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Evidence Guide: TAADEL503B - Provide advanced facilitation to support learning

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

 

TAADEL503B - Provide advanced facilitation to support learning

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

Develop and extend teaching, facilitation and learning practices

  1. Knowledge of teaching methodologies, facilitation approaches and learning theories is regularly updated to inform, guide and extend delivery and facilitation practices
  2. This knowledge is synthesised with experiences in teaching and facilitation to support flexibility, innovation and adaptations in differing circumstances
  3. Current vocational competency/subject matter expertise frames the content of teaching, facilitation and learning practices
  4. Ethical standards underpin teaching, facilitation and learning practices
  5. Own practice as a trainer/facilitator is continually evaluated and reflected upon to determine appropriateness of delivery methods
  6. Existing delivery strategies and delivery plans are reviewed for quality and appropriateness and recommendations to revise are made as necessary
  7. Collaborative facilitation models are used to broaden teaching, facilitation and learning skills and knowledge
Knowledge of teaching methodologies, facilitation approaches and learning theories is regularly updated to inform, guide and extend delivery and facilitation practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

This knowledge is synthesised with experiences in teaching and facilitation to support flexibility, innovation and adaptations in differing circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Current vocational competency/subject matter expertise frames the content of teaching, facilitation and learning practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ethical standards underpin teaching, facilitation and learning practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own practice as a trainer/facilitator is continually evaluated and reflected upon to determine appropriateness of delivery methods

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Existing delivery strategies and delivery plans are reviewed for quality and appropriateness and recommendations to revise are made as necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborative facilitation models are used to broaden teaching, facilitation and learning skills and knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop learner independence

  1. Effective learning experiences are created using appropriate learning theories, principles and inclusive practices
  2. Potential barriers to learning are acknowledged and addressed, where possible, through learner support and adjustment strategies
  3. Communication and interpersonal skills are used effectively to motivate learners
  4. Facilitation practices extend learners' repertoire of preferred learning styles and enhance learner readiness for new learning
  5. Facilitation practices progressively transfer responsibility for learning in accordance with learners' readiness
Effective learning experiences are created using appropriate learning theories, principles and inclusive practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Potential barriers to learning are acknowledged and addressed, where possible, through learner support and adjustment strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communication and interpersonal skills are used effectively to motivate learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitation practices extend learners' repertoire of preferred learning styles and enhance learner readiness for new learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitation practices progressively transfer responsibility for learning in accordance with learners' readiness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage learning

  1. Learner cues and feedback are observed and facilitation skills are reviewed, and revised where necessary, to maintain learning momentum
  2. Activities to develop meta-cognition skills and generic skills are integrated into facilitation and learning practices
  3. Sensitivity related to diversity of culture, learning styles, abilities and experience is modelled
  4. Explanations of theoretical ideas and principles are linked to learners' existing knowledge and experience using comprehensible language
Learner cues and feedback are observed and facilitation skills are reviewed, and revised where necessary, to maintain learning momentum

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Activities to develop meta-cognition skills and generic skills are integrated into facilitation and learning practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sensitivity related to diversity of culture, learning styles, abilities and experience is modelled

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explanations of theoretical ideas and principles are linked to learners' existing knowledge and experience using comprehensible language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on teaching, facilitation and learning practices

  1. Teaching, facilitation and learning practices are examined to explore, test and develop ideas and theories of learning, and the implications of this for ongoing development of trainer/facilitator competency
  2. Formal and informal monitoring is used to collect evidence for reflections on practice
  3. Feedback from learners, other clients, colleagues and relevant personnel is sought and used to reflect on performance
  4. Reflection is used to explore and extend expertise in delivery and facilitation practices
Teaching, facilitation and learning practices are examined to explore, test and develop ideas and theories of learning, and the implications of this for ongoing development of trainer/facilitator competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Formal and informal monitoring is used to collect evidence for reflections on practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Feedback from learners, other clients, colleagues and relevant personnel is sought and used to reflect on performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflection is used to explore and extend expertise in delivery and facilitation practices

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

To demonstrate competency against this unit candidates must be able to provide evidence that they can meet the facilitation and learning requirements of a diverse client base in a range of contexts within the vocational education and training sector.

This will require developing a conceptual and experiential framework of practice based on applied learning theories and involving the selection and use of appropriate delivery methods and delivery modes to facilitate effective learning experiences and increase learner independence. Competency also requires reflecting on experience to improve practice.

