Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCEDS315B, 'Support students with additional needs in the classroom'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support students with additional needs in the classroom' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Work with others to support students with additional needs | 1.1 | Demonstrate understanding of own role and responsibilities in relation to students and a range of additional needs |
1.2 | Identify roles and responsibilities of others involved | ||
1.3 | Cooperate with others in support of students | ||
1.4 | Share information with others to facilitate student support and does this is accordance with relevant procedures, guidelines and protocols | ||
2 | Support individual students with additional needs | 2.1 | Show respect, empathy, acceptance for individual differences in dealings with students |
2.2 | Encourage students in ways which promote their positive self concept and esteem | ||
2.3 | Use language, equipment, materials and strategies suited to the student | ||
2.4 | Apply simple task analysis as necessary to assist students with additional needs | ||
2.5 | Identify the role, purposes and content of individual education programs to address additional needs | ||
2.6 | Follow individual education programs planned by teachers for particular students, and recommend amendments as appropriate | ||
3 | Assist with classroom programs to support students with additional needs | 3.1 | Use knowledge of classroom strategies and programs used to support students with additional needs |
3.2 | Identify and follow classroom strategies and programs used to support particular students | ||
3.3 | Assist with the modification of general activities to particular needs where necessary | ||
3.4 | Assist with whole class activities as directed by teacher | ||
3.5 | Use behaviour management strategies and techniques appropriate to the students and as directed by teacher and others | ||
4 | Contribute to learning opportunities | 4.1 | Identify strategies used by teachers to encourage problem solving by students and support strategies appropriately as required of teacher aide |
4.2 | Identify strategies used by teachers to assist development of independence and social skills in students and support strategies appropriately as required of teacher aide | ||
4.3 | Notice and take opportunities to encourage and support incidental learning by students | ||
4.4 | Provide constructive advice and feedback to students | ||
4.5 | Where appropriate, provide suggestions to teachers or other members to improve learning opportunities of students | ||