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The NIC Learning & Performance Series
Course Coordinators Guide

The Learning Professional Series includes four blended curricula to be offered and facilitated
within a correctional agency or a region by the local Course Coordinator. The Series includes:
The Learning Administrator: For directors and coordinators of the training function for an
agency or facility or those who wish to serve in that role in the future.
The Learning Designer: For learning professionals who provide lesson and/or curriculum
design for an agency or facility or those who wish to serve in that role in the future.
The Learning Professional: For those who provide training and facilitation for an agency or
facility or those who wish to serve in that role in the future.
The Learning & Performance Coach/FTO: For those who provide one-on-one training to new
recruits or serve as performance coaches or those who wish to serve in those roles in the future.
While this course is self-paced to some extent, there is an expectation that each course will
require 32-40 hours of work time, and will be held over a period of 8 to 12 weeks. There is a
significant amount of intersession assignment work to be completed between the Virtual
Instructor-Led Training sessions. There is also an expectation that the agency or agencies
involved will provide adequate time and support for the participants to meet the course
expectations.
How To Use This Guide
In combination with the Facilitator Guides for each course element and the Participant Guides,
this Course Coordinators Guide will provide you will the information you need to implement
this blended learning experience.
This guide contains:
The Roles of the Course Coordinator, Course Coordinator and Producer
A Course Description of each course contained in the Learning and Performance Series
Goals for each Course
A Detailed Learning Outline for each course which includes event by event detailed
instructions for facilitation and coordination
Glossary for the Series
Appendix with sample correspondence


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Roles and Responsibilities

Requirements of the Course Coordinator
It is critical that you become familiar with the content of this Coordinator Guide as well as the
Facilitator Guides, Participant Guides and related materials. You will also need to review the
works in the References and Resources section, so that you can guide the participants in their
use of the materials and resources.
Many of the learning experiences in the Course Outline require that the participant sign in to the
NIC Learning Center and register for a course, download materials, watch videos, complete
elearning classes and participate in the Instructor Led (ILT) and Virtual (VILT) sessions. You
should become familiar with the Learning Center and its offerings by signing in and registering
to complete an elearning course to see how it operates. Then you will be able to assist
participants who may be unfamiliar with the NIC Learning Center or with online learning in
general.
To interact with participants for feedback and coaching, you will need to be able to use
telephone, email and an online learning platform such as WebEx, Go To Training, Adobe
Connect Pro or the platform that your agency uses.
To prepare for implementing these courses you will need to get familiar with the online learning
platform that you will be using. You will need to complete tutorials or practice sessions for this
purpose. As Course Coordinator you should be able to:
Set up sessions and invite participants
Upload documents
Share your desktop and/or specific applications
Use Chat and other participant communication tools
Create and use breakout rooms
Create, use, analyze and share polls and results
Use the attendant list to invite responses from participants (e.g., My list is alphabetical
by first name. Your list will have you at the top.)
Use microphone and mute controls to get engagement
Use Tools like arrows, text, emoticons, checks/xs, etc. to increase engagement
Serve in the role of Producer to support Facilitators leading VILT sessions

Role of the Course Coordinator

Organizer
The Course Coordinator will download and distribute course announcements, outlines and other
communications as necessary to inform participants.
When your participants register with the NIC Learning Center, your name and contact
information will be provided for them. Participants may contact you for general information and
specific questions regarding the course. You should be familiar with the registration process and
the download process in order to assist them.
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They may not have taken an online or blended course before, so they may be in need of
reassurance and coaching in regard to online learning and the more independent role they must
take as a student in this course.
Provide on-going structure to the course and materials. Frequent announcements and reminders
should be provided as needed. (Sample emails are found in the Appendix).
To provide continuity and motivation from the beginning, you should send a group email to all
participants restating the information above and establishing yourself as a resource for the group
as well as the Course Coordinator.
By sending a group email with the names and email addresses of the participants, you will set up
an expectation that the group can email each other as well as you and the total group.
If you will also be the Facilitator for the ILTs and/or VILTs, you will use the Facilitator Guides
to conduct the sessions.
You will need to recruit a Producer to work with you in the VILT sessions. The Producer should
be someone who is familiar with the use of an online learning platform such as WebEx, so that
they can attend to the mechanics of the session while you concentrate on the content and guiding
the participants through the learning process.
Both of you should practice using and become familiar with the online learning platform prior to
facilitating a session.
It is not necessary that both you and the Producer are in the same physical space, but it may be
easier that way.
You may also want to participate in one or two VILTs with NIC or at your agency to observe
and become more familiar with the format.
Immediately prior to each ILT or VILT, send out a group email to remind participants that they
should have completed assignments before the session, so they will be prepared to participate in
group discussions and activities.

Coach and Mentor

As a Course Coordinator, you may be acting as a coach and mentor for the course participants.
If you also serve as Facilitator, you will be receiving assignments from participants with the
expectation that you will review the assignments, provide specific feedback on the quality of the
assignment and coach the participant through appropriate questions and discussion to help them
produce a satisfactory outcome.
Many of the participants will be novices in the area of course work that is being covered; some
may also be novices in using the blended learning format or the NIC Learning Center.
Encourage participants to serve as resources for each other as well as active learners in the
course.
The participants will be sending you and/or the Facilitator their assignments for review.

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If you do not receive these from all participants, contact those whose work you did not receive to
prompt submission.

These learning tasks build on the one(s) before in a progressive manner, so participants should
not skip an assignment.

You and/or the Facilitator should review each participants assignment and provide feedback
through email, telephone contact or individual session using an online learning platform.

Look through the Participant Guide and keep it with you while you provide feedback in case
you need to reference specific content.

Remember to use coaching questions and encourage participants to confer with peers to get
additional feedback or suggestions.

Remember that these assignments are drafts of a final product, so should not be assessed as a
polished product but as a draft. They should use the template provided so that it is structured
conveniently for your feedback.

If participants are not providing enough content for feedback or required elements are left out,
remind them of the guidelines presented in the Participant Guide. If necessary, ask them to
resubmit the assignments revised according to your feedback.

These assignments are a critical component of the overall expectation for the course.

Some of the tasks described in the Role of the Course Coordinator may be delegated to another
learning professional who serves as a Facilitator or Producer for the Instructor Led and/or Virtual
Training sessions.

