Teach the reasoning, not the shortcut

Explanations build from existing knowledge

Start by finding out what the learner already knows. Explain a new word before you use it to explain another new idea. Move from the part, to what the part does, to how it works with the rest of the system. That order gives the learner a structure to remember.

A worked example is a problem solved step by step for the learner to follow. It should show every step from the facts to the answer. Showing only the final answer makes a hard decision look obvious after the fact. Explain what each observation adds and why the conclusion follows.

Depth comes before evaluation

Give learners enough time, without interruptions, to build the full picture. Reading, diagrams and fully explained examples do a different job from tests. A question after every paragraph can break up that picture before it is complete.

At the end of a unit, assess only what was actually taught. When a learner misses a question, point the feedback to the explanation they need. Asking the same question again without fixing the misunderstanding rarely builds reliable understanding.

Teach one decision at a time

Pick one skill you can watch the learner do, such as telling a missing pool worker apart from a local chain fault. State the safety boundary first. Then show how you connect the evidence to a decision. Explain why another reasonable-looking action would be too early, not just which button to press.

Let the learner explain

Practice with fictional logs, a de-energized training setup under site rules, or another approved training environment. Ask the learner three things: what they see, what they think it means and what would change their mind. Give fewer prompts over time. If the learner suggests a hazardous action, stop immediately. Deal with the safety boundary before you continue.

Give feedback that can be used

Describe what the learner did, what it led to and what to practice next. Instead of 'you are bad at logs', name something specific, such as 'you picked a part before checking the first startup error'. Then have the learner explain the reasoning back to you (this is called teach-back) and use it on a different case.

Worked example: teach a comparison, not a slogan

Objective: tell local output apart from accepted work. First, show a case where the local and pool averages cover different time windows, and explain why their numbers differ. Then give a new case where the windows match, but the miner is mapped to the wrong pool worker.

A learner who just repeats ‘wait for the averages’ has learned the first answer, not the reasoning. Ask which facts changed and what question those facts now raise. Let them try first. Only then show the identity check yourself. Then use another fresh case to see whether they can apply the idea on their own.