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Evidence Guide: SISOABL503A - Design and facilitate adventure-based 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

 

SISOABL503A - Design and facilitate adventure-based learning programs

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

Design adventure-based learning programs.

  1. Consult with participant to determine required program outcomes.
  2. Access external services where required to assist participants whose needs require specialist skills.
  3. Design activities to meet the complex learning needs of individuals and the group according to relevant legislation and organisational policies and procedures.
  4. Determine facilitation techniques within the proposed program to reflect the stages of group development.
Consult with participant to determine required program outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access external services where required to assist participants whose needs require specialist skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design activities to meet the complex learning needs of individuals and the group according to relevant legislation and organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine facilitation techniques within the proposed program to reflect the stages of group development.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply isomorphic framing and indirect frontloading.

  1. Determine the appropriate application of isomorphic framing adventure-based program facilitation.
  2. Create and incorporate an isomorphic framework that meets program outcomes.
  3. Determine the appropriate application of indirect frontloading to adventure-based program facilitation.
  4. Identify and address relevant ethical issues related to the use of indirect frontloading.
Determine the appropriate application of isomorphic framing adventure-based program facilitation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create and incorporate an isomorphic framework that meets program outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the appropriate application of indirect frontloading to adventure-based program facilitation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and address relevant ethical issues related to the use of indirect frontloading.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate adventure-based learning programs.

  1. Develop or access adventure-based learning program evaluation tools according to organisational policies and procedures.
  2. Conduct evaluation with the assistance of peer and, where relevant, external professional supervision.
  3. Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving.
Develop or access adventure-based learning program evaluation tools according to organisational policies and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct evaluation with the assistance of peer and, where relevant, external professional supervision.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

consults with participants and professional practitioners, where required, to identify individual and group learning needs

designs challenging and stimulating adventure-based learning programs to meet complex learning needs and outcomes

conducts adventure-based learning programs using isomorphic framing and indirect frontloading techniques to meet complex learning needs of participants

evaluates and reflects on own performance to identify strengths, weaknesses and areas that need improvement.

Context of and specific resources for assessment

Assessment must ensure design and implementation of multiple adventure-based learning programs that meet complex learning needs and outcomes to demonstrate competency and consistency of performance.

Assessment must also ensure access to:

diverse groups of participants with complex learning needs to take part in adventure-based learning activities

an environment suitable for the conduct of indoor or outdoor adventure-based activities

equipment and resources required to facilitate adventure-based learning activities.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

portfolio of adventure-based learning programs incorporating the appropriate use of isomorphic framing and frontloading techniques to enhance program outcomes

observation of safe facilitation of adventure-based learning programs for a variety of individuals and groups

portfolio of program evaluations identifying strengths, weaknesses and required improvements

third-party reports from a supervisor and or leader detailing performance.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

activity specific units of competency.

Guidance information for assessment

Required Skills and Knowledge

Required skills

planning and organising skills to:

identify program outcomes and participant's learning needs

design activities that reflect stages of development and meet learning needs and outcomes

conduct adventure-based learning programs using advanced facilitation techniques including isomorphic framing and indirect frontloading

evaluate adventure-based learning programs

problem-solving skills to:

develop activities that meet complex learning needs and safety requirements

identify potential problems and develop contingency plans

identify advantages and disadvantages of using isomorphic framing plans and the implications of using indirect frontloading techniques

communication and interpersonal skills to:

interact with and facilitate different groups in a variety of situations and circumstances

collaborate with colleagues and share leadership roles

self management skills to:

determine effectiveness of program and activities

review performance and identify potential improvement in personal skills and programming.

Required knowledge

legislation and organisational policies and procedures to enable safe and ethical conduct of all activities

advantages and disadvantages of isomorphic framing and indirect frontloading to enable their appropriate application to the conduct of adventure-based learning programs

factors affecting participant's perception of risk to plan activities with a balance between real and perceived risk

adventure-based learning cycle to enable appropriate sequencing of activities within programs

theories on the transfer of learning to enable learning to be transferred in different adventure-based learning contexts

principles of evaluation to enable the design or implementation of evaluation tools and analysis of results

physical and psychological needs of participants to enable the design of appropriate programs.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

External services may include:

counsellors

specialist teachers

human resource officers

therapists.

Complex learning needs may include:

youth at risk

offenders

learning difficulties

corporate clients.

Relevant legislation may include:

occupational health and safety

permits or permission for access

environmental regulations

marine regulations.

Organisational policies and procedures may include:

occupational health and safety

time and budget constraints

support personnel

use, maintenance and storage of equipment and resources

risk management

communication protocols

minimal impact environmental codes

code of ethics.

Adventure-based learning programs may include:

indoor

outdoor

experiential focus

personal growth focus.