IBSTPI'S INSTRUCTOR COMPETENCIES

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Me – Tran Vu Nhat Quynh - QuynhTVN

Master of Education: Specialized in TESOL

Libra (15/10/1995)
Phan Thiet City
[email protected]
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CLASS RULES
1. Be active and respect others

2. Only use when asked: Laptop, phone

3. Be on time: Attendance check 10’ after the class starts ^^

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Ice Breaking
Activity

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Introduction
Description • The course provides the necessary knowledge and skills for students to be able
to participate in the training field after completion of their study program.
• It follows the key competencies for effective classroom training defined by
the International Board of Standards for Training, Performance and Instruction
(IBSTPI) and recognized throughout the technical training industry. Mastery of these
skills together with expertise in the course subject area will ensure a high quality of
training.
• The social constructivist teaching/learning approach is used to deliver this course.
Time Allocation 05 slots
Assessments On-going assessment (Average SC Grade): 60%
SC Grade = Team Presentation (max 4) + Team Counter-argument (max 3) +
Individual learning in team (max 3)
Final Exam: 40%
Final Exam: >=4/10 & Final Result must >=5/10
Student Tasks Students work in groups in order to elaborate the contents of the course, then
present, counter-argument during class hours under instructor's guidance and peer
feedback by using EduNext.
Students must attend more than 80% of class hours in order to be accepted to the
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final examination.
 Introduction
The International Board of Standards for Training,
Performance and Instruction has defined 14 key
guidelines for effective classroom training. These
guidelines, commonly known as
the IBSTPI Standards, provide a set of professional
standards that are recognized throughout the
technical training industry.

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Learning Objectives
After completing the course student will be: 7. Demonstrate effective presentation skills
Aware of responsibilities of instructors 8. Respond appropriately to learners’
needs for clarification or feedback
and able to describe how to:
9. Provide positive reinforcement and motivational
1. Analyze course materials and learner information
incentives
2. Assure preparation of the instructional site
10. Use instructional methods appropriately
3. Establish and maintain instructor credibility
11. Use media effectively
4. Manage the learning environment
12. Evaluate learner performance
5. Demonstrate effective communication skills
13. Evaluate delivery of instruction
6. Demonstrate questioning skills and techniques
14. Report evaluation information

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Analyzing Course
Materials
&
Learner
Information
Chapter 1

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Introduction
• Identify course objectives
• Discover learner’s experience, background
and motives for attending the course
• Adjust course based on information
Course objectives
Schedule
Instructional methods

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 Course Objectives
Reviewing • Everything you do throughout a course should be
related to achieving the course objectives
Course Materials
• You must follow the instructional design of a
prepackaged course in order to maintain its
integrity and to meet the instructional objectives
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Types of
learners

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Analyzing the
Learners
Gathering the Information
Plan for the worst when there
is no information
Types of information
• Job responsibilities
• Background
• Skill level
• Reason(s) for attending the
course
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Evaluation of
Information
• Job responsibilities
Student will “stick with it” and strive to master
the material if they can see the direct
application of the information to their work.
• Background
Learn as much as possible about the
background of the students to plan a lesson
• Skill level
Knowing the skill level of each student helps
you make appropriate modifications to the
lesson, including examples and exercises.
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Evaluation of
Information...
Reason(s) for attending the course
• To acquire new skills for his/her job
• To enhance skills for future opportunities
• For the joy of learning
• To fulfill a requirement for certification
• To learn about new features of a
software application
• To meet the demands of the employer
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Adjusting the
course
• Course Objectives
Should not change without prior
consent from the vendor, certification
group, or employer.
• Course Schedule
Do not remove required material from
the schedule to make more time for
other topics.
• Instructional Methods
Using instructional methods
appropriately (Ch. 10)
• Examples
Related to students
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Summary
• One of the greatest challenges
of the instructor is to address
the needs of the individuals in
his/her classes.
• Preparation is a trainer’s
greatest asset.
• The first step to being
prepared is to know the course
materials and the audience.

