Standards

for
Classroom
Instruction
Presenter: Tran Ngoc Tuan
FAI/FU HCM

1
How to be a Successful
Trainer

2
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.
Mastery of these skills together with expertise in
the course subject area will ensure a high quality
of training.
3
14 Instructor Competencies
1. Analyze course materials and learner
information
2. Assure preparation of the instructional site
3. Establish and maintain instructor
credibility
4. Manage the learning environment
5. Demonstrate effective communication
skills
6. Demonstrate questioning skills and
techniques
7. Demonstrate effective presentation skills

4
14 Instructor Competencies..

8. Respond appropriately to learners’ needs

for clarification or feedback
9. Provide positive reinforcement and
motivational incentives
10. Use instructional methods appropriately
11. Use media effectively
12. Evaluate learner performance
13. Evaluate delivery of instruction
14. Report evaluation information
5
Chapter 1

Analyzing Course Materials

and
Learner Information

6
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

7
Reviewing Course Materials
 Course Objectives
 Everything you do throughout a course should be
related to achieving the course objectives
 You must follow the instructional design of a
prepackaged course in order to maintain its
integrity and to meet the instructional objectives

8
Types of learners
Shy
student

New user Experienced

Without employee
Prerequisites forced to take
class

The Course

Engineer Salesperson

9
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

10
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  factors 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.
11
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

12
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

13
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.

14
Chapter 2

Assuring Preparation of
Instructional Site

15
Introduction
 Instructional Site
 Logistics arrangements
 Schedule
 Food
 Support
 Physical Environment
 Room layout
 Lighting
 Equipment
 Furniture

16
Evaluating the Logistical Arrangements
 Logistical issues
 Session times
 Food
 Transportation/parking
 Support
 Communications

17
Evaluating the Physical Environment
 Room Layout
 Rows
 U-shape
 Circle
 Clusters
 Light
 Instructional Materials and Supplies

18
Evaluating the Physical Environment..
 Equipment
 Chalkboards
 White boards
 Easels
 Overhead projectors
 Computers
 LCD projectors
 Visualizers

19
Evaluating the Physical Environment..
 Computers
 Furniture
 Environment Issues

20
Managing the Physical Environment
 Appropriate contacts for the following:
 Reservations
 Access to facilities
 Technical support
 Delivery of materials
 Food preparations and delivery

21
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.

22
Eliminating Distractions
 The five senses
 Sight
 Sound
 Smell
 Taste
 Touch

23
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

24
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
 Snacks
 Meals
 Contents of student kits, manuals, etc.
 Outline of the course

25
Ongoing Evaluation..
 During the Course
 Students’ reactions (verbal and nonverbal)
 Final Evaluation
 Evaluation form

26
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.

27
Chapter 3

Establishing and Maintaining

Instructor Credibility

28
Introduction
 Establish credibility
 Knowledge
 Experience
 Appearance
 Preparation
 Maintain credibility
 Professionalism
 Interaction with students

29
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.

30
Establishing Credibility..
 Credentials
 Degree
 Certification
 CTT Certification
 Course Preparation (Chapter 1)
 Appearance
 Clean and neat There is no right to dress that
 Personal hygiene will accommodate all
audiences.
 Dress The general rule is that your
appearance should always be
clean and neat.
31
Establishing Credibility..
 The Course Introduction
 Part of the course introduction should include
introducing yourself to the audience.
 Credibility does not equal superiority.

32
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.

33
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

34
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.

35
Summary
 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.
36
Chapter 4

Managing
the Learning Environment

37
Introduction
 Plan and deliver course introduction
 Introductions
 Course expectations
 Course schedule
 Timeline
 Adapt delivery to meet students’ needs
 Pace
 Questions
 Breaks
 Manage interactions
 Involve learners
 Instructor/student interactions
 Student/student interactions
 Group strategies 38
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

39
Introductions

 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.

40
Course Information
 Course description, prerequisites, and objectives.
 Exactly what will and will not be covered.

Course Expectations Checklist

 Attitude
 Questions
 Punctuality
 Attire
 Student expectations
 Mistakes
 Benefits
41
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.

42
Managing Time
 Pace
 Determine which activities are appropriate based
on the available time.
 Student Questions
 Can take a significant amount of time.
 Breaks
 May last longer

43
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.

44
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.

45
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
46
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.

47
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.

48
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.

