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 TAADEL503B, 'Provide advanced facilitation to support learning'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide advanced facilitation to support 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 | Develop and extend teaching, facilitation and learning practices | 1.1 | Knowledge of teaching methodologies, facilitation approaches and learning theories is regularly updated to inform, guide and extend delivery and facilitation practices |
1.2 | This knowledge is synthesised with experiences in teaching and facilitation to support flexibility, innovation and adaptations in differing circumstances | ||
1.3 | Current vocational competency/subject matter expertise frames the content of teaching, facilitation and learning practices | ||
1.4 | Ethical standards underpin teaching, facilitation and learning practices | ||
1.5 | Own practice as a trainer/facilitator is continually evaluated and reflected upon to determine appropriateness of delivery methods | ||
1.6 | Existing delivery strategies and delivery plans are reviewed for quality and appropriateness and recommendations to revise are made as necessary | ||
1.7 | Collaborative facilitation models are used to broaden teaching, facilitation and learning skills and knowledge | ||
2 | Develop learner independence | 2.1 | Effective learning experiences are created using appropriate learning theories, principles and inclusive practices |
2.2 | Potential barriers to learning are acknowledged and addressed, where possible, through learner support and adjustment strategies | ||
2.3 | Communication and interpersonal skills are used effectively to motivate learners | ||
2.4 | Facilitation practices extend learners' repertoire of preferred learning styles and enhance learner readiness for new learning | ||
2.5 | Facilitation practices progressively transfer responsibility for learning in accordance with learners' readiness | ||
3 | Manage learning | 3.1 | Learner cues and feedback are observed and facilitation skills are reviewed, and revised where necessary, to maintain learning momentum |
3.2 | Activities to develop meta-cognition skills and generic skills are integrated into facilitation and learning practices | ||
3.3 | Sensitivity related to diversity of culture, learning styles, abilities and experience is modelled | ||
3.4 | Explanations of theoretical ideas and principles are linked to learners' existing knowledge and experience using comprehensible language | ||
4 | Reflect on teaching, facilitation and learning practices | 4.1 | Teaching, facilitation and learning practices are examined to explore, test and develop ideas and theories of learning, and the implications of this for ongoing development of trainer/facilitator competency |
4.2 | Formal and informal monitoring is used to collect evidence for reflections on practice | ||
4.3 | Feedback from learners, other clients, colleagues and relevant personnel is sought and used to reflect on performance | ||
4.4 | Reflection is used to explore and extend expertise in delivery and facilitation practices | ||