5. Training Roles
Trainer Role
Jessica Neary Present new learning materials, provide learning guidance, and
provide feedback
Muoi Huy Gain learner’s attention, stimulate recall of prior knowledge, and
provide feedback
Scarlet Yammin Greeting participants, inform learners of objectives, elicit
performance, and provide feedback
Tosan IghoOsagie Prearrival email reminder, provide feedback, trainees assessment,
evaluation of training, and enhance retention and transfer.
Participants
The participants in this training session are existing tutors from the Tutoring and
Learning Centre. They are fulltime students currently enrolled at George Brown College that
possess robust academic knowledge and skills in either Math or English, with a GPA of 3.0 or
higher in their tutoring subject. The participants have gone through orientation, participated in
skill development workshops, online training modules, and are continually taking part in
ongoing professional development trainings to enhance their knowledge and skills in order to
support client’s to the highest level of service.
Training Preparation
PreArrival Email Reminder
A prearrival email will be sent to participants, reminding them of the upcoming training
session. Details in the email will include session date, time, location, duration, training
objectives, and format of the session. The email will be sent out on Tuesday, April 5, 2016 at
noon.
Training SetUp
For this training session a high amount of involvement from the participants will be
necessary to enhance learning and transfer to the workplace context. The seating arrangement
encourages a high level of participation, interaction, and eye contact between trainers and
trainees.
Seating Arrangement
The trainer will be maintain high visibility to participants, located in the middle of the
classroom while the remaining trainers step aside. Participants will be sitting in tables of four
turned facing towards the front of the class with enough space between tables to move and
interact with each other. Trainers will have space to maneuver between tables and around the
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8. strengths and tailoring their instructional techniques to the learner’s individual needs.
The knowledge of learning preferences can be used in trainees own lives since they are
not only tutors, but also students at GBC.
The Tutoring and Learning Center will see improved performance from their tutors and in
turn, greater successes for students at GBC.
Stimulate Recall of Prior Knowledge
In order to increase participant’s selfefficacy and prepare them for learning the new
material, the trainer should stimulate recall of participant’s prior knowledge of the subject. By
encouraging the participants to think about what they already know, they will be able to learn the
new materials more easily in the next stage (Saks & Haccoun, 2016). The trainer will try to recall
participant’s prior knowledge by asking the participants if they have ever tried to cook something
new before. Although the subject of cooking is unrelated to the Tutoring and Learning Centre, it
is a concrete example that participants can draw from personal experience and can be used to
demonstrate how individuals learn differently. The trainer will encourage a discussion about how
differences exist in the approaches participants used when they learned how to cook. For
example, some learners prefer to read recipes, watch cooking channels, listen to verbal
instructions, or do the cooking by experimenting without instructions. Hence, by having a
discussion about their preferences when it comes to learning a new recipe, the participants are
prompted to analyze their personal experiences and connect that experience to what they know
about different learning preferences. After having this discussion, the participants should feel
more comfortable with the topic and ready to engage in the next stage of new materials to be
learned. With that said, the trainer will introduce the next trainer to present the new materials.
Present New Learning Materials
Learning preferences. Presentation of the new material will begin with a brief overview
of the three learning preferences, each followed by three instructional techniques tailored to the
learning preference. The three learning preferences include linguistic, visualspatial, and
bodilykinesthetic. A linguistic learning preference refers to a preference for using language,
reasoning and solving problems; a visual learning preference refers to a preference for seeing
or observing things; a bodilykinesthetic learning preference refers to a preference for learning
through a physical experience (UMass, 2016). The materials will be presented using
PowerPoint slides.
Types of Intelligence
1. Linguistic intelligence refers to an individual’s acuity and sensitivity for the use and
arrangement of semantics, syntax, and phonology of language (Gardner, 2011).
a. Characteristics: individuals with a linguistic learning preference understand
information best through the use of words, by reading writing or listening to
others. These individuals prefer to follow instructions by listening or reading.
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9. 2. Visualspatial intelligence refers to the capacity to perceive the visual world accurately,
to perform transformations and modification to initial perceptions, and to recreate
aspects of one’s visual experience in the absence of physical stimuli (Gardner, 2011).
a. Characteristics: visualspatial learners have a preference for instruction that
tailors to observation. These individuals will be to perform new tasks after reading
the instructions or watching someone demonstrate how to do a task.
3. BodilyKinesthetic intelligence refers to the ability to use one’s body in highly
differentiated and skilled ways for expressive and goaldirected purposes and to work
skillfully with objects using gross and fine motor skills (Gardner, 2011).
a. Characteristics: individuals with a bodilykinesthetic learning preference perform
best when they can connect to the material with a physical experience by
touching, feeling, holding, and doing the task, activity, or technique. These
learners prefer practical/handson experiences where they can try it, experiment,
and learn as they go.