Role of the Facilitator

The qualified Facilitator will have completed a Train the Trainer course, which includes some
practice activities, as well as professional experience as a trainer.
The Facilitator for The Learning Designer course should have significant experience in
designing and developing curriculum materials using the concepts and guidelines in this course.
A solid grasp of the ADDIE or ISD process, the Experiential Cycle of Learning, the ITIP Model,
Needs Assessment, Gap Analysis, Levels of Evaluation, the relationship between outcomes and
effective learning strategies and the creation of learning aids/performance support materials is
fundamental to success in facilitating this course. You will also need to complete the NIC
Elearning course How to Develop Effective Performance Objectives and ELearning: A
Foundation for Correctional Trainers so that you can answer questions and provide back up for
the participants as they complete those assignments.
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In each course, there are several Virtual Instructor Led Training sessions and in two cases, an
Instructor Led, classroom session. All of the other work occurs in structured intersession
assignments combined with scheduled feedback and coaching sessions. In addition to coaching
sessions, the VILTs are the primary vehicle for establishing and maintaining rapport and
connection with the participants. Since you may not be face-to-face with participants in the
course, it is especially important to be welcoming, engaging, and friendly online.
Online facilitation can be compared to flying on instruments. Just as a pilot cannot always see
where the plane is going and must use the cockpit instruments that record altitude, air speed and
angle of descent to guide the plane, you can not pick up all the cues that are available in face-to-
face training sessions in a virtual classroom. So although, the facilitation skills are similar they
are not the same.
First, as a virtual Facilitator, you must believe that online learning is as effective as face-to-face
instruction. If you are uncertain and less than enthusiastic, that will be communicated to the
participants. Your engagement with the participants and enthusiasm for the topic are necessary
components to keeping the group involved and engaged in the learning.
If you do not believe that participants can learn in this environment, then your participants and
peers will not believe it either.
Jennifer Hoffman
Perhaps the most important way that you communicate that enthusiasm and belief is through
your voice. Think of yourself as a radio broadcaster. Radio broadcasters cannot see their
audience either, but they project energy and engagement using a dynamic voice and a personal
connection. Address individuals in the group and make your interaction conversational. To
become more relaxed and comfortable online, practice with a peer or your Producer and rehearse
how you will handle comments and questions.
A hallmark of the successful online Facilitator is the ability to be flexible and readjust quickly
under stress. In a virtual classroom, a number of things can go wrong that are out of your control.
Two things can be lifesavers; one is close, collaborative communication with your Producer who
can step in and take over if you lose your Internet connection. The Producer is your backup in
every way and should have all the same information that you do. The second lifesaver is a well
thought out back up plan, Think of all the things you have seen go wrong in virtual classrooms
and plan for how you will handle them.
It is recommended for the Facilitator and the Producer that you create a specific environment for
your online learning sessions.
! Whether you are facilitating from your home, an office or a conference center, you need a
private, soundproof room. Background noise on your end is distracting and can
communicate an unprofessional attitude to the participants.
! Use a Do Not Disturb sign to show that you are not available. You also need access to
a nearby restroom, so that you will not be away from the class for long.
! You need a high-speed Internet connection and the most powerful computer available.
You will need a telephone and a headset.
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! You need the telephone number for technical support and a participant list as well as a
copy of your back-up plan.
! It is nice to have a second computer so that you can see both your screen and the
participants screen at the same time.
! And you need a container of water to sip when needed.
At the end of this guide you will find an Online Facilitation checklist for your use before, during
and after the VILTs.
As the Facilitator for the ILTs and VILTs, you will use the relevant Facilitator Guide to conduct
each session.
You will need to recruit a Producer to work with you in the session. The Producer should be
someone who is familiar with the use of an online learning platform such as WebEx, so that they
can attend to the mechanics of the session while you concentrate on the content and guiding the
participants through the learning process.
Both of you should practice using and become familiar with the online learning platform prior to
facilitating a session.
It is not necessary that both you and the Producer are in the same physical space, but it may be
easier that way.
You may also want to participate in one or two VILTs with NIC or at your agency to observe
and become more familiar with the format.
Immediately prior to each VILT, send out a group email to remind participants that they should
have completed assignments before the VILT, so they will be prepared to participate in group
discussions and activities.

Role of the Online Producer for VILT

The online Producer works with the Facilitator to ensure the smooth operation of the virtual
classroom environment. Generally speaking, the Producer handles the technical aspects of the
session, which frees up the Facilitator to focus on instructional issues. However, if both the
Facilitator and the Producer are equally qualified to deliver the content then the participants
benefit from both perspectives. When the Facilitator and the Producer function as a team, either
should be able to substitute for the other as the need arises.
When you lose eye contact, you need an extra set of hands to compensate.
Jennifer Hoffman
The Producer can also help to maintain a high level of interaction with the participants. While
the Facilitator continues the class, the Producer can chat individually with participants to provide
assistance with technical problems as well as with clarification of content. Producers can also
add to the content on the slides or emphasize specific content on the slide. If participants are
slow to respond to an activity, the Producer can model expected responses using the response
tools such as the whiteboard, the hand raising, etc.
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Both the Producer and the Facilitator should have both the Facilitator Guide and the Participant
Guide available for reference during the session. Together, the Facilitator and the Producer
should agree on the necessary ground rules that will be communicated to the participants and
together they should help the participants comply with those ground rules. The Producer and the
Facilitator should meet in the virtual classroom at least a week in advance for a walk through of
the session. Also, both of them should meet after the live session to debrief and make notes to
improve performance the next time.
While the Producer and the Facilitator do not need to be in the same physical space, they do need
to be in close contact and be able to call each other on the telephone, as well as communicate by
chat as needed to deal with technical issues or instructional issues. The guidelines for the
learning environment listed in the Role of the Online Facilitator hold true for the Producer as
well.
Some helpful tasks of the Producer include:
! Handle technology questions or problems.
! Respond to messages and manage chat.
! Launch polls, breakout rooms or application sharing. Scribe on the whiteboard.
! Warm up participants before the session begins.
! Write or type the technical support number on the whiteboard or in chat.
! Call participants who are not logged in: assist them to successfully log in.
! Remind the Facilitator of participants who are not interacting.
! Track timing and help Facilitator keep on schedule.
! Manage half of the breakout rooms.
! Start/stop recording and publish the session as needed.

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Description of Courses

The Learning Administrator

For directors and coordinators of the training function for an agency or facility or those who wish
to serve in that role in the future.

Course Description

The Learning Administrator is a blended curriculum to be offered and facilitated by a qualified
Facilitator. It contains guides for a series of learning activities, including Virtual Instructor led
Training (VILT) and self-paced independent learning activities. There are materials for the
Course Coordinator/Facilitator and for participants.
This Course Overview describes the learning activities, provides Performance Objectives for
each learning activity, and provides approximate time investment for each activity.
Qualified Facilitators may modify this curriculum to meet their learners and/or agencys needs.

