{"id":12067,"date":"2024-03-21T09:17:51","date_gmt":"2024-03-21T09:17:51","guid":{"rendered":"https:\/\/edusign.com\/?p=12067"},"modified":"2024-02-22T10:24:29","modified_gmt":"2024-02-22T10:24:29","slug":"4-training-methods-everyone-should-know-about","status":"publish","type":"post","link":"https:\/\/edusign.com\/blog\/4-training-methods-everyone-should-know-about\/","title":{"rendered":"4 Training methods everyone should know about"},"content":{"rendered":"\n
The first <\/strong>step in deciding which teaching <\/strong>method to use is to identify its advantages<\/strong>. If you can make them explicit, it will be easier <\/strong>for the trainer to make <\/strong>a choice.<\/p>\n\n\n\n If the trainer comes <\/strong>up with an idea for a teaching method<\/a><\/strong>, before validating it, he or she can directly <\/strong>question the idea <\/strong>in terms of its various interests. In this way, the trainer <\/strong>can see whether or not these interests have been taken <\/strong>into account.<\/p>\n\n\n\n Every trainer <\/strong>has to choose his or her teaching <\/strong>method <\/a>according to the message <\/strong>to be conveyed or the target group of learners<\/strong>.<\/p>\n\n\n\n The answer cannot be immediate<\/strong>, and will depend on the context<\/strong>, the characteristics <\/strong>of the audience, the type of message to be conveyed <\/strong>and the pedagogical <\/strong>objectives sought.<\/p>\n\n\n\n To do this, it’s important <\/strong>to be aware of the interests aroused <\/strong>by the different teaching <\/strong>methods<\/a>, so as to make an informed <\/strong>choice.<\/p>\n\n\n\n A good teaching <\/strong>method must be adapted to the message <\/strong>to be conveyed and to the target <\/strong>learners. It must also meet the objectives <\/strong>set. There are a multitude of teaching <\/strong>methods<\/a>, and it’s not always easy to find your way around<\/strong>.<\/p>\n\n\n\n However, depending on the message <\/strong>to be conveyed and the learners <\/strong>involved, some teaching <\/strong>methods <\/a>are more appropriate <\/strong>than others.<\/p>\n\n\n\n So it’s important to be familiar <\/strong>with the different teaching methods<\/strong>. You need to know how to choose <\/strong>according to the message <\/strong>to be conveyed and the target learners<\/strong>. The aim of training <\/a><\/strong>is to help participants <\/strong>learn. So it’s important to ensure that the teaching <\/strong>method <\/a>favors the acquisition <\/strong>of knowledge <\/strong>and skills.<\/p>\n\n\n\n In 2021, here are the most sought<\/strong>-after skills according to Degreed, the platform<\/strong> specialized in detecting new skills, in three broad <\/strong>categories:<\/p>\n\n\n\n Computer skills are always in demand. However<\/strong>, three “soft skills” follow. Communication <\/strong>and leadership skills are in demand<\/strong>. A good teaching method <\/strong>helps to develop <\/strong>these key skills.<\/p>\n\n\n\n The interests <\/strong>raised include <\/strong>:<\/p>\n\n\n\n It is therefore <\/strong>vital to understand the different <\/strong>interests aroused by different teaching <\/strong>methods<\/a>. This will enable the trainer to make <\/strong>an informed choice and adopt <\/strong>a teaching method suited <\/strong>to each situation.<\/p>\n\n\n\n Here are the interests <\/strong>that can vary according to the different<\/strong> pedagogical methods <\/a>approached <\/strong>by learners. Each axis contributes <\/strong>to learners’ interests, which may <\/strong>change depending on the teaching method <\/strong>used during the training<\/a>.<\/p>\n\n\n\n There are a multitude <\/strong>of teaching methods<\/a>, and it’s not always <\/strong>easy to find your way around. However<\/strong>, depending <\/strong>on the message to be conveyed <\/strong>and the learners targeted, certain teaching <\/strong>methods will be more appropriate <\/strong>than others.<\/p>\n\n\n\n Facilitating a training <\/a>session <\/strong>means using methods <\/a>to make it a success<\/strong>. What’s more, when we talk about success, we’re also talking about <\/strong>the learner’s point of view<\/strong>.