Course Title: Provide advanced facilitation practice

Part A: Course Overview

Program: C5353 Diploma of Vocational Education and Training

Course Title: Provide advanced facilitation practice

Portfolio: Vocational Education

Nominal Hours: 50

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.

Important Information:

In order to successfully undertake assessment of this unit you need access to a workplace where training can take place.


Terms

Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE5914C

City Campus

TAFE

360T Education

Distance / Correspondence or Face-to-Face or Internet or Workplace

 Term1 2019

TCHE5914C

City Campus

TAFE

375T Vocational Design and Social Context

Distance / Correspondence or Face-to-Face or Internet or Workplace

 Term1 2020,
Term1 2021

Course Contact: Jeremy Glover

Course Contact Phone: +61 3 99251485

Course Contact Email: jeremy.glover@rmit.edu.au



Course Description

This unit describes the skills and knowledge required to provide high-level facilitation, including reflective and continuous improvement practices, in a vocational education and training (VET) context.

It applies to experienced teachers, trainers and assessors utilising a range of techniques, across a range of contexts, to create the best learning outcomes for learners within a vocational education context such as a Registered Training Organisation (RTO).

Pre-requisite Courses and Assumed Knowledge and Capabilities

None



National Competency Codes and Titles

National Element Code & Title:

TAEDEL502 Provide advanced facilitation practice

Elements:

1. Extend facilitation practices

2.Prepare for complex environments

3. Prepare for learners with complex needs

4. Develop learner independence

5. Reflect on, and improve practice

Learning Outcomes

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:

  • facilitating groups of learners and demonstrating:
  • the selection and use of different teaching and delivery methods, applied in different delivery modes that are relevant and appropriate to different learners and their needs
  • integration of theory and practice in own performance and in supporting learners to develop competency
  • a variety of strategies to support increased learner independence
  • documentation of reflective practice and proposed changes to practice
  • collecting feedback from observers such as supervising teachers/trainers, peers, colleagues, learners or clients
  • analysing feedback from a range of sources, and reflecting on the success of the training delivery, as well as own performance.

 

The candidate must be able to show evidence of having conducted a minimum of 100 hours of group facilitation, in addition to any evidence provided of work with individual learners, or in a different learning context.

 

The candidate must show evidence of feedback from at least two peers and 10 learners, and evidence of reflection on this feedback.

 

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

  • the main branches of learning theory incorporating behavioural learning theory, cognitive learning theory, experiential learning theory, information processing theory, and current research on learning as it relates to teaching in an adult environment
  • different delivery modes and facilitation techniques, and their appropriateness for different learners and learning situations
  • the code of practice and/or ethics relevant to the vocational education and training (VET) sector
  • ways in which components of Training Packages, accredited curricula and learning resources can be contextualised to meet the needs of individual learners, without compromising standards.

 


Overview of Assessment

During the program you will complete assessment tasks which are listed, in detail, at the beginning of the course. These tasks may include:

  • Workplace based projects
  • Observation
  • Online assessment (eg discussion forum, blog, wiki)
  • Short-answer knowledge questions
  • Third-party reports

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Equitable Learning Services if you would like to find out more.