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Evidence Guide: TAELLN803 - Develop English language skills of adult learners

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

 

TAELLN803 - Develop English language skills of adult learners

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

Analyse English language skills required in the delivery context

  1. Identify and analyse English language skills required by learners
  2. Establish profile of the language skills of learner group
  3. Analyse English language skills of learner group
  4. Review own English language skills and knowledge in relation to addressing the skill needs of others
Identify and analyse English language skills required by learners

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish profile of the language skills of learner group

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse English language skills of learner group

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review own English language skills and knowledge in relation to addressing the skill needs of others

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select teaching approaches

  1. Review strategies to address barriers and impediments to language development
  2. Examine English language teaching approaches
  3. Determine applicability of teaching approaches for specific learners
Review strategies to address barriers and impediments to language development

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Examine English language teaching approaches

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine applicability of teaching approaches for specific learners

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select range of learning resources to develop English language skills

  1. Identify and review realia and authentic materials for use as learning resources
  2. Review learning resources from traditional, new and emerging technologies
  3. Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement
  4. Select, contextualise and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals
Identify and review realia and authentic materials for use as learning resources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review learning resources from traditional, new and emerging technologies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select, contextualise and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply and evaluate activities to develop learners’ English language skills

  1. Create an environment conducive to language learning using interpersonal skills
  2. Apply adult learning principles to teaching English language skills
  3. Apply strategies to develop English language speaking and listening skills
  4. Apply strategies to develop reading and writing skills in English
  5. Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills
  6. Use formal and informal monitoring to evaluate effectiveness of teaching strategies
Create an environment conducive to language learning using interpersonal skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply adult learning principles to teaching English language skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply strategies to develop English language speaking and listening skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply strategies to develop reading and writing skills in English

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply and evaluate activities to develop learners’ English language skills

  1. Create an environment conducive to language learning using interpersonal skills
  2. Apply adult learning principles to teaching English language skills
  3. Apply strategies to develop English language speaking and listening skills
  4. Apply strategies to develop reading and writing skills in English
  5. Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills
  6. Use formal and informal monitoring to evaluate effectiveness of teaching strategies
Create an environment conducive to language learning using interpersonal skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply adult learning principles to teaching English language skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply strategies to develop English language speaking and listening skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply strategies to develop reading and writing skills in English

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements

Elements describe the essential outcomes

Performance Criteria

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

1. Analyse English language skills required in the delivery context

1.1 Identify and analyse English language skills required by learners

1.2 Establish profile of the language skills of learner group

1.3 Analyse English language skills of learner group

1.4 Review own English language skills and knowledge in relation to addressing the skill needs of others

2. Select teaching approaches

2.1 Review strategies to address barriers and impediments to language development

2.2 Examine English language teaching approaches

2.3 Determine applicability of teaching approaches for specific learners

3. Select range of learning resources to develop English language skills

3.1 Identify and review realia and authentic materials for use as learning resources

3.2 Review learning resources from traditional, new and emerging technologies

3.3 Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement

3.4 Select, contextualise and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals

4. Apply and evaluate activities to develop learners’ English language skills

4.1 Create an environment conducive to language learning using interpersonal skills

4.2 Apply adult learning principles to teaching English language skills

4.3 Apply strategies to develop English language speaking and listening skills

4.4 Apply strategies to develop reading and writing skills in English

4.5 Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills

4.6 Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Required Skills and Knowledge

Elements

Elements describe the essential outcomes

Performance Criteria

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

1. Analyse English language skills required in the delivery context

1.1 Identify and analyse English language skills required by learners

1.2 Establish profile of the language skills of learner group

1.3 Analyse English language skills of learner group

1.4 Review own English language skills and knowledge in relation to addressing the skill needs of others

2. Select teaching approaches

2.1 Review strategies to address barriers and impediments to language development

2.2 Examine English language teaching approaches

2.3 Determine applicability of teaching approaches for specific learners

3. Select range of learning resources to develop English language skills

3.1 Identify and review realia and authentic materials for use as learning resources

3.2 Review learning resources from traditional, new and emerging technologies

3.3 Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement

3.4 Select, contextualise and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals

4. Apply and evaluate activities to develop learners’ English language skills

4.1 Create an environment conducive to language learning using interpersonal skills

4.2 Apply adult learning principles to teaching English language skills

4.3 Apply strategies to develop English language speaking and listening skills

4.4 Apply strategies to develop reading and writing skills in English

4.5 Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills

4.6 Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Evidence of the ability to:

identify the English language demands of a VET delivery context and the English language needs of those participating in training with reference to national standards and frameworks

develop and evaluate learner profiles for at least 2 learners using a range of resources and frameworks to capture relevant information that describes diversity of skills, backgrounds and learning goals

plan a series of English language teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, which integrates the macro skills of reading, writing, speaking and listening

select and use learning resources and teaching approaches to develop English language skills based on adult learning principles and practices and the identified needs of the learner group

document at least 2 reading and 2 writing activities and 2 speaking and listening activities to deliver within a sequence of English language provision

deliver English language teaching activities to at least 2 learners for a period of up to one hour each

evaluate the effectiveness of teaching strategies.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

evaluate own English language skills and knowledge using the Australian Core Skills Framework and identify implications for the delivery of skills to others within a range of VET delivery contexts

explain how the diverse needs of those participating in English language provision impact on the design of learning programs and the selection of learning resources from traditional, new and emerging technologies

document the English language demands of a VET delivery context by analysing the social context and linguist features of at least 2 resources

describe how aspects of applied linguistics have been used in the design of English language activities to meet the needs of the learner group

explain how interpersonal skills can be used to create an environment conducive to language learning.