IQ Standard V1 20231204

Training systems
Instructor Qualification
Training Standard
V1
Publication date: 4th December 2023

Training systems
Instructor Qualification Standard / V1

2023-12-04
CONTENTS
1. LIST OF ABBREVIATIONS ................................................................................................................................. 5
2. TERMS AND DEFINITIONS............................................................................................................................... 5
3. CHANGE LOG ................................................................................................................................................. 13
4. SCOPE ............................................................................................................................................................. 13
5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR QUALIFICATION STANDARD ...................................14
5.1 Overview 14
5.2 Target Group 14
5.3 Aims of the GWO Instructor Qualification Standard 14
5.4 Duration of the Instructor Qualification Modules 14
5.5 Validity Period 15
5.6 Course Codes 15
5.7 Participant Prerequisites 16
5.8 Trainer and Teacher Qualification Prerequisites 16
6. USING THIS STANDARD TO DEVELOP TRAINING ....................................................................................... 17
6.1 Learning and Transfer 17

6.2 Trainer’s Toolbox 17
7. MODULE 1 - INSTRUCTOR QUALIFICATION TRAINING.............................................................................. 19
7.1 Aims and Learning Objectives for the Instructor Qualification Training (IQT) 19
7.2 Core of the IQT: Teach Back Sessions 19
7.3 Participants Assessment 19
7.4 Duration of the Instructor Qualification Training Module 20
7.5 Instructor Qualification Training Module Participant Ratio 21
7.6 Equipment for the Instructor Qualification Training Module 21
7.7 Instructor Qualification Training Module Timetable 21
7.8 Detailed Description of the Instructor Qualification Training Module 22
Introduction to the training .............................................................................................................. 22

Teach back 1, Opening .................................................................................................................... 24
Adult Learning, Principles of Motivation........................................................................................... 25
Culture Awareness............................................................................................................................ 26
Communication, body Language ..................................................................................................... 26
Learning Styles ................................................................................................................................. 27
Reflection.......................................................................................................................................... 28
Catch-Up .......................................................................................................................................... 28
Teach back Session 2 ....................................................................................................................... 28
Global Wind Organisation ©/ www.globalwindsafety.org 2 / 102

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Aims and Learning Objectives ........................................................................................................ 29

Learning Objectives and activities .................................................................................................. 29
Learning processes, basic ............................................................................................................... 30
Participants’ Experience, part 1 ...................................................................................................... 31
Instructional Design ........................................................................................................................ 32
Instructor Preparation ..................................................................................................................... 33
GWO Taxonomy ............................................................................................................................. 34
Visual training Aids ......................................................................................................................... 35
Organising Learning Activities ........................................................................................................ 35
Teach back Session 3 ..................................................................................................................... 36
Feedback ........................................................................................................................................ 36
Catch Up......................................................................................................................................... 37
Questions ....................................................................................................................................... 38
Participants’ Experience, Part 2 ...................................................................................................... 38
Learning activities and teaching Methods ...................................................................................... 39
Digital Learning tools ..................................................................................................................... 40
Active Listening .............................................................................................................................. 41
Assessment Strategy ...................................................................................................................... 42
Teach back 4 .................................................................................................................................. 43
instructor self-evaluation and development ................................................................................... 43
Conflict management ..................................................................................................................... 44
Learning Transfer and fidelity ......................................................................................................... 45
Teach back 5 – Final ....................................................................................................................... 46
Training Review .............................................................................................................................. 46
Feedback session ........................................................................................................................... 46
8. MODULE 2 - IQ CROSSOVER TRAINING (IQTX) ........................................................................................... 48
8.1 Aims and Objectives for the IQTX Module 48

8.2 Duration of the IQTX Module 48
8.3 Participant Prerequisites 48
8.4 IQTX Module Participant Ratio 48
8.5 Detailed description of the IQTX Module 49
Introduction to the Workshop .......................................................................................................... 49

Introduction to the Training.............................................................................................................. 50
Adult Learning Part 1 Principles of motivation ................................................................................. 56
Adult Learning Part 2, Learning Process and Approach ................................................................... 57
Learning Styles ................................................................................................................................. 58
Visual Learning Tools ........................................................................................................................ 58
Learning Reflections ......................................................................................................................... 59
Catch Up........................................................................................................................................... 60
GWO Taxonomy Framework, Concepts ........................................................................................... 61
GWO Taxonomy, Learning Domains and Levels ............................................................................ 62
Assessment Tools, Question Styles ................................................................................................ 63

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Digital Learning tools ..................................................................................................................... 64

Feedback ........................................................................................................................................ 64
Learning Reflections ....................................................................................................................... 66
Catch Up......................................................................................................................................... 66
Barriers to Learning ........................................................................................................................ 66
Didactical Considerations and Instructional Design ....................................................................... 68
Training Review .............................................................................................................................. 68
9. MODULE 3 – IQT TRAINER MODULE (IQTT) ................................................................................................. 71
9.1 Aims and Objectives for the IQTT Module 71

9.2 Duration of the IQTT Module 71
9.3 Participants Assessment 72
9.4 Participants’ Prerequisites 72
9.5 IQTT Module Participant Ratio 73
9.6 Didactical Considerations for the IQTT Workshop 73
9.7 Detailed Description of the IQTT Module 74
ANNEX 1 - EQUIPMENT LIST ...................................................................................................................................... 77
ANNEX 2 - VERSION HISTORY .................................................................................................................................... 78
ANNEX 3 - IQT MODULE TEACH BACK ..................................................................................................................... 79
ANNEX 4 - IQT MODULE JOINING INSTRUCTIONS.................................................................................................. 83
ANNEX 5 - LEARNING DESIGN DOCUMENT............................................................................................................. 85
ANNEX 6 - IQTT ASSESSMENT CRITERIA .................................................................................................................. 91

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1. LIST OF ABBREVIATIONS
GWO Global Wind Organisation
IQT Instructor Qualification Training
IQTT Instructor Qualification Trainer Training
IQTX Instructor Qualification Crossover Training
WINDA GWO training record database
WTG Wind Turbine Generator
2. TERMS AND DEFINITIONS
Term Definition
Ability Ability covers the capacity to act responsibly, safely, and independently or in cooperation
with others to meet a challenge or to get the job done.
Ability contains the following aspects:
Application of knowledge and skills together with both personal and professional
experience, attitude, and personal characteristics.
Ability also depends on the complexity of the cooperative situations in which one can
engage, e.g. in familiar or unfamiliar situations, by one’s self or under supervision and
instruction, alone or in cooperation with others as well as the degree of unpredictability
and changeability in these contexts.
In relation to learning, ability covers the ability to take ownership for one’s learning and
that of others.
Action Verbs Specific action verbs are indicative of a single taxonomic level. They demand specific
learning activities so that participants can achieve a predetermined learning objective.
During a learning activity the participant shall practise what the action verb indicates.
Similarly, a participant’s ability to achieve a learning objective can be assessed by

comparing the participant’s training performance with the appropriate action verbs.
Training assessment shall be carried out while a participant is in action as well as at the end
of a training.
Active Active listening is a communication skill that involves going beyond simply hearing the
Listening words that another person speaks but also seeking to understand the meaning and intent
behind them. It requires being an active participant in the communication process

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Active listening techniques include:
1) being fully present in the conversation
2) showing interest by practising good eye contact
3) noticing (and using) non-verbal cues
4) asking open ended questions to encourage further responses
5) paraphrasing and reflecting back what has been said
6) listening to understand rather than to respond
7) withholding judgment and advice
Adult Adult learning theories can positively impact adult learning experiences both in the
Learning classroom and on the job. The following characteristic are relevant:
Principles 1) adults need to know why they have to learn something - they must want to learn
2) adults need internal motivation
3) adults have a self-concept of being responsible for their own decisions and
constructions of experiences (experiential learning)
4) adults are a learning resource for their peers
5) adult learning is solution oriented
Teaching according to adult learning principles calls for participant centred and participant
involving learning activities, work related fidelity designs, a significant focus on intrinsic
motivation and development oriented feedback.
Further characteristics covered by the concept of teaching according to adult learning

principles are: learning styles, instructional design and didactical considerations,
communication skills and conflict management, cultural awareness, and learning transfer.
Aim An aim describes what the intention of the activity/lesson/module is; why should resources
be allocated to conduct the activity; what is the gain for the industry or for the course
participant.
Andragogy Andragogy is an approach to teaching that is geared toward adult learners. It is based on
the assumption that adult learners are more self-directed, autonomous, and motivated to
learn. Key characteristics of andragogy include: learner-centred with focus on the learners
needs, experiences, and interests; self-directed learning, where adult learners take
responsibility for their learning and set their own learning goals and pace; experiential
learning (adults often learn best through experiences and problem-solving activities that
are relevant for them); collaborative learning where interaction and collaboration among
adult learners are encouraged to share experiences an learn from one another; and

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problem oriented learning that motivates because the learner can see the direct
application and relevance of what is to learned.
In conclusion, when teaching children or young students, a pedagogical approach is

appropriate, with teacher-centred structured lessons, direct instruction, and regular
assessment. However, when teaching adult learners, an andragogic approach may be more
effective. These concepts are not mutually exclusive, and elements from both approaches
can be combined to create effective teaching and learning experiences for learners of all
ages
Assessment The main focus of assessment is to collect data, track progress, and inform instructional
decisions to support a student's learning journey
Assessment can be both formal and informal and may take various forms, such as:
a. formative assessment. This type of assessment is ongoing and occurs during the learning
process. Its primary purpose is to provide feedback to both the student and the teacher,
helping identify strengths and weaknesses and guiding instructional adjustments to
enhance learning.
b. summative assessment. Summative assessments occur at the end of a specific period,

such as a unit, semester, or school year. They aim to evaluate the overall learning
outcomes and determine a student's level of achievement or proficiency.
Summative assessment must be conducted in the same environment and structure as the
related learning activities to ensure alignment between objective, activities and
assessment.
Backwards Planning lessons based on the desired learning outcomes and taxonomical goals
Planning
Catch-up A daily, catch-up serves as an opportunity for participants and instructors to share updates,
address questions or concerns, and ensure everyone is on the same page regarding the
course material and objectives. The daily, catch-up may involve discussing completed
assignments, upcoming tasks, reviewing concepts, providing clarifications, or engaging in
interactive discussions to enhance the learning experience. It helps to foster
communication, collaboration, and accountability among participants, ultimately
supporting their learning journey throughout the course.
Coherence Coherence of the learning objectives (what ability we expect to observe in the end of
training), the learning activities (what we do to reach the learning objectives) and the
evaluation is essential.
The purpose of alignment is partly to ensure that learning activities are designed and
conducted to achieve the relevant learning objectives (directed by action verbs); partly to
ensure coherence between the evaluation and the learning activities performed by the
participants.

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Didactic and Didactic considerations are focused on reaching the learning objectives. Factors to be
Didactical considered may include: learning content, facilities and conditions, evaluation and
Factors and assessment strategy, available time, supportive activities and structures, participants
Consideratio prerequisites, participants preparedness and capabilities, culture and traditions, and
ns motivation.
Evaluation Evaluation is a specific and judgemental process that aims to determine to what extend the
learning outcome at the end of a training or a learning activity is sufficient in relation to the
overall learning objectives. Various assessments provides the data and feedback needed to
make informed judgement during evaluation.
Feedback The aim of feedback is to reduce the gap between the participant´s current performance
and a desired goal. Feedback is by far the most effective way to generate reflection and so
learning.
Advice and examples of types of feedback in relation to taxonomic levels are described in
the GWO Taxonomy Framework included in the GWO Requirements for Training.
Fidelity Fidelity is about creating training environments that are realistic and as similar to reality as
possible. By focussing on creating fidelity in the training environment, the transfer of
knowledge, skills, and abilities from the training situation to the actual work reality is
facilitated.
The level of fidelity should be a balance between, on the one hand, a supportive learning
environment and, on the other hand, the need for realism in the learning situation.
Therefore, fidelity may be lowered in learning activities at the basic learning levels, where
the focus should be on both safety and a learning environment that supports the
participants development.
When moving to the intermediate or advanced levels of learning, fidelity should be

adjusted towards the actual work environment.
Instructional Simply put, instructional design is the creation of instructional materials and plan focused
Design learning activities. Though this field goes beyond simply creating plans and teaching
materials, it carefully considers how participants learn and what materials and methods will
most effectively help individuals achieve their academic goals
Also see “Didactic”
Instructor An instructor has the ability to demonstrate a skill, lead the practice activity, observe the
Led Training participants’ progress as well as assess when the participants are mastering the skill
sufficiently well.
Furthermore, the instructor must decide to intervene in the practice activity should there
be a deviation in the form of safety or error learning. (The instructor must balance the
intervention between ensuring the participants’ safety and the value and benefit of
learning from mistakes).

