Course Title: Facilitate group-based learning

Part B: Course Detail

Teaching Period: Term1 2009

Course Code: TCHE5149C

Course Title: Facilitate group-based 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: 20

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 learning by individuals within a group.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAADEL402B Facilitate group-based learning

Element:

01 Establish an environment conducive to group learning

Performance Criteria:

• The learning program and delivery plan are read and interpreted to identify and confirm delivery requirements for the specified session
• Availability of all resource needs is confirmed prior to commencement of session/s
• Outcomes of learner recognition processes are obtained from relevant persons to provide flexible responses to individual learner needs
• 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
• A learning facilitation relationship is established between trainer/facilitator and the group using appropriate oral communication and language skills and interpersonal skills
• Relationships with and between learners are initiated which support inclusivity, acknowledge diversity and enable a positive learning environment

Element:

02 Deliver and facilitate training sessions

Performance Criteria:

• Interactions with learners are based on the application of learning principles in accordance with learner styles and identified learner characteristics
• Each training session is conducted in accordance with session plans but modified where appropriate to meet the needs of the learners
• All resource requirements for delivery are addressed and the diversity of the group is used as another resource to support learning
• Generic skills relevant to the learning objectives are addressed in delivery
• A range of delivery methods are employed and appropriate technology and equipment are used as training aids to optimise the learner experience
• Opportunities for practice and formative assessment are built into the delivery, where assessment is required

Element:

03 Demonstrate effective facilitation skills

Performance Criteria:

• Presentation skills are used to ensure the delivery is engaging and relevant
• Group facilitation skills are used to ensure effective participation and group management
• Oral communication and language skills are used to motivate the learner and to transfer knowledge and skills
• Interpersonal skills are used to maintain appropriate relationships and ensure inclusivity
• Observation skills are used to monitor individual and group progress

Element:

04 Support and monitor learning

Performance Criteria:

• Learner progress is monitored and documented to ensure outcomes are being achieved and the needs of individual learners are being met
• Adjustments are made to the delivery plan to reflect specific needs and circumstances and unanticipated situations
• Learners are encouraged to reflect on personal learning progress
• Group dynamics are managed to ensure effective participation by all learners and to maintain effective relationships
• Inappropriate behaviour is managed using conflict resolution and negotiation skills to ensure learning can take place
• Learner records are maintained, stored and secured in accordance with legal/organisational requirements

Element:

05 Review and evaluate effectiveness of delivery

Performance Criteria:

• 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
• Feedback from learners/management/peers is sought on the quality of delivery, and areas for improvement are identified and documented
• Trainer/facilitator reflects on own performance in training delivery
• Areas of improvement/new ideas to improve the quality of delivery/facilitation and to enhance the learning experience are considered and implemented


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