Course Performance Objectives

Given relevant learning experiences, participants will:
Learn about potential roles the learning function can play in an organization (what a
learning administrator does, how it has changed)
Assess the need and support for the potential roles the learning function can play within
their agency and set priorities for growth
Assess and develop a strong, competent training team
Assess and improve the quality of training offerings and services
Establish/improve the budget development and management processes
Set strategic goals and plans for themselves and/or their training unit

Learning Events with Course Coordinator Notes:
Pre-Course Assignments [1 hour]
Prior to initial VILT participant will:
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Register for program; sign into NIC Learning Center
Read the NIC white paper: Corrections Learning and Performance: A Vision for the 21
st

Century

VILT 1: Leadership in Learning and Performance Part 1 [2 hours]
In this VILT session, participants will:
Identify roles learning administrators may play and at least three tasks involved in each
role
Identify at least two ways to enhance the learning function in their organization
Develop a plan to gather input for a Learning Function Strategic Plan

Intercession Assignment [2 hours]
Each participant will:
Consider which roles of a learning administrator they would like to expand, and in what
ways. Discuss their ideas with a supervisor, mentor or champion and agree on areas for
growth.
Obtain input and support from at least two key stakeholders in their agency.
Modify their plans based on input received
Be prepared to give a 3-5 minute presentation of your Needs Assessment plan (in Word
or PowerPoint) during VILT 2: Leading Learning and Performance, Part 2

VILT 2: Leadership in Learning and Performance Part 2 [2 hours]
In this VILT session, participants will:
Report on their draft learning function needs assessment and supervisor/mentor
meeting
Discuss strategies for improving the learning function (e.g., ensuring training basics
are in order, engaging stakeholders, measuring success and ROE) and/or
enlarging the perceived roles of the learning function (e.g., cultivating trust and
confidence from leadership, employing marketing techniques, taking first steps
toward change, etc.)
Begin creating a Strategic Plan for the Learning Function using the template
provided

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In this self-paced assignment, participants will:
Using the NIC Competency Assessments, identify their own and their team members
competency levels and identify where there are opportunities to develop further
capabilities
Based on the Strategic Plan for the Learning Function developed earlier, prioritize gaps in
the learning function team and areas for learning professional staff growth (with staff)
Using NIC and other resources, develop Personal Learning Plans, including networking
and learning activities; share with a peer for feedback and input
Work with each team member to discuss and develop their Personal Learning Plans

VILT 3: Assessing the Learning Professionals Part 2 [2 hours]
In this VILT session, participants will:
Debrief the self- and staff assessments and development plans

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In this self-paced assignment, participants will:
Enhance team development by modeling a learning culture within the learning function
team (regular program/curriculum debriefs, sharing learning, monthly learning goals,
post-event reviews, etc.)
Share their strategic plans, expectations and goals with staff; develop creative incentives
for staff development; provide individuals with developmental feedback; establish peer
mentoring as appropriate; recognize and reward high-performing staff
Arrange planned opportunities/experiences for staff skill development

Managing the Training Function [4 hours]
In this self-paced assignment, participants will:
Download and complete a PDF self-paced workbook on work planning and project
management practices
o Becoming an effective internal consultant
o Responding to organizational problems: what training can and cannot do
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o Taking on strategic issues
o Engaging key stakeholders
Download and complete a PDF self-paced workbook on establishing/improving the
budget development, data-based decision-making and management processes, e.g.,
o Examine sample budgets and line items
o Identify ROE data needed and ensure its availability (Worksheet cost and
benefits per participant, costs of NOT doing training)
o Meet with budget officer to get data
o Examine cost saving strategies and efficiency improvements
o Explore funding opportunities for unit development

VILT 4, 5 & 6: Assessing and Improving the Learning Function
These will be VILT coaching sessions, with topics to be selected by and adapted to the needs of
the group or subgroups. Faculty may include some experienced learning administrators as
presenters. Activities may include peer coaching, small group sharing, assessment, feedback and
improvements to the quality of training offerings and services. Emphasis and agenda will be
determined by participant Strategic Plans, issues and priorities, and may include such topics as:
o Overview of current learning research as context (Google research assignments), and
implications for current practice
o Review and identify agency training policies that might require revision
o Assess/improve development processes for staff, field instructors, SMEs, managers
o Measurement of Effectiveness
o Assess agency and training legal and liability issues; operational compliance
o Assess and improve current training plans (including plans to share drafts with
staff and other stakeholders for input)
o Assess and improve curricula and learning strategies (including plans to share with
staff; use of new learning strategies and technologies)
o Assess and improve functioning of the Learning Management System, inventory
systems and other supporting functions
o Share ideas and experience with contract management and added value: brokering of
external programs, shared offerings with other agencies, etc.
o Discuss possibilities for expanding/altering services provided to the agency, e.g.,
internal consulting, change management, policy reviews and revisions, meeting
facilitation, strategic planning, problem-solving, etc.
o Action Planning sharpen your strategic plan to prioritize initiatives, identify and
include key stakeholders and identify next steps.
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In this self-paced assignment, participants will:
Through feedback from others and their own reflection on their work, re-assess their own
current level of competence as Learning Administrators and the overall functioning of
their learning function/team
Create a plan for additional learning experiences, reading, conferences, etc., needed for
continuing professional learning and development
Exchange their learning plan with a peer coach and obtain input and feedback

VILT 7: Re-Assessment
In this VILT session, participants will:
Reflect on changes they have made/intend to make in the Learning Function in their
organization
Present their final Strategic Plans for change
Commit to facilitating/leading at least one online learning session for the group over the
next year



Follow On Learning Opportunities
Broadcasting or streaming workshops from national conferences
NIC Academy course opportunities
WebEx brown bag sessions each led by a different program graduate on learning and
management strategies
NIC Academy will bring industry thought leaders to desktops via webinars, through the
Learning Administrators Virtual Community

