Course Title: Provide work skill instruction
Part B: Course Detail
Teaching Period: Term1 2017
Course Code: TCHE5207C
Course Title: Provide work skill instruction
School: 360T Education
Campus: City Campus
Program: S0083 - Enterprise Trainer - Presenting Skill Set
Course Contact: Ms Jo Bradford
Course Contact Phone: 9925 4347
Course Contact Email: jo.bradford@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Maria Dimitrakopoulos
TAE Administration Officer
School of Education
Workforce Development
Building 51 - Level 2
80 - 92 Victoria St 3053
Ph: 9925 4933
email: maria.dimitrakopoulos@rmit.edu.au
Nominal Hours: 40
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
Nil
Course Description
This unit describes the performance outcomes, skills and knowledge required by you to conduct individual and group instruction and demonstrate work skills within your vocational area of expertise by using existing learning resources in a safe and comfortable learning environment. The unit covers the skills and knowledge required to determine the success of both the training provided and one's own personal training performance. It emphasises the training as being driven by the work process and context in which it is delivered.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAEDEL301A Provide work skill instruction |
Element: |
Check training performance |
Performance Criteria: |
3.1. Use measures to ensure learners are acquiring and can use new technical and generic skills and knowledge |
Element: |
Conduct instruction and demonstration |
Performance Criteria: |
2.1. Use interpersonal skills with learners to establish a safe and comfortable learning environment |
Element: |
Organise instruction and demonstration |
Performance Criteria: |
1.1. Gather information about learner characteristics and learning needs |
Element: |
Review personal training performance and finalise documentation |
Performance Criteria: |
4.1. Reflect upon personal performance in providing instruction and demonstration, and document strategies for improvement |
Learning Outcomes
The learning outcomes of this course will enable you to demonstrate the ability to:
- carry out a minimum of three training sessions, involving demonstrating and instructing particular work skills for different groups; with each session addressing:
- different learning objectives
- a range of techniques and effective communication skills appropriate to the audience.
Details of Learning Activities
This course has a strong practical focus encouraging you to link the learning in the course to your practice as a trainer. Your learning will feed into you developing, delivering and evaluating training sessions in two common formats used in classrooms: presentations and instruction in work skills. Activities include viewing video presentations, self-check quizzes, evaluation of your own and your peers’ work, developing session plans and a weekly webinar which will also be recorded if you cannot attend.
You will also have the opportunity to develop your digital literacy through learning about apps and tools that can enhance your delivery of training. If you choose to use these tools in your delivery you will be awarded a digital badge that you will be able to share on social media with colleagues and employers to show you have achieved this important 21st century employability skill.
Teaching Schedule
Schedule |
Online Module and topics |
Webinar |
Tasks to be submitted |
Due date |
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Week 1 March 20 |
Module 1 Getting started Welcome Netiquette Mentor’s role Badging |
Weekly Live and recorded March 23 6:30-7.30pm Questions and discussion about course content |
Self introduction on course forum |
by March 24 |
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Module 2 Preparing for a training session |
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Overview session plans |
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The VET system |
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Adult Learning |
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Creating Learning objectives |
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Week 2 March 27 |
Module 3 Digital literacy |
March 30 6:30-7.30 pm |
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Training with technology |
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Digital presentation tools |
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Module 4 Session1 |
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Principles of effective communication |
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Develop and video a 5 minute knowledge presentation for the class. |
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Upload video Give feedback on videos of 2 peers |
by April 2
by April 5 |
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Week 3 April 3 |
Module 5 Session 2 NB Delivery of your 3 training sessions nos.2, 3 & 4 will depend on logistics at your workplace and availability of your mentor. |
April 6 6:30 pm |
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Intro Work skill instruction |
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Work skill instruction demonstration video |
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Learners in VET |
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Tips for delivery |
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Plan deliver and evaluate a work skill instruction session |
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Provide session plan, self & mentor evaluation Observation checklist
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Due May 22 but you can submit earlier |
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Week 4 April 10 |
Module 6 Session 3 RMIT is closed April 14 to April 18 inclusive for Easter break |
April 13 6:30 pm |
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Plan, deliver and evaluate a combined session of a presentation & work skill instruction |
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Provide session plan, self & mentor evaluation Observation checklist |
Due May 22 but you can submit earlier |
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Week 5 April 19 |
Module 7 Session 4 |
Webinar April 20 6:30 pm |
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Plan, deliver and evaluate a combined session of a presentation and work skill instruction |
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Provide session plan, self & mentor evaluation Observation checklist |
Due May 22 but you can submit earlier |
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Weeks 6 to 10 No scheduled classes April 24 to May 22 |
Finalisation of assessment tasks Complete planning, delivery and evaluation of 3 sessions if necessary. Obtain feedback from your mentor. Consultation with facilitator as required. Module 8: Complete the 8 short answer questions for Assessment task 2. Module 9 Complete course evaluation |
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Task 1 Plan, deliver and evaluate training sessions Task 2 Skills and Knowledge Questions are all due on May 22, 2017 |
Due May 22
Due May 22 |
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Learning Resources
Prescribed Texts
References
Other Resources
nil
Overview of Assessment
Assessment is broken into two tasks – task 1 where you will plan, deliver and evaluate 4 training sessions and task 2 – Answer eight (8) short answer questions based on the two units in the Enterprise Trainer – Presenting Skill Set.
