Trainer Assessment Tool

Adult Learning: The trainer should possess knowledge of theory and practice associated with adult learning particularly as it applies to curriculum development and teaching practices that would need to be differentiated for the adult learners.

Experiential Learning: The trainer should be familiar with and experienced at the concept and facilitation of enhancing adult learning by coupling experience and information so that the adult learner can construct patterns and application in his or her mind.

Transfer of Knowledge: The trainer should understand and be able to ensure that the learner can transfer the knowledge acquired in the learning experience to applications in his life experience, either at work or in his private life. The trainer should know the best practices that promoted transfer of knowledge.

Assessment and Adjustment: The trainer should understand how to design and utilized formative and summative assessment. He should utilize formative assessment to identify progress and challenges in the student learning process. He should provide help and make appropriate adjustments to the curriculum, activities, and or teaching methods as a result of the assessment process.

Use of Discovery: The instructor should take advantage of every opportunity to promote deep learning by providing opportunities for the students to discover and process information on their own via self-directed learning activities.

Use of Problem Solving: The trainer should utilize problem solving activities to facilitate cognitive processing and transfer of newly acquired knowledge.

Peer to Peer Interaction: The trainer should be familiar with Social Learning Theory and understand how to involve the students in group work and social interactions that promote learning from and with each other.

Classroom Management: The trainer should maintain a well organized classroom environment that provided safe areas for specified learning activities, is visually oriented, and promotes engagement in learning.

Record Keeping: The teacher should maintain appropriate records to document lesson planning and progress through the learning experience. Student progress records should be available to the students.

Building Collaboration: The trainer should involve the students in group discussions and group work so that they can interact with and collaborate with each other, thus promoting social learning.

Discussion Facilitation: The trainer should take every opportunity to promote cognitive processing through active group discussion rather than relying on lecture. The trainer should recognize that several power structures can exist within discussion groups and use skill to ensure equity in participation and voice. The instructor should be skilled at managing conflict within discussions, and at working toward consensus where possible.

Promote Experimentation: The instructor should ensure that the students have a safe risk free learning environment that fosters experimentation in thought and action, as well as in the use of technology to enhance learning experiences

Learning Strategies: The curriculum should be based on learning strategies that are designed to achiece the stated learning goals and objectives. These should be evident in the teaching methods of the instructor.

Learning Goals and Objectives: The teacher should be follow lesson plans that are focused on stated learning goals and objectives. These should be evident in the teaching and activities seen in the classroom. The students should be aware of the learning goals and objectives and able to explain how their current activities are supporting them.

Lesson Plan Development: The instructor should be operating from developed lesson plans that delineate the activities, content presentation, and assessments that help accomplish the learning goals and objectives.

Appropriate Learning Activities: The students should be engaged in appropriate learning activities that support learning and achievement of the learning goals and objectives. There should be no "filler" activity or dead time seen.

Natural Flow of Content Supports Learning Goals: There should be a natural flow to the Lesson activities and content presentation that supports and works toward achievement of the learning goals and objectives.

Stay On Task: The trainer should ensure that content delivery and activities are tied to the learning objectives, and that discussions contribute to the learning goals.

Clear and Concise: The trainer should deliver information and explanations in clear and consise language to avoid confusion and promote understanding.

Use Appropriate Examples and Stories: The trainer should us examples and stories in teaching to call upon adult learner experience in cognitive processing and knowledge construction.

Interactive Discussion Versus Lecture: The trainer should recognize and act upon the principle of using discussion rather than only lecture for efficient and transferrable learning.

Vary Pace of Presentation: The instructor should have the ability to monitor the energy and engagement of the students and vary the pace of presentation and activities accordingly.

Flexibility in Reacting to Feedback: The trainer should show flexibility to adjust to feedback during the course of lesson delivery and activities.

Use of Analytics: The instructor should collect necessary data from learning activities and assessments and know how to analyze the data to determine progress, issues, and to make decisions concerning the curriculum or teaching.

Communication Applications: The educator should be versatile in the use of appropriate electronic communication applications to facilitate needed interactions with the students outside of class.

Use of Explanatory Audio Visual Media: The trainer should be skilled in the use of audio visual media that facilitates learning, including visual literacy principles in the content he or she develops.

Helping Adult Learners Adapt and Adopt Technology Use: The trainer should invest time in helping the adult learners to effectively use whatever technologies are involved in the training process. The trainer should make sure the students receive necessary help before moving on.