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Instructor led training is the core of GWO module trainings, where lessons and learning
activities are led by an instructor who leads, facilitates, supervises and take responsibility of
the training.
Intervention We need to facilitate the learner’s process and yet know when to stop if the situation
(Instructor’s) becomes dangerous. The instructor must intervene as soon as a risk of an incident is
detected, or in case of the participants practising and learning in a wrong direction. The
balance between “learning from mistakes” and the participants exposing themselves to
risks or danger when practising must always be unquestionable.
Learners In this training standard, “learners” refer to the future course participants to be trained by
the present IQT participant.
Learning In the GWO Taxonomy Framework, learning is defined as:
Learning is individual and personal constructions of experiences. Experiences are the

results of reflections on impressions from acting.
Acting includes listening, reading, observing, discussing, and trying to solve a task. To act
always involves more than the individual itself, and therefore experience, and thus learning,
is a social construction.
To learn, we have to act, and the more motivated, involved, and active we are in the
process, the more we learn.
Learning Learning activities aim at the knowledge, skills, and abilities defined in the learning
Activities objectives, so that the participants’ progress can be observed and supported on an
ongoing basis in relation to the learning objectives.
In the GWO Taxonomy Framework, the suggested learning activities are the minimum
standard of learning activities for each learning domain and level. Training providers and
instructors with a flair for creativity and focus on excellence may go above the listed
activities.
Learning The participants learn the most when they try on their own and by so doing create their
From own learning experience. Hence the learning process must allow for risks of failing, and the
Mistakes instructor must maintain the balance between safe experimentation and the need for
intervening, when necessary.
Learning Log The participants may use a learning log to capture learning experiences, learning points,
good ideas, warnings, inspiration and other relevant reflections from the training or
workshop.
Learning GWO uses the term learning objective in training standards to describe what the
Objectives participant must be able to do, after successfully completing the training.
The domains of knowledge, skills and ability are used to describe learning objectives.
Definitions of knowledge, skills and ability are presented in three levels: basic,
intermediate, and advanced level. On each level it is implicit that learning objectives at

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lower levels are met. Thus, a learning objective indicates the specific knowledge, skills, and
abilities a person with a given certification is expected to possess as the result of a learning
process.
Learning objectives are key elements in the assessment strategy and in the assessment of
participants’ performance and development.
Learning Every learning objective is met through activities, that address relevant learning points
Points (e.g. how to don a harness includes different learning points, such as checking the harness
durability and tightening straps sufficiently).
Learning The ability of a learner to take the skills and knowledge from training and apply them in the
Transfer reality of their work.
By focussing on creating fidelity in the training environment, the transfer of knowledge,

skills, and abilities from the training situation to the actual work reality is facilitated.
Furthermore, fidelity will support the connection between the work environment to the
training environment and by that support the creation of a relevant and safe learning
space.
Motivation Motivation is an internal state that activates, guides, and sustains behaviour. It impacts the
speed and efficiency of the learning process. Individuals who are motivated persevere
(Intrinsic) longer, produce higher quality effort, learn more deeply, and perform better in training
activities and work situations. The more heart-felt and intrinsic the motivation, the greater
the impact and driving force to learn.
The instructor must always support and facilitate the development of the participants’
motivation and their driving force to learn.
Must For clarity where the word “must” is used in this standard it shall have the same meaning
as “shall’
Observe We use observe in the broad sense of, to examine. To observe is to actively acquire
information from a primary source. Observation employs the senses and enables transfer of
knowledge.
Observing how a technique is being performed or how another participant is practising a

skill, helps the participants familiarise themselves with new knowledge or skills and gain
confidence to repeat the learning activity. Observing also facilitates the instructor’s
assessment of the participant’s development and their progression towards the aims and
learning objectives of the training.
Questions Questions are posed with several different intentions. Questions may be considered as
either seeking backward to investigate the level of understanding or being future oriented,
where answers emerge through reflections. The complexity of question types and
responses are closely related to the GWO Taxonomy levels.
Reflection Reflection is an important part of the learning process and must be facilitated in all learning
(and activities. Participants develop experiences by reflecting their doings, and they develop a

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Experiential positive attitude towards the subject as well as enhanced behaviours in the following work
Learning) situation when they succeed through trying things out on their own, bringing their relevant
experience into play and using learning points from the received feedback.
Reflection is more than just thinking about a topic. Reflection is critical thinking putting
one’s understanding into perspective to find a well thought out solution to a challenge. It
can also be about how new impressions fit into the individual’s present experiences.
Learning based on reflection must be facilitated in both practical and theoretical training
on all the learning domains of knowledge, skills, and ability.
Role model Instructors must act correctly, safely and behave in a way that demonstrates safety as a
priority at all times. Participants on a training will view the instructor as the example of
excellent performance and, as such, a role model.
The instructor must prove integrity in the form of compliance with legislation, GWO
directions, professional vocational standards, and any relevant safety related behaviour.
The instructor’s role is also defined by the ability to support and facilitate the participants
in developing motivation in the safe learning environment.
Shall Verbal form used to indicate requirements strictly to be followed in order to conform to
this training standard and from which no deviation is permitted.
Should Verbal form used to indicate that among several possibilities one is recommended as
particularly suitable, without mentioning or excluding others, or that a certain course of
action is preferred but not necessarily required.
Scaffolding Scaffolding refers to a method where teachers offer a particular kind of support to
(Instructional) participants as they learn and develop a new concept or skill. In the instructional
scaffolding model, a teacher may share new information or demonstrate how to solve a
problem. The teacher then gradually steps back and lets participants practise on their own.
It can also involve group practice.
An example of instructional scaffolding is sometimes described as, “I do. We do. You do.”
In other words, the teacher shows how something is done, then the class practises
together and, finally, participants work individually. Other examples could be: Tell-Show-
Do-Practise-Review, and Explain-Demonstrate-Imitate-Correction-Try again-Summarise
(EDICTS).
Small Group A small group of three or four participants is optimal for supporting reflections and sharing
ideas and experiences, while five are too many. In some situations, reflections in pairs are
even more beneficial.
Student Student centred teaching and learning places the learning responsibility on the student
Centred being active and problem solving, with the end goal of competence over knowledge. The
instructor is responsible for facilitating the learning activity, hence the learning.

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Taxonomy The GWO Taxonomy Framework is based on multiple global qualification frameworks that
focus on lifelong learning.
The specific aim of the GWO Taxonomy Framework is to ensure coherence and conformity
between the learning objectives in GWO training standards and their related learning
activities delivered in training conducted by GWO training providers.
The intention of using a taxonomy (of action verbs) in learning objectives is to indicate the
expected level of performance within a specific learning domain. The instructor can
observe the execution of a learning objective and asses the participant against the action
verb.
The scaffolding of the GWO Taxonomy Framework is its three learning domains:
Knowledge, Skills, and Ability.
For each domain and level, the relevant action verbs are defined with examples of learning
objectives, description of learning processes, suggestions for learning activities and ways
of evaluating the learning.
Teach Back The participant functions as a teacher as part of the course curriculum. Purpose of a teach
(Session) back session is to assess the participant’s ability to apply knowledge, skills and abilities in
relation to topics previously addressed in the training by leading a learning activity. On IQT
the assessment criteria for each participant’s teach back sessions will increase in taxonomic
progression in accordance with the theoretical level and context.
This is a time for the participants to practise planning, preparation, delivery, class
management, reflection and assessment. Many of the intermediate and advanced learning
objectives in the IQT course will be met in teach back sessions.
Teacher’s The concept of “Teacher roles” addresses that the instructor can, and should, act in a role
Role according to the chosen training strategy applied during training with the intention to
behave in a way that is aligned and supports the specific training strategy, enabling the
intended effect of it.
The teacher’s role is to be a facilitator of the learning process, by among others supporting
the learning climate in the group, always following the individual needs for improving,
considering themselves as a flexible and useful resource, and striving for acknowledging
and accepting one’s own limitations. In this also lies the need to adjust the teacher
performance in relation to the learning objectives and learning activities. Whether this is
instructional, when facts are to be understood, or technical procedures must be
performed; or supporting when the participants are in the experimental or exploring
activities.
Time out Stepping out of the actual learning activity and entering this meta level perspective e.g. on
the method applied or addressing a situation or phenomenon happening during the
workshop has different names, for example ‘hats on/hats off’, ‘time out’, and ‘reflection’ for
transfer.

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Trainer The IQT Trainer becomes a certified IQT Trainer through an IQTT-workshop. The IQT
(IQT Trainer) Trainer is certified to deliver IQT and IQTX trainings.
Training A structured approach to facilitate learning. It outlines the methods, resources, and goals
Strategy necessary to achieve specific learning objectives, and support personal or organisational
development.
Visual Any object or process that present a learning point visually. This could be showing
Training Aids technical objects, presenting text and illustrations on digital or traditional means, and
watching a video.
Table 5.1.1 - Definitions
3. CHANGE LOG
Amendment date Version Approved by & date Description of changes
4. SCOPE
Global Wind Organisation is a non-profit body founded by the wind turbine manufacturers and owners. Our
members strive for an injury free work environment in the wind turbine industry, setting common
international standards for safety training and emergency procedures.
The core purpose of the GWO Instructor Qualification Standard is to introduce a structured and assessable
pedagogical standard for instructors leading GWO trainings. The scaffolding of the standard is focused on
participant centred teaching and adult learning principles with the GWO Taxonomy Framework as the
supporting theoretical background.
The IQ Standard is part of the GWO Instructor Qualification Framework that covers a process for qualifying
instructors to deliver GWO modules, and an assessment and governance structure to ensure a high quality of
train-the-trainers.
This standard has been developed in response to the demand for recognisable instructor qualification
training in the industry and has been designed in co-operation between the members of GWO and the
training providers. The standard is based on practical training experience and theoretical, didactical and
pedagogical insight.

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5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR

QUALIFICATION STANDARD
5.1 Overview
The GWO Instructor Qualification Standard is divided into the following 3 modules:
Module 1: Instructor Qualification Training
Module 2: Instructor Qualification Crossover Training
Module 3: Instructor Qualification Trainer Training
5.2 Target Group

The Instructor Qualification Training Module is designed for aspiring instructors with no former vocational
teaching experience.
Experienced GWO instructors with some pedagogical backgrounds are expected to benefit greatly from the
Instructor Qualification Crossover Training Module.
The Instructor Qualification Trainer Training (IQTT) Module is designed for selected, experienced instructors
with extensive pedagogical experience who would like to develop new instructors.
5.3 Aims of the GWO Instructor Qualification Standard

Aim of the GWO Instructor Qualification Standard is to describe the standard for pedagogical practice in
GWO trainings.
Aims and overall objectives for the three training modules are presented in the relevant module
introductions.
5.4 Duration of the Instructor Qualification Modules

The total contact time for completing the Instructor Qualification Modules is estimated based on the
durations of pilot trainings and as approved by the GWO Training Committee.
Modules Duration
Instructor Qualification Training Module 9 days
Instructor Qualification Crossover Training 3 days
Instructor Qualification Trainer Training 5 days

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Table 5.4.1 – Duration of the GWO Instructor Qualification Modules
The training provider must not exceed the time per day given in table 5.4.2 below.
Maximum Duration Per Day
Contact time 8 hours
Total training day 10 hours
Table 5.4.2 – Maximum Duration Per Day
Note Contact time includes delivery of course lesson content, practical exercises and activities directly
related to these. In addition, participants will have pre-joining assignments and preparation for
teach back sessions as well as practise and preparation that may occur outside of contact time.
The total training day includes contact time, meals and breaks and travel between training sites
(where applicable).
Note If an IQT Module is split into groups of lessons, these must be concluded within a three-month
period. The group duration must not be less than three days to ensure learning flow in a safe and
constructive learning environment. Furthermore, the participants must be assigned to apply their
newly learned knowledge and skills to their teaching practice in the intervening periods and share
their reflections on this at their next session.
Minimum 50% of the IQT Module must be delivered in person and must include a minimum of
three in person teach back sessions.
5.5 Validity Period

The Instructor Qualification Training Module and Instructor Qualification Crossover Training Module are
enduring qualifications and therefore a validity period does not apply.
The Instructor Qualification Trainers Training must be refreshed by attending a GWO Instructor Qualification
conference (as a minimum) every three years.
5.6 Course Codes
Module Course Code
Instructor Qualification Training IQT
Instructor Qualification Training Crossover IQTX
Instructor Qualification Trainer Training IQTT

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Table 5.6.1 – GWO Instructor Qualification Module Course Codes
5.7 Participant Prerequisites

Participants on GWO instructor qualification trainings must meet the participant prerequisites described in
the GWO Requirements for Training.
Furthermore, participants must meet the criteria described in table 5.7.1 in relation to each module, as
follows:
Module Participants Prerequisites
Instructor Qualification Training 1) Relevant vocational training
Instructor Qualification Crossover 1) Minimum 1000 hours of teaching GWO modules, or similar
Training
Instructor Qualification Trainer 1) Hold a valid GWO IQT training record, or similar
Training
2) Minimum 2000 hours experience of teaching GWO modules
3) Prove knowledge about adult learning principles and

experience in applying these in trainings
4) Prove knowledge (IQT level) about GWO Taxonomy

principles and experience in applying these in planning and
executing trainings
The IQT Trainer applicant is approved through:
1) A written application that among others addresses the

prerequisites listed above,
2) Observation of training delivery with following feedback (in-

person or video observation)
3) and a following interview with GWO IQT assessors
Table 5.7.1 – Participants prerequisites
5.8 Trainer and Teacher Qualification Prerequisites

A competent GWO IQT Trainer or IQTT Teacher must adhere to the GWO Requirements for Training.
Furthermore, trainers and teachers must meet the criteria listed below in table 5.8.1.
Module Instructor Prerequisites

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IQT Trainer to teach Instructor 1) Valid IQTT training record

Qualification Training (IQT)
IQT Trainer to teach Instructor 1) Valid IQTT training record

Qualification Crossover Training
(IQTX)
Teacher to teach Instructor 1) Adult learning education on (minimum) level 6

Qualification Trainer Training (IQTT) (EQF/Academy level)
2) Experienced IQT Trainer or similar
Table 5.8.1 – Instructor Prerequisites
6. USING THIS STANDARD TO DEVELOP TRAINING

The learning activities described in the GWO IQT modules are suggestions that are aligned with the learning
objectives and their related taxonomic levels. Other learning activities, structures and designs may be
applied as long as they are aligned with the relevant learning objective.
In addition to this, all training based on this standard including all related resources shall, as a minimum,
meet the requirements described in the GWO Requirements for Training.
6.1 Learning and Transfer

Throughout the modules, the trainer must ensure that the participants link theory, reflections, and feedback
to their future instructor practice in order to ensure learning transfer.
Examples of how this may be done include: doing a time out and discuss usability of a learning activity, a
method of presentation, an applied structure for group work and discussions, or to have the participants to
include their reflections on this as a part of their presentations or learning logs.
6.2 Trainer’s Toolbox

The learning activities described in the module lessons are suggestions for activities.
It is the responsibility of the IQT Trainer to plan and conduct learning activities based on the knowledge and
experience of their participants and the GWO Taxonomy Framework to reach the stated learning objectives.
Learning activities must be participant centred and prioritise practical elements that support the participants’
reflection process (e.g. small group work, discussions in pairs or groups, participants’ presentations,
simulations, role plays).

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Instructor Qualification
Training Module

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7. MODULE 1 - INSTRUCTOR QUALIFICATION TRAINING

7.1 Aims and Learning Objectives for the Instructor Qualification Training (IQT)
The aim of the Instructor Qualification Training is to enable the participant to instruct and train in accordance
with adult learning principles for an adult target audience. The IQT serves as a prerequisite for entering other
specific GWO Instructor Qualification schemes.
After having successfully completed this Instructor Qualification Training Module, the participants will have
the ability to:
1) Take responsibility of planning and conducting instructor led training ensuring participants’ safety
throughout (Ability, intermediate level)
2) Choose appropriate learning activities and assessment tools based on the characteristics of an adult
target audience and adult learning principles in their didactical considerations and facilitation of
learning activities (Knowledge, advanced level)
3) Apply appropriate teaching methods, learning activity structures and assessment tools based on the
characteristics of an adult target audience and adult learning principles (Skills, intermediate level)
4) Assess training participants' learning progression and performance against specific training aims and
learning objectives (Knowledge, advanced level)
5) Take initiative and take responsibility to conduct instructor self-evaluation activities (Ability,
intermediate level)
7.2 Core of the IQT: Teach Back Sessions

Participants teach back sessions form the core of the IQT. Taught learning theory is build up to then be
applied in teach back session that follow, while successive learning theory is added in both through topics
and progression.
The structure and timing of the teach backs should be followed as outlined in Annex 3, IQT Teach Back to
ensure that sufficient time is allocated for this practical training.
In the teach back sessions, the participants demonstrate how they meet learning objectives from the former
theory lessons. Therefore, a decisive part of the participants assessment is based on their performance in the
teach back sessions.
Furthermore, the feedback after teach back sessions focuses on improvement and development.
7.3 Participants Assessment

IQT participants are assessed against the overall learning objectives described above (Section 7.1 Aims and
objectives of the Instructor Qualification Module) and the assessment criteria listed below:

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a. planning learning activities that are taxonomically aligned with learning objectives
b. focus on participants’ motivation and driving force to learn
c. involvement of participants and conducting participant centred learning activities
d. support participants’ reflections to facilitate learning through the construction of experiences
e. appear as a role model and display safe behaviour
f. showing engagement and commitment throughout the module
g. adapt the training to the participants’ needs and experience
7.4 Duration of the Instructor Qualification Training Module

The total contact time for completing the Instructor Qualification Training Module is estimated to be 72
hours. This is based on the times used for delivering pilot trainings. Additionally, time for preparation of
teach back sessions must be expected.
The training provider must ensure that sufficient time is allowed for participants with prior experience to
share their experiences in a way that is constructive for the entire class.
The training provider must not exceed the time per day given in the table 7.4.1 below.
related to these.
(where applicable).
Note If an IQT course is split into batches and delivered in sub modules, these must be concluded
within a three-month period. Sub modules must not be of less than three days duration each to
ensure the learning flow in the safe and constructive learning environment. Furthermore, the
participants must be assigned to apply their newly learned knowledge and skills to their teaching
practice in the intervening periods and share their reflections on this at each next upcoming sub
module.

