Course Title: Facilitate individual learning

Part B: Course Detail

Teaching Period: Term1 2009

Course Code: TCHE5137C

Course Title: Facilitate individual learning

School: 360T Education

Campus: City Campus

Program: C4177 - Certificate IV in Training and Assessment

Course Contact : Maria Dimitrakopoulos

Course Contact Phone: +61 3 9925 4933

Course Contact Email:maria.dimitrakopoulos@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Nominal Hours: 15

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

There are no formal entrance requirements for this course. However, applicants are required to have effective language, communications and interpersonal skills and the ability to write a range of documentation.

Course Description

This unit specifies the competency required to facilitate individual learning through a oneonone relationship between a learner and facilitator.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAADEL403B Facilitate individual learning

Element:

01 Identify individual learning facilitation requirements

Performance Criteria:

• The need for individual learning/facilitation in the learning area is identified
• The goals for learning for individual learning/ facilitation are identified and discussed with relevant persons
• Appropriate individual learning/facilitation techniques and processes are identified and documented to support individual learning needs and goals
• Evaluation processes are developed and agreed
• Organisational support for implementation is obtained, where relevant

Element:

02 Establish the learning/ facilitation relationship

Performance Criteria:

• The individual's learning style, learner characteristics and the context for learning are identified
• The appropriate technique/process to facilitate individual learning is selected or organised and the basis of the technique/process is explained and discussed with the individual learner
• The boundaries and expectations of the learning/ facilitation relationship are clarified and agreed using effective communication and interpersonal skills
• Any equity or additional support needs are clarified
• An individualised learning plan is developed, documented and discussed with the learner

Element:

03 Maintain and develop the learning/facilitation relationship

Performance Criteria:

• Preparation for each meeting/session is evident
• Effective communication and interpersonal skills are used to grow the relationship and sustain active participation
• Structured learning activities are developed to support and reinforce new learning, build on strengths and identify areas for further development
• Leadership and motivational skills are demonstrated to enable the learner to take responsibility for learning
• Learner cues are observed and changes in approach are made, where necessary, to maintain momentum
• Ethical behaviours are practised at all times
• Regular meetings are agreed to by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship
• Appropriate documentation to support the relationship is mutually developed and maintained

Element:

04 Close and evaluate the learning/facilitation relationship

Performance Criteria:

• Tools and signals are used to determine readiness for closure of individual learning/facilitation relationship
• The closure is carried out smoothly using appropriate interpersonal and communication skills
• Feedback is sought from the learner on the outcomes achieved and the value of the relationship
• The impact of the learning/facilitation relationship is reviewed using identified evaluation processes
• Self-evaluation and reflection on own performance in managing the relationship is carried out and areas for improvement are identified
• The outcomes of the learning/facilitation relationship and evaluation of the process are documented and filed in accordance with legal, organisational and personal requirements


Learning Outcomes



Details of Learning Activities

Students will study the principles and skills involved in training and assessment through a range of classroom based and out of classroom based activities. The use of ‘real world’ examples will assist students throughout the course to contextualise the course content.

Classroom learning will be active. Students will individually, in pairs, in small groups and with the whole group have the opportunity to :
• reflect on and discuss key concepts.
• apply concepts to current training situations.
• make presentations to the class
• participate in case studies and problem solving scenarios
• research using the internet

The training material and assessment tasks also aid in the development of skills and reflection and consolidation of the learning.

In the delivery of material in this program, the trainer models effective training methods and practices. Students are encouraged to critically examine teaching strategies and identify potential application for their teaching situation. This means that learning happens on two levels: through the actual content and the experience of the course delivery


Teaching Schedule

A course guide is provided to the participant before the course begins.


Learning Resources

Prescribed Texts


References


Other Resources


Overview of Assessment

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time


Assessment Tasks

Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects

Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time


Assessment Matrix

A student must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including technical requirements documentation, homework and in class exercises, written tests, practical problem solving exercises and practical tests. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met

This program covers fourteen competencies required for the TAA Certificate IV. An assessment matrix containing the competencies and their elements is matched against the assessment tasks submitted by each student.

Course Overview: Access Course Overview