In-Class Educational Design This is a case study of an in-house English and communication training for , a pharmaceutical packaging company and injection moulding plant. | was fully in charge of teaching all courses, creating the curriculum, and assessing student progress. It all began, however, with a educational design. The key challenge was teaching numerous forms of specialized language, while keep at the same time unifying company communication. Matthew Dold 20 Nov 2023 Contents 1. Core Qualities - Definitions 2. Core Qualities - Descriptions 3. Adaptive Training . Bespoke Teaching Convergent Thinking >. Learner Profile: Franz Franz’s Quarterly Milestone eu awe . Franz’s Student LearnflowaS BESPOKE CONVERGENT Teacher adapts to Meer RS) Whole to Parts students. UCL approach.ADAPTIVE BESPOKE CONVERGE Schedule Environment Practice Goals Lessons Testing Targets Ideas Progress + Exchange time-slots and students within them. + Mix in-classroom teaching with on-site training, + Engineer ways for students to learn at their own pace. Create course goals based on company needs. Customise lessons. Classify student level individually Targets should begin broadly and end concretely Course ideas should move from universal to specific. General English should progress to technical English,Pla) goals Cia ee Cir) testing Goals are set by the teacher and student in collaboration with the team leads, line managers, and the plant director depending on timeframe. Distant goals are adaptable and subject to modification; present goals are fixed and resolute. Custom Quarterly Annual Weekly Department Company Milestones ‘Achievement Lessons Problem: Placement and progress test don't always accurate place progress. Solution: Supplement summative (formal, written) tests with formative (less formal, performative) tests. Look into Assessment for Learning (observation, questioning, and feedback from team leads), hhinge questions, and self-assessment matrixes/peer evaluation rubrics.Time Targets Idea Realization Yearly Achievement Could be... Quarterly Milestones aU) Should be.. (couse Imlemencaon (eourse Monthly Goals Een esa eay Will be. \, Weekly CofUT ee uri) Language ProgressionFranz " dontt need a text book Ijust ENGLISH LEVEL need beable to communiate around te pan = = Maintenance Manager LANGUAGE NEEDS FRUSTRATIONS arses ith grown hiren serene patna, ocd oth alah ABOUT TEACHER CHALLENGES SOLUTIONS Franz is extremely confident and naturally caries an ar of leadership. He oan tien mh Satan seth dn has an industrious energy about him. He tkes tobe on his feet with hishand ‘ties ge sinner erm busy! Due ois confidence, he isnt shy about speaking even his English ators. ate nt ye. ‘ould use some work As you might expect, ne is incredibly busy anc often osm rple > ove sheng pny hast attend o unexpected emergencies tel rare crt, ea ers Learning Level: A2.2 ‘Yearly Achievement goa: Give fllplan tou!Quarterly Milestone Teaching Methodology Combine on-premise language ‘coaching withinteractve in- ‘lassroom sessions. Follow Franz around with a cpboard one week, ‘then bringin props into the classroom the next He fs unikely to supplement iesson with learring tools, instead printout physical flasheards.Git him an aesthetialy pleasant receptacle toputthemin He will appreciate the gesture and the tactty ofthe ‘cbject (re wll ikely kept by the {amily photos on his desk, rather ‘than mixing tin with his work stuf. ONTH 1 MONTH 2 MONTH 3 S\N ™ sm anc ‘quae este setin arc!Weekly Learning Flows Franz Maintenance Manager