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Cambridge Assessment English
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This category emphasises the importance of the context within which the teacher is situated. It is broken down into two sub-categories, Analysing teacher needs and Dealing with individual differences. Your training situation can be diverse within a country, region or local education authority. This category is about discovering and understanding what your local training needs are.
From Teacher to Trainer
Analysing teacher needs
Has understanding of a specific training situation.
Identifies basic strengths and weaknesses of trainees through informal contact with trainees and shared experience in the teaching situation.
Acknowledges that teachers have different experiences and attitudes to teaching and learning.
Acknowledges emergent needs and is in the process of building strategies to deal with them.
Knows that adults in training situations learn in many different ways.
Has an understanding of the individual, teaching and institutional cultures of a range of specific training situations.
Identifies trainees’ strengths and weaknesses based on information about the situation supplied, or initial analysis prior to, or at the beginning of the course. Plans accordingly.
Incorporates different experiences and attitudes to plan and conduct sessions.
Demonstrates flexibility of approach by attempting to deal with emergent needs
Articulates specific differences in the ways that adults learn and uses this knowledge to plan and conduct sessions.
Can draw and act on comparisons between a variety of training and teaching situations. Has a deep understanding of their individual, teaching and institutional cultures.
Identifies trainees’ strengths and weaknesses by using a variety of needs-analysis tools before, and throughout a course. Plans and conducts sessions accordingly.
Uses teachers’ experience and attitudes as a core component of training principles.
Deals flexibly and efficiently with emergent needs.
Evaluates the different ways in which specific participants learn. Uses a variety of strategies and tasks to meet the participants’ needs and preferences.
Dealing with individual differences
Demonstrates sensitivity to the individual, institutional and cultural differences in their own teaching environment.
Describes training groups in terms of their general characteristics.
Takes individual differences into account when planning and conducting training activities.
Demonstrates experience of dealing with individual, institutional and cultural aspects of training environments.
Describes trainee groups in terms of their individual differences.
Uses a range of strategies to take individual differences into account when planning and conducting training activities.
Demonstrates a deep knowledge of, and sensitivity to individual, institutional and cultural aspects across a wide range of teaching and training environments.
Description of trainee groups shows deep analysis of individual differences.
Actively develops the awareness of individual differences in trainees using a wide range of strategies.