by Mieder van Loggerenberg
The teaching and training cycle is a continuous learning process for improving the course and the delivery of the content and consist of the following steps.
1. Identify needs
This is the first stage of the training cycle. This step involves the research based on the training need analysis where the teacher needs to identify if there is a knowledge gap, or if students have any special learning needs. With this data, the teacher can develop a plan to manage any learning difficulties and focus on the learning objectives. This data can be collected by interviewing students, having conversations, or giving a survey to the students. Even though identifying the needs are placed in the first stage, it should be conducted throughout the entire cycle.
2. Plan and design
The planning stage is what your teaching aims to accomplish, and the designing entails all the planned objectives and how it will be achieved. These objectives may include whether the teaching will be done in class or in a virtual setting like online learning, determining how much of the core objectives of the curriculum should be included, and any additional content related to the topic.
Furthermore, it also includes designing an effective lesson using a lesson plan, a sound framework and building a variety of resources. The framework should be based on what you want your main focus point to be, which will determine what information will be presented, when to conduct the learning activities and when and how to assess students.
Designing includes planning the flow of information, assessment, and the learning activities to ensure the lesson process is logical and builds upon previous lessons. As a teacher, you can ask yourself the following questions to have a better understanding of this stage.
· How many students will be participating?
· How long should it take to deliver the knowledge you intend to present?
· What is your proficiency and expertise of this subject or topic, and do I need to obtain more experience or knowledge first?
· Are there any special requirements I need to address for students with learning disabilities?
3. Deliver
Delivering an effective lesson requires planning, practice, experience and facilitation skills on different learning styles and individual learning needs. In order to deliver knowledge a teacher must include multiple resources, address minimum core requirements and motivate students to work as individuals or as a group. An effective lesson or course allows students to actively participate in the learning process and enforce the practice of new learned skills. Lessons must have clear goals and objectives with achievable learning outcomes. Teachers must be able to implement effective classroom management to ensure a safe and positive learning environment.
4. Assess
Both formative and summative assessments measure the student’s ability to receive, retain and use knowledge given by teachers. Assessments must be planned in the second stage along with the course content. A recommended practice is to record the progress and achievements of students based on the requirements of the internal and external awarding bodies. Ensure that assessments reflect the course content to make sure the learning process is more effective.
5. Evaluate
Evaluating the overall lessons and course will indicate if the teacher has achieved his/her planned objectives. Another way to measure the effectiveness of a lesson is by getting feedback from the students. This will highlight any areas that needs improvement or activities students like or dislike. It also helps to measure how students relate to the course content, the method delivery, assessment strategies and the student’s satisfaction.
Feedback can be requested immediately after a lesson, on a weekly or even a monthly basis, end of the semester or the academic year. Any feedback must be seen as constructive criticism to ensure teachers can develop and improve themselves.
For teachers to deliver knowledge effectively, they should follow the stages of the teaching and training cycle. Theses stages our represented in a circular form since the process is ongoing in turn teacher’s development should be continuous.
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