This document provides guidance on effective training techniques. It discusses qualities of good trainers, such as strong communication and organization skills. It also covers teaching strategies like using humor and controlling the environment. Additionally, it outlines concepts like Maslow's hierarchy of needs, differentiation, learning styles, coaching models, instruction methods, assessment approaches, and biases that can impact feedback. The goal is to equip trainers with research-backed techniques to improve student performance.

1. Driver Training
Train the Trainer

2. What makes a good Trainer?
• A good communicator
• Having a thorough knowledge of the subject
• Authentic
• Uses a range of teaching and learning strategies to improve student
performance
• Is organised

3. Teaching and Learning Strategies
Presentation Skills-
• Prepare
• Know your audience
• Be confident
• Add humour
• Control the environment
• Communication

4. Maslow’s Hierarchy of Needs
• Maslow's Hierarchy of Needs is a popular motivation theory that is
widely referred to in educational circles.
• However, Maslow's Hierarchy of Needs can provide teachers a
reminder and framework that our students are less likely to perform
at their full potential if their basic needs are unmet

5. Maslow’s Hierarchy of
Needs
Impact of Feedback/
Respect
Relationships

7. Diversity and Inclusion
• It's about creating a learning environment that works for all students.
• In the simplest terms, inclusion in education means ensuring every
student, no matter what their individual needs or barriers to learning,
has equal access to learning and the same opportunities to achieve.
• Diversity takes many forms, it is usually thought of in terms of obvious
attributes-age, race, gender, physical ability, sexual orientation,
religion and language.

8. Differentiation
• Differentiated teaching occurs when a teacher/trainer plans a lesson
that adjusts either the content being discussed, the process used to
learn or the product expected from students to ensure that learners
at different starting points can receive the instruction they need to
grow and succeed.
• Differentiation permeates everything a good teacher/trainer does and
it is often impossible to ‘point’ to a discrete event that achieves it. It is
not what is done often, but the way it is done that achieves
differentiation.

9. Dylan Williams

10. Learning
Surface vs Deep Learning

11. Learning
• Deep -Why might the student have these characteristics?
• Surface –Why might the student have these characteristics?

12. Adult Learning
‘I cannot teach anybody anything, I can only make them think!’
-Socrates

14. Adult Learning
• Adults need to know ‘Why’
• Adults learn by doing
• Learning flourishes in a non-judgemental atmosphere
• An informal environment works best

15. Learning Styles
• VAK is another model that categorises learners - it focuses on the
most common ways people learn. Usually we prefer one of three
types of learning: visual, auditory and kinaesthetic

16. Learning Styles

17. Kolbs Experential Learning Cycle (ELC)
• David Kolb’s work on the experiential learning cycle is among the
most influential approaches to learning. The experiential learning
cycle is a four-step learning process that is applied multiple times in
every interaction and experience:
Experience – Reflect – Think – Act.

18. Kolbs Experential Learning Cycle (ELC)

19. Questioning Strategy
• Open questions
• Closed questions
• Socratic questions
• Pose, pause, pounce, bounce……

21. Questioning Strategy
• Asking students pre-questions before they have learnt the material
was found to increase performance by 24% (Carpenter and Toftness,
2017).
• Questioning can in improve memory recall, retrieval is a powerful way
to create learning and memory.

23. Coaching
The guide on the side!

24. Coaching
• What is coaching?
According to Sir John Whitmore ‘Coaching is unlocking a person’s
potential to maximise their own performance. It is helping them to
learn rather than teaching them’

25. Coaching
• The power of authentic coaching is that when the relationship is
genuinely transparent and safe, you can begin working with reality
and not just appearances. Authenticity doesn't just happen.
The coach must cultivate the ability to take relational risks and go first
at being real.