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Minimum 50% of the IQT must be delivered in-person and must include a minimum of three in-
person teach back sessions.
7.5 Instructor Qualification Training Module Participant Ratio

The ratios shown below indicate the maximum number of participants per instructor attending the learning
activity.
Module Session Instructor to Participant Ratio

Theory 1:12
Instructor Qualification Training
Teach back 1:6
Table 7.5.1 – Instructor to Participant Ratio
Note If there are more than 6 participants for teach back sessions, one more instructor must facilitate
the observation and feedback in order to stay inside the given time frame. Alternatively, the teach
back sessions 3 and 4 may be delivered in pairs.
7.6 Equipment for the Instructor Qualification Training Module

The equipment required for training as given in Annex 1 must be available and must fulfil national legal
requirements where applicable.
7.7 Instructor Qualification Training Module Timetable

The order in which elements of this Instructor Qualification Training Module are delivered may vary
according to the didactical choices of the delivering training provider. Within the module, approximate
duration of the introductory lessons is given based on the maximum number of participants. Based on the
nature of this training, durations will vary based on the participants’ background and experience.
IQT Module Trainers should choose learning activities based on the GWO Taxonomy Framework in order to
reach the learning objectives and to exemplify the usability of the framework for new instructors. The timing
and sequence of lessons and topics is therefore depending on their didactical and pedagogical choices and
design.
The total duration of the training must not be reduced and teach back sessions must not be reduced in
duration. Theoretical elements may be added in connection to theoretical and practical exercises and
learning activities when feasible.
The delivery of this module must comply with the requirements described in the GWO Requirements for
Training.

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7.8 Detailed Description of the Instructor Qualification Training Module
Note Each training day should begin with a catch up, and end with time for reflection to capture
learnings of the day
INTRODUCTION TO THE TRAINING
Note Prior to beginning this introduction, the trainer should make it clear, that the standard GWO
introduction (lesson 1) to any GWO training will be conducted and that there will be time to
reflect and discuss on the reasoning afterwards.
The aim of this lesson is to take the first step in creating a safe learning environment for the participants, to
facilitate their motivation towards the training and to engage in the training safely at the training facility,
while recognising what is expected of them during the training.
The lesson is a standard introduction lesson in all GWO training standards, and the trainer and participants
should discuss the design and the delivery methods after the standard content. The aim of this post-activity is
to enable the participants to comply with the intentions of the lesson in their future instructor practice.
After having successfully completed this lesson, the participants can:
6) Take responsibility of their own safe engagement and learning during the training (Ability,
intermediate level)
7) Name and point out local emergency procedures and facilities (Knowledge, basic level)
8) Discuss the relevant human factors and explain their implications (Knowledge, intermediate level)
ELEMENT 1.1 - SAFETY INSTRUCTIONS AND EMERGENCY PROCEDURES
Learning objective:
9) The participants show interest or curiosity in the safety and emergency procedures at the
training facility (Ability, basic level)
The instructor shall:
Explain, present, and ask involving questions aiming at:
a. safety instructions according to internal procedures

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b. emergency procedures and emergency exits in the areas where the participants can be
expected to be located during the course
The participants shall:
Engage in answering questions on local safety and emergency procedures
ELEMENT 1.2 - FACILITIES
Learning objective:
10) The participants can recognise the location of facilities at the training location (Knowledge, basic
level)
Present a general description of the facilities at the training location (administration, dining area,
restrooms, toilets, etc.)
Alternative activity: lead a tour and point out facilities.
Note Time out: consider discussing how and why an instructor may choose one method over another
here.
Note relevant facilities and ask questions when in doubt
ELEMENT 1.3 - SCOPE AND MAIN LEARNING OBJECTIVES
Learning objective:
11) The participants can recognise the scope and main objectives of the Instructor Qualification
Training Module(Knowledge, basic level)

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Present the scope and main learning objectives of the Instructor Qualification Training Module
Present the overall organisation and purpose of Global Wind Organisation as the as the underlying
basis for GWO trainings and training quality assurance
Engage in asking questions and share expectations
ELEMENT 1.4 - ONGOING ASSESSMENT (PARTICIPANT ASSESSMENT FORM)
Learning objective:
12) The participants recognise the assessment procedure and aim of the ongoing assessment and
feedback process (Knowledge, basic level)
Explain the reasons for the ongoing assessment and formative feedback
Present the layout of the participant assessment form and explain how it will be used
Engage themselves in discussion and ask questions when in doubt in relation to the assessment and
feedback procedure
TEACH BACK 1, OPENING

The aim of this first teach back session is to create a first experience and to initiate reflections concerning
preparation and presentation in a class. Furthermore, this first teach back session will enable the
development of a safe learning space and mitigate concerns of presenting to an audience.
Topics and learning objectives must be chosen from the standard lesson 1 (in every GWO module) and be
planned prior to the training as outlined in the programme joining instructions.
The duration of the teach back must be 10 min. per participant.
Note Participants may request feedback. Feedback should not be given by the instructor or the other
participants without the request of the presenter. Instructor may ask the presenter how they felt
about it and what they may want to focus on in future teach backs. The participants should record
their reflections in their notes or learning logbook.

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ADULT LEARNING, PRINCIPLES OF MOTIVATION

The aim for this lesson is to enable the participants to support future target audience in developing
motivation and the driving force to learn
After successfully having completed this lesson, the participants can:
13) Show interest in how motivation impacts the commitment and engagement to learn (Ability, basic
level)
14) Describe principles and challenges from barriers to learning and how to address these (Knowledge,
basic level)
Lead a discussion about how the participants’ former experiences and expectations for their future
work as GWO instructors motivates them to engage in the IQT. Address barriers to learning and the
practice of participant-centred learning.
Present principles of both extrinsic and intrinsic motivation
Examine the role of experience, background knowledge, and acknowledgement in adult learning.
How can the experience of a group support or hinder the learning in the group or individual?
Lead a discussion about why motivation is an important aspect of training, referencing the GWO
Introduction to training as well as the participants’ experiences as references
Present the concept of a logbook for personal notes on observed teaching methods, learning
activities, and other relevant reflections and wonderings as a learning tool, throughout the IQT course
Share experiences and expectations for their future work as GWO instructors, and discuss how these
motivates them to engage in the IQT
Discuss and share experiences with barriers to learning and the practice of participant-centred
learning
Share their overall main findings within the group
Take part in a discussion about the power and possibilities in participant-centred learning and the
impact here-off on the individual motivation.
Discuss in small groups the challenges and benefits to facilitating and utilising participant motivation.

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Discuss and solve case scenarios about motivation for adult learners.
CULTURE AWARENESS
The aim for this lesson is to enable the participants to apply culture awareness in their planning
considerations and choice of pedagogical design in learning activities
15) Show interest in different cultures amongst the learners (Ability, basic level)
16) Recognise challenges that may arise in cross cultural communication in the context of learning
(Knowledge, basic)
Introduce the types of cultures that can be present in a training group (nationality, language,
workplace, gender, age, background, etc.)
Introduce and facilitate a discussion about cultures and cultural differences and how it may impact
learning and the classroom culture and environment
Facilitate a discussion on identity and experience in adult learning
Facilitate a discussion about why this is an important aspect of training and how an instructor may
respond and act on culture and cultural differences
Engage in discussions and reflect on what cultures have shaped them as both learners and trainers
Share and consider implications for their own learning group
COMMUNICATION, BODY LANGUAGE

The aim of this lesson is to enable the IQT participants to be aware of their own body language, and to
observe and understand their course participants bodily reactions and signals
17) Recognise various body language signals (Knowledge, basic level)

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Explain three parts to communication: expressing, understanding, and accepting.
Present examples of body language and interpretation. How can body language make clear the level
of communication reached and how instructors can use that information to guide training.
Facilitate discussion and connection to culture
Facilitate simulations and reflections on awareness of body language
Discuss why this is an important aspect of training
Participate in simulations on how body language can influence meaning, understanding, and
classroom environment
Reflect on their own common patterns and the implication that may have on their own participants
LEARNING STYLES
The aim of this lesson is to build a basic understanding of the variety of learning styles and their impact on
the individual learning experiences
18) Describe the principles of different learning styles (Knowledge, basic level)
19) Explain why learning activities should address multiple learning styles (Knowledge, intermediate level)
Present on learning styles including statistics, approaches, strengths and challenges in an adult
training context. Focus on perceptual learning styles.
Model incorporating different learning styles into a single lesson
Work in small groups on designing a lesson about a particular learning style using that learning style
and share.

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Discuss as a whole group the challenges and strengths of working with multiple learning styles.
REFLECTION
The aim of this lesson is to ensure that the participants reflect on the daily activities and capture their
learning experiences in a structured manner. The Reflection Lesson must be conducted at the end of each
training day.
Introduce the methodology log, learning log and other relevant reflection tools to capture learning
experiences.
Have time to ask questions, share experiences and challenges, fill out their methodology log and
learning log, and note their reflections.
Make a plan for any preparation or practice that needs to happen before the next day.
CATCH-UP
The aim of this lesson is partly to re-visit the learning experiences from the day before in order to enhance
learning, partly to ensure that all participants are ready to engage in the learning activities of the day.
A catch-up must be done at the beginning of every training day. Multiple structures may be applied.
Have the participants to share their reflections on the activities during the previous day.
Share own reflections and adjustments from the previous day.
Address questions
Have time to ask questions and share reflections.
TEACH BACK SESSION 2
25 min. per participant

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Note See Annex 3, Teach Back for aims, learning objectives and requirements for each teach back
session
AIMS AND LEARNING OBJECTIVES

The aim of this lesson is to put focus on the correlation and differences between aims and learning
objectives, and to ensure that considerations about why a training is offered and what the expected outcome
of a training should be included in the instructors’ considerations when planning learning activities.
20) Explain the correlation and differences between aims and learning objectives and their purposes for
training documentation and didactical considerations (Knowledge, intermediate level)
Demonstrate how to interpret aims and learning objectives while alignment them with taxonomy and
activities in lesson planning
Present a time out to model how this alignment was used to plan a lesson from day 1
Work in small groups to examine a lesson through the levels of aim, learning objectives, and activities
within one domain (knowledge, skills, ability)
Groups will share their findings
LEARNING OBJECTIVES AND ACTIVITIES

The aim of this lesson is to emphasise the importance of alignment between learning objectives and learning
activities as being the core purpose of the GWO Taxonomy Framework
21) Explain the scaffolding of a learning objective in relation to the GWO Taxonomy Framework’s
complexity levels and learning domains (Knowledge, intermediate level)
22) Explain the correlation between learning objectives and learning activities (Knowledge, intermediate
level)

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Introduce backwards planning to reach aims and objectives as well as alignment to the standard.
Demonstrate how the taxonomy and adult learning principles influence planning and assessing a
lesson.
Guide small groups through the process of creating a learning objective in each of the learning
domains:
a. knowledge
b. skills
c. ability
Note Groups may use topics of their own choosing
Work in small groups to create learning objectives for their next teach backs.
LEARNING PROCESSES, BASIC

The aim of this lesson is to inspire the participants to design learning activities where the learners are
engaging and actively constructing their own learning experiences.
23) Explain how the individual learning processes are affected by multiple individual factors (Knowledge,
intermediate level)
Lead a discussion or an exercise about challenges and benefits in relation to learner’s motivation
Present theories of adult learning and address related human factors. Human factors are part of every
GWO training introduction
Model how to gauge if participants are learning and adjust appropriately

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Discuss benefits of motivation to learn and challenges of supporting learners’ motivation
Share their good experiences and explain why these became good experiences
Work in small groups to plan how they plan to address human factors to their trainings
Share learnings and conclusions with the larger group
PARTICIPANTS’ EXPERIENCE, PART 1

The aim of this lesson is to raise the attention of how addressing the participants’ experiences can both
facilitate motivation through the personal involvement and support the instructor’s didactical choices.
24) Recognise the learners’ experience levels, work fields and include these in the teaching (Knowledge,
basic level)
25) Recognise the learners’ individual personal profiles (Knowledge, basic level)
Ask participants to share experience in adult learning activities and address how to acknowledge
different experiences in the learning group
Discuss the different instructor roles while participants reflect on strengths and challenges of the
different roles and responsibilities
Facilitate a discussion on the challenges of acknowledging and involving different experience levels
in a learning group
Create questions or scenarios addressing the challenges of leading learning activities for participants
of different experience levels. Groups present their conclusions, and the participants reflect on the
different challenges presented.
Discuss the challenges of adjusting classroom control with experienced learners as well as teaching
participants who have more experience on the subject.
Share experiences they have had being in a course with participants of varied experience.