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The Learning Designer

For trainers who provide lesson and/or curriculum design for an agency or facility or those who
wish to serve in that role in the future.
Goals:
Through the learning experiences provided in this course, participants will:
Assess their own level of competence in instructional design skills with input from
colleagues, and create a Personal Action Plan based on the Learning Designer Self
Assessment.
Examine the results of the Self Assessment process through group discussion. Analyze
the role of learning designer in relation to other roles through comparison and work
experience.
Develop at least three appropriate analysis and assessment strategies for a provided case
study and for a learning design of their own. Determine the target audience, the learning
environment and the required equipment and materials for the design outline
Design three effective performance objectives for their new learning design following the
guidelines provided. Request feedback and guidance from the Course Coordinator and
modify as needed.
Examine current research into how the brain learns. Apply Adult Learning Theory to
ones own learning experience in a structured activity. Determine the relationship
between the learning cycle and the ITIP model as outlined in course materials.
Examine and analyze sample lesson plans to determine the use of effective learner-
centered design elements as outlined in course materials.
Select or design learning strategies for each step of the lesson outline that will best
implement the performance objectives for the new design with feedback from the Course
Coordinator.
Outline the learning design to include anticipatory set, input, guided and independent
practice as well as brief descriptions of content and strategies. Request feedback from the
Course Coordinator and modify as needed.
Examine the principles of effective visual design using examples. Practice the selection
of appropriate learning aids/performance support using guidelines/examples provided.
Design or obtain effective learning aids and materials, to include two visual aids and two
handouts that complement the overall learning design, following the guidelines provided.
Create a References and Resources section of at least five items for the new design
following the guidelines provided. Request feedback from the Course Coordinator and
modify as needed.
Develop an evaluation plan for the new design, as well as creating two test questions
following guidelines provided. Request feedback from the Course Coordinator and
modify as needed.
Obtain feedback from colleagues, other participants and the Course Coordinator to
improve new design and modify as necessary to implement feedback.
Complete the learning design outline, incorporating all elements of best practice
instructional design as demonstrated in the course. Present the learning design outline to
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fellow participants in a Virtual Instructor-Led Training session. Record feedback
received from fellow participants and provide helpful feedback to fellow participants
according to guidelines provided.
Reassess own level of competence in instructional design skills and plan for additional
learning experiences needed for continuous professional learning and development
through a Professional Development Plan.

Learning Events and Course Coordinator Notes:
Pre-Session Assignments [2 hours]
Prior to VILT 1 each participant will:
Sign in to the NIC Learning Center and register for The Learning and Performance
Series: The Learning Designer
Download and review The Learning Designer Participant Guide Course Overview &
Learning Plan and the Self Assessment Presession Assignment
Complete the Self Assessment Presession Assignment, Reflection and Individual
Purpose Statement and the Learning Designer Self-Assessment
Download (from www.NICIC.gov) and read Corrections Learning and Performance: A
Vision for the 21
st
Century. (If you have already read this publication for another
course, scan it again to refresh your memory of the important concepts.)
Address any questions with your local Course Coordinator.

Course Coordinator Notes:
Respond to participant questions and direct participants to technical assistance as needed.

VILT 1: Designing Learning [1.5 hours]
In this session, participants will:
Explore and define your role as a designer of learning experiences for others
Examine your role in relation to other roles, such as trainee, supervisor and agency
management.
Discuss your Learning Design Professional Self-Assessment and begin plans for
development

Course Coordinator Notes:
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Introduce the role of Learning Designer, moving from the use from Curriculum Developer or
Instructional Designer to encompass the broader scope of the role.
Examine the role of designer in relation to other agency roles.
Lead a discussion of the participants Self Assessment and begin the process of developing an
Individual Development Plan


Personal Action Plan Intersession Assignment [1 hour]
Each participant will:
Develop a Personal Action Plan based on the Learning Designer Self-Assessment. Share with
other participants and Course Coordinator for feedback and comment. Save the Self-Assessment
and the Personal Action Plan for future reference.

Course Coordinator Notes:
Evaluative feedback is not required, however, coaching questions and encouragement are
needed at this point.
Participants are not required to share the Self-Assessment, just the Personal Action Plan.



Analysis and Assessment: Intersession Assignment (3 hours)
Each participant will:
Complete the section of the Participant Guide entitled Performance Analysis and Needs
Assessment, including the following activities:
Watch video segments from NIC Effective Training Design and Development 2007 on
Needs Assessment and DACUM and answer related questions in the Participant Guide.
Examine the provided case study (video of critical incident from the NIC Satellite Video
Broadcast From Research to Application: the Case for Learning and Performance);
analyze to determine appropriate assessment strategies as well as recommendations for
action. Complete Performance Analysis of a case study in the Participant Guide.
Discuss your completed Performance Analysis with other participants over phone, email
or WebEx.
Develop an assessment strategy for your new design using the Needs Assessment page in
the Participant Guide; send your strategy to the Course Coordinator, review and
modify as needed per feedback.

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Course Coordinator Notes:
Be prepared to answer questions regarding the difference between performance analysis and
needs assessment.
The video of the critical incident and discussion of performance analysis with other participants
is an optional assignment but the assessment strategy is a required assignment.


Performance Learning Objectives: Intersession Assignment (4 hours)
Each participant will:
Complete NIC ELearning Course How to Develop Effective Performance
Objectives
Complete the Performance Learning Objectives section of the Participant Guide.
Address any questions with your local Course Coordinator.
Design effective and relevant performance learning objectives for your new lesson design
in compliance with the guidelines provided. Send objectives to Course Coordinator for
feedback and coaching and modify as necessary.

Course Coordinator Notes:
Agencies may have a standard format for performance objectives, so be prepared to work with
various formats. Participants should use the one preferred by their agency but be familiar with
the NIC format.


Pre session Assignment for VILT 2: Learner-Centered Design (2 hours)
Prior to VILT 2: Learner-Centered Design each participant will:
Download (from www.NICIC.gov) and read Designing Learner Centered Instruction
and Nuts and Bolts of the Curriculum Design Process
Download (from www.NICIC.gov) and scan ITIP Toolkit: A Guide for Working With
Curriculum Developers. Use as a reference when developing your new design.
Watch Bernice McCarthy videos from NIC Effective Training Design and Development
Satellite Video Broadcast 2007 on learners and learning cycle. Note important ideas and
questions you will have for VILT 2: Learner-Centered Design.

Course Coordinator Notes:
Your role for this task is to answer questions and provide support or refer participants to NIC
technical support so that the assignments completed.


VILT 2: Learner Centered Design [2 hours]
In this session, you will:
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Examine current research into how the brain learns.
Apply Adult Learning Theory to your own learning experience.
Examine the relationship between the Experiential Learning Cycle and the elements of
the Instructional Theory Into Practice Model.
Analyze a brief lesson plan to identify and describe all the elements of effective design.

Course Coordinator Notes:
Be prepared to answer questions about the Experiential Learning Cycle and the Instructional
Theory into Practice Model as outlined in the VILT. Be familiar with the brief lesson plan to
point out the elements of effective design.


