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Graduate School USA

Instructor Training Course

via Graduate School USA

Overview

A comprehensive workshop to develop instructional techniques, presentation skills, and classroom management strategies for adult learners. Designed for trainers working in both in-person and virtual settings.

Syllabus

Module 1: Adult Learners

  • Apply Maslow’s Hierarchy of Needs to adult learning
  • Discuss motivations and characteristics of adult learners
  • Review and apply Malcolm Knowles’ andragogy principles
  • Connect training to learners’ real-world experiences

Module 2: Learning Preferences

  • Identify and define seven learning styles
  • Reflect on personal learning preferences
  • Discuss how to address different styles in training

Module 3: Instructional Systems Designs and Objectives

  • Learn the five steps of the ISD process
  • Write clear, measurable behavioral objectives
  • Distinguish between strong and weak objectives

Module 4: Training Methods

  • Explore alternatives to lecture-based training
  • Practice using case studies, role-plays, and group work
  • Understand the benefits and execution of VILT (Virtual Instructor-Led Training)

Module 5: Presentation and Training Venues

  • Review presentation feedback criteria
  • Deliver practice presentations and receive feedback
  • Compare in-person, hybrid, and virtual training environments

Module 6: Presentation Skills

  • Practice voice modulation, posture, gestures, and eye contact
  • Build rapport and demonstrate confidence
  • Adapt presentation style to audience needs and venue

Module 7: Visuals: Handouts, Charts, and PowerPoint

  • Design effective charts and PowerPoint slides
  • Use visuals to support learning objectives
  • Practice visual presentation techniques in person and online

Module 8: Ice Breakers, Exercises, Games

  • Facilitate engaging activities to support learning
  • Demonstrate ice breakers and interactive games
  • Adapt exercises for online instruction

Module 9: Questions and Questioning Techniques

  • Use questioning to stimulate learning and engagement
  • Craft high-level and divergent questions
  • Apply Bloom’s taxonomy in classroom questioning

Module 10: Classroom and Group Management

  • Apply time-saving and group engagement strategies
  • Handle disruptive behaviors with professionalism
  • Facilitate experiential activities and breakout discussions

Taught by

Alan Zucker, Amy Sareeram, Cindy Morgan-Jaffe, Dr. Le'Angela Ingram, Michele Proctor, Natalya H. Bah, Heather Murphy Capps, Doris McMillon, Bascom Destrehan “Dit” Talley, and Marshall Scantlin

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