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INSTRUCTIONAL DESIGN
The aim of this lesson is to enable the participants to address multiple didactical factors when they plan,
conduct, and assess training.
After successfully completing this lesson, the participants can:
26) Describe didactical factors relevant for planning and assessing training (Knowledge, basic level)
27) Discuss didactical factors influence on the training (Knowledge, intermediate level)
28) Act Independent analysing didactical factors’ influence on the training (Ability, intermediate level)
29) Act Independently analysing training aims and define learning objectives based on the GWO
Taxonomy Framework (Ability, intermediate level)
Introduce teacher centred and participant centred teaching principles and their different roles,
benefits, and limitations in safety training.
Examine didactic models and ask participants different situations in which different models may be
applicable
Present the GWO Taxonomy Framework
Pose individual assignments for defining learning objectives from a given training aim
Reflect on their own experience as participants and which models have been the most prevalent and
most successful for their own learning and teaching
Examine GWO Taxonomy Framework models in pairs or small groups and:
a. present a didactic model of their own choice and share their considerations in relation to the
given aim
b. present their learning objectives in relation to the given aim

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INSTRUCTOR PREPARATION
The aim of this lesson is to bridge between the need to address didactical factors and considerations about
risks and safety when planning learning activities.
30) Explain why and how to plan a lesson (Knowledge, intermediate level)
31) Describe a generic approach to safety training and risk assessments during training activities
(Knowledge, basic)
32) Take responsibility to develop a plan for a lesson and to connect each learning activity to the relevant
learning objective (Ability, intermediate level)
Compare and contrast teacher centred and participant centred teaching. Examine the relationship
between instructor, participant, and content.
Facilitate discussion on the instructor’s responsibility as a role model in the context of safety and the
ongoing responsibility to future participants including mitigating injuries (observe, identify, intervene).
Guide participants through the process of developing a participant centred lesson plan supported by
a dynamic risk assessment.
Discuss challenges on balancing preparation versus adaptability in terms of adult learning principles
and dynamic risks.
Discuss instructor’s responsibility to mitigate risks and how to allow students to learn from mistakes
while ensuring safety and appropriate interventions.
Develop a lesson plan for the teach back 3 (See Annex 3) with the learning objectives and criteria in
mind. This lesson plan must be forwarded to the IQT trainer prior to the teach back session
Note The instructor’s responsibility as a role model and as such ensure participants’ safety during a
training is a recurring theme through-out the IQT module

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GWO TAXONOMY
The aim of this lesson is to familiarise participants with the GWO taxonomy and the principle of aligning
learning activities and assessments with relevant learning objectives
33) Describe the structure and the purpose of the GWO Taxonomy Framework (Knowledge, basic level)
34) Explain how the GWO Taxonomy Framework can support the instructor in planning learning activities
(Knowledge, intermediate level)
35) Apply their understanding of the alignment between learning objectives, learning activities and
assessment of learners when planning learning activities (Skills, intermediate level)
Present the content and aim of the GWO Taxonomy Framework
Explain the relation between a training standard, lesson planning, and assessment
Lead a discussion about why alignment between learning objectives, activities and assessment is an
important process in instructor practice
Guide participants in reading, analysing, and presenting on the GWO Taxonomy Framework
Guide participants in how to move through the taxonomy and build on skills and knowledge at each
level
Consider why the taxonomy is important to reaching learning objectives
Discuss how to align and use the taxonomy to determine if your lessons will support participants in
reaching the learning objectives
Work in small groups to examine one aspect of the GWO Taxonomy Framework to present and share
with the whole group on:
a. what part of the taxonomy did you examine?
b. how is it used?
c. why is it important?

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Note At this point participants should be working on designing lessons and learning activities for their
next teach back sessions. Participants will continue to build on their work in upcoming lessons, so
participants should be able to access their work repeatedly to continue.
VISUAL TRAINING AIDS

The aim of this lesson is to inspire the participants to apply multiple relevant visual aids in their learning
activities to emphasise learning points and visually support learners’ processes
36) Discuss benefits and challenges with visual teaching and training aids (Knowledge, intermediate level)
37) Apply relevant illustrative tools to support learning points (Skills, intermediate level )
Introduce types of visual aids that instructors may use in a training as well as their benefits and
limitations
Facilitate a discussion around participants’ experiences both as instructors and learners in relation to
the use of visual aids
Facilitate an exercise on developing illustrations to support learning points
Reflect and share their own experiences with the strengths and limitations of using visual aids in
training
Discuss how visual aids may be used in their own planning of learning activities
Develop illustrations that support learning points
ORGANISING LEARNING ACTIVITIES

The aim of this lesson is to enable the participant to organise learning activities in relevant topics, sequence
and taxonomic progression.

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38) Apply didactical reflection in their organisation of learning activities (Skills, intermediate level)
Demonstrate how they themselves have applied the GWO Taxonomy in choosing the learning
activities for the IQT training
Model the process of planning activities and alignment to the GWO Taxonomy Framework
Assess the plan created the day before looking at including learning styles and engagement.
Use the work done previously to reflect on planning and organising learning activities. How can this
plan be improved?
Small groups should work together to address different learning environments. Each group should
work together to challenge each plan on reorganising based on
a. participant experience
b. learning styles and profiles
c. culture
Note Day 4 should address virtual learning spaces. On this day instructors should organise online
sessions for some amount of time up to half of the day. It is possible for teach back session 3
(Lesson 19) to be delivered online. This is not required but could be a valuable learning
experience if the IQT trainer is confident they can support the participants with online tools and
resources.
TEACH BACK SESSION 3

Note See Annex 3, Teach Back
FEEDBACK
The aim of this lesson is to enable the participant to exploit the power of feedback in a learning context.

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39) Explain the difference between formative and summative feedback (Knowledge, intermediate level)
40) Discuss their reflections and evaluations in structured feedback to a learner (Knowledge, intermediate
level)
Present principles of how to align formative assessment, feedback, and summative assessments
Facilitate a discussion about different structures and aims of providing feedback to learners
Facilitate a feedback exercise, where all participants practise providing feedback to another person
Reflect and discuss their own experience with providing and receiving feedback as both an instructor
and learner
Discuss obstacles to provide and receiving feedback
Practise tools and structures to provide feedback
Work on developing an assessment plan for the learning activity they have been developing,
including a structure for providing feedback
CATCH UP
Note This catch up is particularly important as almost all topics have been addressed at this midway
point. From this point all participants will be building on the foundations built in the first half of
the course.
Take specific time to have participants reflect on what they have learned, what they would like to
know more about, and where they may have questions.
Align the participants’ input with your own consecutive notes and assessments

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QUESTIONS
The aim of this lesson is to enable participants, as instructors, to support the necessary reflection process
amongst learners by asking questions that correspond to the relevant learning domains (and levels) and to
assess learners’ progression and understanding.
41) Distinguish between different categories of questions in relation to their didactical aims and
taxonomic levels (Skills, intermediate level)
42) Choose question types appropriate to the learning situation and in accordance with the relevant
taxonomic learning level and domain (Knowledge, advanced level)
Present different question types and how they relate to assessment and learners’ reflection on the
taxonomic levels
Lead a discussion about how questions support learners’ reflections, and their relation to the GWO
Taxonomy different levels and domains
Guide participants on how to observe and investigate using different types of questions
Facilitate and exercise where the participants practise the use of different question types and forms
Practise in pairs how to ask questions at different levels to investigate status or facilitate learning on
different complexity levels
Discuss in small groups how asking questions at different levels impacts and shapes dialogues and
supports learning through reflection
PARTICIPANTS’ EXPERIENCE, PART 2
43) Explore the learners’ experience level within their vocational field and life experience (Knowledge,
advanced level)
44) Distinguish between different profiles of experiences and adapt the teaching accordingly (Skills,
intermediate level)

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Design and facilitate exercises, where the participants are encouraged to share and apply their work
experiences in discussions
Present participants with a scenario in which the lessons and activities are already planned and then
provide them with a group of learner profiles in which they need to accommodate different
experience levels
Facilitate discussion around how to be adaptable in safety training and what are the limitations
Discuss and share their experiences as instructors and participants
Work in small groups to analyse scenarios and share solutions
Work in small groups to consider the learners in each group and how to appropriately adjust the
teaching
Discuss the limits around adjusting lessons and learning styles within the context of safety. When is it
safe to adapt a lesson and when is it not?
Note The participants sharing and applying their experiences should be part of most assignments
throughout the module
LEARNING ACTIVITIES AND TEACHING METHODS

The aim of this lesson is to support the participants in designing learning activities and choosing teaching
methods that follow adult learning principles and relate to the GWO Taxonomy Framework
45) Explain benefits and challenges in relation to different training strategies, including designing learning
activities and choosing teaching methods (Knowledge, intermediate level)
46) Recognise the connection between instructor roles and methodologies chosen (Knowledge, basic
level)
47) Apply their insight and understanding of the GWO taxonomy, multiple teaching methods, and the
responsibilities of the instructor, when defining their training strategy (Skills, intermediate level)

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48) Apply knowledge on teaching in an online environment (Skills, intermediate level)
Present basic principles of teaching methods in accordance with adult learning principles and training
as described in the GWO Taxonomy Framework
Facilitate a discussion about teaching methods involving the participants’ experiences as instructors
and learners
Facilitate a group assignment where the participants reflect on which teaching methods have been
used in the course so far by the trainers (as well as during the teach-back sessions), and how these fit
into the taxonomic levels of the learning objectives and how they facilitate motivation
Facilitate a discussion about various teaching methods and the appropriate associated instructor role
and behaviour e.g. the instructor's level of instruction, supervision and intervention, connected to
each individual teaching method
Assign learning objectives to participants in order to have them design learning activities and choose
teaching methods that will meet the relevant objectives
Engage in the discussion and share their experiences as learners and instructors
In small groups, present their observations of learning activities and how they fit into the taxonomic
levels of the related learning objectives and how they facilitate motivation
In pairs or small groups present their design of learning activities and choose teaching methods that
will meet the relevant assigned learning objectives. The presentations should include strengths,
limitations, and when and for whom the solution may be best used
Provide feedback to other groups and discuss experiences as both instructor and learner with these
methods
DIGITAL LEARNING TOOLS

The aim of this lesson is to prepare the participants to apply digital learning tools in both in-person and
remote training settings.

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49) Explain the benefits and challenges of digital learning methods and strategies (Knowledge,
intermediate level)
50) Distinguish between relevant and less relevant digital learning tools for different learning situation
(Skills, intermediate level)
Present a variety of digital learning methods and strategies
Reflect on the best application in a variety of scenarios including the instructor role
provide an overview of different digital learning tools and their usability
Test different relevant and less relevant digital tools in different learning situations
Develop a digital learning strategy appropriate for the delivery of a chosen topic. Include strengths,
limitations and when the chosen method may be best used, and share findings to the group
Provide feedback to other groups and discuss the digital strategies that may best suit the GWO
training module
Note The instructors must expect to familiarise further with relevant digital tools for their own training
deliveries
ACTIVE LISTENING
51) Explain the power of active listening in both a learning and feedback situation (Knowledge,
intermediate level)
52) Apply principles for active listening in a dialogue between an instructor and a participant (Skills,
intermediate level)
Present principles for active listening and relate this to lesson 22, “Questions”

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Facilitate an exercise where participants interview each other while applying active listening principles
Facilitate a discussion around the principles of communication (communicating, understanding, and

accepting) and how these are impacted by engagement and participation as well as the forms of
appeal
Share experiences in remote learning and teaching
Practise active learning principles in pairs
In small groups to discuss importance and strategies for keeping lessons participant centred and
engaging
ASSESSMENT STRATEGY
53) Explain different assessment strategies (Knowledge, intermediate level)
54) Describe different/multiple assessment tools (Knowledge, basic level)
55) Distinguish between formative and summative evaluation (Skills, intermediate level)
Demonstrate how assessment aligns with GWO Taxonomy, planning, learning objectives, and
activities
Share strengths and challenges of different forms of assessment
Facilitate discussion around the purpose of assessment and how to ensure the chosen assessment
appropriately measures learning
Present about formative and summative assessment
Model backwards planning in regard to assessment, engagement, learning activities, learning styles,
adult learning
Work in small groups to examine one type of assessment

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Share with the whole group findings on the strengths and weaknesses of this form of assessment and
how it best aligns with safety training
Reflect and discuss the forms of assessment used in this training as well as their own experiences as
an instructor and learner
Discuss how formative assessment relates to learning styles and personal profiles
Work in small groups to create a formative assessment and share with the larger group how they
would use this to determine learning and adjust their teaching.
TEACH BACK 4
Note See Annex 3, Teach Back
INSTRUCTOR SELF-EVALUATION AND DEVELOPMENT

The aim of this lesson is to inspire the participants to identify and apply suggestions and focal areas for their
future development as instructors.
After successfully having completed this lesson:
56) The participants can take responsibility for their individual development as instructors by seeking
feedback and find solutions for improvements (Ability, intermediate level).
Lead a discussion about the need to evaluate oneself as an instructor to support continued personal
development
Facilitate a short exercise addressing benefits and challenges in relation to self-evaluation
Support the participants in adding learnings and ideas into the learners’ logs
Participate actively in the discussion and share their experiences about self-evaluation in different
situations

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In pairs, discuss benefits and challenges in relation to self-evaluation, and share conclusions and
suggestions in the big group
Note personal conclusions about benefits and challenges in relation to self-evaluation as well as
possible next steps for their personal development as instructors
CONFLICT MANAGEMENT
The aim of this lesson is to prepare the participants to address conflicts during trainings
57) Describe different ways to solve conflicts amongst learners (Knowledge, basic level)
58) Recognise conflicts amongst the learners and decide what action to take (Knowledge, basic level)
Present how to recognise conflict between learners and the impact it has on learning
Present considerations and strategies on how to mitigate conflict
Introduce participants to conflict theory and management
Facilitate discussion based on participants’ experience around conflict in a learning group
Share experience as both an instructor and a teacher on conflict in the classroom between learners
and their instructors
Discuss options around addressing conflict in a learning group
Work in small groups to solve scenarios around different types of conflict and conflict resolution
theory
Discuss experiences with conflict in the classroom as an instructor and how they handled it
Participate in role play in which all participants participate as an instructor and a learner in conflict
Reflect on how these strategies may change depending on the learning group

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LEARNING TRANSFER AND FIDELITY

The aim of this lesson is to bridge between the concepts of learning transfer and fidelity during training and
to enable the participants to consider the need for fidelity during their teaching
59) Explain the concepts of fidelity and transfer and their mission in training (Knowledge, intermediate
level)
60) Distinguish between applying different levels of fidelity in learning activities and ensuring safety
during training (Skills, intermediate level)
61) Explain their understanding of training setting requirements and options applicable to GWO training
in relation to applying and decreasing the level of fidelity (Knowledge, intermediate level)
62) Discuss pedagogical and didactical benefits and challenges in in relation to fidelity and learning
transfer in remote environments (Knowledge, intermediate level)
63) Explain challenges in transferring what is learned during a training situation to the real work situation
Introduce the concepts of fidelity and learning transfer
Facilitate an exercise, where the participants share experiences with fidelity during trainings and the
possible impacts in relation to learning transfer
Lead a discussion about possibilities and challenges in applying fidelity, in relation to the training
equipment available
Facilitate discussion addressing the differences between in person and remote learning
Engage in the discussion about their experiences as a learner and instructor around fidelity and
transfer
In small groups share their experiences with fidelity during trainings, discuss consequences of
different levels of fidelity and the impact on learning transfer. Afterwards present their reflections and
conclusions in the big group
Discuss the challenges of fidelity and transfer in a remote learning environment

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TEACH BACK 5 – FINAL

Note See Annex 3, Teach back
Re-present as needed
TRAINING REVIEW
Re-present the overall aims and learning objectives of the module for the participants’ comparison of
their learning outcomes and the achievement of their previously stated expectations for the module
Lead a discussion about individual learning outcomes, needs for further development, how to
contribute and learn together with other instructors, and how to move forward in relation to the
alternative process and how to teach GWO modules.
Reflect on their learning outcome and key takeaways from the Instructor Qualification Training
Module, aiming to achieve a high learning transfer from the module to their way of teaching GWO
modules. Reflection can be part of the instructor lead discussion or other activities such as a walk &
talk session, feedback discussions in small groups, or other relevant reflection structure
FEEDBACK SESSION
Facilitate an overall feedback and feed forward on the participants’ learning outcome and their
continued development as instructors inspired by the training as well as from the training review
session
Provide individual feedback to participants based on the individual participants assessments,

including an evaluation concluding whether the participant has passed or failed the training

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Instructor Quality
Crossover Training
Module

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8. MODULE 2 - IQ CROSSOVER TRAINING (IQTX)

8.1 Aims and Objectives for the IQTX Module
The aim of this module is to update experienced GWO instructors on: their knowledge of the GWO
Taxonomy Framework and adult learning principles (aligned with the IQT Standard); and to support their
ability to apply these in their training delivery. Furthermore, the IQT Crossover Training Module is a
prerequisite to certify as a GWO instructor through the alternative instructor Qualification process.
After having successfully completed this IQTX Module, the participants will have the ability to apply adult
learning principles in their GWO training delivery.
8.2 Duration of the IQTX Module

The total contact time for completing the IQTX Module is estimated to be 22 hours. There is no timetable for
the IQTX, because the duration of each lesson depends on the participants’ experiences and needs.
The training provider must not exceed the time per day given in the table 8.2.1 below.
Table 8.2.1 – Training time
related to these.
(where applicable).
8.3 Participant Prerequisites

Participants on the IQTX must be current GWO instructors (ref. GWO Requirements for Training)
Furthermore, before joining the IQTX training, the participants must have familiarised themselves with the
GWO Taxonomy Framework and further relevant learning theory as outlined in the joining instructions.
8.4 IQTX Module Participant Ratio

The ratio shown indicates the maximum number of participants per instructor attending the course.