Evidence Requirements

Required knowledge includes:

a sound knowledge of learning theories, for example:

learner-centred

theory of instruction

information processing

cognitive learning theory

andragogy

vocational education and training pedagogy

behavioural learning theory

experiential learning theory

different delivery modes and delivery methods and their appropriateness for different learners/learning situations

code of practice and/or ethics relevant to the vocational education and training sector

ways in which Training Packages, accredited curricula and learning resources can be contextualised to meet the needs of individual learners without compromising standards

range of ways in which professional practice can be adapted to meet the needs and expectations of individual learners in different learning contexts

research methodologies, for example:

action research

analysis of learner feedback

interviews

learning needs of a range of vocational education and training learners

relevant policy, legislation, codes of practice and national standards including Commonwealth and state/territory legislation, for example:

ensuring fairness of learning opportunities

industrial relation awards and other possible barriers to learning

developing competency

licensing

industry/workplace requirements

duty of care

anti-discrimination including equal opportunity, racial vilification and disability discrimination

workplace relations

industrial awards/enterprise agreements

National Reporting System

occupational health and safety (OHS) knowledge relating to the work role, including:

reporting requirements for hazards

safe use and maintenance of relevant equipment

emergency procedures

sources of OHS information

Required skills and attributes include:

skills in a range of delivery methodologies to meet the needs of diverse learners, for example:

group facilitation

individual facilitation, including coaching/mentoring

work-based learning

e-learning

action learning

flexible delivery

distance-based learning

reflection skills to:

systematically evaluate personal work practices to improve performance

identify gaps in skills or knowledge

ask critical questions about performance, problems, methods used and learner success

communication and interpersonal skills to:

apply active and reflective listening

adapt language to meet learner requirements

listen perceptively to learners/clients/colleagues

present information and explain concepts clearly

provide sequenced, structured instructions

apply effective questioning techniques and initiate/response

maintain appropriate relationships

establish trust

build rapport

be open to others' opinions

use appropriate body language

interpret the verbal and non-verbal communication of the learners, e.g. resistance/reluctance, uncertainty, enthusiasm, confusion and body language

observation skills to:

monitor learner progress

monitor group and individual interactions

manage conflict/behavioural difficulties

monitor learner cues re concerns/difficulties in learning

monitor learner readiness for assessment/new areas of learning

language skills to hypothesise, plan and influence others

literacy skills to:

select, read and interpret Training Package/accredited course information

read and interpret information from a range of sources to identify and respond to learner needs, goals, skills and learning styles

research current issues

Products that could be used as evidence include:

course delivery documentation

feedback documentation

statements of participation in relevant professional development activities

notes of professional reading

reports and recommendations regarding delivery strategies or approaches

self-assessment journals or reflections

Processes that could be used as evidence include:

performance-based assessment by supervisor

observation by peers

Resource implications for assessment include:

access to learning environments in which mixed mode delivery takes place

access to multiple groups

sufficient time to use a wide range of learning theories

access to documented learning frameworks

The collection of quality evidence requires that:

assessment must address the scope of this unit and reflect all components of the unit i.e. the Elements, Performance Criteria, Range Statement, Evidence Guide, Employability Skills

a range of appropriate assessment methods/evidence gathering techniques is used to determine competency

evidence must be gathered in the workplace whenever possible. Where no workplace is available, a simulated workplace must be provided

the evidence collected must relate to a number of performances assessed at different points in time and in a learning and assessment pathway these must be separated by further learning and practice

assessment meets the rules of evidence

a judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated

Specific evidence requirements must include:

demonstration of the outcomes, performance requirements, skills and knowledge set out in this unit including:

application of learning theories to different practices in different contexts

the selection and use of different teaching and delivery methods applied in different delivery modes which are relevant and appropriate to different learners and their needs

integration of theory and practice in own performance and in supporting the learner's developing competency

strategies to support increasing learner independence

documentation of reflection processes and outcomes

documentary evidence of direct observations of advanced facilitation practice by third parties such as supervising teachers/trainers, peers, colleagues, learners, other clients

analysis of feedback from a range of sources and reflection on the success of the training delivery

Integrated assessment means that:

this unit can be assessed alone or as part of an integrated assessment activity involving relevant units in the TAA04 Training and Assessment Training Package. Suggested units include but are not limited to:

TAADEL405B Coordinate and facilitate distance-based learning

TAADEL501B Facilitate e-learning

TAADEL502B Facilitate action learning projects.

Required Skills and Knowledge

Not applicable.

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.

