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Train the Trainer - module B

Methoden moderner Unterrichtsgestaltung

The methods of modern course design


The concept "Train the Trainer" from Eckert Schools is based on empowerment didactics. An adult´s learning endures when the tutor does not strive to "teach", but gives you the chance to actively realise your own learning processes, organising and steering these yourselves to suit your life situation. 

The trainers are released from their role as the "doers" in the centre what is happening, instead creating learning opportunities in which the adult learners control their own learning, improving and refining their own learning methods, thus developing confidence in their own strengths.

The pedagogic personnel who escort you on such a learning process do not have much in common with a teacher or trainer from the traditional mould. They are much more in the role of a learning arranger, a learning arranger, a learning adviser or coach for the learner, and so play the role of a facilitor.

For this reason, the following two methodological-didactic principles are particularly important:

Train the Trainer principles

Activity-based learning

Activity-based learning is a learning principle for the qualification of the training personnel and preferred didactic concept for the design of professional learning processes. Professional capability as a result of this learning principle is inconceivable without continued learning. This also means: Traditional content and standard methods for professional education are to be repeatedly checked for their suitability and, where necessary, replaced. In activity-based learning, the main activity is undertaken by the learners. They should act themselves, to build up effective personal knowledge. One can also say: From practise to theory, from experience to cognition, from action to knowledge.

Participant orientation

The term participant orientation has two meanings here:

  • As regards content, the work and life situation of the participants are the starting point for the sSeminar work. When we are also considering the pedagogic or psychological aspects, then it goes further. Here, it is always about the actual work of the participants themselves, and about the observations they have made about their teaching activity and their experience at first hand, and with the students with whom they work.
  • Methodologically, the participant´s own activity always take priority over lecture-type forms of teaching processes.

In concrete terms, this means that alongside the provision of scientific, theoretical background knowledge, the practise of new behaviour is paramount. The conept "Train the Trainer" is positively transmitted to the participants both as activity-based and participant-oriented so that practical abilities can be learned by activity-based learning throughout their further professional careers.

Training portfolio

The following seminar modules are designed to put the participant in the position to hold a "good lesson", in a common sense way. This means, in detail:

  1. Clear structuring to the lesson
  2. A high percentage of real learning time
  3. Prepared surroundings
  4. An Eevironment conducive to learning
  5. Clarity of content
  6. Meaningful communication
  7. A diversity of methods
  8. Individual support
  9. Intelligent practice
  10. Transparent expectations of performance

The learning modules A to O provide a guideline making the areas of action combinable, so they can be made tailored individually, based on the needs of the relevant group of participants.

Learning Module A
Designing the entry situation

Learning Module B
Training and myself - Me, a trainer!?
- Biographical Points of contact

Learning Module C
Changes...
- New technology
- Types of work organisation
- Etc. 

Learning Module D
Goal: Professional capability
- Social competence
- Personal-individual competence

Learning Module F
Planning an activity-based learning section

Learning Module G
Concrete plan for a learning unit

Learning Module H
Designing activity-based learning situations

Learning Module I
Activity learning at different locations
- The influence of the Environment on learning behaviour

Learning Module K
Learning methods which encourage independence

Learning Module L
Conflicts

Learning Module M
Encouraging development

Learning Module N
The instructor as facilitator

Learning Module O
Presentations