Lesson Design: Intersession Assignment [4 hours]
Each participant will:
Complete the Participant Guide section Lesson Design including the following activities:
Read detailed descriptions of each ITIP component for deeper understanding of the
model.
In the Participant Guide examine sample lesson plans; highlighting characteristics of each
ITIP component as found in sample plans.
Examine an agency lesson plan that may not contain essential ITIP components and/or is
not learner centered. Determine parts that need improvement and suggest modifications
as needed. Share with other participant(s) and discuss changes.

Course Coordinator Notes:
Participants may need assistance in connecting with peers to discuss the assignments. Make
suggestions for other participants they may want to work with and how to use an online learning
platform or phone conference to connect.





Learning Strategies: Intersession Assignment (2 hours)
Each participant will:
Complete the Participant Guide section Selecting Learning Strategies including the following
activities:
Complete the NIC course, ELearning: A Foundation for Correctional Trainers.
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Considering your performance objectives, select at least one appropriate strategy to use
for each part of your design.
Create a lesson outline using the template in the Participant Guide. As well as learning
strategies, you should fill in the assessment strategy and the objectives already developed.
You will add to this template in a later session. Send lesson outline with strategies to
Course Coordinator for feedback and coaching. Modify as per feedback.

Course Coordinator Notes:
Stress the relationship between the objectives and the strategies selected.


Pre session Assignment for VILT 3: Designing Effective Training Aids and
Materials/Performance Support (1 hour)
Each participant will:
Watch assigned slide shows and videos that illustrate effective visual design and
complete Effective Training Aids page in the Participant Guide.
Scan participant guide materials for the course in which you are currently enrolled. Note
three examples of effective use of participant materials to provide transfer and retention.

Course Coordinator Notes:
Be prepared to discuss the effective use of learning aids in the Participant materials and point
out additional examples or provide examples of your own.



VILT 3: Designing Effective Training Aids and Materials/Performance Support (1.5 Hours)
In this session, you will:
Re-conceptualize training aids and materials as performance support.
Incorporate five principles of visual design and four graphic types into creating
effective performance support materials.
Practice selection and design of effective performance support with a focus on
computer generated materials.

Course Coordinator Notes:
Moving from the traditional use of training aids to the broader one of performance support
may require the use of additional examples in order to provide conceptual understanding.

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Designing Effective Training Aids and Materials/Performance Support: Intersession
Assignment (4 Hours)
Each participant will:
Complete the section of the Participant Guide Designing Effective Training Aids and
Materials/Performance Support including the following activities:
Using your prepared Lesson Plan Template, determine the need for visuals or other
learning aids in each component of the design and note ideas for visuals.
Design two visuals and two handouts for your learning design.
Create a list of references and resources of at least five items related to your learning
design topic.
Share visuals and handouts and list of references and resources with the Course
Coordinator and modify as per feedback and coaching.

Course Coordinator Notes:
Participants are not required to complete graphic art but to design a visual that will convey the
meaning they are trying to convey. Rough sketches or related examples are acceptable


Designing Evaluation Strategies: Intersession Assignment (2 Hours)
Each participant will:
Complete the section of the Participant Guide Designing Appropriate Evaluation Strategies
including the following activities:
Examine two evaluation strategies currently used in your agencys training and assess
how they fit into Kirkpatricks Levels of Evaluation.
Determine what evaluation tools you will use to assess the outcome of your learning
design/lesson plan.
Design two test questions or performance assessments needed for your design.
Share your evaluation strategy with the Course Coordinator and modify as per feedback
and coaching.

Course Coordinator Notes:
Encourage participants to work with colleagues to create their evaluation strategy.


Pre Session Assignment for VILT 4 Learning Designs (3 Hours)
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Prior to VILT 4: Learning Designs each participant will:
Prepare a final outline of your learning design for presentation to group. Include purpose
of training, performance learning objectives, evaluation strategies and brief description of
lesson activities, strategies and test questions using the template provided.

Course Coordinator Notes:
Even though the participants agency may have a lesson plan template, it is important for them
to be able to use the template provided in the course. There is not enough time to create a
comprehensive, manuscript lesson plan in this course but they should be able to create a
complete outline.


VILT 4 Learning Designs (2 hours)
In this session you will:
Revisit five important concepts from this learning experience with other participants
and Course Coordinator.
Present your learning design outline in small groups with feedback from other
participants using the template provided.
Record feedback from four other participants for use in creating your Professional
Development Plan.

Course Coordinator Notes:
This VILT is mostly concerned with participants presenting their lesson outlines to peer
participant groups for feedback and comment. You and the Producer will be monitoring the
breakout groups, offering assistance and dealing with any technical issues, so you will not be
part of the feedback process.
This is the final group interaction, so participants use the last few minutes to bring closure and
provide opportunities for comment and closing statements. You should also prepare some
closing remarks from your own point of view as well as wishing them well and encouraging
future learning.

Final Independent Assignment (1 hour)
Through feedback from others and your own reflection on your work, re-assess your current
level of competence in instructional design and create a Professional Development Plan for
additional learning experiences, reading, conferences, etc. needed for your continuing
professional learning and development.
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It is not required but you may wish to send your Professional Development Plan to other
participants and the Course Coordinator. Sharing this plan can increase collaboration and
cross-pollination of ideas. Also, plans that are published are more likely to be fulfilled.

Course Coordinator Notes:
Although the course has ended, participants may want to stay in touch and continue
collaborative relationships that they have found helpful. Participants may want to continue
learning together through WebEx or some other online learning platform. Your final role is to
facilitate that communication and collaboration however you can.
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The Learning Professional

For those who provide training and facilitation for an agency or facility or those who wish to
serve in that role in the future.

Course Description

The Learning Professional is a blended curriculum to be offered and facilitated within a
correctional agency or a region by a qualified Facilitator. It contains guides for a series of
learning activities, including Virtual Instructor led Training (VILT), Instructor Led Training
(ILT), and self-paced independent learning activities. There are materials for the Course
Coordinator and for participants.
This Course Overview describes the learning activities, provides Performance Objectives for
each learning activity, and provides approximate time investment for each activity.
Qualified Facilitators may modify this curriculum to meet their learners and/or agencys needs.

Course Performance Objectives

Given relevant learning experiences, participants will:
Complete a Learning Professional Self-Assessment to assess skills in a variety of learning
professional roles and responsibilities and develop a Personal Action Plan to increase
skills;
Recognize and adopt practices that enhance Transfer of Learning to the job and support
overall organizational performance and effectiveness;
Review and add ideas for effective practices in preparing for learning, including
understanding and avoiding learning liability;
Employ effective practices for conveying learning content and for increasing learner
comprehension and application;
Practice delivery and facilitation of learning experiences and receive feedback.