26. Coaching
Transactional Analysis
Parent
Adult
Child

28. Coaching
Transactional Analysis
• Parent Someone in Parent may use body language that is angry or
impatient such as finger-pointing, fist-clenching, "in your face". The
language of the Parent may be judgmental, critical or patronising.
• Adult You can tell that someone is in their Adult when they are show
interest and pay attention, they are not defensive or need the be
threatening in any way.
• Child An individual who is in their Child often behaves more emotionally
than they do at other times, which could be sad, angry, despairing, fearful,
depressed.

29. Coaching
Transactional Analysis
Remember: when you are trying to identify ego states words are only
part of the overall message.
Only 10% of communication is the actual words spoken

31. Coaching
• GROW Model, GROW stands for:
• Goal.
• Current Reality.
• Options (or Obstacles)
• Will (or Way Forward)

32. Coaching
• To make sure your goals are clear and reachable, each one should be:
• Specific (simple, sensible, significant)
• Measurable (meaningful, motivating)
• Achievable (agreed, attainable)
• Relevant (reasonable, realistic and resourced, results-based)
• Time bound (time-based, time limited, time/cost limited, timely, time-
sensitive)

33. Instruction
• The definition of instruction is the act of educating, giving the steps
that must be followed or an order
• Generally used during the early stages
• Under Instruction
• Over Instruction

34. Instruction
• EDIP
• Explanation
• Demonstration
• Imitate
• Practice- Do it normal, do it slow, do it do
do it together and off we go!

35. Assessment
• What is assessment?
• Gathering information using a range of methods
• Used to determine whether individuals are able to demonstrate the
necessary ability to gain entry or progress
• Helps identify whether standards are being met
• Important the trainer fully understands the meaning of learning
outcomes and determine whether the student has demonstrated
competency in that area

36. Assessment
• Assessment Methods-
• Initial - Commencement of Course
• Diagnostic - Evaluation of learners skills, knowledge, strengths
• Independent- Takes place by person not teaching on course
• Formative- Ongoing
• Observation- Watching the learners perform a skill
• Questions- Used to assess knowledge and understanding
• Professional Discussion- Conversation based around course content
• Summative- Takes place at the end of a course

38. Feedback
Professor John Hattie found that Feedback has more effect on
achievement than any other factor!

39. Feedback
Medals and Missions
• Medals: This is information about what a student has done well, e.g.
‘Your speed choice was good on that occasion’ Medals are
information about what exactly was done well.

40. Feedback
Medals and Missions
• Missions: This is information about what the student needs to
improve, correct, or work on. It is best when it is forward looking and
positive. e.g. ‘Try to identify signs earlier, you can achieve this by
looking further ahead’

41. Feedback Findings
• Feedback interventions, on average significantly improve student
performance
• Feedback can also be detrimental, with over a third of feedback
interventions doing more harm than good
• The more the feedback is about the students ability, the more likely it
was to hinder their future efforts
• If the feedback is focused on how to do the task better it was much
more likely to enhance performance

42. Biases
• While people like to believe that they are rational and logical, the fact
is that people are continually under the influence of cognitive biases.
These biases distort thinking, influence beliefs, and sway the
decisions and judgments that people make each and every day.
• Confirmation Bias- is the tendency to listen more often to
information that confirms our existing beliefs. Through this bias,
people tend to favour information that reinforces the things they
already think or believe.

43. Biases
• Hindsight Bias- is a common cognitive bias that involves the tendency
to see events, even random ones, as more predictable than they are.
It's also commonly referred to as the "I knew it all along"
phenomenon.
• Self-Serving Bias- is a tendency for people tend to give themselves
credit for successes but lay the blame for failures on outside causes.
When you do well on a project, you probably assume that it’s because
you worked hard. But when things turn out badly, you are more likely
to blame it on circumstances or bad luck.

44. Recap
• Be yourself, don’t be afraid to make mistakes
• Planning helps to reduce anxiety and helps to produce a more
professional outcome
• Offering a range of learning strategies can help to overcome barriers
to learning
• Adults need to know ‘why’
• Try to foster an independent learning environment
• Assessment can be both formal and informal
• Quality feedback is key to learning taking place