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Instructor Qualification Training Crossover Theory 1:9
8.5 Detailed description of the IQTX Module

The course content of the IQTX Module consist of an extract from the IQT curriculum which focuses on the
principles of adult learning theory, GWO Taxonomy and didactical considerations. The curriculum extract
selection is based on an assessment of what pedagogical and didactical competences experienced GWO
instructors should master when delivering GWO trainings. Due to the IQTX participants’ level of experience,
the taxonomic level of some learning objectives are at a more complex level than the similar objectives in the
IQT Module.
The learning activities described in the IQTX Module are suggestions, with a focus on participants’
involvement and active participation. The IQTX instructor may decide on other applicable learning activity
designs with the aim of meeting the relevant IQTX learning objectives.
INTRODUCTION TO THE WORKSHOP

The aim of this lesson is for everyone to raise their voice in the room and to support the development of the
safe learning environment.
ELEMENT 1.1 - INITIAL SAFETY BRIEFING
The instructor must present the most essential safety information, and inform the participants, that the
standard GWO Introduction lesson will be conducted after lesson 1.
ELEMENT 1.2 - INDIVIDUAL PRESENTATIONS
The aim of this element is to initiate the development of a safe learning environment by getting an
impression of each other.
ELEMENT 1.3 - ICE-BREAKER AND LEARNING EXPERIENCES ASSIGNMENT
The aim of this element is to:
1. initiate individual reflections on learning experiences
2. support following learning activities on motivation and learning processes
3. support the development of the safe learning environment by sharing personal experiences
Present and facilitate the learning experience assignment

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Solve the learning experience assignment in pairs
Note The learning experience assignment is optional. Alternatively, other participants involving ice-
breakers and presentation activities may be conducted
INTRODUCTION TO THE TRAINING

The aim of this lesson is for the participants to be motivated and to engage in training safely at a training
facility, while recognising what is expected of them during the training.
Note Prior to beginning this introduction lesson, instructors should make it clear they will be going
through the standard introduction to a GWO training and there will be time to reflect on the
reasoning afterward.
Note The trainer may choose to assign the deliverance of elements 2.5, 2.6, and 2.7 to the participants
(in pairs or small groups)
1) Take responsibility of their own safe engagement and learning during the training (Ability,
intermediate level)
2) Name and point out local emergency procedures and facilities (Knowledge, basic level)
3) Discuss the relevant human factors and explain their implications (Knowledge, intermediate level)
ELEMENT 2.1 - SAFETY INSTRUCTIONS AND EMERGENCY PROCEDURES
Learning objective:
4) The participants show interest or curiosity in the safety and emergency procedures at the
training facility (Ability, basic level)
Explain, present, and ask involving questions aiming at:

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a. safety instructions according to internal procedures
b. emergency procedures and emergency exits in the areas where the participants can be
expected to be located during the course
Engage in answering questions on local safety and emergency procedures
ELEMENT 2.2 - FACILITIES
Learning objective:
5) The participants can recognise the location of facilities at the training location (Knowledge, basic
level)
Present a general description of the facilities at the training location (administration, dining area,
restrooms, toilets, etc.) Alternative activity: lead a tour and point out facilities
Note Timeout: consider discussing how and why an instructor may choose one method over another
here.
Note relevant facilities and ask questions when in doubt
ELEMENT 2.3 - INTRODUCTION
Learning objective:
6) The participants show interest in fellow participants and in the course content and design
(Ability, basic level)

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Present and ask involving questions about the IQTX Module’s programme, including breaks and
mealtimes
Give a short introduction to themself, including their backgrounds
Ask for participants’ expectations of the training and their learning or development
Give a short introduction to themself, including job function and expected primary geographic work
location and share expectations on the training
Note This should be done in the standard way and is not related to the first teach back. Instructor may
want to do a short time out to address why this particular introduction is important to the success
of the training.
ELEMENT 2.4 - SCOPE AND MAIN LEARNING OBJECTIVES
Learning objective:
7) The participants can recognise the scope and main objectives of the Instructor Qualification
Training (Knowledge, basic level)
Present the scope and main learning objectives of IQTX Module
Involve participants with questions on their understanding and individual experiences in training and
instruction
Engage in answering questions and share experiences
ELEMENT 2.5 - ONGOING ASSESSMENT PARTICIPANT ASSESSMENT FORM
Learning objective:

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8) The participants recognise the assessment procedure and the aim of the ongoing assessment
and feedback process (Knowledge, basic level)
Explain the reasons for the ongoing assessment
Present the layout of the GWO participant assessment for and explain how it will be used
Engage themselves in discussion and ask questions when in doubt in relation to the assessment and
feedback procedure
ELEMENT 2.6 - MOTIVATION
Learning objective:
9) The participants show interest and willingness to engage in the learning activities (Ability, basic
level)
Explain and lead a discussion on:
a. the importance or personal involvement in the course
b. the definition of and the need for instructor qualification understandings and abilities
Engage themselves in discussion and share experiences on instruction and training as well as on
engaging in training sessions in general
Note Positive motivation is the driving force for commitment, and the instructor should make a focused
effort to support growth of the necessary attitude and motivation in the participant

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ELEMENT 2.7 - HUMAN FACTORS
The aim of the element is to draw participants’ attention to how human performance and taking
responsibility influences a safe work environment, and to prepare for the continued focus on human factors
during practical training and exercises.
Learning objectives:
10) The participants can describe the relevant human factors, and their implications. (Knowledge,
basic level)
11) The participants show interest and willingness to focus on human factors and their own
performance during the following practical training and exercises (Ability, basic level)
Present how human factors influence accidents in the wind industry (relevant statistics may be
applied)
Lead a discussion about the role of the individual in improving human performance and how this can
improve the safety of offshore operations
Ensure that constructive feedback on the participant’s performance involve human factor criteria
when these are defined in the learning objective such as the ability to take responsibility or to act
independently
Facts and Human Factor Criteria. The consequences of human factor in accidents in the wind industry
are influenced by the following terms and conditions:
a. attention and perception
b. group behaviour and peer pressure
c. noise levels
d. site layout and housekeeping
e. fitness and health
f. domestic and work-related stress
g. workload (both overload and underload)
h. fatigue
i. time pressure and deadlines

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j. alcohol, medication, and substance abuse
Engage in discussions and share experiences on how human factors influence learning in general,
engage in the received feedback and take responsibility on their own performance and development
during the training
Note Timeout: consider taking the time here to address both how human factors could influence the
experience of the participants of the next three days and how they will need to consider human
factors as trainers in the future.
ELEMENT 2.8 - DIDACTICAL TOOLS
12) Take responsibility to reflect on their learning and apply reflections tools to support their
learning processes (Ability, intermediate level)
Introduce examples of how to use a learning log to enhance participants’ reflection and learning
while at the same time supporting a feedback and development process, e.g. personal notes on
observed methods (training strategies and practical exercises methods) applied by the IQT Trainer
throughout the IQTX course
Decide their own tool for reflections and learning collections
ELEMENT 2.9 - PARTICIPANTS TOPIC RANKING
The aim of this element is to investigate, if there are topics that the participants prioritise over other topics, in
order for the trainer to adjust the course design
Present IQTX relevant topics and conduct a ranking and prioritisation activity

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Analyse the rankings and adjust the course design accordingly
Reflect on the IQTX syllabus and their individual development needs, and conduct the prioritisation
activity
ADULT LEARNING PART 1 PRINCIPLES OF MOTIVATION

The aim for this lesson is to enable the participants to support future target audience in developing
motivation and driving force to learn
13) The participants show interest in how motivation impacts the commitment and engagement to learn
(Ability, basic level)
14) The participants can describe principles of barriers against learning and how to address it (Knowledge,
basic level)
Introduce the concepts of intrinsic and extrinsic motivation, refer to the initial learning experience
assignment and ask questions for examples of both extrinsic and intrinsic motivation. Other
supporting theory may be involved, such as Maslow and Hertzberg
Lead a discussion about how the participants’ former experiences and expectations for their future
work as GWO instructors motivates them to engage in the training
Lead a discussion about participant centred learning as a motivation amplifier
Facilitate a group assignment about why motivation is an important aspect of training referencing
Lesson 2, Introduction to the Training as an example
Provide feedback to the small groups on their engagement and conclusions
Discuss in small groups the challenges and benefits to utilising participant motivation.
In small groups discuss how the experience of a group can support or hinder the learning group and
present their conclusions in plenum on a poster

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Discuss and solve case scenarios around motivation for adult learners.
Receive feedback and reflect on the applicability
ADULT LEARNING PART 2, LEARNING PROCESS AND APPROACH

The aim of this lesson is to create the awareness and importance of applying participant centred and
involving learning activities in GWO trainings in relation to the complexity of learning objectives
15) Discuss how the individual learning processes are affected by multiple factors (Knowledge,
intermediate level)
16) Take responsibility of responding to challenges and benefits from general learning approaches.
For example; positivism and hermeneutics, and of adult learning processes (for example,
behaviourism and constructivism) when planning and conducting learning activities (Ability,
intermediate level)
Present the basic theory and concepts of learning approaches and adult learning conditions and
address the human factors that are part of every GWO training introduction
Facilitate group assignments addressing challenges and benefits from general learning approaches.
For example; positivism and hermeneutics, and of adult learning processes (for example,
behaviourism and constructivism) when planning and conducting learning activities
Provide feedback on the group presentations and address the individual contributions on the initial
learning assignment
The participants shall in small groups:
Discuss what they can control to foster learning
Discuss challenges and benefits from general learning approaches, for example; positivism and
hermeneutics, and of adult learning processes, such as behaviourism and constructivism
Discuss the impact of the conclusions of the above-mentioned discussions in relation to planning
learning activities, including how human factors can impact their trainings

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Present conclusions and reflections within the group
Receive feedback and post clarifying and supporting questions
LEARNING STYLES
Note Prior to the course, the participants must have concluded a simple test on learning styles
The aim of this lesson is to develop the participant’s awareness that; 1) participants have different and
multiple learning preferences; 2) as an instructor, one tends to apply one’s own preferences in teaching
designs. A side aim is the continued development of the safe learning environment by sharing personal
learning preferences
1. Explain concepts of different learning styles (Knowledge, intermediate level)
2. Discuss the effect of addressing multiple learning styles in learning activities, that aim at the learning
domains of knowledge, skills and abilities (Knowledge, intermediate level)
Invite the participants to share their learning profiles within the group
Lead a discussion on the challenges and strengths of applying multiple learning styles in the learning
activities
Share their learning profiles within the group (if possible on a visual model to create a comparable
overview and supported with reflections and arguments)
Discuss as a whole group the challenges and strengths of working with multiple learning styles
Note their own conclusions
VISUAL LEARNING TOOLS

The aim of this lesson is to focus the participants’ mindset on clear and simple visual learning tools that
highlight the most important key points and information.

