Products and Services
Products and Services
Our innovative products and services for learners, authors and customers are based on world-class research and are relevant, exciting and inspiring.
We unlock the potential of millions of people worldwide. Our assessments, publications and research spread knowledge, spark enquiry and aid understanding around the world.
No matter who you are, what you do, or where you come from, you’ll feel proud to work here.
Why choose us?
Research and consultancy
Exams and tests
You are here:
This category details what should be seen in training activities conducted at each of the stages. It is broken down into three sub-categories: Planning, Conducting and Evaluating:
Activities are not restricted to workshops, sessions and courses. They could include demonstrations, conferences, assisted planning, sharing sessions and teacher development workshops.
From Teacher to Trainer
Planning training activities
Plans according to materials provided for training activities.
Articulates aims clearly.
Achieves aims of activities in the time allotted (with occasional over-running or under-running).
Appropriately adapts materials provided for training activities. Produces own activities for specific purposes.
Clearly articulates training aims in relation to trainee needs.
Achieves aims of activities in the time allotted.
Selects content relevant to the stated aims.
Includes different input types and ways of organising learning activities.
Demonstrates awareness of sequencing to achieve main aims.
Anticipates problems related to content and process and adapts materials appropriately.
Plans and conducts independently designed training activities for a clearly specified audience.
Clearly articulates training aims in relation to trainee needs, beliefs, values and the training situation.
Flexibly manages time to focus on trainee learning priorities while achieving session aims.
Uses relevant content to design a range of activity types with reference to principles of training course design, the training situation, and own beliefs and values.
Uses a wide range of techniques to scaffold learning.
Designs activities with anticipated problems of content and process in mind.
Conducting training activities
Creates a learning environment conducive to learning.
Delivers training activities as planned.
Sets up activities in a way that is clear to learners.
Grades language appropriately.
Monitors tasks and keeps teachers on task.
Displays awareness of group dynamics.
Manages learning space appropriately.
Is aware of the need to stimulate critical and creative thinking.
Uses a range of strategies to maintain a positive environment throughout training.
Varies timing and set-up of activities based on trainee reactions and group dynamics.
Raises trainee awareness about grading their own language.
Uses information from monitoring tasks to inform future activities.
Uses different forms of group dynamics for different activities.
Uses different room set-ups for different purposes.
Stimulates critical and creative thinking.
Uses knowledge of individuals and group dynamics to maximise learning, manage problems and deal with conflict in the training room.
Makes principled, spontaneous decisions to vary plan and adapt activities during sessions as needs arise in reaction to emergent cognitive or affective teacher needs of the group.
Develops trainee language awareness through the training course.
Consistently integrates trainee-generated input throughout training.
Skilfully integrates different group-dynamic activities purposefully throughout training.
Skilfully uses the physical space of the training venue for a variety of purposes.
Systematically integrates creative and critical thinking skills development throughout training.
Evaluating training activities
Collects post-session feedback from trainees.
Reflects on own training and participant feedback post activity.
Identifies key areas for improvement in activities conducted. Uses feedback to inform future training.
Integrates some feedback stages during training.
Reflects on own and others’ feedback as it is collected during the course.
Uses feedback to adapt training activity content as it progresses.
Uses a range of techniques to collect feedback throughout training.
Synthesises own reflections, post-task trainee feedback and external requirements (education ministry/sponsor organisation) as they arise during the training activity.
Uses feedback to negotiate training with participants as training progresses. Integrates institutional and organisational goals.