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
What evidence can you provide to prove your understanding of each of the following citeria?
Analyse and apply conceptual frameworks and theories underpinning literacy teaching
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Examine theories that inform adult literacy teaching and their application Completed |
Evidence:
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Identify relevant frameworks and structures Completed |
Evidence:
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Apply adult learning principles to teaching literacy Completed |
Evidence:
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Review range of provision for learning literacy in VET contexts Completed |
Evidence:
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Research literacy requirements of those participating in literacy provision
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Identify diversity of skills and backgrounds of those participating in literacy provision Completed |
Evidence:
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Identify range of learning goals of those participating in adult literacy provision Completed |
Evidence:
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Identify literacy embedded in everyday life, training and workplace tasks Completed |
Evidence:
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Review own literacy skills and knowledge in relation to the required skills and knowledge Completed |
Evidence:
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Select from a range of teaching approaches to develop participants' literacy skills and knowledge
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Evaluate teaching approaches that support the development of participants' literacy skills and knowledge in authentic and relevant contexts Completed |
Evidence:
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Evaluate suitability of strategies to teach awareness of how language works Completed |
Evidence:
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Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision Completed |
Evidence:
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Refer any issues arising from numeracy teaching role to appropriate person(s) Completed |
Evidence:
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Select from a range of learning resources to develop participants' literacy skills and knowledge
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Examine learning resources from traditional and new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities Completed |
Evidence:
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Evaluate materials relevant to social and cultural needs of those participating in literacy provision Completed |
Evidence:
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Apply and evaluate strategies for teaching literacy skills and knowledge
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Devise activities that integrate literacy skills appropriate to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision Completed |
Evidence:
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Devise and apply activities that integrate numeracy skills appropriate to specific needs and context of those participating in literacy provision Completed |
Evidence:
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Apply strategies to teach reading and writing skills at text, sentence and word levels Completed |
Evidence:
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Apply strategies to teach oral communication skills with a range of audiences Completed |
Evidence:
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Apply strategies to develop learning skills Completed |
Evidence:
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Use formal and informal monitoring to evaluate effectiveness of teaching strategies Completed |
Evidence:
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