CONEXXUS® TRAINER · TEACHING METHODS FOR INSTRUCTORS

Designing Instruction.
Justifying Learning Processes.

Professional development in teaching and train-the-trainer programs for companies, schools, academies, and educational partners. These programs provide training for the full-time or freelance lecturers, trainers, instructors, and teachers who teach for these organizations.

CONEXXUS® combines clarity of purpose, structure, engagement, reinforcement, transfer, and effectiveness assessment. Didactic decisions take precedence over the selection of individual methods.

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A SYSTEM OF ITS OWN, PRACTICAL APPLICATION

Didactic clarity for professional responsibility.

Original cover of *Didactics in the Trades* by Ronny Paulusch — Teaching Methods in the Trades · Ronny Paulusch

Ronny Paulusch developed CONEXXUS® based on many years of teaching and training experience in the skilled trades and culinary education. The program’s structure integrates training, continuing education, and instruction; it is more than just a collection of individual courses. Its underlying logic is designed to remain consistent even across different application contexts.

The development of CONEXXUS® drew on insights gained by Ronny Paulusch during his training at the Derek Bok Center for Teaching and Learning at Harvard University. Ronny Paulusch applied these ideas to vocational education and hands-on teaching practices, and used them to develop CONEXXUS® as a standalone instructional system.

The book *Didactics in the Trades*, subtitled *New Insights from Harvard—The New DNA of Teaching*, serves as the conceptual foundation and mandatory working resource. It combines modern didactics with practical training and establishes key concepts, structure, systemic logic, and decision-making processes. Theory, application, and reflection are intertwined.

Discover Teaching Methods in the Trades Gain a Deeper Understanding of the CONEXXUS® System Fundamentals

WHAT TEACHERS DEVELOP

Every outcome requires a suitable learning path.

From Goal to Learning Activity

Backward design links the desired outcome, measurable evidence, and the learning path. Precise learning objectives are translated into learning steps and engaging activities.

From Method to Function

As facilitators, instructors shape learning processes. Providing input and demonstrating concepts can be useful; for complex thinking tasks, appropriate application, assessment, and reflection must also be incorporated. Methods are selected based on their function and limitations, rather than being categorized as universally superior or ineffective approaches.

From Observation to Adjustment

Assessment and feedback help to plan, evaluate, and refine learning processes in a more targeted manner. The system’s logic supports consistent teaching quality across groups and locations. The specific impact is evaluated within the respective subject context based on real-world application and subject-specific feedback.

PLANNING · IMPLEMENTATION · FEEDBACK · TRANSFER

One's own teaching practice becomes the subject of study.

Understanding, applying, and reflecting form the common framework for our work.

Select a work phase. Your learning task, the corresponding feedback, and the transition to the intermediate practical phase are highlighted together. The entire learning and transfer cycle remains clear.

Plan

What should learners be able to do afterward?

Course Assignment and Final Product: Clarify the outcome and the evidence supporting it; derive learning steps, tasks, and methods from this. Planning begins with the outcome, not with gathering materials.
Technical Feedback: Does the learning path align with the competency goal? Are the tasks designed to demonstrate understanding and application?
Interim Practice: Prepare your own teaching scenario, including the objective, assessment, and learning path.

Apply

How does a statement become an editable learning activity?

Course Assignment and Final Product: Structure, stimulate, and guide custom formats and real-world teaching situations. Complexity is broken down into understandable learning steps without simplifying the subject matter.
Technical Feedback: Which observation shows understanding? Where does the group need a different explanation, assignment, or support?
Interim Practice: Test the plan in real-world teaching or training situations and record your observations.

Confirm

What does the diagnosis and feedback reveal?

Course Assignment and Final Product: Use assignments, comprehension checks, and feedback to guide the learning process. Participants reflect together on teaching effectiveness, the trainer’s role, and knowledge transfer.
Technical Feedback: What observations does the feedback include? What adjustments would be appropriate for this learning group?
Interim Practice: Formulate justified adjustments for the next application.

Transfer

What can be applied in the next teaching situation?

Course Assignment and Final Product: Reflect on and document your own routines, application, and decisions. Transfer is not only expected but is also linked to assignments and feedback.
Technical Feedback: What has proven effective in this specific context? What needs to be adjusted without losing the system's underlying logic?
Interim Practice: Apply the insights to another real-world teaching situation and determine the next step in the assessment process.

Students analyze and work through their own real-world examples, models, texts, and case studies. They organize technical content, justify decisions, and review their own procedures.

PRESENCE AND INTER-PRACTICE

Six to eight days of in-person sessions for planning, teaching, and knowledge transfer.

The training program is structured in modules across several development phases and includes six to eight days of in-person sessions. The specific structure and timing depend on the teaching context, the target audience, and organizational needs.

The intermediate phases combine independent preparation, analysis, reflection, and practical teaching experience. Digital support accompanies this work and supplements the in-person phases with assignments, timeframes, and subject-specific feedback.

The core content focuses on the fundamentals of the system, practical application, and instructional effectiveness: understanding concepts and key decisions; planning and testing your own formats; and reflecting on feedback, transfer management, and the role of the trainer.

MANDATORY PRACTICAL COMPONENT

The actual teaching demonstration—with subject-specific feedback.

The actual teaching demonstration is a mandatory component. Application, reflection, and documentation are examined together in a real-life teaching situation.

Following the actual teaching demonstration and subject-specific evaluation, the certificate of completion will be awarded by M.E.A.T. or Ronny Paulusch.

The specific use of CONEXXUS® is tailored to the organization, the educational context, and the intended scope of application.

ADDED VALUE FOR LEARNERS AND ORGANIZATIONS

Educational quality that continues to make an impact in practice.

CONEXXUS® helps educators plan learning clearly, provide effective support, and apply what they learn to their own practice.

Refining Instructional Decisions

Instructors develop their ability to make pedagogical decisions and apply CONEXXUS® in real-world teaching situations. Learning objectives, learning pathways, and appropriate forms of assessment are clearly linked.

Developing Teaching Practices Together

Planning, implementation, professional feedback, and actual teaching demonstrations combine theory, practice, and reflection. In this way, one’s own teaching becomes the focus of the work.

Transfer to the Organization

Companies, schools, academies, and educational partners adapt the system's logic to their teaching contexts. The application is tailored to target audiences, formats, and real-world requirements.

Discuss CONEXXUS® for Your Organization

EXPERIENCE AND COLLABORATION

For people who are responsible for teaching

Teaching, training, or educational experience is required, such as from workshops, courses, training programs, or instruction. Entrepreneurs, subject matter experts, and institutional influencers may also participate if they have relevant teaching responsibilities. This is not an open program for beginners.

Active participation, a willingness to reflect, real-life examples from one’s own experience, and meaningful application of learning are all part of the program’s requirements. Participants analyze their own teaching practices and justify their pedagogical decisions.

The participant group, group size, dates, location, materials, and organizational framework are tailored to the instructional context. This creates a framework that facilitates subject-specific feedback and real-world application.

How can CONEXXUS® support your organization's teaching practices?

During the interview, the teaching context, the instructors' experience, stages of development, a teaching demonstration, proof of completion, and scope of use are discussed.

Discuss CONEXXUS® for Your Organization View the didactic framework

Designing Instruction.Justifying Learning Processes.