Teaching to the Class Average

The goal of an instructor is to provide training that is “aimed at the center of our target population, the average learner.” Let us discuss some of the tools available to the instructor to aid in determining what is the “average learner”.

Prerequisites

Prerequisites are determined at the initial building of curriculum. Job Task Analysis (JTA) needs to be established and the training needs for a specific task need to be specified. Then it is determined how this course will fit into the training continuum. These prerequisites are then inputted to the Analyze step of the ADDIE process.

Prerequisites are NOT designed to keep learners from entering our classrooms. They are designed to determine what knowledge or experience is required of the learners to help determine the “average learner” so the training level of the curriculum is not above or below the level of knowledge of the learners.

Tools Available

Here are some tools available to the trainer to help establish what the average learner is:

Pretests: These tests could be administered not just for course entry but to establish learning standards. Pretests are valuable when determining extra study requirements, study group assignments, remediation, and course entry.

Canvassing and Polling Questions: Asking these types of question to a class will give the instructor a general idea of learner experience. This is especially helpful if learners will be working as groups in collaborative learning.

Surveys: These are powerful tools to establish learner history. However, some learners may not answer truthfully for fear of repercussion so surveys are best used if anonymous. A benefit to surveys is that they allow the course supervisor to record trend data.

Interviews: It may be beneficial to have learners conduct an interview with the course supervisor before the course. This is especially helpful if the course requires a high amount of communication skills.

Student Records: A review of a learner’s student record can help establish the learner’s learning traits, class participation, and learning trends.It is important to keep a record of learner’s accomplishments and assessment score for a specific period of time, even after the learner has left the learning establishment. This way educators can review this record if the learner returns to the classroom.

From these tools remediation may be assigned. Remediation is NOT disciplinary; it is an academic up-grade plan. It is NOT acceptable just to assign a learner to extra study without objectives and/or goals. Learners that are assigned remediation must know what they need to accomplish to meet the average “class level.”

The overall responsibility for allowing a learner into the classroom for a class resides with the course supervisor. A learner may not meet the prerequisites for a course (due to work experience), but the course supervisor may determine through an oral interview or other tool that the learner has the knowledge required to enroll in the class. This is perfectly acceptable.