Instructional Techniques
Linguistic Learners:
1. Explain instructions verbally and provide learning guidance through verbal feedback.
2. Audio record instructor lectures and review them with the client.
3. Engage in a dialogue with the learner regarding the learning material and ask for an oral
summary to review.
VisualSpatial Learners:
1. When presenting new information, use visual aids such as flow charts, graphs,
diagrams, maps, flash cards, or webs to organize the learning material.
2. Offer a written example, or demonstrate how to perform a task.
3. Organize information or instruction into written direction or lists and create colour coding
patterns.
BodilyKinesthetic Learners:
1. When introducing new material, use role play, dramatize concepts, act it out, or
manipulate objects.
2. Allow the learner to demonstrate their understanding, or experiment with the material by
performing the task, technique or activity.
3. When reciting material, the learner can use a form of body movement by explaining the
material themselves, mouthing ideas, pacing, or creating a song.
Provide Learning Guidance
Participants will be provided with two situational questions followed by multiple choices
answers. As a group, they will think amongst themselves about the answer and provide a
justification publicly. Feedback will be given to guide their learning. The questions are found
below.
Q1: Delilah is your new client at the Tutoring and Learning Centre at GBC. It is her first tutor
session and you have just asked her what methods she has found effective for her learning.
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10. She says that when she first learns a new concept, she likes to see the definition. Which of
the 3 intelligences might Delilah show a propensity towards?
a. Linguistic intelligence (correct answer).
b. Visualspatial intelligence.
c. Bodilykinesthetic intelligence.
d. One of Gardner’s other intelligences.
Q2: One of your clients tells you that they have been reading Shakespeare’s Hamlet in one
of their English courses and find it difficult to understand the material. Usually they follow
stories best when they can connect it to their concrete experience. Which of the following
instructional techniques would provide the most support for their learning preferences?
a. Watch clips of the movie together and then summarize the events.
b. Engage in a dialogue with the client.
c. Act out the material together and then have the client explain their
understanding (correct answer).
d. Draw out a storyboard and explain the events step by step.
Elicit Performance
After learning how to identify different learning preferences and several techniques to
cater tutoring to individual learning preferences, participants will be given the opportunity to
practice and apply their knowledge through a role play session. The trainers want to give
participants “active practice” (Saks & Haccoun, 2016) in order to encourage positive transfer
when they return back to work at the Tutoring and Learning Centre. The participants will be
asked to find a partner and each couple will be given a sheet with a scenario to do a role play.
In order to promote positive transfer, the role play will be made as closely related to situations
that would occur in the actual working environment. The sheet with the script will be given to the
participant who will play the client. The participant playing the client will have a script to read to
the tutor. The participant playing the tutor will have to respond according to what the client tells
him/her. After three minutes, the trainer will rotate the scenario sheets around the room and
have the partners switch roles so the participant playing the client can practice as a tutor. This
role play with their peers will allow the participants to have a safe place to practice. See
Appendix B for Role Play.
Provide Informative Feedback
Verbal feedback will be provided to participants by the trainers during the role play
session. Trainers will walk around the room, encouraging participation, providing guidance,
answering questions, and giving adequate feedback. This will ensure that trainees understand
what they did correctly, what they did wrong, and how to correct what they did wrong to improve
their performance (Saks & Haccoun, 2016).
Trainees’ Assessment
This part of the training session will be carried out after the role play period. It will involve
an assessment carried out by the participants, using pencil and paper. It will be done in order to
figure out if the trainees have learned and retained the material presented, assessing
declarative knowledge and procedural knowledge (Saks & Haccoun, 2016). Ten scenarios will
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Appendix D
Evaluation of Training Session
SECTION I: TRAINING BENEFIT EVALUATION
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
The training met my
expectations
1 2 3 4 5
My skills/knowledge have
increased as a result of the
training
1 2 3 4 5
I will be able to apply the
knowledge learned
1 2 3 4 5
The content was organized
and easy to follow
1 2 3 4 5
The role play sessions helped
me to learn the material
1 2 3 4 5
The length of the session was
sufficient to deliver the content
1 2 3 4 5
The course information was at
an appropriate level to
understand the learning
objectives
1 2 3 4 5
I would recommend this
training course to a colleague
1 2 3 4 5
SECTION II: TRAINERS EVALUATION
The trainers were prepared for
the session
1 2 3 4 5
Clearly described what to
expect from the session
1 2 3 4 5
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18. The trainers met the training
objectives
1 2 3 4 5
The trainers presented the
content in an interesting
manner
1 2 3 4 5
The trainers communicated
well
1 2 3 4 5
The trainers used effective
examples
1 2 3 4 5
SECTION III: TRAINING MATERIALS
The quiz questions helped me
to learn the material
1 2 3 4 5
The technology equipment
worked properly
1 2 3 4 5
SECTION IV: ADDITIONAL QUESTIONS
What aspects of the training could be improved?
Additional Comments:
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