This is a training I designed, developed, and delivered while working as the Associate Director of the Laureate Languages Program. If you would like more information about this training, or if you would like information about trainings that can be made for you, please let me know using the contact page.

This course trains teachers how to improve their craft using Kolb's reflective cycle. Participants will learn definitions, procedures, and guidelines, and then put what they have learnt into practice by returning to the classroom and using their new knowledge to implement a practice of reflective teaching.

1. Participants will understand the theoretical constructs, principles, and practices of Kolb's reflective cycle.
2. Participants will develop good attitudes towards using Kolb's reflective cycle to improve their teaching abilities.
3. Participants will demonstrate their abilities to put Kolb's reflective practice to use in their real-life teaching practices.

To what extent the program achieved its intended outcomes is measure in the following ways.

1. As this training had a single-meeting timeframe for in-class learning, lower levels of cognitive achievement (knowledge without application) were measured using continuous assessment principles throughout the face-to-face lesson.
2. Affective outcomes (attitudes) were measured using behavioral analysis.
3. Analysis of participant projects, which were handed in 4 weeks after the initial training.

The design of this course is heavily influenced by andragogy (adult learning theory) and the basic tenets of the process of human learning and knowledge transfer -- mostly as described in Blooms taxonomy, or some reiterated form it. If you would like to know how a course designed on such principles can benefit your organization, please contact me here.

The Learning Experience

This training program was light on content and heavy on actionable and measurable results. The basic processes and principles of the reflective teaching can be seen in the beginning of the training, with learning outcomes that use words like

• understand
• define
• recognize

With the necessary knowledge obtained, the program quickly moves towards higher level cognitive tasks, as seen through learning outcomes using verbs such as

• produce
• implement
• produce

Learning activities were designed in light of current learning theory for adult learners. They are active and student-centered, including the following

• instructor-led activities (minimal usage)
• individual work
• partner work
• group work

If you would like more information about the course syllabus, please let me know using my contact page.