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1. When is it acceptable to change the course
objectives?
A. Never
B. If you know that the students are underprepared
and cannot meet these objectives
C. Only after consultation with the designer of the
course
D. Whenever you feel a change is appropriate
E. None of the above

Answer: C
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2. What components of the course can you modify in
order to address learners’ differences?
A. Examples
B. Course schedule
C. Instructional methods
D. All of the above

Answer: D

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Assuring Preparation of
Instructional Site
Chapter 2
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Introduction
Instructional Site Physical
Logistics arrangements Environment
Schedule Room layout
Food Lighting
Support Equipment

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Evaluating the
Logistical
Arrangements
Logistical issues
• Session times
• Food
• Transportation/parking
• Support
• Communications
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Evaluating the Physical
Environment
• Room Layout
Rows
U-shape
Circle
• Clusters
• Light
• Instructional Materials and Supplies
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Which room layouts are best suited for large group
discussions?
A. Row
B. U-shape
C. Cluster
D. Circle
E. All of the above

Answer: B & D

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Evaluating the Physical
Environment...
Equipment
• Chalkboards
• White boards
• Easels
• Overhead projectors
• Computers
• LCD projectors
• Visualizers
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• Environment Issues
Managing the Physical
Environment
Appropriate contacts for the
following:
• Reservations
• Access to facilities
• Technical support
• Delivery of materials
• Food preparations and
delivery

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Managing the Physical
Environment...
• Decide the optimum room layout
based on the instructional methods,
rearrange the room accordingly.
• Order any necessary equipment.
• Ship instructional materials (if
necessary)
• Send information to students
including times, direction, parking,…
• Research emergency options, such
as copy centers.
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Eliminating
Distractions
The five senses

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Eliminating
Distractions...
Technology Distractions
• The Instructor’s Computer:
Screen saver, audio, calendar
reminder, screen resolution,
colors, assistants, network
connections (access and
speed)
• Students’ computers: games,
e-mail, internet 29
Ongoing Evaluation
Setting the stage
• Classroom policies (food, drinks, email)
• Restrooms and water fountains
• Message boards
• Telephones/mobile phone usage
• Break room
• Smoking regulations
• Fire exits
• Meals
• Contents of student kits, manuals, etc.
• Outline of the course
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 • During the Course
Ongoing Students’ reactions (verbal and nonverbal)
Evaluation... • Final Evaluation
Evaluation form

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Summary
• Confirming all necessary logistic and
physical arrangements of
the instructional site.
• Exercise as much control over the
physical environment as possible.
• Plan ways to minimize distractions
and judge how well logistical
and physical arrangements support
the instruction.
• Understand the rationale for
decisions regarding logistics and
physical environment.
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 Establishing and
Maintaining
Instructor Credibility
Chapter 3

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Introduction
Establish credibility
• Knowledge
• Experience
• Appearance
• Preparation
Maintain credibility
• Professionalism
• Interaction with students
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Establishing Credibility
Subject-Matter Expertise
Know your subject matter and how to
apply it to situations that interest your
audience.
Training Experience
• It’s not true that if you know a
subject inside out, you can teach the
subject.
• Communication and Presentation
skills are needed to master in order
to become an effective trainer.
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Establishing
Credibility...
Credentials
• Degree
• Certification
• CTT (Certified Technical Trainer) Certification
Course Preparation (Chapter 1)
Appearance
• Clean and neat
• Personal hygiene
• Dress
There is no right to dress that will
accommodate all audiences. 36
Establishing
Credibility...
The Course Introduction

• Part of the course introduction

should include introducing
yourself to the audience.

• Credibility does not equal

superiority.
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Maintaining
Credibility
Professionalism
• General attitude and behavior must
always be professional: to instructor
and students
• Not to treat the students as friends
immediately
• Not to disparage companies, groups,
products or anything by name.
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Maintaining
Credibility…

Interacting with Learners

• Equally between students
• Be conscious of message
sending to students
• The way to deal with
unexpected questions
• Assist students in any way
possible
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Maintaining
Credibility…
Diversity
• Variety of ethnic, religious
and cultural backgrounds.
• Be accepting and
supportive of each
student’s differences and
needs.
• Not to make comments or
tell jokes that may offend a
learner.
• Not to allow students to
act inappropriately towards
other students. 40
• It is important for the students to trust that the instructor is
conveying accurate information.
• Cultivate students’ trust by establishing and maintain
credibility.
• Credibility might be an issue or a distraction at any time
during instruction.
• Understand what is needed to recognize a problem and
what is required to re-establish lost credibility.

SUMMARY
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When it is acceptable to give a wrong answer to a
student’s question?
A. Anytime, as long as the students do not catch you
B. If you think the answer might be right
C. Only if the question is apart from the subject matter
and will not affect the outcome of the class
D. Never
E. None of the above

Answer: D

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What level of experience with the subject matter is
necessary in order to be an effective instructor?
A. You must be a subject-matter expert
B. As long as you have memorized the material, you
will be effective.
C. You must have hands-on experience
D. You just need to know more than the students
E. None of the above

Answer: A & C

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What should be done to maintain credibility with the
students?
A. Always act professionally
B. Respect student diversity
C. Never tell jokes or make comment that might offend
a particular group of people
D. Interact with the students equally
E. All of the above

