Lesson Plan LP-01 — Classroom: TRI Role & Instructional Mindset
Type: Classroom / workshop
Duration: 120 minutes
Module link: 02
MaxFli TRI Course
Objectives
- Explain the TRI role relative to trainee, ATO, and safety outcomes.
- Contrast expert-pilot vs facilitator behaviours with concrete examples.
- Agree professional standards applicable on MaxFli contracted courses.
Competency focus (TRI candidate)
Professional Standards · Leadership & Teamwork · Communication
Timing
| Mins | Activity | Instructor notes |
|---|---|---|
| 0–10 | Welcome, aims, entry experience map | Capture prior instructional background on whiteboard |
| 10–30 | Input: TRI role & stakeholders | Keep regulatory framing high-level; point to OM-D for detail |
| 30–50 | Pair task: rewrite “expert” responses into facilitator responses | Use four scenarios from Module 01 |
| 50–70 | Plenary + Professional Standards brief | Model calm challenge of unethical pressure scenario |
| 70–100 | Group discussion: facilitation vs instruction decision points | Require justification, not gut feel |
| 100–115 | Individual commitment: “One behaviour I will change as TRI” | Write on self-reflection worksheet |
| 115–120 | Summary & link to Module 02 | Preview observation exercise |
Resources
- Module 01 handout / pack
- Flipchart or shared doc
- Trainee self-reflection
Success look-like
Candidates articulate facilitator behaviours without dismissing the need for directive instruction; professional standards discussion shows zero tolerance for unfairness or fabricated assessment.