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17) Act independently analysing and decide the most important learning points and select a visual
presentation of these (Ability, intermediate level)
18) Experiment with the design of visual learning tools that emphasise key points, support the learning
experiences and the learners’ understanding of the topic (Skills, advanced level)
Present ways to analyse a learning topic in relation to key learning points
Present general principles for pedagogical designs of visual presentations
Facilitate two-step assignments about designing visual learning tools
Step 1. Analyse key learning points from a training element and produce a visual learning
presentation (one slide or poster)
Step 2. After discussions as below, the participants must re-design and produce a new visual
presentation of the same key points, this time without words and only figures and symbols
Lead a discussion within the group about challenges, limitations, and benefits from different forms of
designs and types of visual aids. Base this on the assignment examples and the participants’
experiences, both as instructors and learners
Engage in the assignments and design and produce posters or PowerPoint slides
Reflect and share their own experiences with the strengths and limitations of using visual aids in
training
Discuss how they may use visual learning tools in their own teaching
Note The learning objectives will be further met during the following participants’ presentations during
the IQTX course
LEARNING REFLECTIONS
Aim of this lesson is to support the participants’ learning and focus on the importance of taking the time to
reflect and consolidate learning experiences

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ELEMENT 7.1 - DIDACTICAL TOOLS
Learning objective:
19) Take responsibility to reflect on their learning and apply reflections tools to support their
learning processes (Ability, intermediate level)
Introduce how to use the learning logbook for collecting personal notes during the IQTX course while
observing methods (training strategies and practical exercises methods) applied by the IQT Trainer
Re-visit the concluded learning activities and reflect on their own learning experiences. To support
reflections, they can use a methodology log and their learning logbook, and post any relevant
questions to the instructors or others
Additionally; facilitate participant sharing their reflections in pairs. Having to share with a colleague,
may be a motivation to focus on the day’s activities, Receiving the other person’s reflections may
enhance the learning.
ELEMENT 7.2 - PREPARATION AND SELF-STUDIES
Distribute assignments for the GWO Taxonomy Framework topic
Make a plan for any preparation, study or practise that needs to happen before the next day’s
programme
Prepare the assigned task as a 25 min learning activity, that includes participants’ motivation, work on
the topic, assessment or evaluation and concluding remarks
CATCH UP
Aim of the lesson is to ensure, that all participants are ready to continue the development process on a solid
foundation

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The instructor shall at the start of each day:
Address participants questions and reflections
By questioning, investigate the participants’ learning from the day before
Share own reflections and adjustments from the previous day
Present the plan (including overall aims and learning objectives) for the day to come
Share reflections and take the time to ask clarifying questions on any training related topic
GWO TAXONOMY FRAMEWORK, CONCEPTS

The aim of this lesson is to familiarise participants with the GWO taxonomy concepts, so that they have an
understanding of how to reach learning objectives through learning activities and support their participants
to engage in training
20) Apply the basic concepts of the GWO Taxonomy Framework when planning and conducting learning
activities (Skills, intermediate level)
Facilitate the individual teach back sessions
Provide feedback on the individual teach back sessions
Conduct each their 25 min lesson (Teach back session) on each their topic from the GWO Taxonomy
Framework list of concepts (as assigned the day before):
a. Learning objectives and Action Verbs

b. Fidelity
c. Feedback
d. Reflection and experiential learning
e. Coherence and the Alignment Triangle
f. Evaluation

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Receive the instructor’s feedback and pose clarifying questions when relevant
Note These individuals teach back sessions may be
GWO TAXONOMY, LEARNING DOMAINS AND LEVELS

The aim of this lesson is to introduce the GWO Taxonomy Framework with its domains and levels and the
associated supporting sections to enable the participants to use it and find support and inspiration for
planning, conducting and evaluating learning activities
21) Describe the structure and the purpose of the GWO Taxonomy Framework (Knowledge, basic level)
22) Explain how the GWO Taxonomy supports the alignment between learning objectives, learning
activities, and assessment (Knowledge, intermediate level)
Facilitate an assignment, where the participants present an example of aligning learning objectives,
learning activities and the following assessment
Present the 3-step-assignment and its frame object (domains and levels and associated sections)
Pose clarifying question after the presentations to ensure that the complete intend of the Taxonomy
Framework and its sub-sections is covered
Provide feedback on the presentations
Individually or in pair solve the task on alignment between learning objectives, learning activities and
the following assessment
Consider and share experiences about why the Taxonomy is an important tool for designing learning
activities and reach learning objectives
Discuss how to use the taxonomy to determine if your lessons will support participants in reaching
the learning objectives
Choose and examine one aspect of the GWO Taxonomy Framework (domains and levels and their
associated sections) and present and share with the whole group:

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a. What part of the taxonomy did you examine?

b. How is this part used?
c. Why is this important?
Ask clarifying questions to the other group’s presentations
ASSESSMENT TOOLS, QUESTION STYLES

The aim of this lesson is to enable the participants to focus their questions in relation to their intentions
23) Choose a relevant question style for example aiming at assessing the learning, investigating the
participants experiences and to initiate reflections, or questions aiming at certain taxonomic levels
(Knowledge, advanced level)
Introduce the concept of Active Listening and facilitate an exercise. Conclude the exercise by the
participants sharing experiences on the exercise within the group
Note To assist the participant, a small fact-card on the Active Listening principles may be handed out
for the exercise
Present examples of types of question and their purpose and intentions (Suggestion for reference:
Karl Tomm)
Line-up a cross on the floor and mark the quadrants with numbers 1, 2, 3 and 4 or equivalent marking
with reference to the four types of questions suggested by Karl Tomm (Linear, circular, reflexive and
strategic questions)
Initiate and facilitate the group assignment
Conclude the exercise with questions to the participants about their experience and learning from the
exercise, referring to mainly the reflexive and strategic intentions
Each participant decide a personal topic (typically a hoppy) that they want to share
In pairs: one participant introduces his or her topic, and the other apply Active Listening principles to
acquire a deeper understanding

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Prepare a question to be posed in each of the four quadrants (Questions topics may be in relation to
a topic from the training or other trainings or other)
In pairs visit each question quadrant and pose each other a question with the intention of the actual
quadrant
Share experiences within the group
DIGITAL LEARNING TOOLS

The aim of this lesson is to prepare the participants to apply digital learning tools in both in-person and
remote training settings
24) Explain the benefits and challenges of digital learning methods and strategies (Knowledge,
intermediate)
25) Distinguish between relevant and less relevant digital learning tools for different learning situation
(Skills, intermediate)
Present a variety of digital learning methods and strategies
Reflect on the best application in a variety of scenarios including the instructor role
provide an overview of different digital learning tools and their usability
Test different relevant and less relevant digital tools in different learning situations
Develop a digital learning strategy appropriate for the delivery of <<topic>>. Include strengths,
limitations and when this method may be best used and deliver findings to the group
Provide feedback to other groups and discuss the digital strategies that may best suit GWO training
module
FEEDBACK

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26) Apply their knowledge about formative and summative feedback in relevant training situations (Skills,
intermediate level)
27) Discuss and share their reflections and evaluations in structured feedback to the learner (Knowledge,
intermediate level)
28) Choose a relevant feedback structure in different routine training situations (Knowledge, advanced
level)
Present the basic concept of feedback
Present the concepts of formative assessment and summative assessments, and associated options
for providing feedback
Facilitate a discussion within the group about providing feedback to learners (as a warm-up for the
group assignment)
Facilitate group assignment on feedback
Provide feedback on the group presentations, including on their reflections on assessment,

summative versus formative feedback, participants motivation, learning environment, participant
involvement, respect, advice and directives
Within discuss the group ways to provide feedback to learners in an online setting and how that
communication differs from an in-person environment. The instructor may provide a supporting
example
Reflect and discuss their own experience with giving and receiving feedback as both an instructor and
as a learner
In small groups discuss and design their own structure for feedback
Present their feedback structure in plenum – including their reflections on the above mentioned
topics (12.1.5)
Receive feedback and reflect on its applicability for continued feedback sessions
Discuss in plenum obstacles to giving and receiving feedback in both in-person and on-line
environment

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LEARNING REFLECTIONS
Aim of this lesson is to support the participants’ learning and set focus on the importance of taking the time
to reflect and consolidate learning experiences
29) Take responsibility to reflect on their learning and apply reflections tools to support their learning
processes (Ability, intermediate level)
The participants shall at the end of each day:
Re-visit the concluded learning activities and reflect on their own learning experiences
CATCH UP
Aim of the lesson is to ensure, that all participants are ready to continue the development process on a solid
foundation
The instructor shall at the start of each day:
Address participants questions and reflections
By questioning investigate the participants’ learning from the day before
Share own reflections and adjustments from the previous day
Present the plan (including overall aims and learning objectives) for the day to come
Share reflections and take the time to ask clarifying questions on any training related topic
BARRIERS TO LEARNING
The aim of this lesson is to enable the participants to: detect potential barriers to learning and their causes in
the training situation:;how to react constructively to these; and furthermore how to create awareness of
possible learning opportunities in addressing participants’ barriers by connecting the behaviour, symptoms
and the instructors’ choice of reaction to adult learning principles.
Note Prior to the lesson the participants must read literature on the topic to prepare themselves for the
case work in this lesson

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30) Act independently in solving situations of active and passive resistance and defence against learning
constructively (Ability, intermediate level)
31) Distinguish between active and passive resistance and defence against learning (Skills, intermediate
level)
32) Assess symptoms of active and passive resistance and defence against learning (Knowledge,
advanced level)
Present key points in relation to theory on barriers to learning (e.g. connected to the preparatory
texts, see Annex 6)
Present the case assignment ( See, Annex 6)
Support the participants in getting to grips with the task and materials
Facilitate the exercise and provide feedback when feasible
Aim for a joint conclusion on feedback at the end of the exercise and presentations
Individually read the case on barriers to learning and seek clarifying support when needed
Join in small groups and discuss the case
In the small groups analyse those of the participants presented in the case that show signs of barriers
to learning
In plenum the groups present their suggestion to which case-participants are relevant to analyse
When all groups have presented, each group are assigned to cover one of the relevant case-
participants
In the small groups, analyse the behaviour and conduct of the assigned participant in relation to their
defensiveness and resistance to learning, and decide how to address these
Present in plenum their suggestions for how the instructor, can address and overcome these barriers,
and by doing so free potential learning driving forces in the participant. This presentation must be
conducted as a roleplay of the situation and the solution
The groups provide feedback to the one group presenting (Remember to apply the feedback
structure the individual group had decided in the Lesson 13, Feedback

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DIDACTICAL CONSIDERATIONS AND INSTRUCTIONAL DESIGN

The aim of this lesson is to ensure that the instructor consider relevant didactical factors when planning
training and learning activities in order to conduct well-planned and thought through learning activities that
meet the learning objectives in a safe and motivating manner
33) Act independently analysing didactical factors’ influence on the training (Ability, intermediate level)
34) Apply relevant didactical factors when planning training (Skills, intermediate level)
35) Discuss didactical factors influence on the training (Knowledge, intermediate level)
Introduce the concepts of teacher centred and participant centred teaching and their different roles
in safety training
Examine didactic models and ask participants different situations in which each model may be
applicable
Reflect on their own experience as participants and which models have been the most prevalent and
most successful for their own learning and teaching
Examine the GWO Taxonomy Framework models in small groups. Each group should present a
didactic model
TRAINING REVIEW
ELEMENT 18.1 - TRAINING REVIEW
Re-present the overall aims and learning objectives of the module for the participants’ comparison of
their learning outcomes and the achievement of their previously stated expectations for the module
Lead a discussion about individual learning outcomes, needs for further development, how to
contribute and learn together with other instructors, and how to move forward in relation to the
alternative process and how to teach GWO modules

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Reflect on their learning outcome and key takeaways from the Instructor Qualification Module, aiming
to achieve a high learning transfer from the module to their way of teaching GWO modules.
Reflection can be part of the instructor lead discussion or other activities such as a walk & talk session,
feedback discussions in small groups, or other relevant reflection structure
ELEMENT 18.2 - FEEDBACK SESSION
Facilitate an overall feedback and feed forward on the participants’ learning outcome and their
continued development as instructors inspired by the training as well as from the training review
session
Provide individual feedback to participants based on the individual participants assessments

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IQT Trainer Module

(IQTT)
IQTT Workshop

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9. MODULE 3 – IQT TRAINER MODULE (IQTT)

9.1 Aims and Objectives for the IQTT Module
The aim of the IQTT Module is to ensure, that the participants (prospective IQT Trainers) are comfortable in:
1. conducting IQT and IQTX modules as IQT Trainers
2. teaching IQT and IQTX participants adult learning theories and principles
3. building the connection between adult learning theories and principles and the IQT content.
From a quality assurance perspective, the aim of the IQTT Module is to ensure instructional quality in GWO
trainings. This quality level is reached by instructors that are trained by IQTT trained trainers with an aligned
understanding and applicability of the GWO Taxonomy Framework and adult learning principles.
The IQTT Module addresses the IQT Modules’ overall learning objectives and their intentions with an
emphasis on “how” IQT learning objectives can be reached through focused learning activities.
Furthermore, the “why” the knowledge, skills and abilities required in the IQT content has been selected as
being the minimum pedagogical and didactical competences for planning, conducting, and assessing
trainings in a GWO context is in focus.
After having successfully completed this IQTT Module, the IQT Trainer will have the ability to plan and lead
IQT and IQTX trainings with an adult target audience and in that facilitate the participants’ development as
instructors and in this their understanding of the complete IQT curriculum, including the GWO Taxonomy
Framework and adult learning principles.
9.2 Duration of the IQTT Module

The total duration of the IQTT Module is 42 hours, including preparation before and during the course,
breaks, and self-study and preparation.
The total contact time for completing the IQTT module is estimated to be 32 hours.
The time per day given in the table 9.2.1 below must not exceed:
related to these

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The total training day includes contact time, meals and breaks and self-study and preparation
9.3 Participants Assessment

The participants assessment process is structured in three steps:
1. The application process, which will validate to what extend the prerequisites for participating in the
IQTT are fulfilled (assessment criteria in Annex 6, IQTT Assessment Criteria)
2. Performance in teach back sessions and other learning activities during the IQTT workshop
(assessment criteria in Annex 6, IQTT Assessment Criteria)
3. A summative concluding evaluation based on the step one and two assessment and an overall
impression to be concluded by the IQTT teachers
The IQT Trainer is approved by the GWO Head of Training Quality Assurance on recommendation from the
IQTT teachers
Assessment criteria:
1. Individual engagement, participation and contributions
2. Supervise the planning and conducting of instructor led training ensuring participant safety
throughout
3. Refine learning activities and assessment tools based on the characteristics of adult learning theory in
their didactical considerations and evaluate the facilitation of learning activities
4. Evaluate the performance of training methods, learning activity structure and assessment tools based
on adult learning principles
5. Take responsibility in the assessment of training participants learning progression and provide
feedback aligned with specific training aims and learning objectives
6. Adapt based on reflections and self-evaluation activities
7. Evaluation of the IQTT participant is according to the assessment criteria and checklist in Annex 6,
IQTT Assessment Criteria
9.4 Participants’ Prerequisites
Module Participants Prerequisites
Instructor Qualification Trainer 1) Hold a valid GWO IQT or IQTX training record, or similar
Training
2) Minimum 2,000 hours experience of teaching GWO modules

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3) Prove knowledge about adult learning principles and

experience of applying these in trainings
4) Prove knowledge (at IQT level) about GWO Taxonomy

Framework principles and experience in applying these in
planning and executing trainings
The IQT Trainer applicant is approved through:
5) A written application that among others addresses the

prerequisites listed above,
6) Observation of training delivery with following feedback by

GWO IQTT Teacher,
7) A following interview with GWO IQTT Teacher Group
Table 9.3.1 – Participants prerequisites
Note Assessment criteria for the application process (including observation and interview guide) can be
found in Annex 6, IQTT Assessment Criteria
9.5 IQTT Module Participant Ratio

The ratio shown for the IQTT training indicates the maximum number of participants per teacher attending
the workshop.
Instructor Qualification Trainer Training Workshop 2:12
Table 9.5 – IQTT Module Participant Ratio
Note Because of the flexible strategy with demands of ensuring the needed learning experiences from
day-to-day, a minimum team of two teachers is required to facilitate the ongoing preparation,
observation, assessment, feedback, and leading learning activities
9.6 Didactical Considerations for the IQTT Workshop

9.6.1 The strategy is a flexible agile structure to follow the needs of the participants and at the same time ensure
the sufficient alignment with the IQT Module during the workshop. The IQT syllabus constitute the skeleton,
and topics must be shuffled and delivered depending on the participants’ needs and the natural
interdependencies of the topics and related concepts.