49
Manage Interactions..
 Feedback
 Attune to both verbal and nonverbal feedback.
 Sanity
 Thick skin
 Not to take negative situations personally.
 Not to blame yourself.

50
Summary
 The course introduction
 Adapt delivery to match the students’ needs
 Managing time
 Managing group interactions
 Involving the learners
 Evaluation of the effectiveness

51
Chapter 5

Demonstrating
Effective Communication Skills

52
Introduction
 Use verbal communications appropriately
 Identify components of message
 Understand tone, volume and pace
 Recognize fillers
 Realize importance of proper grammar
 Using non-verbal communication
 Appearance
 Movements
 Gestures
 Body language
 Monitor and evaluate student communications
 Listening skills
 Frames of reference

53
Message Components

Sender Message Receiver

54
Verbal Communication
 Tone, volume and pace
 Fillers
 Silence
 Proper grammar
 Emotions

55
Verbal Communication..
 Verbal communication checklist
 Vary speech to highlight points, convey emotion,
sustain the students’ attention or not
 Speak to quickly, too slowly / too softly, too loudly
 Use fillers or not
 Feel comfortable with silence or not
 Take advantage of silence to encourage
participation or not

56
Verbal Communication..
 Verbal communication checklist ..
 Proper grammar or not
 Use slang terms or not
 Speak in terms of students or not
 Use words to excite students or not
 Interested in the topic or not
 Fall asleep or not if taking a class from yourself

57
 Nonverbal Communication
 General appearance
 Eyes
 Hands
 Movement and distance
 Body language
Studies of communication show that: 
 55% of interpersonal communication comes from facial
expressions and body language. 
 38% comes from vocal quality or tone of voice. 
 7% comes from the content, the actual meaning of the
words. 

58
Nonverbal Communication..
 Nonverbal communication checklist
 Dress appropriately or not
 The outfit distracts or not
 Eye contact with each student or not
 Stare at students or not
 Firm handshake or not

59
Nonverbal Communication..
 Nonverbal communication checklist ..
 What are you doing with your hands ?
 Play with things in pocket or not
 Clench objects or not
 Point at students or not
 Move and involve students or not
 Invade personal space or not
 Turn back to students or not
 Positive or negative body language sent to students

60
Monitor and evaluate student
communications
 Listening
 Not to chime and help the answer
 Restate the question to the student
 Frames of reference
 Learn the frames of reference to adapt the learning
environment and choose examples
 Checking learner understanding
 Interpret the signals of each student (verbal and
nonverbal)
 Aware of each learner’s level of understanding

61
Summary
 Verbal and nonverbal communications
 Monitor the messages
 Frames of reference

62
Chapter 6

Demonstrating
Effective Presentation Skills

63
Introduction
 Plan effective presentations
 Utilize outlining
 Organize content effectively
 Utilize anecdotes, stories and humor appropriately
 Visual aids
 Handouts
 Deliver effective presentations
 Coping with stress
 Presentation styles
 Verbal and non-verbal signals

64
Presentation Basics
 Determine the objective
 Evaluate the audience
 Prepare the outline
 Prepare the visuals
 Prepare the handouts
 Rehearse and evaluate
 Present
 Re-evaluate

65
Presentation Basics..
 Presentation Visuals Checklist
 Cover all necessary information or not
 Easily to read from distance or not
 Too much text on a slide or not
 Each graphic has purpose or not
 Colors are appropriate or not
 Have a backup or not

66
Presentation Basics..
 Presentation Rehearsal Checklist
 Clear objective or not
 Appropriate information or not
 Visual aids will support or distract
 Proper length or not
 Have summary or not

67
Presenting the Topic
 Dealing with stress
 Presentation styles
 Haughty and condescending
 The best buddy
 The joker
 The sarcastic presenter
 Bored
 Bundle of nerves
 The reader
 The angry presenter
 The liar

68
Presenting the Topic..
 The right presentation style
 Be natural
 Be sincere
 Be dynamic
 Be relaxed
 Interact with the individuals

69
Presenting the Topic..
 Varying the presentation
 Using stories, anecdotes, and analogies
 The opening

70
Summary
 Planning for presentations
 Delivering presentations

71
Chapter 7

Demonstrating
Effective Questioning Skills
and Techniques

72
Introduction
 Use questioning skills effectively
 Select appropriate types of questions
 Encourage learner participation
 Appropriately respond to student questions
 Evaluate student progress

