A Universal Model for Structuring Training

A Universal Model for Structuring Training

A Universal Model for Structuring Training

A Universal Model for Structuring Training. Wouldn't it be magnificent on the off chance that you had a straightforward, simple to-utilize formula you could apply to any training circumstance, sort and number of students, substance, and trouble level and feel sure of accomplishing a high likelihood of achievement with your students? Fortunately such a formula exists. We call it the 5-Step Model for Structuring Training.

Presently for a clarification:


Learners, particularly adult learners, confront countless needs, all clamoring for consideration. As an OT, you need to slice to the leader of the line. You can best do this and snatch their consideration by giving a sound, important reason (rationale) for concentrating on what they will pick up from their cooperation with you. The more you draw in your learner(s) in building the rationale, the all the more promptly they will open their psyches to you and learn.


Give your learners a significant focus to achieve. It must be observable and achievable, and deliver an esteemed final product. Here are a few illustrations. Note that they generally start with "You will have the capacity to… ."


Now you embark on a series of instructional events that lead the learners from their current state of performance capability to the point at which they can demonstrate objective(s) accomplishment. The activities must be mentally engaging, meaningful (there we go again), and get the learners to demonstrate progress.

Bear in mind that each learner is unique. Each may require more or less challenge, encouragement or support, or practice based on the confidence each feels. Strike a balance between engendering under- and overconfidence

Relationship Between Confidence and Performance

relation confidence


Based on how each learner performs, you provide feedback, either corrective, to help the learner change behaviors, or confirming, to acknowledge that they have “got it.” Important rule: You must always focus your feedback on the learner’s performance and never on the person.

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