Session Planning and Training
When planning a course of study, there are many factors to consider
. Primarily, who are you are going teach? What level might they be at in that subject? How long will the course of study last? What resources are available to deliver it? What role do aims and objectives play in this jigsaw of learning and education?
The Big Picture
There is only one corner of the universe that you can change, and that is your own.' Aldous Huxley.
At first glance, there is merit in Huxley's statement, but as a trainer we are blessed with an opportunity not only to change our own world, but those too of our learners. If we can make it a positive change, that is to be encouraged.
The planning of a course of study is just as important as its delivery. If you don't know where you're going, how will you know when you get there? Learners like to know their target destination, i.e. what's in for them? In the modern world people have limited time to evaluate data and often come to important conclusions on summary information only.
Some organizations sponsor certain courses and have a vested interest in their delivery and success. If you are to introduce a new course via one of these organizations it's vital to work closely with the sponsor to ensure that what you are delivering is what the sponsor is paying for. Organizations as part of their contract with you will refuse to pay for learning products that do not meet their acceptance criteria.
Prospective learners would probably first learn of the course in their local college syllabus and there they would find a concise and attractive synopsis of the course of study. This synopsis would have been distilled from the course syllabus.
In the field of IT there is a wide curriculum - for example, Spreadsheets, Word, PowerPoint, Photoshop, relational databases. All are computer related but quite different in what they achieve. Each activity would have its own syllabus, usually at different levels from beginner, intermediate and leading to advanced.
There is a question we use in training: how do you eat an elephant? Answer - in bite sized chunks. Microsoft Excel for example is a massive subject. So here the planner needs to 'chunk down' the major principles into a logical menu of activities. There's no point in teaching people to import pictures into documents if they don't know how to open the application first. Chunking down in this way leads the learners down a logical path to success, building on these foundations of a solid structure of learning. A concrete experience you might call it.
Initially, the learner is interested in the broad strokes of the course held in the syllabus. The detail delivered at each lesson would be contained in the teacher's individual lesson plans. Here items such as the aims and objectives of the session would be present, perhaps including items such as headers/footers, changing the font or font size, cutting and pasting, along with the proposed timings of each learning session.
Time is a valuable commodity and it is the teacher's responsibility to ensure that it is used wisely and that the learners receive the maximum return on their learning investment.
A scheme of work is a planning document that gives information about the learning group as well as the aims and objectives of the learning opportunity. The venue, lesson timings and resources are vital aspects to incorporate. Reference to the official syllabus is important (where applicable) as well as discussing methods of evaluation.
There will be more information on this subject in further articles from the College of Public Speaking.
Session Planning and Training
By: Vincent Stevenson
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