73
Why Ask Questions?
 Check understanding of students
 Encourage student participation
 Shape a discussion
 Build interaction

74
Six Levels of Learning
RAM: Compare between designs Evaluation

RAM: Discover new design Synthesis

RAM: Add more Analysis

RAM: Save works Application

RAM: Workspace Comprehension

RAM: Random Access Memory Knowledge

75
The Basics
 Positive learning environment
 Adequate time
 No interruptions

76
How to format a floppy disk ?
o Well, I think one way to do is…, um, you double click on the icon
on the desktop, the umm…
 The My Computer icon ?
o Yes, that’s the one … Then you click on the 3 ½ floppy icon and…
 Right click, right ?
o Yes, that’s what I meant. Then you click on, umm…
 Format on the menu, right ?
o Yes, and then click on Start.
 Once you make sure you have right options selected.

77
Types of questions
 Closed
 Specific answer
 Open-ended
 Lead to discussion or debate

78
When To Ask Questions?
 Beginning of class
 Break or meal
 End of exercise or unit
 End of course

79
 Asking questions
Determine purpose
 Welcome back everyone! How was the
food at lunch?
 … Select appropriate
question
 Does anyone have any questions about
the topic we covered before lunch?
Decide who
 …
Should respond
 Susie, can you explain the steps for
creating an account in windows NT? Determine appropriate
 … response
 Next we are going to learn about
account management. Can anyone see Determine follow-up
any issues that we need to be questions
concerned about based on the
privileges we chose for the account we
created? Ask questions
80
Responding to the question
 Answer immediately
 Defer the question until later
 Redirect the question
 Do not answer at all

81
How to Answer Students’ Questions
 Listen to Question
 Restate Question
 Decide who should respond
 Determine Appropriate Response

82
Evaluating the Questions
 Inspect students’ performances during
exercises.
 Modify the questions.
 Evaluate students’ questions.

83
Summary
 Needs of asking questions
 Types of questions
 Design questions
 Asking questions
 Respond to students’ questions
 Evaluate and improve

84
What to Say When You Don't Know the
Answer
1. Reflection
2. I’ll Get Back to You
3. Defer to the Expert
4. Compliment the Questioner
5. Answer a Question with a Question
6. Parallel Answer
7. Set the Rules
You can’t know the answer to everything.  It’s how
you handle yourself.  Study these seven strategies and
use them to maintain credibility and confidence.

85
Chapter 8

Responding Appropriately
to Learners’ Needs
for Clarification or Feedback

86
Introduction
 Feedback
 Reflection of how the class is going
 Types of feedback
 Verbal
 Non-verbal
 Communication
 From instructor
 From students
 Two-way street

87
Introduction …
 Focusing on issue, not person
 Pointing out strengths
 Pointing out weaknesses
 Follow-through
 Initiating some discussion
 Generating scenarios
 Testing for understanding
 Having students do it

88
Types of Feedback
 Verbal
 Mutterings, jokes, questions and answers
 Two-minute rule
 Praise for asking good questions
 Nonverbal

89
Focus on the Issue, not the Person
 Pointing out Strengths
 Pointing out Weaknesses
 Following through
 Initiating discussion
 Generating scenarios

90
Summary
 Learning is two-way street
 Recognize feedback: verbal and nonverbal
 Follow through

91
Chapter 9

Providing Positive Reinforcement

and Motivational Incentives

92
Introduction
 Motivation
 To move to action
 Differing levels of motivation
 At the class introduction
 When introducing new topics
 Maintaining a motivated, enthusiastic class
 Meeting learner expectations
 Positive reinforcement

93
Five basic Criteria
 Match real-world objective
 Stimulate learners enthusiasm
 Promote positive reinforcement
 Evaluate effectiveness
 Adjust methodologies

94
Selling the Class
 Utilizing Introductions
 Establishing Credibility
 Student Introductions
 Experience with the Product
 Prerequisites
 Current Job Responsibilities
 Certifications
 Expectations
 Realistic
95
Selling the Concept
 Announce Motivation at the Start
 Types of Motivations
 Real-world scenarios
 Best-case scenarios
 Worst-case scenarios
 On-the-job benefits
 Unique benefits
 Fundamental information

96
A motivational and enthusiastic class
 Promoting interaction
 Providing feedback and reinforcements in
response to:
 Student questions
 Student answers
 Maintaining high energy to promote
enthusiasm
 Encouraging questions with praise and positive
comments
 Stressing positive results, which lead to fewer
problem students

97
 Needs
 Interests
 Motives
 Concerns

 Rewards
 Encouragement
 Feedback
 Support

98
Summary
 Stimulate Motivation
 Maintain Motivation
 Meet learners Expectation
 Positive Reinforcement

99
Chapter 10

Using Instructional Methods

Appropriately

100
Introduction
 Implement a variety of instructional methods
 Know their strengths and/or weaknesses
 Determine their appropriate uses
 Determine when to use each method based
on following items:
 Lesson objectives
 Learner attributes

101
Instructional methods
 Lectures
 Demonstrations
 Guided learning
 Student teaching
 Group work
 Role play
 Simulations
 Case studies
 Games
 Independent practice
 Reflection

102
Lecture
 Teacher centered, not student centered
 Tempting method: cover material quickly, in
control of learning environment
 Must keep short and interactive
 Timing
 Used to introduce, summary

103
Demonstration
 Expansion of a lecture: showing after telling
concept
 Make use of videos, computers
 Make demos as hands-on as possible
 Students can see and touch the objects
 Require setups that are difficult to bring to the
classroom

104
Guided Learning
 Students’ responsibilities: work through a
problem, figure out the answer for themselves.
 Teacher’s role: provide tools, answer
questions, focus students when necessary
 Teacher must master questioning skills
 Students are actively involved
 Empower students to solve problem
independently
 Take more time, should not rush

105
Student Teaching
 Best methods to learn a subject is to teach it
to others
 Assign a topic to each student or group:
prepare a lesson for the rest of the class
 Teacher’s role: assist with learning the topic
and preparing the lessons
 Provide adequate time, ask questions

106
Group Work
 Component of other methods
 Opportunities to exchange ideas and concerns
 Work through problems together
 Organize into the same group: advanced and
need extra help students
 Encourage team work and collaboration and
promote problem-solving skills
 Reveal students’ weaknesses
 Passive students: specific time limit

107
Role Play
 Acting out a real-life situation
 Experience a situation
 Prepare to respond to emergency situations
 Students may be hesitant, fear to be ridiculed
or embarrassed

108
Simulation
 Similar to role playing
 Learn a skill or experience a situation
 Require expensive or specialized equipment

109
Case Study
 Written simulation
 Connect material to real-world situations
 Case study as homework: reduce time needed
in class

110
Games
 Stimulate and encourage learning
 Review course material
 Icebreaker, relax the students

111
Independent Practice
 Give exercises that specially test the objectives
of the course
 Ask students to work through exercises to
practice the skills
 Observe students’ progress
 Assist students when necessary

112
Reflection
 Think about the material
 Determine questions
 See how the material will apply to their work
 Follow-up other activities
 Properly synthesize their experiences

113
Choosing the right method
 Subject matter
 Learners
 Time required
 Available resources
 Other modules
 Time of day
 Your comfort level with the method

114
Typical class
 A brief lecture or demonstration to introduce
the subject
 Case study, Group work to explore the
information
 Role-playing activities might be next
 Reflection
 Another brief lecture to summarize the lesson
 Independent practice

115
Summary
 Must use a variety of instructional methods to
reach students
 Choice of methods depends on a variety of
factors

116
Chapter 11

Using Media Effectively

117
Introduction
 Select appropriate media
 Be competent with variety of media options
 Use media effectively
 Use variety of media to address needs of learners
 Recognize strengths, weaknesses and/or
limitations of each media type

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Select Appropriate Media
 Choice of media depends on
 Instructional methods used
 Level of understanding reached by students
 Recourses available
 Comfort level
 Sometimes more than one choice, choose best one

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Types of media
 Handouts
 Boards, flip charts and OHP
 Visualizer (data camera)
 VCR
 Data projectors
 Computers
 Internet
 Audio aids
 Laser pointers

120
Summary
 Be adept at incorporating media into
curriculum to facilitate student learning
 Select appropriate media: capture student
attention and encourage interaction
 Success will depend on the familiarity with the
media, the planning and preparation ahead of
time

121
Chapter 12

Evaluating Learner Performance

122
Introduction
 Communicate lesson objectives
 Define objectives
 Define evaluation criteria
 Use various evaluation techniques to monitor
learner performance
 Formal evaluation
 Informal evaluation
 Testing

