Facilitate group-based learning

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 TAADEL402B, 'Facilitate group-based learning'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Facilitate group-based learning' 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

Establish an environment conducive to group learning

1.1

The learning program and delivery plan are read and interpreted to identify and confirm delivery requirements for the specified session

1.2

Availability of all resource needs is confirmed prior to commencement of session/s

1.3

Outcomes of learner recognition processes are obtained from relevant persons to provide flexible responses to individual learner needs

1.4

The learning program/segment of the learning program is introduced and objectives, expectations and requirements including occupational health and safety (OHS) are discussed, clarified and agreed

1.5

A learning facilitation relationship is established between trainer/facilitator and the group using appropriate oral communication and language skills and interpersonal skills

1.6

Relationships with and between learners are initiated which support inclusivity, acknowledge diversity and enable a positive learning environment

2

Deliver and facilitate training sessions

2.1

Interactions with learners are based on the application of learning principles in accordance with learner styles and identified learner characteristics

2.2

Each training session is conducted in accordance with session plans but modified where appropriate to meet the needs of the learners

2.3

All resource requirements for delivery are addressed and the diversity of the group is used as another resource to support learning

2.4

Generic skills relevant to the learning objectives are addressed in delivery

2.5

A range of delivery methods are employed and appropriate technology and equipment are used as training aids to optimise the learner experience

2.6

Opportunities for practice and formative assessment are built into the delivery, where assessment is required

3

Demonstrate effective facilitation skills

3.1

Presentation skills are used to ensure the delivery is engaging and relevant

3.2

Group facilitation skills are used to ensure effective participation and group management

3.3

Oral communication and language skills are used to motivate the learner and to transfer knowledge and skills

3.4

Interpersonal skills are used to maintain appropriate relationships and ensure inclusivity

3.5

Observation skills are used to monitor individual and group progress

4

Support and monitor learning

4.1

Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met

4.2

Adjustments are made to the delivery plan to reflect specific needs and circumstances and unanticipated situations

4.3

Learners are encouraged to reflect on personal learning progress

4.4

Group dynamics are managed to ensure effective participation by all learners and to maintain effective relationships

4.5

Inappropriate behaviour is managed using conflict resolution and negotiation skills to ensure learning can take place

4.6

Learner records are maintained, stored and secured in accordance with legal/organisational requirements

5

Review and evaluate effectiveness of delivery

5.1

The delivery plan is evaluated to determine its effectiveness as a tool in guiding the learning process and feedback is provided to the writer, as appropriate

5.2

Feedback from learners/management/peers is sought on the quality of delivery, and areas for improvement are identified and documented

5.3

Trainer/facilitator reflects on own performance in training delivery

5.4

Areas of improvement/new ideas to improve the quality of delivery/facilitation and to enhance the learning experience are considered and implemented


Qualifications and Skillsets

TAADEL402B appears in the following qualifications:

  • PRM40509 - Certificate IV in Asset Maintenance (Waste Management)
  • PUA40906 - Certificate IV in Public Safety (Defence Safety Coordination)
  • PUA51509 - Diploma of Public Safety (Military Leadership)
  • PUA50410 - Diploma of Public Safety (SES Operations Management)
  • PUA40301 - Certificate IV in Public Safety (Firefighting Supervision)
  • CPP40811 - Certificate IV in Access Consulting
  • CUS40109 - Certificate IV in Music