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Evidence Guide: TAEDEL502 - Provide advanced facilitation practice

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

 

TAEDEL502 - Provide advanced facilitation practice

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

Extend facilitation practices

  1. Update knowledge of learning methods, facilitation techniques and learning theories, to improve delivery and facilitation practices
  2. Maintain currency of vocational competencies and related subject matter expertise
  3. Practise flexibility, innovation and responsiveness in facilitation practice
  4. Reflect on own practice and experiences as a facilitator, to determine and document potential improvements to delivery approaches
Update knowledge of learning methods, facilitation techniques and learning theories, to improve delivery and facilitation practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain currency of vocational competencies and related subject matter expertise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise flexibility, innovation and responsiveness in facilitation practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own practice and experiences as a facilitator, to determine and document potential improvements to delivery approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for complex environments

  1. Identify environmental conditions and their potential impact on teaching
  2. Manage constraints to delivery with relevant personnel
  3. Review, and adjust, training and assessment strategies to address the constraints of complex environments
Identify environmental conditions and their potential impact on teaching

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage constraints to delivery with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review, and adjust, training and assessment strategies to address the constraints of complex environments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for learners with complex needs

  1. Research the characteristics of learners with complex needs, and identify potential barriers to learning
  2. Develop, and adjust, training and assessment strategies, and customise learning materials to meet needs
Research the characteristics of learners with complex needs, and identify potential barriers to learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop, and adjust, training and assessment strategies, and customise learning materials to meet needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop learner independence

  1. Enhance learner experiences using a range of learning methods and inclusive practices
  2. Acknowledge and address potential barriers to learning
  3. Encourage learners towards self-directed learning by establishing enabling processes
Enhance learner experiences using a range of learning methods and inclusive practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and address potential barriers to learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage learners towards self-directed learning by establishing enabling processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on, and improve practice

  1. Seek input from other relevant personnel regarding teaching, facilitation and learning practices
  2. Review teaching, facilitation and learning practices to identify and document opportunities for improvement
  3. Implement the documented improvement plan, review, and adjust as required
Seek input from other relevant personnel regarding teaching, facilitation and learning practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review teaching, facilitation and learning practices to identify and document opportunities for improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the documented improvement plan, review, and adjust as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Extend facilitation practices

1.1 Update knowledge of learning methods, facilitation techniques and learning theories, to improve delivery and facilitation practices

1.2 Maintain currency of vocational competencies and related subject matter expertise

1.3 Practise flexibility, innovation and responsiveness in facilitation practice

1.4 Reflect on own practice and experiences as a facilitator, to determine and document potential improvements to delivery approaches

2.Prepare for complex environments

2.1 Identify environmental conditions and their potential impact on teaching

2.2 Manage constraints to delivery with relevant personnel

2.3 Review, and adjust, training and assessment strategies to address the constraints of complex environments

3. Prepare for learners with complex needs

3.1 Research the characteristics of learners with complex needs, and identify potential barriers to learning

3.2 Develop, and adjust, training and assessment strategies, and customise learning materials to meet needs

4. Develop learner independence

4.1 Enhance learner experiences using a range of learning methods and inclusive practices

4.2 Acknowledge and address potential barriers to learning

4.3 Encourage learners towards self-directed learning by establishing enabling processes

5. Reflect on, and improve practice

5.1 Seek input from other relevant personnel regarding teaching, facilitation and learning practices

5.2 Review teaching, facilitation and learning practices to identify and document opportunities for improvement

5.3 Implement the documented improvement plan, review, and adjust as required

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Extend facilitation practices

1.1 Update knowledge of learning methods, facilitation techniques and learning theories, to improve delivery and facilitation practices

1.2 Maintain currency of vocational competencies and related subject matter expertise

1.3 Practise flexibility, innovation and responsiveness in facilitation practice

1.4 Reflect on own practice and experiences as a facilitator, to determine and document potential improvements to delivery approaches

2.Prepare for complex environments

2.1 Identify environmental conditions and their potential impact on teaching

2.2 Manage constraints to delivery with relevant personnel

2.3 Review, and adjust, training and assessment strategies to address the constraints of complex environments

3. Prepare for learners with complex needs

3.1 Research the characteristics of learners with complex needs, and identify potential barriers to learning

3.2 Develop, and adjust, training and assessment strategies, and customise learning materials to meet needs

4. Develop learner independence

4.1 Enhance learner experiences using a range of learning methods and inclusive practices

4.2 Acknowledge and address potential barriers to learning

4.3 Encourage learners towards self-directed learning by establishing enabling processes

5. Reflect on, and improve practice

5.1 Seek input from other relevant personnel regarding teaching, facilitation and learning practices

5.2 Review teaching, facilitation and learning practices to identify and document opportunities for improvement

5.3 Implement the documented improvement plan, review, and adjust as required

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

facilitating groups of learners and demonstrating:

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

integration of theory and practice in own performance and in supporting learners to develop competency

a variety of strategies to support increased learner independence

documentation of reflective practice and proposed changes to practice

collecting feedback from observers such as supervising teachers/trainers, peers, colleagues, learners or clients

analysing feedback from a range of sources, and reflecting on the success of the training delivery, as well as own performance.

The candidate must be able to show evidence of having conducted a minimum of 100 hours of group facilitation, in addition to any evidence provided of work with individual learners, or in a different learning context.

The candidate must show evidence of feedback from at least two peers and 10 learners, and evidence of reflection on this feedback.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

the main branches of learning theory incorporating behavioural learning theory, cognitive learning theory, experiential learning theory, information processing theory, and current research on learning as it relates to teaching in an adult environment

different delivery modes and facilitation techniques, and their appropriateness for different learners and learning situations

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

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