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9.6.2 The agile approach (where lessons, learning activities and discussions alternately may address e.g. general
didactical topics, the GWO instructor’s role, or the IQT Trainer’s role) means the IQTT teacher must always
ensure, that the participants are aware of which aim and target group is being addressed at any moment
(e.g. “this activity is to build on your pedagogical competences in general” or “this is an example of how you
may deliver an IQT lesson”)
9.6.3 Each IQTT participant will plan and conduct a number of lessons and learning activities related to the IQT
syllabus. This is partly to address IQT topics of special interest; partly to engage the IQTT participants in
student-driven learning activities and IQT relevant reflections.
9.6.4 All though the strategy is flexible, a number of overall topics from the IQTT syllabus must be addressed:
Main topics:
1. GWO Taxonomy Framework
2. Feedback and assessment tools
3. Student centred involving learning activities building on the participants experiences and adult
learning principles
Pre-requisite literature:
1. IQT Training Standard
2. GWO Taxonomy Framework
3. Barriers to learning
4. IQTT Assessment and evaluation criteria and checklist (Annex 6)
9.7 Detailed Description of the IQTT Module

The scaffolding of the workshop is the participants planning and teaching lessons, part of lessons, single
learning activities and presentations. To support this, the IQTT teachers teach relevant topics when required
or otherwise feasible.
Design of Participants’ lessons:

Aim:
The aims of the participants planning and teaching lessons and learning activities are threefold:
1. To support the participants development of their individual IQT programmes
2. To practise alignment to the GWO Taxonomy Framework, including feedback and assessment skills
3. To share knowledge and materials within their IQTT cohort
Teaching design (The IQTT teacher may choose alternative designs):
The IQTT participant should:

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1. Present the lesson plan
2. Lead a learning activity with participants’ active involvement
3. Assess the engagement and learning outcomes (and provide feedback if feasible)
4. Feedback in different relevant structures (by teachers, peers, in combination, by self)
Assessment:
Assessment of teaching is part of the overall assessment
Time Activities
Day 1 Welcome, Safety briefing
Participants’ and teachers’ introductions
Introduction to the IQT Module, exercise (e.g. sequence of

lessons and progression of topics, and the concept of teach back
sessions and the learning objectives they are addressing)
Participants’ topic ranking activity. To clarify individual needs for

focus in regards to the IQT curriculum that must be addressed
during the IQTT workshop
Introduction to the learner log and other relevant learning

reflection tools
Distribution of IQT lessons to be taught by IQTT participants
Day 2 and 3 IQTT participants teaching ref. above described design
Relevant and supporting topics by IQTT Teachers
Formative individual evaluations and feedback
Day 4 IQT programme reflections and considerations
Day 5 Training Review
Participants’ evaluation and feedback on the workshop
Table 9.7.1 Example of an IQTT Timetable
Note This is an example of an IQTT timetable. The needs of the participants in each cohort may call for
alternative topics and activities

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Annexes

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ANNEX 1 - EQUIPMENT LIST

This annex describes the equipment required for delivering each of the modules contained within this
training standard. Any equipment used by the training provider and participants during the delivery of
training under this standard must satisfy or exceed the requirements of the equipment standards for the time
being in force in the country where the training is taking place.
Note All equipment shall be maintained and where appropriate, inspected and tested in accordance
with current national standards/ legislation and manufacturers’ recommendations.
Module 1 – Instructor Qualification Training

The classroom must provide space for group tables, horseshoe seating design and any other didactical
considered seating to accommodate the full number of participants as well as interactions for knowledge
sharing. Furthermore, the classroom must offer sufficient free floor space to conduct physical learning
activities, such as standing discussions and interviews and cooperative learning structures.
Additional room/s (for group work) depending on the number of groups and participants. Further locations
must be available to enable the participants to practise remote teaching.
Technical installations
The following installations (or similar) must be at hand:
1. Large monitor or screen/projector for digital presentations
2. Whiteboard or other similar drawing board for presentations and creativity
3. Flip-over charts or similar for participants presentations
4. Reliable and sufficient internet connection/WIFI

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ANNEX 2 - VERSION HISTORY
Amendment date Version Approved by & date Description of changes

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ANNEX 3 - IQT MODULE TEACH BACK

1. Overview
Prior the training, participants need to prepare two teach back sessions: The first to be a 10 minutes opening
presentation of a topic from the GWO standard introduction lesson. The topic will be outlined in the joining
instructions. The second teach back session to be prepared is a 25 min lesson on a topic of their own choice
that the participant is knowledgeable and passionate about. This being a lesson implies, that the fellow
course participants must learn something from the teach back. Participants should consider bringing props to
communicate and involve fellow participants in teach back two.
Approx
total time
with 6
participants
Time per and Knowledge and skills
Day Teach back Content participant feedback demonstrated
Day 1 Teach back 1 Opening 10 min. 90 min.
Day 2 Teach back 2 Topic of choice 25 min. 4 hours Use knowledge and skills
from Day 1 and own
experiences
Day 4 Teach back 3 Pedagogical 35 min. 6 hours Use knowledge and skills
Focus from Days 1,2,3
Focus from Days 1,2,3,4,5
Focus from Days 1,2,3,4,5,6,7
The following three teach back sessions, of which one may be digitally delivered, will focus on IQT syllabus
related topics. Teach backs 3-5 can be done in pairs as long as the duration is then lengthened by 50%.
Planning in pairs could allow for a more complete and detailed lesson development.
2. Teach Backs
The aim of the teach back sessions is for participants to practise the skills addressed in the course so far while
further exploring the content. Participants can apply their knowledge from the course in all stages of
planning, preparing, delivering, and assessing. Over the progression of the five teach backs, participants
should work to meet each of the relevant learning objectives.
After successfully having completed the teach backs, the participants can:

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Teach back 1, opening

64. Conduct a short presentation to a group (Ability, basic level)
Teach back 2
65. Recognise and follow the feedback criteria stated for the teach back sessions (Knowledge, basic
level)
66. Take responsibility of organising the learners (Ability, intermediate level)
67. Take initiative to adjust and direct dialogue and learning activities to support relevant learning
structures and traditions (Ability, intermediate level)
Teach back 3
68. Take responsibility to develop a plan for a lesson (Ability, intermediate level)
69. Apply relevant teaching aids in teaching and training (Skills, intermediate level)
70. Apply their understanding of the GWO Taxonomy Framework in learning activities (Skills,
intermediate level)
71. Apply their knowledge in learning activities (Skills, intermediate level)
72. Apply their knowledge on motivation and driving force to learn to plan and conduct activities (Skills,
Intermediate level)
73. Apply their knowledge to address barriers to learning (skills, Intermediate level)
74. Apply their knowledge on learning styles by using appropriate learning styles (Skills, intermediate
level)
Teach back 4
75. Explore the learners’ experience level within their field and life experience (Knowledge, advanced
level)
76. Apply their knowledge in relation to behaviour and learning culture in their teaching (Skills,
Intermediate level)
77. Apply types of questions on the aim of the question (Skills, intermediate level)
78. Apply the principles of active listening in a learning and teaching situation (Skills, intermediate level)
79. Apply and adjust their own body language deliberately according to a situation (Skills, Intermediate
level)
80. Discuss their reflections and evaluations in structured feedback to the learner (Knowledge,
intermediate level)

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Teach back 5
81. Take responsibility for multiple delivery methods (Ability, intermediate level)
82. Take responsibility to manage participants in the classroom, training facilities and digital
environment (Ability, intermediate level)
83. Take responsibility of leading learning activities effectively and safely (Ability, intermediate level)
84. Take responsibility to ensure, that as many participants as possible are active at the same time
(Ability, intermediate level)
85. Take responsibility of communicating with learners purposefully after reflecting (Ability, intermediate
level)
86. Take responsibility of providing formative and summative feedback to learners (Ability, intermediate
level)
87. Evaluate the learner’s performance during the learning activity (Skills, advanced level)
88. Assess the participants performance against a learning objective in a teach back session (Knowledge,
advanced level)
3. Teach Back Criteria, Assessment, and Feedback Template

The primary assessment of the IQT participants is based on the delivery of teach back sessions. It is therefore
mandatory, that assessments and following feedback are based on clear and accepted criteria in an
appropriate structured assessment form. Furthermore, the final evaluation of the participants will be based
on and documented by the individual assessment forms. If participants are working in pairs to deliver teach
backs, they must have individual feedback forms.
Note Just as the learning objectives in the IQT Module are presented in a complexity progression
through the module, the five teach back sessions must follow the same pace of progression.
Hence the associated teach back assessment criteria must also be aligned with this progression
Below are two examples of such an assessment form templates. In the left column, overall criteria-topics are listed,
and in the right column learning objectives or similar unfolds the overall topics. An alternative right column could
be the IQT Trainer’s assessment and remarks to the participant’s performance

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This second example of an assessment template (below) is aiming at the final teach back session, covering all
relevant topics

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ANNEX 4 - IQT MODULE JOINING INSTRUCTIONS

1. Prior to the IQT Module Training,
Kindly prepare the following:
• Prepare the teach back session 1 as per below mentioned instructions.
• Prepare the teach back session 2 (as below) instructions and bring the needed props, material,
equipment and training and visual aids.
• Study the GWO Requirements for Training, Annex 5, GWO Taxonomy Framework.
• Familiarise yourself with the GWO Training Standards’ section on “Understand GWO Learning
Objectives and Taxonomy” e.g. in the GWO BST or BTT.
• Bring your laptop
2. Teach Back Session 1 Requirements

• Scope. Each participant must prepare this first short teach back session as preparation to the IQT
course. The teach back will be delivered at the beginning of the first day of the course
• The aim of this teach back session is to create a first experience and to initiate reflections concerning
preparation and presentation in a class. Furthermore, this teach back session will enable the
development of a safe learning space and mitigate concerns of presenting to an audience
• Topic: A single topic from the standard GWO trainings lesson 1 will be assigned
• Duration: 10 minutes
3. Teach Back Session 2 Requirements

• Scope. This teach back session is a workshop prepared (based on a pre-workshop task assignment) by
each participant as a single instructor lesson. In the session, two or four of the workshop participants
are selected to deliver their teach back session. Whatever props, material, equipment and training and
visual aids (deemed relevant for each individual teach back session) shall be brought to the workshop
by the individual workshop participant.
• Purpose. The aim of having this teach back session in the workshop is to allow workshop instructors to
demonstrate and enable workshop participants to deeply understand the concept of the IQT Module
teach back sessions’ feedback. It is also the opportunity to show how feedback should be perceived in
the IQT Standard and the approach and best practice of how to conduct feedback as IQT Trainer
delivering the IQT Module. The aim is thus not to specifically evaluate the individual teach back
instructor’s performance.
• Topic. Either a self-elected topic or the GWO BST introduction lesson topic, human factors.

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• Duration. 25 minutes teach back, excluding following feedback.
• Intention. To have workshop participant deliver a teach back session demonstrating the main
principles of the IQT approach to training delivery. For example: deliver a motivating, engaging and
involving session where their participants are active; in a lesson using relevant materials, training and
visual aids; focusing on lesson aims, objectives, course content and connected practical
activities/exercises; and a lesson structure demonstrating, ‘opening, subject and closing’.
• Feedback. The IQT Trainer will provide (and show by example) feedback on the individual teach back
sessions demonstrating how to do a best practice IQT teach back feedback session.
Indicate an online learning profile test you would like participants to complete prior to attending. DISC
profile can be used. Any free tool should be sufficient in guiding the conversation which is more important
than any specific profile.
Introduce Teach back sessions including reasoning.
Teach back session overview
Teach back 1 Opening, 10 min
Teach back 2 Topic of choice Prepare passion topic and bring

any props or visual aids
25 min.
Teach back 3 Didactic focus 35 minutes and 15 min. feedback
35 min.
Teach back 4 Didactic focus 35 minutes and 15 min. feedback
35 min.
Teach back 5 Didactic Focus 45 minutes and 15 min. feedback
45 min.

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ANNEX 5 - LEARNING DESIGN DOCUMENT

All of the IQT learning objectives, including those in the teach backs have been organised into four
categories: adult learning, communication, planning and assessment, and facilitation.
Within each category we present the enabling learning objectives (light colour background) that are being
further reached and demonstrated on more complex levels during the five teach back lessons (bold colour
background).
This overview could be used to help organise the scope and lessons. Specific activities can be designed and
selected by the IQT Trainer using GWO Requirements for Training, Annex 5, Taxonomy Framework.
Category: Adult
Learning Lessons Module IQT Learning Objectives
Adult learning Show interest in how motivation impacts the commitment and engagement to
learn (Ability, basic level)
Describe principles and challenges from barriers to learning and how to address
these (Knowledge, basic level)
Learning styles Describe the principles of different learning styles (Knowledge, basic level)
Explain why learning activities should address multiple learning styles (Knowledge,
intermediate level)
Cultural awareness Show interest in different cultures among the learners (Ability, basic level)
Recognise challenges that may arise in cross cultural communication in the context
of learning (Knowledge, basic)
Learning processes Explain how the individual learning processes are affected by multiple individual
factors (Knowledge, intermediate level)
Participants’ Recognise the learners’ experience level and field and include these in the
experience teaching (Knowledge, basic level)
Recognise the learners’ individual personal profiles (Knowledge, basic level)
Part 2 Explore the learners’ experience level within their vocational field and life
experience (Knowledge, advanced level)
Distinguish between different profiles of experiences and adapt the teaching

accordingly (Skills, intermediate level)
Lessons Learning Objectives Activities

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Motivation Apply their knowledge on motivation and Teach back 3

driving force to learn to plan and conduct
activities (Skills, Intermediate level)
Apply their knowledge to address barriers

against learning (skills, Intermediate level)
Participants’ Explore the learners’ experience level within Teach back 4

their field and life experience (Knowledge,
experience advanced level)
Cultural awareness Apply their knowledge in relation to Teach back 4

behaviour and learning culture in their
teaching (Skills, Intermediate level)
Learning styles Apply their knowledge on learning styles by Teach back 3

using appropriate learning styles (Skills,
intermediate level)
Basic learning Distinguish between the needs for fidelity in Active lesson
transfer the learning activities (Skills, intermediate
level)
Category:
Communication
Lessons Module IQT Learning Objectives
Body language Recognise various body language signals (Knowledge, basic level)
Visual aids Discuss benefits and challenges with visual teaching and training aids (Knowledge,
intermediate level)
Questions Distinguish between different categories of questions in relation to their didactical

aims and taxonomic levels (Skills, intermediate level)
Choose question types appropriate to the learning situation and in accordance with
the relevant taxonomic learning level and domain
Active listening Explain the power of active listening in both a learning and feedback situation
Apply principles for active listening in a dialogue between an instructor and a

participant (Skills, intermediate level)
Lesson Learning Objective Activities

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Communication Take responsibility of communicating with learners Teach back 5

skills purposefully after reflecting (Ability, intermediate level)
Conflict Recognise conflicts amongst the learners and decide Scenarios

management Part 2 what action to take (Knowledge, basic level)
Questions Apply types of questions on the aim of the question Teach back 4
(Skills, intermediate level)
Active listening Apply the principles of active listening in a learning and Teach back 4
teaching situation (Skills, intermediate level)
Training and visual Apply relevant teaching aids in teaching and training Lesson planning and
Aids (Skills, intermediate level) Teach back 3
Body language Take initiative to adjust and direct dialogue and learning Teach back 2
activities to support relevant learning structures and
traditions (Ability, intermediate level)
Apply and adjust their own body language deliberately Teach back 4
according to a situation (Skills, Intermediate level)
Category: Planning
and Assessment
Lessons Module IQT Learning Objectives
Aims and learning Explain the correlation and differences between aims and learning objectives and
objectives their purposes for training documentation and didactical considerations
Learning objectives Explain the scaffolding of a learning objective in relation to the GWO Taxonomy
and activities Framework’s complexity levels and learning domains (Knowledge, intermediate
level)
Explain the correlation between learning objectives and learning activities

