Training Industry Magazine - Spring 2023 - 51

idea with a shifting focus to specifics when
individual practice begins. In the example
of scheduling appointments, the trainer can
share their screen view and walk through
the routine number-by-number, aware
that reinforcement will occur organically
through practice and repetition.
STAGE 2
SCAFFOLDING
Scaffolding involves constructing learning
frameworks that are gradually removed
with growing proficiency. It is an inverse
relationship between assistance and
ability: The greater the improvement,
the lower the interaction between trainers
and learners. Successful scaffolding
capitalizes on the neocortex's constant
search for pattern recognition that builds
central coherence and enables learners to
synthesize individual pieces cohesively.
When asked for assistance, trainers
reinforce central coherence by taking
learners to the step prior to where they
stopped, encouraging them to reference
notes and job aids. Per the example below,
steps 1 and 2 are withdrawn, and the
scaffold shifts its starting point to step 3:
1.
Click on [Client].
2. Enter the client last and first name
in the appropriate fields.
3. Verify client information
(email address, phone number, etc.)
(1. RESUME HERE).
4. Click the calendar icon
(2. IF STOPPED HERE).
5. Select desired date.
6. Select desired time.
7. Confirm which services client
requesting
(oil change, vehicle inspection, etc.).
8. Confirm year, make and model
of vehicle.
9. Offer appointment reminder text,
email or telephone call.
10. Thank the client and end call.
Research and discussion surrounding
differentiated instruction often overlooks
how these principles and techniques can
effectively assess the unique needs of
neurodiverse populations. This results in a
broad, sweeping approach that inaccurately
indicates failure and disproportionately
skews outcomes. Unfortunately, most
organizations - especially in the forprofit
sectors - do not have the luxury of
differentiating assessments. This should
not, however, mandate standardized
testing nor imply that every learner
requires extensive adaptation.
In workforce settings, privacy is effective
for differentiating assessments in both live
and remote classrooms. Given the adverse
emotions those encountering unfamiliar
technology may experience, testing -
especially in front of others - might be
received unfavorably. Using a separate
area for testing can alleviate anxiety,
allowing learners to stay on task without
the concern of being observed by others.
The breakout room functions in Zoom,
Microsoft Teams and other collaboration
TRAINING INDUSTRY MAGAZINE - SPRING 2023 I WWW.TRAININGINDUSTRY.COM/MAGAZINE
TRAINERS ARE AT
A DISADVANTAGE
SINCE MANY OF THE
PROCESSES AND MEANS
TO ACCOMMODATE
VARIANCES IN COGNITION
AND APTITUDE ARE
OFTEN UNAVAILABLE IN
WORKFORCE SETTINGS.
STAGE 3
ASSESSMENT
This works well because the most
recent successful attempt is still fresh
in the learner's mind as they bridge
the knowledge gap, avoiding any
perception of punishment by starting
completely over and reinforcing central
coherence when they select the correct
action to further connections.
tools work well for virtual sessions but
are also effective in brick-and-mortar
settings if the extra space is unavailable,
affording comfortable anonymity with the
chat function used for instructions and
feedback while also accommodating
colleagues with hearing impairments
or other communication disorders.
Properly
administered,
assessments
operate as a natural progression of
scaffolding, the final step toward task
independence. Additionally, assessments
are a referendum of course rigor to
indicate where adjustments can be made
to improve. Trainers can then reflect
on their proficiencies, observing if the
learner's comprehension parallels efforts
invested in curriculum, structure and
differentiated instruction.
CONCLUSION
There is a significant need to align
content with individual learning needs
while maintaining the interest of those
who excel. Simultaneously, trainers are
at a considerable disadvantage since
many of the processes and means to
accommodate variances in cognition and
aptitude - including individual education
plans (IEPs) or adaptive technologies - are
often absent or unavailable in workforce
settings. Meanwhile, organizations
continue leaning with increasing pressure
on trainers to do more with less, driving
outputs with fewer resources.
Those who have yet to plan for these
learners are behind the curve, depriving
themselves of a talent pool of substantial
numbers which competitors are
aggressively recruiting. Neurodiversity and
digital illiteracy are not coming - they
are here. In the workforce, universities and
the community, neurodiversity and digital
illiteracy are increasingly prevalent. It is
incumbent for trainers to prepare for these
evolving trends, receive these learners and
facilitate a seamless transition that welcomes
them into organizational cultures.
Wade Siers has over 30 years' experience in
learning and development across numerous
industries. He holds a Master of Education in
Curriculum and Instruction from Liberty University
and is completing his first book, " Training
for Beginners: A Career Transition Guide "
for release in Summer 2023. Email Wade.
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https://www.psychologytoday.com/us/blog/singular-perspective/202105/why-the-human-brain-is-so-good-detecting-patterns#:~:text=The%20neocortex%2C%20the%20outermost%20layer,humans'%20ability%20to%20recognize%20pattern https://www.psychologytoday.com/us/blog/singular-perspective/202105/why-the-human-brain-is-so-good-detecting-patterns#:~:text=The%20neocortex%2C%20the%20outermost%20layer,humans'%20ability%20to%20recognize%20pattern https://www.trainingindustry.com/magazine

Training Industry Magazine - Spring 2023

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