TAEDEL401 Plan, organise and deliver group-based learning

Assessment evidence required for this unit of competency

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TAEDEL401 Plan, organise and deliver group-based learning by Mind Map: TAEDEL401 Plan, organise and deliver group-based learning

1. Elements and Performance Criteria

1.1. 1. Interpret Learning environment and delivery requirements

1.1.1. 1.1 Access, read, and interpret learning program documentation to determine delivery requirements Summary of research and record of interviews to determine delivery requirements

1.1.2. 1.2 Use available information and documentation to identify group and individual learner needs, and learner characteristics Capture learner profiles and enrolment documentation with portfolio

1.1.3. 1.3 Identify and assess constraints, and risks to delivery Risk assessment and risk management plan (including OH&S, WHS and risks to effective learning)

1.1.4. 1.4 Confirm personal role and responsibilities in planning, and delivering training, with relevant personnel Session delivery plan

1.2. 2. Prepare session plans

1.2.1. 2.1 Refine existing learning objectives according to program requirements and specific needs of individual learners Learner pathway and learning objective mapping

1.2.2. 2.2 Develop session plans and document these plans for each segment of the learning program Session delivery plan

1.2.3. 2.3 Use knowledge of learning principles and theories to generate ideas for managing session delivery Capture a range of delivery methods in the session delivery plan

1.3. 3. Prepare resources for delivery

1.3.1. 3.1 Contextualise learning materials to meet the needs of the specific learner group Record of interview with learner or client to validate session delivery plan

1.3.2. 3.2 Finalise learning materials and organise facility, technology and equipment needs in time for delivery of learning sessions Session delivery checklist - session delivery plan

1.3.3. 3.3 Confirm overall delivery arrangements with relevant personnel Session delivery checklist includes relevant personnel contact

1.4. 4. Deliver and facilitate training sessions

1.4.1. 4.1 Conduct each session according to the session plan, modified where appropriate to meet learner needs Video recording of session delivery Observation of session delivery, using risk management plan

1.4.2. 4.2 Use the diversity of the group as another resource to support learning Observation of techniques used during session

1.4.3. 4.3 Employ a range of delivery methods to optimise learner experiences Observation of techniques used during session

1.4.4. 4.4 Demonstrate effective facilitation skills to ensure effective participation and group management Observation of techniques used during session Session feedback sheet captures information about participation

1.5. 5. Support and Monitor learning

1.5.1. 5.1 Monitor, and document, learner progress to ensure outcomes are being achieved, and individual learner needs are being met Record learner participation and any formative assessment notes

1.5.2. 5.2 Make adjustments to the delivery sessions to reflect specific needs and circumstances Summary of self-reflection, inforproateing feedback from session feedback sheets

1.5.3. 5.3 Manage inappropriate behaviour to ensure that learning can take place Observation of techniques used during session

1.5.4. 5.4 Maintain and store learner records according to organisational requirements Record and store learner participation appropriately

2. Knowledge Evidence

2.1. 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:

2.1.1. learning theories and principles Session delivery plan

2.1.2. resources available to identify different learner styles Use of learner profiles to inform risk assessment

2.1.3. the relevant industry area and subject matter of the delivery Assessor is satisfied that session is factually correct

2.1.4. the learner group profile, including characteristics and needs of individual learners in the group use of learner profiles

2.1.5. the requirements of the learning program and/or delivery plan, and the content purpose Session observation and summative assessment

2.1.6. different delivery methods and techniques appropriate to face-to-face group delivery Session observation

2.1.7. different techniques for the recognition and resolution of inappropriate behaviours Observation of session delivery

2.1.8. behaviours that may indicate learner difficulties, and the methods used to address these difficulties Observation of session delivery

2.1.9. the purpose of organisational record-management systems and reporting requirements Accurate use of existing organisational records management policies and procedures

2.1.10. evaluation and revision techniques used to improve session plans Review and self-assessment summary provided

2.1.11. specific resources, equipment and support services available for learners with special needs Risk management plan includes contingencies for accessibility or other learner reasonable adjustments

2.1.12. assessment and risk control measures relating to the facilitation of group-based learning Risk Assessment

2.1.13. policies and procedures relevant to the learning environment. Use of designated, organisational or other templates and processes Use of existing WHS/OHS procedures and training policies Use of designated, organisational or other records management, equipment handling and venue management processess

3. Foundation Skills

3.1. Reading

3.1.1. Access, read and interpret documentation relevant to the learning context, including program documents, learning materials, policies and procedures relevant to the context

3.2. Writing

3.2.1. Develops and maintains workplace documentation accurately and in response to required needs

3.3. Oral communication

3.3.1. Uses communication techniques to build rapport and explore requirements facilitates training in an appropriate style for both individuals and groups

3.4. Navigate the world of work

3.4.1. Recognises and follows organisational protocols, policies and procedures relevant to own role

3.5. Interact with others

3.5.1. Cooperates and collaborates with others as part of routine activities to achieve team results, and to confirm that outcomes meet requirements

3.5.2. Recognises inappropriate behaviours and the potential for conflict, and implements strategies to maintain an appropriate learning environment

3.6. Get the work done

3.6.1. Organises and completes work according to defined requirements, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes

3.6.2. Identifies and responds to problems and opportunities for improvement and considers options for different approaches

3.6.3. Uses information and communication technology (ICT) based tools to access, organise, analyse and display information relevant to role

4. Assessment Conditions

4.1. Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to learning program designs in use in the learning environment.

4.2. Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.

5. Performance Evidence

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

5.1.1. facilitating group-based learning by preparing and delivering at least three training sessions, including: at least one session delivered to a learner group of at least eight individuals, with evidence of how the characteristics and needs of this group were addressed at least two consecutive sessions of at least 40 minutes duration, that follow one of the learning program designs, to a learner group of at least eight individuals identifying and responding to individual needs accessing and using documented resources, and any support personnel required to guide inclusive practices.