Instructional design Describe didactical factors relevant for planning and assessing training (Knowledge,
basic level)
Discuss didactical factors influence on the training (Knowledge, intermediate level)
Independently analyse didactical factors’ influence on the training (Ability,

intermediate level)
Independently analyse training aims and define learning objectives based on the
GWO Taxonomy Framework (Ability, intermediate level)

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Instructor Explain why and how to plan a lesson (Knowledge, intermediate level)
preparation
Describe a generic approach to safety training and risk assessments during training
activities (Knowledge, basic)
Take responsibility to develop a plan for a lesson and to connect each learning
activity to the relevant learning objective (Ability, intermediate level)
GWO taxonomy Describe the structure and the purpose of the GWO Taxonomy Framework
(Knowledge, basic level)
Explain how the GWO Taxonomy Framework can support the instructor in planning
learning activities (Knowledge, intermediate level)
Apply their understanding of the alignment between learning objectives, learning

activities and assessment of learners when planning learning activities (Skills,
intermediate level)
Organising learning Apply didactical reflection in their organisation of learning activities (Skills,
activities intermediate level)
Learning activities Explain benefits and challenges in relation to different training strategies, including
and teaching designing learning activities and choosing teaching methods (Knowledge,
methods intermediate level)
Recognise the connection between instructor roles and methodologies chosen

Apply their insight and understanding of the GWO taxonomy, multiple teaching
methods, and the responsibilities of the instructor, when defining their training
strategy (Skills, intermediate level)
Feedback Explain the difference between formative and summative feedback (Knowledge,
intermediate level)
Discuss their reflections and evaluations in structured feedback to a learner

Assessment Explain different assessment strategies (Knowledge, intermediate level)

strategy
Describe different/multiple assessment tools (Knowledge, basic level)
Distinguish between formative and summative evaluation (Skills, intermediate level)

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Learning transfer Explain the concepts of fidelity and transfer and their mission in training
and fidelity (Knowledge, intermediate level)
Distinguish between applying different levels of fidelity in learning activities and

ensuring safety during training (Skills, intermediate level)
Explain their understanding of training setting requirements and options applicable

to GWO training in relation to applying and decreasing the level of fidelity
Discuss pedagogical and didactical benefits and challenges in in relation to fidelity

and learning transfer in remote environments (Knowledge, intermediate level)
Explain challenges in transferring what is learned during a training situation to the

real work situation (Knowledge, intermediate level)
Lessons Learning Objectives Activity
Lesson objectives Create a learning objective from each Domain Lesson Planning
Feedback Recognise and follow the feedback criteria stated for the Preparing for Teach
teach back session back 2
Feedback Discuss their reflections and evaluations in structured Teach back 4

feedback to the learner (Knowledge, intermediate level)
Learning Apply their knowledge in learning activities (Skills, Lesson planning and
intermediate level) Teach back 3
Feedback Take responsibility of providing formative and Lesson planning and

summative feedback to learners (Ability, intermediate Teach back 5
level)
Instructor Take responsibility to develop a plan for a lesson Lesson planning and
preparation (Ability, intermediate level) Teach back 3
Organising learning Apply didactical reflection in their organisation of Teach back

activities learning activities (Skills, intermediate level)
Take responsibility of organising the learners (Ability,

intermediate level) Teach back 2
Taxonomy Apply their understanding of the GWO Taxonomy in Lesson planning and
learning activities (Skills, intermediate level) Teach back 3

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Assessment Assess the participants performance against a learning Teach back 5

objective in a teach back session (Knowledge, advanced
level)
Evaluate the Learner’s performance during the learning Teach back 5

activity (Skills, advanced level)
Teaching methods Apply knowledge on teaching in an online environment Online session or teach
(Skills, intermediate level) back
Category:
Facilitation Lessons Module IQT Learning Objectives
Digital learning Explain the benefits and challenges of digital learning methods and strategies
tools (knowledge, intermediate)
Distinguish between relevant and less relevant digital learning tools for different
learning situation (skills, intermediate)
Conflict Describe different ways to solve conflicts amongst learners (Knowledge, basic level)
management
Recognise conflicts amongst the learners and decide what action to take
Lessons Learning Objectives Activity
Introduction Conduct a short presentation to a group (Ability, basic) Teach back 1
Delivery methods Take responsibility for multiple delivery methods Teach back 5
part 2 (Ability, intermediate level)
Classroom Take responsibility to manage participants in the Teach back 5

management classroom, training facilities and digital environment
(Ability, intermediate level)
Classroom Take responsibility of leading learning activities Teach back 5

management part 2 effectively and safely (Ability, intermediate level)
Engagement Take responsibility to ensure, that as many participants Teach back 5

as possible are active at the same time (Ability,
intermediate level)

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ANNEX 6 - IQTT ASSESSMENT CRITERIA

1. IQTT Interview Guide and initial assessment list
Application Information
Required Info Key Details
CV received, credentials accepted
Written application received
TP employer’s recommendation
GWO raining Record for IQT
Or equivalent / similar?
2,000 hours experience teaching GWO
modules documented
Experience applying adult learning

principles in training
Interview, Guide Date: 202 Time: to:
Warm-up questions addressing CV and

application related topics
What are your and your employers’

reasons for you entering the IQT arena?
Do you expect to deliver open IQT

courses? (To other TP employees?)
On which instructor competences do you

expect to grow the most on IQTT?
Regarding the IQT curriculum, which are

your personal weakest competence areas
where improvement is needed?

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What is in your opinion the greatest

challenges for GWO instructors in
general?
What in relation to IQT do you believe are

the major benefits for GWO?
Knowledge and understanding of GWO


Taxonomy Framework
Experience in design and development of


training materials
Video Observation:
The aim of the video observation is to ascertain that the IQTT applicant has sufficient knowledge, experience
and ability to deliver training to the appropriate standard. This observation assists in determining the
applicant’s potential success as an IQT Trainer, representing the ideals of GWO and the ethos behind the
standards
Location: Date:
GWO Module: Duration:
Topic: Observer/s:
Skills Demonstrated:
How does this excerpt/ observation fit into an overall programme?
Overall programme
being delivered:
Professional training delivery, presence, impact, credibility & authority

Adult Learning
Skills & Facilitation:
Life experiences used to facilitate & enhance learning 

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The ratio of Participant activity to Instructor led presentations 80/20 
Intentional engagement, purposeful observation, and critical reflection 
Active Learning
Principles Used: Total lesson time:
Participants speak:
Participants active:
Instructors’ knowledge and comfort of topic at a higher level was clear 
Key messages and core content delivered to suitable level 

GWO Taxonomy
Used to the
Benefit of Training
Session:

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Feedback was provided in a positive, supportive manner throughout the 
process
Feedback and
Assessment:
Other Comments:
Is this person a good representative of GWO Standards, methods and

theories?
Suitable IQTT
Candidate?

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2. IQTT Assessment and Evaluation Criteria and Checklist

Participant Course:
Name:
Assessors: Date:
The aim of this assessment and the checklist is to be the foundation for the IQTT evaluation as a direct quality
assurance tool regarding ensuring high quality of GWO instructors. Your assessor or IQTT teacher team will
introduce the assessment process.
1. You will be observed during the application process and during all activities in the workshop including
your participation and interaction in group activities, leading activities and in your teach back
Instructions: presentations
2. The Assessors may ask you questions during their observations
3. You are required to show your Assessors you are competent in the skills and abilities that you have
developed. This observation checklist outlines the actions that you will display in order to successfully
complete your assessments. All pages must be completed, signed and returned to the Assessor
Determining Satisfactory Completion
• The checklist below must be completed with your Assessor marking ‘Y’ for satisfactory performance, ‘N’
for unsatisfactory performance and leaving blank if not attempted during that observation
• You will be assessed on your individual actions during the performance of team activities
Application
Participatio
Teach back
Workshop
Process
Session
n
During the observation of knowledge, skills, and abilities, did the student: Y/N Y/N Y/N
1. Take responsibility of the planning and conducting of Instructor Led Training by:
Ensuring and maintaining personal safety and safety of the participants

throughout the learning activities?
Take responsibility to ensure that as many participants as possible are active at

the same time – both during theory and practical exercises
Management of participants in the classroom, training facilities and digital

environment
Facilitate group assignments addressing challenges and benefits for general

learning approaches

Training systems

2023-12-04
Application
Participatio
Teach back
Workshop
Process
Session
n
Supervise the facilitation of relevant learning activities effectively and safely
Apply relevant didactical considerations in the instructional design when

planning learning activities and assessment of the participants progression
Additional Comments:
2. Refine learning activities and assessment tools based on the characteristics of an

adult target audience and adult learning theory in their didactical considerations
and evaluate the facilitation of learning activities
Apply understanding of GWO Taxonomy in learning activities
Select, form and design learning tools that emphasise key points and support
learning
Refine and direct learning activities to support relevant learning structures
Adjust learning activities and strategies in accordance with the relevant learning
styles projected by the participants
Evaluate the effectiveness of learning activities
Adjust the strategy during the training in relation to upcoming didactical factors
Show commitment and reflected responses in conflict management and

classroom management
Demonstrate relevant communication skills in group work, instruction,

presentations, discussions

Training systems

2023-12-04
Application
Participatio
Teach back
Workshop
Process
Session
n
3. Evaluate the performance of training methods, learning activity structure and

assessment tools based on the characteristics of an adult target audience and adult
learning principles
Lead the development of lesson plans and selection of assessment tools
Evaluate the use of multiple learning styles in activities
Manage the use of multiple delivery methods
Demonstrate abilities in providing structured and focused feedback to

participants
Analyse a learning topic in relation to learning objectives and outcomes
Apply focused and reflected considerations about fidelity and learning transfer to
the teaching strategy, learning design and learning activities
4. Act responsibly in the assessment of training participants learning progression and

propose development of performance aligned with specific training aims and
learning objectives
Discuss their reflections and evaluations in structured feedback to the learner/s

Training systems

2023-12-04
Application
Participatio
Teach back
Workshop
Process
Session
n
Take responsibility for providing formative and summative feedback to learners
Evaluate the Learners performance during the learning activity
Show interest in cultural awareness and adjust communication and learning

activities accordingly
Assess the participants performance against a learning objective in a teach back

session
Facilitate group assignments
Discuss and share reflections on group presentations and address individual

contributions to learning objectives
5. Adapt skills and act responsibly through the conduct of instructor led self evaluation
activities
Take responsibility for communicating with learners purposefully after reflecting
Facilitate participants sharing of reflections to enhance overall learning

Training systems

2023-12-04
Application
Participatio
Teach back
Workshop
Process
Session
n
Assessor’s general comments/observations:
This area is used for adding any comments, feedback or notes about the assessment, further action required for additional training and re-assessment.
Assessor This signature confirms that the candidate has demonstrated

signature: competence in the practical performance and theoretical
understanding of the observed task
Outcome: Not
Satisfactory
(circle) Satisfactory
Participant This signature confirms candidate agreement that the above record is
signature: a true reflection of the task performed.
Date:

Training systems

2023-12-04

Training systems

2023-12-04

Training systems

2023-12-04

IQ Standard V1 20231204

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IQ Standard V1 20231204

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Training systems

Publication date: 4th December 2023

Instructor Qualification Standard / V1

1. LIST OF ABBREVIATIONS ................................................................................................................................. 5

2. TERMS AND DEFINITIONS............................................................................................................................... 5

3. CHANGE LOG ................................................................................................................................................. 13

5. GENERAL REQUIREMENTS FOR THE INSTRUCTOR QUALIFICATION STANDARD ...................................14

6. USING THIS STANDARD TO DEVELOP TRAINING ....................................................................................... 17

6.1 Learning and Transfer 17

7. MODULE 1 - INSTRUCTOR QUALIFICATION TRAINING.............................................................................. 19

Introduction to the training .............................................................................................................. 22

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Instructor Qualification Standard / V1

Aims and Learning Objectives ........................................................................................................ 29

8. MODULE 2 - IQ CROSSOVER TRAINING (IQTX) ........................................................................................... 48

8.1 Aims and Objectives for the IQTX Module 48

Introduction to the Workshop .......................................................................................................... 49

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Instructor Qualification Standard / V1

Digital Learning tools ..................................................................................................................... 64

9. MODULE 3 – IQT TRAINER MODULE (IQTT) ................................................................................................. 71

9.1 Aims and Objectives for the IQTT Module 71

ANNEX 1 - EQUIPMENT LIST ...................................................................................................................................... 77

ANNEX 2 - VERSION HISTORY .................................................................................................................................... 78

ANNEX 3 - IQT MODULE TEACH BACK ..................................................................................................................... 79

ANNEX 4 - IQT MODULE JOINING INSTRUCTIONS.................................................................................................. 83

ANNEX 5 - LEARNING DESIGN DOCUMENT............................................................................................................. 85

ANNEX 6 - IQTT ASSESSMENT CRITERIA .................................................................................................................. 91

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Instructor Qualification Standard / V1

IQT Instructor Qualification Training

IQTT Instructor Qualification Trainer Training

IQTX Instructor Qualification Crossover Training

WINDA GWO training record database

WTG Wind Turbine Generator

2. TERMS AND DEFINITIONS

Ability contains the following aspects:

Similarly, a participant’s ability to achieve a learning objective can be assessed by

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Instructor Qualification Standard / V1

Active listening techniques include:

1) being fully present in the conversation

2) showing interest by practising good eye contact

3) noticing (and using) non-verbal cues

4) asking open ended questions to encourage further responses

5) paraphrasing and reflecting back what has been said

6) listening to understand rather than to respond

7) withholding judgment and advice

2) adults need internal motivation

4) adults are a learning resource for their peers

5) adult learning is solution oriented

Further characteristics covered by the concept of teaching according to adult learning

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Instructor Qualification Standard / V1

In conclusion, when teaching children or young students, a pedagogical approach is

b. summative assessment. Summative assessments occur at the end of a specific period,

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Instructor Qualification Standard / V1

When moving to the intermediate or advanced levels of learning, fidelity should be

Also see “Didactic”

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Instructor Qualification Standard / V1

Learning In the GWO Taxonomy Framework, learning is defined as: