ELIXIR-GOBLET Train-the-Trainer (TtT) Handbook

handbook, Slides, Lessons, Lesson plan

ELIXIR-GOBLET Train-the-Trainer (TtT) Handbook

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This GitHub repository contains the handbook and supporting materials for the ELIXIR-GOBLET Train-the-Trainer course (TtT). It is designed as a resource for TtT instructors who will deliver the course, as well as for trainers who want to strengthen their understanding of effective teaching and learning practices. The handbook presents the pedagogical foundations, facilitation approaches, and practical guidance that underpin the course, which is organised around four core sessions: Principles of learning - how they apply to training and teaching, Design and Plan: Session, Course, and Materials, Enhancing participation and engagement, and Assessment and feedback in training and teaching. Other optional lessons are listed below and they complement the core TtT sessions.

DOI: https://doi.org/10.5281/zenodo.21703555

Licence: Creative Commons Attribution Share Alike 4.0 International

Contact: Patricia Palagi Allegra Via Bruna Piereck Moura

Keywords: instructional design, learning outcomes, Blooms' taxonomy, Backward design, active learning, learner engagement, Motivation, Formative assessment, feedback, working memory, cognitive load, evidence-based teaching, Concept Map, course design

Target audience: Trainers, Educators, Instructors, Researcher

Resource type: handbook, Slides, Lessons, Lesson plan

Version: V1.0.0

Status: Active

Prerequisites:

This course is designed for those with little or no teaching experience. An interest and enthusiasm for teaching is all that is required.

Learning objectives:

By the end of Session 1, participants should be able to:
- List different types of learning (e.g., mnemonic, practical, etc.) — recognizing that "learning" isn't a single, uniform thing.
- Describe the key features of learning models, principles, and strategies — building familiarity with the conceptual building blocks the rest of the session covers (memory models, cognitive load, evidence-based strategies, Dreyfus, mental models, Bloom's taxonomy).
- Explain why understanding learning is helpful for classroom practice — making the case that grasping the "why" behind teaching strategies (not just the "what") helps trainers diagnose problems, adapt to context, and make better instructional design decisions.

By the end of Session 2, participants will be able to:
- Plan a mini-training: define the target audience; define Learning Outcomes.
- Design a mini-training: differentiate a Syllabus and a lesson plan; write the basics of a Syllabus; draw a concept map to define content.
- Develop a mini-training: write a lesson plan.
- Deliver a mini-training: prepare and present a small lecture.
- Evaluate your mini-training: continuous improvement.
By the end of Session 3, participants will be able to:
- Describe what makes training effective.
- Describe what makes a trainer effective.
- Identify some strategies that facilitate active, interactive, and collaborative learning.
- List factors of motivation and demotivation.
- Identify what instructors can do to motivate, and avoid demotivating, learners.
By the end of Session 4, participants will be able to:
- Describe the differences between formative and summative assessment.
- Explain why frequent feedback is important.
- Describe and exemplify a few techniques for formative assessment.
- List a few techniques to cope with feedback on your own teaching efforts.