I just noticed how every trainer has a different ‘teaching style’ when delivering A+ or Network+. Some go deep into theory, others focus on troubleshooting labs. If you had to pick, what’s the one thing you never skip in your training sessions?
For trainers that have experience delivering training over the years- its common knowledge that both theory and labs are important!I just noticed how every trainer has a different ‘teaching style’ when delivering A+ or Network+. Some go deep into theory, others focus on troubleshooting labs. If you had to pick, what’s the one thing you never skip in your training sessions?
It is not skipping this or that. It is about customizing your delivery according to your audience.I just noticed how every trainer has a different ‘teaching style’ when delivering A+ or Network+. Some go deep into theory, others focus on troubleshooting labs. If you had to pick, what’s the one thing you never skip in your training sessions?
That’s a great point! I totally agree both theory and labs complement each other, and skipping either one leaves a gap.For trainers that have experience delivering training over the years- its common knowledge that both theory and labs are important!
your balance for every batch or cohort will be dependent on the experience of the trainees
trainees with sufficient theoretical knowledge will need labs to complement and make them better and also I have seen persons in the field practicing for years but dont know the standards, jargons, principles and ethics or to put it lightly the how, why, when for different sceneries as they arise.
So bottom line - you cant skip any if you intend to benefit the participants
Absolutely! Both theory and labs are essential the real challenge is just finding the right balance for each group.It is not skipping this or that. It is about customizing your delivery according to your audience.
That makes a lot of sense. I agree, theory is the backbone of these exams, and the way you link labs to the knowledge students should gain is really helpful. I like the part where you said we can lead students to knowledge but not force them very true !Interesting question. You mentioned both A+ and Network+ which are foundational level courses. For those courses I believe that the exams are more theory (a better description might be protocol or standards) based and I present my material based on that. Why? Because the exams ask multiple choice questions based on simulated real-world environments. These exams don't use virtual environments, where students have to demonstrate knowledge of commands. I always tell my students about labs that are offered and I specifically tell them why I think that lab is important and what knowledge they should gain completing that lab. I offer them support if they encounter issues completing the lab. That said I don't ask 'who completed this lab' because nothing good comes out of that sort of query. It's like asking the class who didn't study for two hours the night before; some students study for 30 minutes and sail through the exam while others study 3-4 hours per evening and fail. We can lead students to knowledge but we can't force them to use it.
Good points you have here.Interesting question. You mentioned both A+ and Network+ which are foundational level courses. For those courses I believe that the exams are more theory (a better description might be protocol or standards) based and I present my material based on that. Why? Because the exams ask multiple choice questions based on simulated real-world environments. These exams don't use virtual environments, where students have to demonstrate knowledge of commands. I always tell my students about labs that are offered and I specifically tell them why I think that lab is important and what knowledge they should gain completing that lab. I offer them support if they encounter issues completing the lab. That said I don't ask 'who completed this lab' because nothing good comes out of that sort of query. It's like asking the class who didn't study for two hours the night before; some students study for 30 minutes and sail through the exam while others study 3-4 hours per evening and fail. We can lead students to knowledge but we can't force them to use it.