Good Practices of Didactical Methods Database

Title: The shape of training
Good Practice Mission: Personal growth on the part of the students (not only in knowledge but also in skills), developing interpersonal and teamwork skills, increasing creativity.
Specific goals of the GP:

Ensuring that all students achieve their learning objectives, albeit with some difficulties related to attention, comprehension problems, etc.
Year:
Duration of the implementation: 4-24 hours
Target group: Adult learners
Summary:

The ‘Shape of Training’ module presents a comprehensive structure for effective teaching sessions lasting between 4 and 24 hours. It begins with establishing a positive and supportive classroom climate that encourages participation and involvement. Next, the trainer collects the expectations of the trainees to adapt the session to their needs and interests. Next, the teacher sets clear classroom expectations, including classroom rules and norms, to manage the class effectively.

The trainer then shares the specific objectives of the training with the class, ensuring that all participants are aware of the goals and outcomes to be achieved. This is followed by a theoretical phase, in which the teacher imparts theoretical knowledge and defines at least three learning objectives, which form the basis of the training.

This is followed by the experiential phase, in which practical applications through simulations, such as business model screens, allow trainees to get actively involved and apply what they have learnt to real-life scenarios. After this, the trainer consolidates the learning from the experiential phase, giving shape and structure to the experiences and knowledge acquired by the trainees.

The final phase reviews the training objectives and the participants' expectations, ensuring that the session has achieved its aims. The classroom should be adaptable, with the ability to reorganise the physical layout to suit different activities. Essential tools include a projector, flipchart, blackboard, and materials for group work, such as pens and paper.

The training approach emphasises personal growth, not only in terms of knowledge, but also in the development of skills, including interpersonal skills, teamwork, and creativity. It incorporates differentiated instruction, lecture-based learning, technology- based learning, group, and collaborative learning, learning by doing, game-based and project-based learning.

The teacher's experience in the subject, practical application and problem-solving skills are crucial to the success of the training module.
Space requisites:

Functional teaching room with projector/LIM internet connection, sufficient space for group work, movable chairs, and tables.
Obstacles revealed?:

The practice needs an adequate time frame of at least four hours to be effective. Otherwise, it becomes ineffective or impossible to apply. A classroom without multimedia supports does not allow the practice to take place.
Methodology used: Technology-based learning
Group/collaborative learning
Kinaesthetic learning
Learning by doing
Game-based learning
Resources needed:

Classroom devices and internet connection, computers, and materials to enable hands-on practice and a teacher with active teaching skills.
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