This document provides guidance on planning and delivering group-based training sessions. It recommends including a variety of activities like audio/visual presentations, internet learning, simulations and role plays. It also outlines the main components of a session plan such as refining learning objectives, generating delivery ideas and evaluating resources. Specific teaching models and techniques are described, such as GLOSS for gaining learner attention and interest, icebreakers to build relationships, chunking information into sections, and the 4Mat model of framing content delivery. The document stresses the importance of reflective practice for trainers to analyze their performance and get feedback.

1. Plan and organise group based delivery. Part 2

2. Delivery to a diverse learner group. Include activities such as: Audio and visual presentations. Internet learning. Simulations and role plays. Practical and hands on activities.

3. Main components of a session plan. Refining the learning objectives. Generating delivery ideas. Evaluating existing learning recourses. Develop session plan for each segment of learning program.

4. GLOSS Gain the learners attention, interest and involvementLink the learning to the learners previous experienceOutcomes of the session are identifiedStructure of the session is previewedStimulate the learner's motivation You would use the gloss method as a guide to running your classes above is clearly explaining the acronym. The gloss method gives the trainer a structured teaching base to help keep the learners motivated interested and determined to achieve there goals and finish the course.

5. Ice breakers Icebreaker’s help learners establish relationships with other group members with in the learning group. This will hopefully ease tension amongst class peers and create a positive and relaxed learning environment. Class introductions. Answering basic questions about your self and introducing your self to your peers. Group initiative activities making the whole group work as a team to achieve a small basic out come e.g/ shift team from one end of room to the other only standing on pieces of paper.

6. Chunking Chunking deals with the capacity of short term memory braking the course up into sections (5-9 sections) so the brain is more capable of taking in all the information, processing it and remembering it. The trainer would chuck related subjects so that the learner is focusing on the one thing for longer instead of jumping between topics.

7. 4Mat model. why what how if. Why: why do we need to know this. What: what is the content. How: how does the learner apply the knowledge. If: scenarios. (What if) conclusions.

8. Reflective practice Reflecting on your training performance. Ways to reflect: analyse difficulties, learner evaluations and peer feedback.