing pressure risin . What’s the problem?”

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6. “Any questions?” …………………………………………………………………………..

7. “Very ood”, (every time a learner gives the correct answer.)

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8. “No, you’re wron ”, (when Paul gives the wrong answer).

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9. “ see your point but you need to look at…..”

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10. “What went wron ?” to the lass immediately after Tim’s turn on the simulator.

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Session 11 Managing challenging situations
All trainers have to ope with “ hallen es” in their tea hin areer. Discuss the challenges that
come from these three key areas:

a. The teaching environment such as technology or the actual classroom

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b. You

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c. Your learners

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Always be prepared so you can manage challenges. Be pro-active rather than reactive and
have coping strategies. Use body language, tone, training techniques, psychology, a day
one agreement and rules from your awarding organisation (IWCF). Always ask yourself:

1. Why has this happened?

2. How am I rationally now going to manage it?
3. How do I stop this happening again?

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Example challenges from learners:

Type of Why may they do it? What should I do?

learner
Arrives late Face-to-face: it may be Let the learner come in; do not single
home/transport issues. him/her out. Talk to them 1-1 to find out
why and build a relationship so they can tell
you. Refer to The Agreement. Use
psychology if they do this every day
“You’ve just missed XXX that you really
need for your assessment”.
Virtual: it could be difficulties Send the virtual classroom invite a week
logging on or with internet. ahead. Encourage learners to check they
can access the meeting and have set up
their audio/video. Set up a support group.
Not listening or May be bored, lost, issues Make sure you have lots of activities and
disengages outside of class or language involve your learners. Use “Pose, Pause,
or IT problems Poun e” questions. Have a 1-1 outside
class virtually or in person.
In virtual classroom type key points in a
review session on a virtual whiteboard and
send to learners in case of language
difficulties.
Says nothing They could be bored, self- Do not use “Pose, Pause, Poun e” with
conscious, shy, lack them – it may frighten them. Ask easy
experience or do not questions and praise them well. But, if you
understand (language) feel they are bored, ask them a difficult
question they have to really think about.
In virtual classroom this could be due to
audio issues. Message the learner
privately and “ hat” them through checking
their microphone is working properly.
Talks/text They could be bored or do Stop talking, wait for them to look at you
chats to their not understand. and then start again. Keep good eye
friend contact. Divide them during an activity.
In virtual classroom disable 1-1 chat.
Complains They are there and do not Get them to be specific about what the
want to be; their motivation problem is on a 1-1; you will probably find
is low. they cannot be. Also, involve them more –
they actually may be feeling uncomfortable
as it is all new.
Talks/asks They usually are very Wait until they pause, thank them and
questions all confident and want to show move on. Use your hand as STOP. Slow
the time everyone how much they them down with a difficult question - ask the
know. rest of the class to give feedback on the
answer. Use “the parkin lot.”
Argues They may feel insecure and Use the STOP sign with your hand, smiling
can sometimes be and use “Pose, Pause, Poun e” to redire t
aggressive with words or discussion to the rest of the group.
body language. They do not Schedule a 1-1 to resolve any issues.
want to be there.

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Session 12 Teaching 4 (assessed)
This is your fourth teaching session on this course and is assessed. It must be 20 minutes.

Please remember: Teaching 2 + Teaching 3 = Teaching 4

To achieve a pass, you must demonstrate core competency in ALL three fundamentals:

A.Organisation (planning, structure, materials, time management)

✓ Having a detailed lesson plan……and following it including timings, content, method

✓ Having a clear structure of introduction, main body and summary

✓ Using three training aids effectively. This must include a hand-out. If using PPT
maximum 7 slides or 10 if your activity/answers are on the PPT

✓ Developing professional learning resources

✓ Managing time effectively/appropriate decision making if you are running under/over

time; under 16mins/over 24 mins = referral. Time management is a key skill in training.

B.Interaction (questioning, developing deep thinking, learner engagement)

✓ Using student-centred learning and the seven principles of adult learning

✓ Creating high interaction between you and your learners - open questions

✓ Developing critical (deep) thinking – using reasoning/follow-up questions

✓ Developing and managing a communicative activity. This must have some different
content to the one you developed for Teaching 3 to keep it “fresh.” It must match
your lesson learning objectives/outcomes/learner experience and be 10 minutes - five
minutes pair work + minimum five minutes group feedback where you use follow-up
questions to develop deeper thinking.

C.Communication (using body language and voice effectively)

✓ Projecting confidence and professionalism

✓ Projecting enthusiasm and passion for what you are teaching
✓ Keeping eye contact with learners
✓ Being personable and open
✓ Using voice effectively – tone, modulation, emphasis, natural pause and varying voice
speed.

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For assessment:
Your Trainer/Assessor will confirm with you on day three of the course what time the
assessments will start on day four. These are usually spaced 40 minutes apart. This is so that
each learner has time to set everything up and so that your Trainer/Assessor can spend time
with each of you on a 1-1 after your assessment to give you feedback.

Your Trainer/Assessor will invite you to send your lesson plan to them by email after class so
they can give you feedback and build your confidence. Once you have received the feedback
and made any amendments, then you need to email your Trainer/Assessor:

Si ned
over Main Hand out
sheet Lesson A tivity + Assessed
lassroom (maximum
plan answers PPT tea hin
+ photo one pa e)
onsent

A hand out is a referen e uide for the learners so they an remember your lesson.
t should have the key points from your lesson and a dia ram.
You send it to learners in CHAT at the end of the summary.

Notes:
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Session 13 Planning for personal development – my Personal Development Plan (PDP)
Name…………………………………………………………… Date………………………..

A Personal Development Plan (PDP) is a tool to help your future professional growth. It is a record of the skills you need to develop - a
framework to help you reflect on what you want to accomplish and how to do it. The PDP gives you purpose and something to work towards in
the future. Use this sheet to build a plan. Make your goals S.M.A.R.T. (Specific, Measurable, Achievable, Relevant, and Time-bound).

Objectives Actions Success criteria Timescale

What do I want to develop? How will I achieve my objectives? How will I know I have achieved my When will I do
objectives? this by?

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Self-reflection
Teaching session number ……. Subject ………………………………………

Use this sheet to record how you felt about your training session – and to build for the future.

I thought: My colleagues thought: My trainer thought:

What did I do well?

What can I develop?

Overall, how did I feel when I gave this training session?

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Self-reflection
Teaching session number ……. Subject ………………………………………

Use this sheet to record how you felt about your training session – and to build for the future.

I thought: My colleagues thought: My trainer thought:

What did I do well?

What can I develop?

Overall, how did I feel when I gave this training session?

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Self-reflection
Teaching session number ……. Subject ………………………………………

Use this sheet to record how you felt about your training session – and to build for the future.

I thought: My colleagues thought: My trainer thought:

What did I do well?

What can I develop?

Overall, how did I feel when I gave this training session?

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Notes
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