Learning Events and Course Coordinator Notes:

Pre-Session Assignments [2 hours]
Prior to VILT 1: Learning and Performance: Whats Different Now? each participant will:
Register and sign into the NIC Learning Center
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Download and review Skills for the Learning Professional Course Overview &
Learning Plan
Download and complete the Learning Professional Self-Assessment
Download (from www.NICIC.gov) and read Corrections Learning and Performance: A
Vision for the 21
st
Century [NIC Accession Number 026506]
Address any questions with your Course Coordinator

VILT 1: Learning and Performance: Whats Different Now? [1.5 hours]
By the end of this VILT session, participants will be able to:
Define roles learning professionals may play and identify at least three tasks involved
in each role
Identify who can support learners using the skills they learn in their jobs
Identify at least two ways to increase transfer of learning

Intercession Assignments [3 hours]
Develop a Learning Development Plan based on Learning Professional Self-Assessment
scores
Download and complete PDF self-paced workbook, Creating a Learning Environment
Be prepared to discuss your Learning Development Plan and liability issues at the
beginning of VILT 2: How We Learn

VILT 2: How We Learn [2 hours]
In this session, you will:
Examine why and how adults learn new things
Apply the Experiential Learning Cycle to your own learning experience
Examine the elements of the Instructional Theory Into Practice (ITIP) model and what
each element accomplishes
Receive instructions and topics for the virtual facilitation you will each be doing on the
next VILT

Intercession Assignment [1 hour]
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Prepare and rehearse a 5-minute segment on an assigned learning topic during VILT 3:
Learning Strategies.

VILT 3: Learning Strategies [2 hours]
Each participant will choose and research a learning topic, then practice VILT facilitation
for five minutes each. For example:
1. Visuals What makes good ones for learning? Show examples. Whats different
for VILT?
2. When to use flipcharts capturing group thinking, retaining info for reference
3. Effective behavior management techniques for classroom
4. Effective engagement methods for VILT
5. Guidelines for use of:
a. Role play
b. Case study
c. Games
d. Demonstrations
e. Video
6. How to use mobile devices to support learning
7. Effective learning on the job:
a. Job shadowing
b. Coaching
c. Mentoring
d. Developmental assignments

Skills for the Learning Professional 2-day ILT [16 hours]
In this session, you will:
Practice Instructor-Led Training facilitation skills and receive feedback
Differentiate performance issues that are, and are not, likely to respond to training
solutions
Complete the Learning Professional Self-Assessment again and determine your
improvement/what has changed
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Set new learning goals and make a Learning Development plan for further self-
development

Suggestions for Follow-On Learning Opportunities
Share resources for continued development of learning professionals
Assign more experienced learning professionals as mentors/coaches
Arrange monthly or quarterly WebEx brown bag sessions each led by a different
learning professional or Learning Director, on learning strategies, new research, etc.
Arrange for broadcast or streaming of workshops from national conferences




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The Learning and Performance Coach

For those who provide Field Training to new recruits or serve as Performance Coaches or those
who wish to serve in those roles in the future.

Course Description

The Performance Coach is a blended curriculum to be offered and facilitated within a
correctional agency or a region by a qualified Facilitator (the local Course Leader see page 2
for qualifications) for employees who have recently been selected as Performance Coaches
(formerly known as Field Training Officers). It contains guides for a series of learning activities,
including Virtual Instructor-Led Training (VILT), Instructor-Led Training (ILT), and self-paced
independent learning activities. There are materials for the Course Leader/Facilitator and for
participants/learners.
This Course Overview describes the learning activities, provides Performance Objectives for
each learning activity, and provides the approximate time investment for each activity.
Qualified Facilitators may modify this curriculum to meet their learners and/or agencys needs.

Overall Curriculum Goals

Given relevant guidance and learning experiences in this course, participants will:
Explain the primary purposes of an effective on-job learning program
Employ effective practices for conveying learning content and for increasing learner
comprehension and application
Prepare for and practice the correct order and method for delivering a task performance
session
Correctly deliver at least one task performance session and receive feedback from
Facilitators and peers
Complete a Self-Assessment and develop a Learning Development Plan for continued
growth as a Performance Coach


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Group Size

This course is designed for 24 participants. Smaller groups may complete the learning activities
in shorter time than those recommended. Larger groups are NOT recommended. It is better to
divide a larger group into two cohorts to complete this program.

Timeframe

This course takes approximately 24 hours for learners to complete the six required learning
activities. The time involved depends on group size and individual differences in completing the
independent learning activities between group sessions.
It is recommended that the Course Leader schedule and conduct the learning activities over no
less than six weeks (allowing about two weeks for each Intercession period), and no more than 9
weeks (allowing about three weeks for each Intercession period), to reduce time needed for
review of previous learning and refocusing for each learning activity.
Additional time is required to complete the two optional learning activities Conducting Job
Analyses using the DACUM Facilitator Guide, and Developing Task Performance Checklists.

Course Leader Qualifications

The Course Leader serves as both a role model and a performance coach for the learners in this
course, and may provide on-going mentoring after the conclusion of this course. The Course
Leader should be a Performance Coaching (or FTO) Coordinator, or a highly experienced
Performance Coach with experience facilitating group learning activities. This course includes
both face-to-face and online learning activities and experience with both is preferred.
Because Performance Coaches specialize in one-on-one learning methods, the course may be co-
facilitated by a skilled Performance Coach and another learning professional with highly
developed group facilitation skills. The final Instructor-Led Training requires one Facilitator for
every twelve participants, so a second experienced Facilitator may be necessary.
NOTE: If the course is provided for a group that includes staff from more than one agency,
participants should be provided materials from their own agencies that explain agency-specific
policies and program procedures. It is recommended that all affected Performance
Coaching/FTO Program Coordinators participate in this course in some way to connect with
their own Performance Coach/FTO trainees.

