Instructor Skills

Created by Doug Mannell

EDU 610
Spring 2015

Transition To Trainer
From the field to the
classroom
Informal to formal
Tangible to intangible

INFLUENCES
Think about the most
effective learning
experiences you had
while you were an
apprentice. What or
who influenced you
the most?

Learning Experiences
What was it that made
those learning
experiences or
influences stand out
over the others?

Learning Experiences
What can you do to adapt or incorporate similar
experiences into your role as an Apprenticeship
Instructor?

Instructors Role
Three universal questions:
1. Can I trust you?

Do you mean what you say.

2. Are you committed to Excellence? Are you

prepared.

3. Do you care about me? My problems or my talents.

Instructors Role
An instructor is:
A teacher, guide, coach,
mentor, and role model
Entrusted with
educating another
An expert in the field
Willing to share
knowledge with others

Instructors Role
Effective instructors:
Are current with their industry
Are willing to share their knowledge and skills
Will offer challenges, while showing patience, and
enthusiasm
Are respectful
Have superior communication skills
Maintain good organizational skills
Are accessible

Role Model
Representative
Elevated position
Diplomat
Vision
Responsible

Instructor Criteria
Trade knowledge
Communication
Organizational
skills
Resilient
Adaptable
Self-motivated

Instructor Attributes
Be Positive
Enjoy the Job
Be Passionate
Be Credible

Instructor Attributes
Be Accessible
Be Animated
Be in Control
Be Adaptable

Teaching Skills

Preparation
Presentation
Application
Assessment
Evaluation

Preparation
Decide what to teach
Determine a sequence of instruction
Formulate a lesson objective
Develop a lesson plan
Prepare instructional aids
Set up the physical environment

How Students Learn

Language-Related Intelligences:
Verbal/Linguistic and Musical/Rhythmic
Object-Related Intelligences:
Logical/Mathematical, Visual/Spatial,
Bodily/Kinesthetic, and Naturalistic
Person-Related Intelligences: Intrapersonal and
Interpersonal
The instructor must determine where their
students fit so that training techniques may be
adjusted to fit the need of the student.

Get To Know the Student

What is their knowledge base and how can it be
assessed?
Are they comfortable in a classroom?
Do they struggle with certain subjects, such as
math?
Do they struggle when learning new material?
How can the instructor determine when the
student has an understanding of the material?

Get To Know the Student

The following information from Silver, Strong,
and Perini will help assess the way students show
their knowledge.
Self-Expressive: needs to explain things in their
own way.
Mastery: needs to report, memorize, practice,
and exhibit.
Understanding: present or apply knowledge.
Interpersonal: working caringly, showing
feelings and attitudes.

Lesson Plans

Preparation is a key
element in training.

Time Management
Lesson plans
add structure
and a logical
progression
to the
training.

Classroom Preparation
Have handouts
copied, with
samples or
props ready
and available
prior to
class.

Classroom Equipment
Test classroom
audio visual
aides to
ensure they
are in good
operational
order.

Hands-on Preparation
Mock-ups,
materials,
tools, etc.
should all be
set up and
reasonably
ready.

Presentation
Lecture
Demonstration
Auxiliary equipment
Relate to industry
standards
Supportive literature
Props

Motivation
Explain the relevance of
the task
Preliminary assessment
Show an example of the
final product
Tell how you learned the
skill
Provide an overview

Application
Written assignments
Quizzes and tests
Hands-on projects
Classroom exercises
Question and answer
session

Explain and Demonstrate

Explain how to perform the task
Demonstrate how to perform the task
Teach projects in multiple steps
Dont omit anything
Be clear and concise
Focus on industry standards
Allow time for questions and answers

Assessment
Written test can be used
for more complex lessons
Oral test used for shorter
lessons
Skills test can test the
hands-on ability of the
student
Class discussion can
relate student experiences
and as a general debriefing
of the curriculum

Evaluation
Participant evaluation: good
indication of preparation and
participation skills.
Self evaluation: where could
I have done a better job?

Evaluation
View and Assess
Gather information
and Diagnose
Explore and Select
Options for Strategies
and Activities
Teach and Assess

References
Chapman, C., King, R. (2012). Differentiated assessment strategies one tool
doesnt fit all-2nd edition. Thousand Oaks, CA: Corwin.
Gardner, H. (2011). Multiple intelligences: The unschooled mind: How children
think and how schools should teach (3rd ed.). New York: Basic Books.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn:
Integrating learning styles and multiple intelligences. Alexandria, VA: ASCD.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability
classrooms-2ndedition. Alexandria, VA: Association for Supervision and
Curriculum Development.