<\/p>\n\n\n\n So a self-analysis of your training <\/a><\/strong>practice is useful, particularly to check what works <\/strong>and what can be improved<\/strong>.<\/p>\n\n\n\n First of all, there is no single ideal teaching <\/strong>method, but several that can be used depending <\/strong>on the message to be conveyed <\/strong>and the learners targeted<\/strong>.<\/p>\n\n\n\n Allows participants to discover <\/strong>new content. This method <\/a>is particularly <\/strong>suitable if the trainer <\/strong>wants to transmit new content <\/strong>or if he wants participants <\/strong>to familiarize themselves <\/strong>with a subject.<\/p>\n\n\n\n The experiential <\/strong>method <\/a>favors learning by doing<\/strong>. This method is particularly <\/strong>suitable if the trainer expects participants <\/strong>to put into practice what they have learned<\/strong>. This enables learners <\/strong>to integrate their theoretical and practical knowledge<\/strong>, and helps them to develop <\/strong>their skills.<\/p>\n\n\n\n The didactic method <\/a><\/strong>focuses on the basic knowledge <\/strong>that learners possess, and seeks to improve <\/strong>and pass on this information. It also refers <\/strong>to the basis or starting point of a lesson <\/strong>plan, where the overall objective is knowledge<\/strong>. A trainer plays this role as an authoritative <\/strong>figure, but also as a guide and resource for learners<\/strong>.<\/p>\n\n\n\n The active <\/strong>method goes against <\/strong>some of the assumptions of other teaching <\/strong>methods<\/a>, as it considerably <\/strong>modifies the roles <\/strong>of trainers and learners<\/strong>. This method <\/a>argues that knowledge <\/strong>is built through action<\/strong>.<\/p>\n\n\n\n It is through<\/strong> action that a learner engages in reflection <\/strong>on a given subject. Various procedures <\/strong>are used to acquire knowledge<\/strong>: case studies<\/strong>, simulations, role<\/strong>–playing <\/strong>or group projects. The trainer <\/strong>does not hold all the knowledge, but is merely<\/strong> a guide or mediator<\/strong>.<\/p>\n\n\n\n Organizing training sessions<\/strong><\/p>\n\n\n\n Secondly<\/strong>, when organizing a training session<\/strong>, it’s important to clearly <\/strong>define your educational <\/strong>objectives and choose an appropriate <\/strong>teaching method<\/a>. The aim of training <\/a><\/strong>is to help participants learn<\/strong>.<\/p>\n\n\n\n The trainer must therefore <\/strong>ensure that the teaching method <\/strong>favors the acquisition of knowledge <\/strong>and skills. Intuitively<\/strong>, a training <\/a>session is an event <\/strong>that brings educational <\/strong>value to participants<\/strong>. Whether it’s professional team training <\/strong>or a general certification <\/strong>course, training sessions can include <\/strong>a variety of activities. These range from presentations<\/strong>, questionnaires and discussions <\/strong>to demonstrations<\/strong>.<\/p>\n\n\n\n Here’s an example of a questionnaire <\/strong>available from Edusign<\/strong>. The trainer <\/strong>can use these questionnaires <\/strong>to put into practice the teaching method <\/a><\/strong>chosen for the learners<\/strong>.<\/p>\n\n\n\n The benefits of on-the-job training <\/a><\/strong>are undeniable. Training<\/strong> sessions are perfect for boosting <\/strong>morale, refocusing <\/strong>your team and enhancing <\/strong>your employees’ professional <\/strong>development.<\/p>\n\n\n\n In turn, these forums help create<\/strong> a happier work environment <\/strong>and increase your colleagues<\/strong>‘ productivity<\/strong>.<\/p>\n\n\n\n Indeed, according to a Gallup<\/strong> study, employees who attended <\/strong>at least six hours of training <\/a><\/strong>per year were rated as extremely <\/strong>engaged in their work<\/strong>. On the other hand, employees <\/strong>who didn’t have access to the same professional What is a good teaching method?<\/h2>\n\n\n\n
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The main benefits of the teaching method<\/h2>\n\n\n\n
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The different teaching methods<\/h2>\n\n\n\n
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