4.1

The ‘checklist’ that follows provides trainers with a ‘framework’ in which the ideas and suggestions discussed in the earlier parts of this report are related to the sorts of questions they may well ask when planning a key skill development programme.

Question	Principle
What makes learning different for KeyNet target groups?	Learning is easier for KeyNet trainees if they can combine new information with real experience - make training 'experience-related'
How do we motivate KeyNet trainees to learn?	Find out the potential; benefits of learning for your trainees and let them know how relevant they are. This knowledge creates motivation and interest because there is an individual desire to learn - offer benefits of learning.
How do we secure trainee participation in class?	Avoid the risk of failure for trainees. Plan for success - success supports a positive climate, which makes training fun.
What supports transfer of knowledge in and after class?	Integrate experience to create learning needs and to help the transfer of learning into the real world - integrate past and future experience in your training.
How can feedback facilitate transfer?	Give the trainees enough time to test abstract concepts practically and to reflect, so they can transfer learning into their experience. Feedback from the trainer or other 'experts' provides security to be on the 'right track' - feedback should modify repetition in class.
What are instructional objectives?	Statements of behaviour or attitude shown by the trainee after the learning has taken place.
How do we integrate skill and cognitive instructional objectives?	Understanding and doing are two different things. Check whether cognitive objectives are really ultimate goals. Don' forget their practical or mental implementation in class and repeat cognitive messages from time to time. Let your trainees participate in the process of understanding.
How do we facilitate affective learning?	Create credibility for group learning. Affective learning needs a trainer who has or creates good credibility or an emotionally open group situation.
How do we structure the content?	20% message (basic, logic, rough procedures, mere facts, etc.); 50% additional facts (explanations, examples, details); 30% background knowledge (history, areas application in different contexts, similarities, experiences).
How do we stay focused when training?	Focus your training on those things that are of long range importance to the trainees. Don't try to prove how much, you as a trainer, knows.
Which training technique is most effective?	Methods and media don't have value in themselves. They are only tools to support the learning. Let them be appropriate for the needs of the trainee group and for each instructional objective. Tailor the training tools.
How do we facilitate classroom interaction?	Become a partner in learning. Stimulate learning by using knowledge and experience of the group. Be a partner in learning.

 

The teacher/ trainer and student/trainee need to know how effective the teaching and learning has been. This takes us into 'assessment' - not necessarily traditional or conventional assessment but strategies and techniques that facilitate the processes described in Sections 1-4 above (See also the Assessment Guide). The next Section highlights some of these issues, while the Appendices provide a number of examples of good practice.

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