Prospective learners often ask what a session is actually like, usually because their previous experience of instruction was a lecture they sat through passively. The structure we use is deliberately different, and the difference is the point.
The shape of a two-hour session
- 1Recap and check — 10 minutes confirming the previous session's task is retained
- 2Task introduction — 15 minutes framing the workplace task and its performance criteria
- 3Demonstration — 15 minutes with the trainer modelling the task
- 4Guided practice — 40 minutes of learners performing it with correction
- 5Independent practice — 25 minutes performing it unaided
- 6Feedback and preview — 15 minutes of individual feedback and next-session setup
Roughly two thirds of each session is the learner doing something. That ratio is why cohorts are capped: in a class of sixty, guided practice with correction is not possible, and what remains is a lecture with extra steps.
Why feedback is individual
Competency is individual, so feedback has to be. A learner who has met four of six criteria needs to know which two remain and what specifically to change. Group feedback cannot deliver that, which is why every learner receives individual comment at least weekly and a formal readiness review before assessment.
If a learner leaves a session having only listened, the session did not work.