These assessment tasks holistically assess both TAEDEL301A and BSBCMM401A
Assessment Tasks
Assessment task One:
You will plan, deliver and evaluate 4 training sessions. Sessions 1.2, 1.3 and 1.4 will each be delivered to different groups and the sessions will have different learning objectives and activities.
- Develop, deliver and evaluate a short knowledge presentation (video 5 mins in length).
Feedback given by course participants and the course facilitator.
- Develop, deliver and evaluate a work skill instruction session (20 to 30 mins in length).
Feedback given by your mentor at the end of your session plan and on the mentor’s observation checklist
1.3 Develop, deliver and evaluate a combined presentation and work skill instruction session (30 to 60 mins)
Feedback given by your mentor at the end of your session plan and on the observation checklist
1.4 Develop, deliver and evaluate a combined presentation and work skill instruction session
(30 to 60 mins)
Feedback given by your mentor at the end of your session plan and on the observation checklist
Assessment task two:
You must complete at the end of the course 8 short answer questions (min 50 words – max 100 words per question) based on the skills and knowledge of the two units in the TAESS00007 Enterprise Trainer -Presenting skill set: BSBCMM401A Make a Presentation and TAEDEL301A Provide work skill instruction.
- What are the key principles of effective communication that you follow in delivery of training?
- Give 2 areas of a possible breakdown of communication between trainers and learners in a learning environment. What are the causes? How could you avoid them?
- What are some important aspects of giving constructive feedback?
- Describe 3 barriers that learners may experience in participating well in the classroom. How can these be addressed?
- Give two examples of how you have responded to individual difference in your classes.
- Why is it important to use a variety of learning techniques?
- Why is it important to use a variety of evaluation techniques?
- Why do trainers need to monitor their own performance?
Due Date for submission of both assessment tasks one and two: May 22 2017
Assessment Matrix
This unit is holistically assessed with TAEDEL301A through task 1 and task 2, a detailed matrix can be found on the Canvas LMS web site.
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: http://www1.rmit.edu.au/students
Cover Sheet for Submissions:
You must complete and sign a submission cover sheet for every piece of submitted work, including online submissions.
http://www1.rmit.edu.au/browse;ID=x3ddsmsrwa1hz
Attendance:
Your learning experience will involve class-based teaching, discussion, demonstration and practical exercises
It is strongly advised that you attend all timetabled sessions. This will allow you to engage in the required learning activities, ensuring you the maximum opportunity to complete this course successfully.
Assessment Feedback:
You will receive spoken and written feedback on all your work. Where relevant, this feedback will also include suggestions on how you can proceed to the next stage of developing your projects.
http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Student Progress:
Monitoring academic progress is an important enabling and proactive strategy designed to assist you in achieving your learning potential.
http://www1.rmit.edu.au/students/acadprogress
Adjustments to Assessment (eg. applying for an extension of time):
If you are unable to complete any piece of assessment satisfactorily by the due date, you can choose to apply for an adjustment to your assessment. RMIT University offers a range of adjustments designed to support you in your studies, including an extension of time to complete the assessment.
http://www1.rmit.edu.au/browse;ID=kehn9bz22r41
Academic Integrity and Plagiarism:
RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the website for more information on this policy.
http://www1.rmit.edu.au/students/academic-integrity
Credit Transfer and Recognition of Prior Learning:
Credit transfer is the recognition of previously completed formal learning (an officially accredited qualification).
Recognition of Prior Learning (RPL) is an assessment process that allows you to demonstrate competence using the skills you have gained through experience in the workplace, voluntary work, informal or formal training or other life experiences.
Recognition of Current Competency (RCC) RCC applies only if you have previously successfully demonstrated competence in a unit of competency, and now require to be reassessed to ensure that the competence is being maintained.
Please speak to your teacher if you wish to discuss applying for Credit Transfer, RPL, or RCC for the unit(s) of competency addressed in this course.
http://www1.rmit.edu.au/browse;ID=az8fl470ucg41
Course Overview: Access Course Overview