Learning Events and Course Coordinator Notes:

A. Complete Pre-Session Assignments [Approximately 2 hours]
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Prior to VILT 1: Learning and Performance Overview, each participant will:
1. Register and sign into the National Institute of Corrections Learning Center
[nic.learn.com]; select NIC Learning and Performance Series: The Performance Coach
to locate the course materials
2. Download and review 1. Course Overview & Learning Plan
3. Download and read Corrections Learning and Performance: A Vision for the 21
st

Century (also available at www.NICIC.gov, NIC Accession #026506)
4. Obtain and read the Field Training Officer policy and procedures for your agency
5. Address any questions with your local Course Leader

B. Attend and Participate in VILT 1: Learning and Performance Overview [1.5 hours]
By the end of this session, participants will be able to:
Identify roles learning professionals may play and at least three tasks involved in each
role
Identify at least two ways to improve their coaching activities, based on what they know
about why and how adults learn
Apply the Experiential Learning Cycle to their own learning experience
Identify the elements of the Instructional Theory Into Practice (ITIP) model in a
learning design and identify what each element accomplishes for the learners
Identify at least two ways to increase transfer of learning

C. Complete Intercession 1 Assignments [1.5 hours]
1. Download and complete PDF self-paced workbook, An Effective On-Job Learning
Program
2. Watch the video clips, An Ineffective Performance Coaching Process and An
Effective Performance Coaching Process
3. Complete one Observation Checklist (on pages 22 and 23) for each video clip.
4. Be prepared to discuss the differences between the two video clips at the next VILT, The
On-Job Learning and Coaching Process

D. Attend and Participate in VILT 2: On-Job Learning and Performance Coaching [2
hours]
By the end of this session, participants will be able to:
Correctly identify the three parts of sample performance objectives
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Differentiate correctly among the elements of a job analysis
Identify at least three differences between effective and ineffective skill coaching
sessions
Follow a Task Performance Checklist to prepare for their performance coaching
demonstrations at the Skills for the Performance Coach Instructor Led Training

E. Complete Intercession 2 Assignments [1 hour]
1. Prepare and rehearse demonstrations for teaching/coaching two Tasks during the ILT:
Skills for the Performance Coach.

F. Attend and Participate in Skill Practice for the Performance Coach Instructor-Led
Training [16 hours]
At the end of this workshop, learners will be able to:
Effectively demonstrate a complete job skill module, following the steps of the On-Job
Learning and Performance Coaching process
Demonstrate effective follow-up coaching behaviors as presented in this training
Participate actively in the documentation and evaluation of the Performance Coaching
process in their agencies
Based on self-assessment and feedback, set new learning goals and make a plan for
further development as a Performance Coach


Follow-On Learning Opportunities
Schedule monthly meetings to troubleshoot the on-job learning and performance
coaching system and the practice of new Coaches
Share resources for continued development of learning professionals
Assign more experienced learning professionals as mentors/coaches
Arrange monthly or quarterly WebEx brown bag sessions each led by a different
learning professional or Learning Director, on learning strategies, new research, etc.
Arrange for broadcast or streaming of workshops from national conferences
OPTIONAL: Use the Guide for Preparing a Task Performance Checklist to prepare a
new or revised Checklist for your agency/facility/office. [Observe the task; Write
objective(s) and Steps; Test it with people who dont know the task; Submit for Review]
OPTIONAL: Conduct a job analysis using the DACUM Job Analysis Facilitators
Guide

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Glossary

Accessibility: A characteristic of technology that enables people with disabilities to use it.
People with visual, hearing, motor, or cognitive impairments can navigate accessible websites.
Animation: The rapid sequential presentation of slightly differing graphics to create the illusion
of motion. Animation can have a greater purpose in illustrating a process than a static visual, but
it requires more information to be processed by the computer.
Asynchronous Instruction: Interaction between instructors and students occurs intermittently
with a time delay. Examples include self-paced courses taken via the Internet or CD-ROM,
online discussion groups, and email.
Avatar: In online environments, it is a virtual digital image that represents a person. In
elearning, avatars usually represent the learners. The term comes from a Sanskrit word meaning
an incarnation in human form.
Blended Learning: The practice of using several training delivery mediums in one curriculum.
It typically refers to the combination of classroom instruction and any type of training that
includes self-directed use of online resources.
Blog (weblog): An extension of the personal website consisting of regular journal-like entries
posted on a webpage for public viewing. Blogs usually contain links to other websites along with
the thoughts, comments, and personality of the blogs creator.
Coaching: A process, in which a more experienced person, or coach, provides a worker or
workers with constructive advice and feedback with the goal of improving performance.
Course Coordinator: For this series, the Course Coordinator organizes and maintains the
structure of the courses through frequent communication with participants. The Course
Coordinator also mentors and coaches the participants and may serve as ILT and/or VILT
Facilitator and/or VILT Producer. Those duties may also be delegated to other qualified staff as
necessary.
Data Collection: The collection of all facts, figures, statistics, and other information that are
used for various types of analyses. Some examples of data-collection methods or tools are
examinations of in-house and external written sources, questionnaires, interviews, and
observation of trainees or jobholders.
Distance Learning: The educational situation in which time, location or both separate the
instructor and students. Education or training courses are delivered to remote locations via
synchronous or asynchronous instruction.
Formal/informal learning: Formal learning is a class, a seminar, or a self-study course.
Informal learning is not formally defined learning at home, work, and throughout society, such
as over the water cooler, asking the guy in the next cube to help out, collaborative problem
solving, watching an expert, or sharing a terminal for e-learning.
Instructor-Led Training (ILT): Formal learning sessions usually taking place with a group of
participants and often in a classroom setting.
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Learning Administrator: For directors and coordinators of the training function for an agency
or facility or those who wish to serve in that role in the future.
Learning Designer: For trainers who provide lesson and/or curriculum design for an agency or
facility or those who wish to serve in that role in the future.
Learning Professional: For those who provide training and facilitation for an agency or facility
or those who wish to serve in that role in the future.
Learning objectives: Clear, measurable statements of behavior including a condition and a
standard, that a learner should demonstrate after training.
LMS (learning management system): Software that automates the administration of training. The
LMS registers users, tracks courses in a catalog, records data from learners, and provides reports
to management.
M-learning (mobile learning): Learning that takes place via such wireless devices as cell
phones, personal digital assistants (PDAs), or laptop computers
Mindmap: A diagram used to represent words, ideas, tasks, or other items linked to and
arranged radially around a central key word or idea. It is used to generate, visualize, structure,
and classify ideas, and as an aid in study, organization, problem solving, decision making, and
writing.
NIC Learning Center: The portal through which learners in the field of corrections can access
online learning courses, VILTs and recorded webinars. The Center also maintains an individual
record of training completed through the center.
Online Learning Platform: A set of integrated tools and features used to create an online
learning environment that allows for interaction as well as content delivery. Common examples
are: WebEx, Adobe Connect, Go To Training.
Learning & Performance Coach: For those who provide one-on-one training to new recruits or
serve as learning and performance coaches or those who wish to serve in those roles in the
future.
Performance Support: Any tool, material, process, or system to help employees accomplish
their job in an efficient and effective manner. Performance support ensures transfer from formal
training and increases speed to proficiency. If people are learning something new, training plus
performance support will help the learner to apply new knowledge effectively.
Simulations: Highly interactive applications or exercises that allow the learner to model or role-
play in a scenario. Simulations enable the learner to practice skills or behaviors in a risk-free
environment.
Social media: An umbrella term that defines the various activities that integrate technology,
social interaction, and the construction of words, pictures, videos, and audio.
Synchronous Training: A situation that occurs when the trainer and the trainee interact in real
time. It often refers to electronic or web-based training.
Training Aid: Anything (item or device) that enhances the learning and increases the
likelihood that participants will remember what they have learned after they leave the class or
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learning environment. Training aids may be used after training is completed and thus become
performance support.
Virtual Instructor Led Training (VILT): Training that is delivered in a virtual or simulated
environment, or when instructor and learner are in separate locations. Virtual instruction
environments are designed to simulate the traditional classroom or learning experience. VILT
can be conducted synchronously or asynchronously.
VILT Facilitator: The Facilitator provides guidance and structure, as well as delivers content to
the learners in the virtual classroom. Frequent interaction through use of the platform features
maintains interest and attention.
VILT Producer: The producer works with the VILT Facilitator to ensure the smooth operation
of the virtual classroom environment. Generally speaking, the producer handles the technical
aspects of the session, which frees up the Facilitator to focus on instructional issues. The
producer can also help to maintain a high level of interaction with the participants.
Webinar (Web + Seminar): A small online learning event in which a presenter and audience
members communicate via text or audio chat about concepts that also can be illustrated by online
slides and/or an electronic whiteboard. Webinars often are archived for on-demand access.
Wiki: A collection of web pages designed to enable anyone who accesses it to contribute or
modify content, using a simplified markup language. Wikis are often used to create collaborative
websites.


