Training course (EN)

Teaching methods are the stimulation, guidance, direction and encouragement for the learning.

The coach is free to modify suggested timing and /or teaching methods that is considered useful in his opinion to enrich the training approach.

The FLIP classroom method is used by Business Advisors during the training course.

The Flipped classroom is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network, 2014).

 

A Flipped classroom is a type of blended learning where students are introduced to content at home and practice working through it at school. This is the reverse of the more common practice of introducing new content at school, then assigning homework and projects to complete by the students independently at home.

The main goal of flipping a class is to cultivate more deeply engaged learning experiences for participants when the instructor is present to coach and guide them. Emphasis is on higher-order thinking skills and application to complex problems.

• Participants gain the necessary knowledge before face to face training. The materials reviewed prior to face to face training can take the form of recorded lectures, curated videos, reading assignments, video broadcasts — any material that the instructor assigns as relevant to the topic at hand;
• Instructors guide participants to actively and interactively clarify and apply that knowledge during the face to face training.

Common activities include:

• Active learning. Allow participants to apply concepts in face to face training where they can ask peers or instructors for feedback and clarification.
• Peer instruction. Participants can teach each other by explaining concepts or working on small problems.
• Collaborative learning. Collaborative learning activities could increase participant engagement, enhance participant understanding, and promote collective intelligence.
• Problem-based learning. The face to face training time can be spent working on problems that can last for online learning.
• Discussions or debate. Allow participants to articulate their thoughts on the spot and to develop their arguments in support of their opinions or claims.

The Socratic Method is named after Greek philosopher Socrates who taught students by asking question after question. Socrates sought to expose contradictions in the students’ thoughts and ideas to then guide them to solid, tenable conclusions. The principle underlying the Socratic Method is that students learn through the use of critical thinking, reasoning, and logic. This technique involves finding holes in their own theories and then patching them up. The modern Socratic method of teaching does not rely solely on learners’ answers to a question. Instead, it relies on a very particular set of questions that have been designed in a way that leads the learners to an idea. By using questions, the coach has the opportunity to get their learners involved and excited.

Using the Socratic Method in the Access Enterprise training course, the coach should ask learners (for example):

• Read the information on the topic Conflict Situations within AE training course (Module 3);
• Come to face to face meeting to discuss this topic in the groups;
• Encourage the learners to begin thinking deeply about it through the development of their own questions;
• Ask learners a series of Socratic questions as Skills to overcome conflict situations that expand understanding of the topic taking into account potential answers and further misconceptions. It encourages learners to examine those presumptions;
• In each group, finding answers to these questions will lead to a series of reasoning which, in turn, deepens learners understanding of the topic.

This process fulfills learning requirements and increases learners’ ability to create connections between areas of core content, demonstrates how the resolution of the case can change greatly as well as creates an atmosphere where learners are truly learning.

Background reading is reading of related works to get contextual information on a topic.

The PPT presentations help the coach to run smoothly face-to-face training sessions. The coach is free to modify the PPTs. All the presentations cover the critical areas in each theme, giving participants a good overview of the core content and providing references to the material for further reading for the next online session, also the suggested exercises for work during the face to face session with the learners on deepening their knowledge on the topic.

 

Interactive teaching is a means of instructing whereby the trainers actively involve the learners in their learning process by way of regular trainer-learner interaction, learner-learner interaction, use of audio-visuals, and hands-on demonstrations. The learners are constantly encouraged to be active participants.

Interactive teaching styles are designed around a simple principle: without practical application, learners often fail to comprehend the depths of the study material. Interactive teaching is also beneficial for the teacher in several ways, including:

• Measurable learner’s accomplishments: Trainers making use of interactive teaching styles are better equipped to assess how well students master a given subject material.
• Flexibility in teaching: Applying training methods that involve two-way communications will enable you to make quick adjustments in processes and approaches.
• Practice makes perfect: Interactive instruction enhances the learning process.
• Learner’s motivation: Two-way teaching dispels student passivity, and when more students are engaged, you’ll have much more fun too.