123
Evaluation Techniques
 Formal evaluation
 Use of test and quizzes
 Types of questions
 Yes/No
 True/False
 Multiple choice
 Short answer
 Essay
 Scenarios
 Simulations

124
Evaluation Techniques ..

 Informal evaluation
 Use of activities
 Exercises
 Lab work
 Small group work
 Self-assessment

125
Summary
 Use evaluation to identify areas that must be
reinforced
 Formal evaluations are components that lead
to certification
 Variety of methods used in both informal and
formal evaluations

126
Chapter 13

Evaluating Delivery of Instruction

127
Introduction
 How successful lesson was
 Student success
 Instructional design
 Learning environment
 Methods of evaluating lesson
 Criteria to evaluate
 Types of evaluation questions
 Method of evaluation

128
Circle of Training

Design
Course

Gather Teach
Data Course

Evaluate
Course

129
Items to Evaluate

 What to evaluate
 Student
 Instructional design
 Instructor delivery
 Course materials
 Environment

130
Methods of Evaluation
 Gather feedback
 Yes/No questions
 Rating questions
 Qualitative questions

131
Creating the Evaluation
 Student evaluation of the course
 Student evaluation of the facility
 Student evaluation of the instructor

132
Summary
 Recognize strengths and weaknesses of the
course
 Data come from observation by yourself, the
students, and the students’ employers
 The circle of training never ends

133
Chapter 14

Report Evaluation Information

134
Introduction
 Evaluate appropriate components of
instruction
 Students
 Instructor
 Lesson
 Instructional material
 Report to appropriate groups
 Students
 Employers
 Training organization

135
Reports to Prepare
 Student performance
 Instructor performance
 Student satisfaction
 Instructor satisfaction
 Suggestions for revision
 Student demographics

136
Report Content
 Student
 Attendance
 Skill level
 Progress
 Interest in certification
 Satisfaction with course

137
Report Content ..
 Instructor
 Knowledge of material
 Training abilities
 Course management
 Course structure
 Satisfaction with course

138
Report Contents ..
 Course material
 Accuracy
 Ease of use
 Relevance of examples
 Graphic design and layout
 Learning environment
 Physical environment
 Logistical issues

139
Send reports to (as necessary)
 Students
 Employers of students (if paid for the course)
 Vendor/Creator of course material
 Certification organization
 Training center management
 Training center department

140
Summary
 Evaluations on different areas: the overall
course, student progress, and the instructor
 Each group that will receive report has
different concerns in the success of the course

141
 Quiz (sample)
There might be multiple correct answers for some questions.
1. When is it acceptable to change the course objectives?
a. Never
b. If you know that the students are under-prepared 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
2. Which of the following is a good example of a course objective?
a. The students will better understand spreadsheets by the end of the
course.
b. The students will be able to add a row of numbers by the end of the
class.
c. The students might be ready for the certification test by the end of
the class.
d. The instructor will create a positive learning environment where the
students will learn as much as possible.
e. All of the above
142
Topics to discuss
Topic 1
 Give your opinions about the types of information that

should be collected prior to the first session of the

classes. Also suggest some effective methods to collect
information.
Topic 2
 What should be included in student profiles ? How to

keep student profiles updated during your course ?

 Suggest a management procedure to make the

student profiles be available for the next trainer. (In

the same semester or higher semester).

143
Topics to discuss..
Topic 3
 In such a rapid change of technical topics, suggest

effective methods for the trainers to keep up

experiences.
Topic 4
 How to vary the presentation to adapt the students’

needs and to create an exciting learning environment;

particularly in cases of too few slides, or too many
slides available.

144
Faculty Workshop (Oct. 11,12)
 International Standards for Classroom
Instruction
(Sat. morning, afternoon)
 Top Notch / Summit Introduction
(Sat. afternoon)
 English course Implementation
(Sat. afternoon)
 Process, Procedure and Technical support
(Sun. morning)

145
About presenter
 Tran Ngoc Tuan, ME in Computer Engineering
Director of FU HCM
 IT researcher and consultant (since 1997)
 Universiry lecturer (since 1998)
 Instructror in IT professional education
(since 1993)
 Instructor conforming to international standards of
instruction (since 2000)
 Training Manager (since 2003)

Email: [email protected]

146
 Role Defining Objective

Teacher
Mindset Guide
Maker

Career Mentor
Developer Faculty

Motivator Knowledge Bank

Leader

AMBASSADOR for the University 147