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Train-the-Trainer (Instruction Methodology)

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Train-the-Trainer (Instruction Methodology)

Methodology: Instructor Led

Course Length: 5 Days

Target Audience: Staff who develop courses, lesson plans, and facilitate formal training

Main Course Goal: Introduce students to the fundamentals of course design, lesson plans, facilitation skills and techniques to effectively promote student engagement while managing the classroom.

Secondary Course Goal: Develop participants knowledge and skills necessary to allow them to create and deliver effective. ethical and realistic performance-based training for law enforcement personnel in accordance with POST requirements.

Course Summary:

This Train-the-Trainer (Instruction Methodology) certification course is designed to develop the participants’ abilities to promote active learning within their Agency courses. Emphasis will be placed on creating learner-centric training environments and facilitation approaches that accomplish student engagement. Throughout the week attendees will independently create curriculum, prepare a formatted lesson plan, and then facilitate their developed course for classmate feedback and evaluation.

Course Topics

The Train-the-Trainer (Instruction Methodology) course is an intensive 40-hour hands-on course, with likely after-hour course preparation work. Facilitated over 5-days, this course consists of ten primary subject areas:

  1. Curriculum development
  2. Presentation skills
  3. Student practical application
  4. Adult learning
  5. Managing liability & Testing
  6. Creating learner-centric environments
  7. Using training aids effectively while managing the classroom
  8. Writing performance objectives using Bloom’s Taxonomy
  9. Facilitation strategies and instructional standards
  10. Methods to accomplish participant engagement

  • - Obtain student perspectives and instructional experience
    - Label 4 levels of competency
    - Discuss learner-centric training approaches
    - List ten characteristics of learner-centric training

  • - Define learning and discuss adult learning preferences
    - Summarize principles of adult learning and learner-centric training approaches
    - Name six aspects to consider regarding adult learners (Malcolm Knowles)
    - Discuss David Kolb’s experiential learning cycle
    - Review Edgar Dale’s Cone of Learning
    - Complete an Everything DiSC© Workplace Profile
    - Analyze how facilitators and students are often misunderstood

  • Mod. 3.1
    - Distinguish variances between training, instruction, education and presentations
    - Practice mind-mapping as an approach to initiate new course design
    - Conduct a task analysis
    - Conduct a detailed review of the domains of learning based upon Bloom’s Taxonomy
    - Write learning objectives using Bloom’s Taxonomy (targeting Cognitive, Affective and Psychomotor learning domains)
    - Label the SMART acronym associated with stating concise objectives
    - Create curriculum associated with an assigned topic
    - Label the DEFEATS and ADDIE acronyms

  • - Name the purpose and usage of lesson plans
    - Review the governing State and Agency standards/instructional requirements
    - Identify lesson plan structure and purpose
    - Review lesson plan formatting examples
    - Develop a lesson plan using a four-step process
    - Cite course references

  • - Design training activities that promote engagement and active learning
    - Demonstrate how to promote involvement and effectively “manage” the classroom
    - Use learned techniques to enhance overall communication and presentation skills
    - Develop facilitation techniques that inspire and engage students in active learning
    - Demonstrate excitement and energy in training
    - Compose an effective presentation opening and close
    - Design questions that promote engagement and active learning
    - Identify techniques for capturing and holding audience attention

  • - Identify training/classroom resources and aids
    - Discuss the advantages and challenges associated with training aids
    - View various classroom configurations and discuss their challenges and benefits

  • - List roadblocks, and obstacles that hinder effective communications
    - Experience perspective variance
    - Name strategies to communicate more effectively

  • - Label the LADDER acronym associated with effective listening
    - Experience techniques to improve cognitive recall
    - Label the ACME acronym associated with effective story-telling

  • - Discuss potential training liability
    - Define negligence
    - Define vicarious liability
    - Discuss:
    1. Negligent entrustment
    2. Negligent assignment
    3. Failure to direct
    4. Negligent retention
    5. Failure to train
    - Review Kirkpatrick’s Evaluation Model
    - Review methods to assess what was learned

  • - Submit lesson plan for instructor review
    - Facilitate a mock training course following the submitted lesson plan
    - Use training aids effectively to reinforce the stated objective
    - Engage students in some form of learning activity to reinforce the stated objective
    - Manage the classroom during their course presentation
    - Use learned techniques to enhance overall communication and presentation skills
    - Evaluate the effectiveness of their course facilitation and methodology