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Appendix

Sample Correspondence


The Importance of Coaching/Mentoring
Receiving coaching is an integral part of learning new skills. In fact, without coaching new skills
learned are fragile; vulnerable to loss and disruption without reinforcement soon after the
initial learning experience.
In 1987, Bruce Joyce and Beverly Showers released the findings of their groundbreaking
research regarding the extent of implementation resulting from various modes of training and
follow-up support. The following summary of Joyce and Showers findings is dramatic!

The research on the need for coaching:
5% of learners will transfer a new skill into their practice as a result of learning a theory
10% of learners will transfer a new skill into their practice as a result of learning a theory
and seeing it demonstrated
20% of learners will transfer a new skill into their practice as a result of theory,
demonstration, and practice during the training
25% of learners will transfer a new skill into their practice as a result of theory,
demonstration, practice, and corrective feedback during the training
90% of learners will transfer a new skill into their practice as a result of theory,
demonstration, practice, and corrective feedback during the training -- when it is followed
up with job-embedded coaching
Just providing technical support (coaching) is NOT enough to make sure that employees actually
implement in practice what they have learned in trainings. Joyce & Showers acknowledge that
no one will take the risks of growing in front of another person, or their advice and "coaching"
unless they first have a relationship of mutual trust with that person. It is important to provide
that relationship within which effective coaching can lead to risk-taking and growth.



The primary role of a coach is to provide a supportive environment where the learner and
coach jointly examine and reflect on current practices, develop new skills and competencies with
feedback, and problem solve challenging situations.
Rush and Shelden, Characteristics and Consequences of Coaching Practices.

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Coaching is about increasing an individual's knowledge and thought processes with a
particular task or process. It creates a supportive environment that develops critical thinking
skills, ideas, and behaviors about a subject. Although it is closely tied to training, it is more
personal and intimate in nature.

Helpful Behaviors of a Coach
Draws people out:
o What do others think? or What do you think?
o And what else?
o Silence (20-30 seconds) - gives the person a chance to think. Also, people tend to
abhor silence, thus if you wait long enough, the person will usually speak up.
o You look like you have something to say. . .
Interprets comments:
o Words verses tone (many questions are not really questions but a need for self-
assurance).
o Intent verses wording (learners often have a hard time wording new subject
matters).
o Sees beyond the learners paradigms and filters.
Clarifies thoughts or comments:
o Use stories and experiences to bring life to the subject.
o Looking for similarities and differences.
Senses energy level:
o Takes breaks as needed.
o Has a sense of timing.
Handling objections:
o Tries not to personalize (the learner may become defensive).
o Reflects for a moment to ensure you understand the objection.
o Encourages conversation.
o Remembers to breathe and relax.
How we treat each other:
o Takes individual responsibility.
o Being right verses being successful.
o Uses influence rather than dominance (does not pull rank).
o Maintains confidentiality and trust.
o Uses active listening.

Coaching is best accomplished through the use of questions rather than statements. Here are
some questions to use when coaching around the lesson plan outline.
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Coaching Questions for Lesson Plan Review
Cover Sheet
Is the topic appropriate for the targeted participants?
Is group size manageable for participation in activities?
Is space/room setup conducive to learner-centered activities?
Are all necessary materials and equipment noted?
Performance Objectives
Are they complete and measurable?
Are they targeted to job related behaviors?
Do the action verbs target the appropriate levels of learning?
Are two of the objectives at application level or above?
Needs Assessment
Is the needs assessment strategy adequate to determine required information?
Are extra resources required to implement needs assessment?
Evaluation
Is the evaluation strategy adequate to assess desired outcomes?
Are both formative and summative strategies included?
Anticipatory Set
Does it create or connect to an experience for the learner?
Does the set establish a reason why this topic is relevant and important?
Does it build a bridge between the learners experience and the content?
Input
Is there sufficient information to support the practice that follows?
Are there a variety of strategies included, including visuals?
Does the input draw on expert knowledge or current best practice?
Is the information delivered effectively?
Guided Practice
Does it allow for hands-on practical activity?
Is sufficient structure built in to ensure that the correct skill is practiced?
Is sufficient practice time allotted?
Is there instructor support/coaching for correction?
Independent Practice
Does it allow for opportunity to experiment?
Do the learners have opportunities to refine, edit and revise?
Is there an opportunity for self-assessment?
Are what if scenarios explored?
Closure and Evaluation
Are key points summarized and reflected upon?
Does it build a bridge to subsequent modules or future training opportunities?

What characteristics of learner-centered instruction are embodied in this design?
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