CRE8IVE Project

TRAIN THE TRAINERS CURRICULUM

Section 1. Introductory session
Section 2. Kolb’s experiential learning cycle
Section 3. VARK model of learning style
Section 4. Gardners’ theory of multiple intelligences
Section 5. Performance based education

Educational resources related to this Module (original production by partners)

The open educational resources, selected and developed for/during the local pilots, are:

1. VARK questionnaire. The following video demonstrates how to introduce the VARK Questionnaire to your trainees and help them understand and apply the results, in order to decide on the structure of their curriculum, the types of modules suited to their trainees and the delivery methods they can use (UoP).
2. Multiple Intelligences Questionnaire. The following video demonstrates how to introduce the Multiple Intelligences Questionnaire to your trainees and help them understand and apply the results, in order to decide on the structure of their curriculum, the types of modules suited to their trainees and the delivery methods they can use (UoP).

The following links to the toolkit resources which can be used to complement this module: 

Experiential Learning Reflection Tool
This reflection questionnaire will help trainers who apply Kolb’s experiential learning cycle to assess the level of success of course delivery following each step stage. It will help trainers evaluate delivery and engagement as well as benefits to the learners and readjust if so required
http://ctlrdc.ca/wp/wp-content/uploads/2015/02/Experiential-Learning-Reflection-Tool.pdf

Learning Styles Test
This test can be used by trainers in order to identify the learning styles of their learners and thus feed these findings back to their curriculum content and delivery techniques. This process allows trainers to optimally engage with learners
http://vark-learn.com/the-vark-questionnaire/

Multiple Intelligences Test
Similar to the learning styles test, the “MIT” allows trainers to pinpoint issues in particular fields of knowledge (e.g. mathematical reasoning) and thus decide on the focus of their training course to better tackle gaps contributing to marginalization
http://www.collegesuccess1.com/instructormanual4thed/learning%20style/mi_quiz.pdf

Assessment Instruction Sheet

Self- assessment

1)    Questionnaire on module content and theory (See Appendix 1)

2)    Self-reflection exercises (See Learning Outcomes Matrix)

3)    Experiential Learning Reflection tool (See the link under “Where to learn more”)

This set of assessment tools is mainly targeted in helping trainers assess their acquired knowledge following completion of the course. They involve higher level understanding of the theories and principles outlined during course delivery, as well as practical understanding of Kolb’s experiential learning cycle and how it reflects to their own understanding of content creation and delivery to their own learners.

Target group assessment

1)    VARK online questionnaire (See the link under “Where to learn more”)

2)    Multiple Intelligences (See the link under “Where to learn more”)

The target group assessment tools are for trainers to become familiar with interpreting the strengths, weaknesses and particularities of their own audience. By taking part themselves in these assessment exercises they can reflect on the importance of the findings and subsequently apply them to their learners and consult them for the purpose of curriculum development and/or focus and content delivery. The goal is to help trainers gather of necessary data that will help them better benefit their learners in the long run.