Teaching methodologies, facilitation approachesand learning theoriesmay include:

learner-centred/teacher-centred

learner-directed/teacher-guided

situated learning

constructivist

problem-based

experiential

information processing

behaviourist

cognitive apprenticeship

Ethical standardsinclude:

following organisational policies and Australian Quality Training Framework (AQTF) requirements

duty of care under common law

security of information

confidentiality and privacy requirements

Delivery strategiesmay include:

the focus of delivery, for example:

groups of varying sizes

groups from single context/from multiple contexts

groups of similar educational/competency levels

groups with divergent educational/competency backgrounds

on individuals

the context of delivery, for example:

in the workplace - work in situ

in a simulated work environment

in the training room/classroom

in specialist environments - e.g. laboratory, computer room

through the World Wide Web

at home

in a community setting

the mode of delivery, for example:

face-to-face

technology-based - electronic/computer-based/online/audiovisual

experiential

distance resource-based

blended

delivery methods, for example:

lock step/learner-paced/mixed

interactive/participative/collaborative

trainer/facilitator-centred, learner-centred

time and place dependent/independent

demonstration

instruction

presentations

guided facilitation

learning-activity-based

guided work-based activities/applications/experiences

tutoring

project-based

individual facilitation techniques - coaching/mentoring

blended delivery methods

Collaborative facilitationmay include:

other trainers/facilitators, teachers

supervisors

colleagues

specialist staff

associations/bodies representing learner group with specific support needs

professional associations

government agencies

consultants

networks

Effective learning experiencesmay be:

authentic experiences

contextualised to the learner

modelled to support transferability of learning

built on previous experiences or learning

based on actual or simulated work tasks and activities

relevant to the learning objectives

sequenced in complexity

inclusive of generic skills

appropriate to learners' styles

appropriate to learners' profiles/characteristics

modelled on inclusive practice

Inclusive practicesmay include:

demonstrating probity in all areas of responsibility

modelling organisational/professional codes of conduct

reinforcing ethical conduct in interactions with and between other people

showing respect for individual diversity, culture and religion

recognising and utilising difference to develop both the individual and organisation

demonstrating sensitivity to the circumstances and background of others

fostering a culture of inclusiveness

new/revised policy directions in vocational education and training

Potential barriers to learningmay include:

physical or intellectual disabilities

linguistic, cultural or ethnic differences

language or communication issues

age

employment status

prior experience in an adult learning environment

poor educational experiences

health issues

issues arising from gender

psychiatric disabilities

learning problems

English language, literacy and numeracy needs

workplace culture

location

access to resources

Learner support strategiesmay include:

providing referrals to internal services such as language, literacy and numeracy support unit, individual learning unit

providing referrals to external services such as community language, literacy and numeracy program, disability support service, counselling support

incorporating techniques such as modelling/ demonstrating, chunking, visual/diagrammatic, opportunities to practise, peer support, and repetition

drawing on range of resources from first language, including peer support

ensuring appropriate physical and communication supports are available

listening to problems and helping within own area of responsibilities and experience

building underpinning knowledge and skills using learning resources

providing access to resources, e.g. computers to access the Internet

Adjustment strategiesmay include:

engaging most five senses

structuring reflective activities

providing opportunities for practice and feedback

arranging for physical aids for learners with disabilities

Communication skillsmust include:

providing an open, warm communication style where effective verbal and body language is used

demonstrating a capacity to communicate clearly to facilitate learning within the group and for each individual

using critical listening and questioning techniques

providing constructive and supportive feedback

accurately interpreting verbal messages

assisting participants to paraphrase advice/instructions to the trainer/facilitator

providing clear and concrete options/advice

Interpersonal skillsmust include:

showing respect for learners' expertise/backgrounds

demonstrating sensitivity to diversity, disability, culture, gender and ethnic backgrounds

modelling facilitation and learning behaviours

engaging in two-way interaction

encouraging the expression of diverse views and opinions

negotiating complex discussions by establishing a supportive environment

using language and concepts appropriate to cultural differences

accurately interpreting non-verbal messages

Learner cuesmay include:

level of participation

level of interest

capacity to meet outcomes

disengagement

Meta-cognition skillsinclude:

reflection

interpreting

problem solving

analysing

hypothesising

Formal and informal monitoringmay include:

observations

performance-based measures

portfolios

demonstrations

projects

journals

Reflectionmay include:

asking critical questions about own ability, for example:

what worked

what did not work

how the delivery session could be improved

reviewing records and journals

critically evaluating personal performance