The teaching and training cycle is an ongoing learning process for the continuous improvement of a training program.
The 5 stages of teaching and training cycle are as follows:
1. Identify needs
This is the initial stage where the training cycle starts. This step consists of research based on training need analysis where the trainer needs to identify the knowledge gap, special learning needs of the students and reflect individual differences. Using the collected information, they develop a plan to manage any learning difficulties and highlight the learning objectives. This information is collected by conducting student interviews, having conversations and using application forms.
Although this is usually described as the first stage in the training cycle but it should be a continued throughout the learning journey.
2. Plan and design
Planning starts with what the training aims to accomplish, whereas, designing consists of all the planned objectives and ways to achieve them. These objectives may include whether training would be conducted in a classroom setting or virtually, the inclusion of minimum core in the course and other important aspects related to the subject.
It further includes designing a good lesson with the use of session plans, schemes of work and creating a variety of different resources. You structure what you want to address which includes determining when and which information is presented when to conduct learning activities and when to have assessments.
Designing includes planning the flow of information, assessment and other learning activities to give the whole process a logical pattern that builds up on the previous session.
Additionally, as a trainer, you could ask yourself the following questions to get a better understanding of the elements of this phase:
- Numbers of attendees for the training
- Planning the time required for delivering the knowledge
- Level of your expertise as a trainer
- Special requirements of students with learning disabilities
After the extensive planning and design, this phase caters to conducting the sessions. At times, they have to deliver the lesson along with maintaining the session’s decorum. Delivering the lesson requires planning, practice experience and facilitation skills with different learning styles and individual learning needs of the students. Delivering knowledge must incorporate use of multiple resources, address to minimum core requirements, and encourage student independence and group work. An effective training program allows the attendees to participate actively in the learning process and to practice their new skills and knowledge. Teachers must have clear aims and objectives for each lesson.
Delivering the required knowledge is a trainer’s area of expertise, but how to assess if the learners picked the concepts correctly? To answer such a question, simply conduct assessments, quizzes and tests for learners to measure their level of knowledge and progression. These formative and summative assessments gauge the learner’s ability to receive and retain knowledge. These assessments must be planned in the 2nd stage along with the course content. It is recommended to record the progress and achievements as per the requirements of the internal and external awarding bodies. Always make sure that the assessments must reflect the course content to make the learning process more effective.
Evaluating the overall sessions clarify if the trainer has accomplished the planned objectives. The effectiveness can be measured through taking student feedback about the training. It highlights the areas of improvement for the trainer to take care of for the upcoming sessions. Lastly, it calls for recommendations to improve or tweak needs for future programs. The student feedback helps the trainer in measuring the effectiveness of course content, methods of delivery, assessment strategies and the learner’s satisfaction.
The ideal time to collect feedback is immediately after the session and then again a few weeks after the session, so that the students get enough time to apply their theoretical knowledge practically at work. The feedback must contain developmental and positive comments to keep the students motivated to work better.
Teachers and trainers are experts of the subject knowledge in their own specialist area. To deliver the knowledge effectively, the trainer must adhere to the stages of teaching and training cycle. These stages are demonstrated mostly in a circular form because it is an ongoing process. There is always a room for improvement in the teaching and learning process.