Answer: E

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Managing
the Learning
Environment
Chapter 4

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 Plan and deliver course introduction
Introduction • Introductions
• Course expectations
• Course schedule
• Timeline
Adapt delivery to meet students’ needs
• Pace
• Questions
• Break
Manage
• Involve learners
• Instructor/student interactions
• Student/student interactions
• Group strategies 46
The Course
Introduction
Set the tone for the entire course.
Cover all necessary information about the
course and put the students at ease.
Course Introduction Checklist
• Introductions: instructor and students
• Physical and logistical issues (chapter 2)
• Course information (description, any
prerequisites, objectives, and materials)
• Course schedule
• Course expectation and benefits

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The
Course Introduction...
• Impart enthusiasm for the
material to the students.
• Instructor is ready to assist
students.
• Students introduce
themselves
• Take notes on the answers:
name, job, interested topic.

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The Course Introduction...
Course Information Course Expectations Checklist
• Course description, • Attitude
prerequisites, and objectives. • Questions
• Exactly what will and will not be • Punctuality
covered.
• Attire
• Student expectations
• Mistakes
• Benefits

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Adapting Your
Style to the
Students
• Teach to the median level of
the class.
• Adapt to a variety of
students’ needs.
• Analyze course materials,
prepare a variety of
exercises and activities.
• Research types of students
enrolled.
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 Pace
Determine which activities are appropriate based on the available
time.
Managing Time Student Questions
Can take a significant amount of time.
Breaks
May last longer
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Manage Interactions
Treat all of the students fairly, give equal attention
to each of them.
Involve the learners in the lesson.
Encourage students to ask questions and
experiment.
Interactions with Students
• Learn the name of all students.
• Not subconsciously give special attention or
treatment to only some students.

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Manage Interactions...

Dealing with Problem Students:

• Determine whether the situation is having negative effect on the class.
• When must take action, should strive to maintain the dignity of the
student.
• If indirect measures does not work, speak in private to the student
about the situation.
• Last resort is to remove the student from the class.

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 Types of Problem
Students
The Know-it-All
• Often looking for recognition of his/her knowledge.
The Challenger
• If you do not know the answer, do not try to make
one up.
• Avoid personality conflict.
The Overwhelmed Student
• Partner students together to work on the projects
The Class Clown
• Not to acknowledge the jokes
• Private talk
The Introvert
• Need to monitor that person’s progress
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Types of Problem
Students
Student versus Student
• Student disparages another:
remind the different
backgrounds.
• Student criticizes another:
intervene immediately.
• Rearrange work group if
there are problems.

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Manage Interactions…
Group Strategies
• Define the size of the groups.
• Define the objectives of the task or
project clearly.
• Set ground rules.
• Set the time limit.
• The room layout has to be conducive
to group discussion.
• Make sure that the members are on
track – let make mistakes – show
correct procedures.
• Do not provide the right answers.
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Manage Interactions…
Coaching Strategies
• Develop a positive rapport with each
student.
• Making mistakes is acceptable and
necessary.
• Congratulate students on their successes.
• Be accessible.
• Be enthusiastic about the material.
• Do not personalize disagreements.
• Relate the information to the students.
• Be supportive.
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Manage Interactions…
Feedback
• Attune to both verbal and
nonverbal feedback.
Sanity
• Thick skin
• Not to take negative situations
personally.
• Not to blame yourself.

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• The course introduction
• Adapt delivery to match the
students’ needs
• Managing time
• Managing group interactions
• Involving the learners
• Evaluation of the effectiveness
What is the most appropriate dress code for a training
class?
A. Suit and tie
B. Jeans and T-shirts
C. Anything in which the students are comfortable
D. Leisure suits
E. Leave it up to the students, as long as the dress does
not offend anyone

Answer: E

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What should you do if you realize that some of the
students already know the material that you are
teaching?
A. Keep the current pace to accommodate the rest of
the students
B. Increase the pace of the course
C. Tell the students who understand the material to
leave early
D. Provide these students with additional material to
keep them busy (if they desire)
E. Team them up with the other students during labs
Answer: A, D & E
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Which of the following are philosophies of an effective
coach?
A. No pain, no gain
B. Making mistakes in acceptable
C. Never make mistakes
D. Ridicule the students when they make mistakes
E. Provide constant encouragement

Answer: B & E

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What strategies might be successful if you discover that
a student does not have the prerequisite knowledge for
the course?
A. Start with the basics for each topic
B. Ignore the student
C. You should ask the student to drop the course and
start with a more basic class if he or she becomes
overwhelmed
D. If the course lasts more then one day, suggest
supplemental material for the student to review
outside of class
Answer: C & D
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