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Evidence Guide: CHCEDS026 - Deliver elements of teaching and learning programs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS026 - Deliver elements of teaching and learning programs

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish an environment conducive to learning

  1. Discuss the learning activity with the supervising teacher to confirm delivery requirements
  2. Identify individual learning needs with the supervising teacher and agree on appropriate strategies
  3. Confirm availability of resources before activity commences and list resources to be used
Discuss the learning activity with the supervising teacher to confirm delivery requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify individual learning needs with the supervising teacher and agree on appropriate strategies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm availability of resources before activity commences and list resources to be used

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Deliver and facilitate learning

  1. Establish a learning relationship with students using appropriate verbal and non-verbal communication skills
  2. Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment
  3. Interact with students based on principles of practice and according to learning styles and identified learner characteristics
  4. Provide opportunities for students to use a range of skills during learning activities
  5. Use a range of delivery strategies, technologies and equipment to optimise student learning
Establish a learning relationship with students using appropriate verbal and non-verbal communication skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Interact with students based on principles of practice and according to learning styles and identified learner characteristics

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide opportunities for students to use a range of skills during learning activities

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use a range of delivery strategies, technologies and equipment to optimise student learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate effective facilitation skills

  1. Use suitable presentation techniques to ensure the delivery is engaging and relevant
  2. Use facilitation skills to ensure effective participation, and individual and group management
  3. Monitor and document students’ progress using agreed observation techniques
Use suitable presentation techniques to ensure the delivery is engaging and relevant

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use facilitation skills to ensure effective participation, and individual and group management

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor and document students’ progress using agreed observation techniques

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor learning and review delivery

  1. Monitor and document student progress to ensure desired outcomes are being achieved and the needs of individual learners are met
  2. Complete all required documentation accurately to meet organisational requirements
  3. Review and consider own delivery performance
  4. Request feedback and documents from the supervisor on quality of delivery and areas for improvement of performance
  5. Implement identified improvements to delivery techniques
Monitor and document student progress to ensure desired outcomes are being achieved and the needs of individual learners are met

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Complete all required documentation accurately to meet organisational requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review and consider own delivery performance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Request feedback and documents from the supervisor on quality of delivery and areas for improvement of performance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement identified improvements to delivery techniques

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Establish an environment conducive to learning

1.1 Discuss the learning activity with the supervising teacher to confirm delivery requirements

1.2 Identify individual learning needs with the supervising teacher and agree on appropriate strategies

1.3 Confirm availability of resources before activity commences and list resources to be used

2. Deliver and facilitate learning

2.1 Establish a learning relationship with students using appropriate verbal and non-verbal communication skills

2.2 Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment

2.3 Interact with students based on principles of practice and according to learning styles and identified learner characteristics

2.4 Provide opportunities for students to use a range of skills during learning activities

2.5 Use a range of delivery strategies, technologies and equipment to optimise student learning

3. Demonstrate effective facilitation skills

3.1 Use suitable presentation techniques to ensure the delivery is engaging and relevant

3.2 Use facilitation skills to ensure effective participation, and individual and group management

3.3 Monitor and document students’ progress using agreed observation techniques

4. Monitor learning and review delivery

4.1 Monitor and document student progress to ensure desired outcomes are being achieved and the needs of individual learners are met

4.2 Complete all required documentation accurately to meet organisational requirements

4.3 Review and consider own delivery performance

4.4 Request feedback and documents from the supervisor on quality of delivery and areas for improvement of performance

4.5 Implement identified improvements to delivery techniques

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Establish an environment conducive to learning

1.1 Discuss the learning activity with the supervising teacher to confirm delivery requirements

1.2 Identify individual learning needs with the supervising teacher and agree on appropriate strategies

1.3 Confirm availability of resources before activity commences and list resources to be used

2. Deliver and facilitate learning

2.1 Establish a learning relationship with students using appropriate verbal and non-verbal communication skills

2.2 Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment

2.3 Interact with students based on principles of practice and according to learning styles and identified learner characteristics

2.4 Provide opportunities for students to use a range of skills during learning activities

2.5 Use a range of delivery strategies, technologies and equipment to optimise student learning

3. Demonstrate effective facilitation skills

3.1 Use suitable presentation techniques to ensure the delivery is engaging and relevant

3.2 Use facilitation skills to ensure effective participation, and individual and group management

3.3 Monitor and document students’ progress using agreed observation techniques

4. Monitor learning and review delivery

4.1 Monitor and document student progress to ensure desired outcomes are being achieved and the needs of individual learners are met

4.2 Complete all required documentation accurately to meet organisational requirements

4.3 Review and consider own delivery performance

4.4 Request feedback and documents from the supervisor on quality of delivery and areas for improvement of performance

4.5 Implement identified improvements to delivery techniques

Range Statement

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Education environment may include:

Government school (pre-primary, primary and secondary)

Private/non-government school (pre-primary, primary and secondary)

Education centre

Kindergarten

Special education centre

Community education centre