Application
Trainer “should have the learner apply learning consistent with the type of component skill: kinds-of, how-to, and what-happens” (Reigeluth et al., 2009, p.42). Here the trainer can ask staff to now role with the trainer. In this role play, the trainer will play client and staff will play counsellor. This way now the trainer will listen to the staff providing feedback and coach them through as needed. As mentioned in text, “instruction should provide coaching” (Reigeluth et al., 2009, p.42).
Next, trainer will provide meaningful feedback to staff based on observation; “instruction should provide intrinsic or corrective feedback” (Reigeluth et al., 2009, p.42). At this point trainer can also open the floor and ask other staff to provide feedback to their peers; trainer “should engage learners in peer collaboration” (Reigeluth et al., 2009, p.42).
The main role of the trainer/facilitator is:
-To coach the staff
-To allow peer feedback
-To model appropriate behaviour
Trainer “should have the learner apply learning consistent with the type of component skill: kinds-of, how-to, and what-happens” (Reigeluth et al., 2009, p.42). Here the trainer can ask staff to now role with the trainer. In this role play, the trainer will play client and staff will play counsellor. This way now the trainer will listen to the staff providing feedback and coach them through as needed. As mentioned in text, “instruction should provide coaching” (Reigeluth et al., 2009, p.42).
Next, trainer will provide meaningful feedback to staff based on observation; “instruction should provide intrinsic or corrective feedback” (Reigeluth et al., 2009, p.42). At this point trainer can also open the floor and ask other staff to provide feedback to their peers; trainer “should engage learners in peer collaboration” (Reigeluth et al., 2009, p.42).
The main role of the trainer/facilitator is:
-To coach the staff
-To allow peer feedback
-To model appropriate behaviour