ProjectsPage

=TAEMay-eve= InformationPage TimetablePage ClassPage
 * PROJECTS **

** INSTRUCTIONS AND CRITERIA **
 * PROJECTS ||
 * Project 1 VET Sector ||
 * Project 2 COACH A COLLEAGUE - PLANNED LEARNING AT WORK ||
 * Project 3 TRAIN A TRAINER - PLANNED LEARNING AT WORK ||
 * Project 4 LEARNING PROGRAMS ||
 * Project 5 FACILITATE A GROUP ||
 * Project 6 Conduct an RPL ||
 * Project 7 VALIDATE IT ||
 * Project 8 PAST PRESENT FUTURE ||
 * Cover Sheet for projects ||
 * Mapping Projects with Cert IV TAA Units ||

** General information ** Projects will frequently be discussed and referred to during the program. Each Project is written with instructions in the left column and a summary of the documents you need to submit in the right column. × use the left hand column and templates as your guide to ensure your work meets the standards × use the right hand column as your checklist to ensure you hand in the relevant documents Put your name on, and collate your documents, before handing them in (use the attached Cover Sheet for projects).

Results sheet indicating what you need to submit during the program. You will receive a results update during the program ||
 * ** Project 1: VET Sector ** || ** Documents to hand in ** ||
 * Individual task searching for your Training Package / Accredited course in your area of expertise. || Document template to be filled in with web based research


 * ** Project 2: COACH A COLLEAGUE - PLANNED LEARNING AT WORK ** || ** Documents to hand in ** ||
 * A. Write a work-based learning plan for one of your colleagues in this program and include a one-on-one skill based coaching session into the plan.

To do the coaching session you will work in a small group where you are the coach, a colleague is your learner and another colleague observes the session and writes feedback for you. After the session each small group will review the session from the different perspectives.

You will need to: i. discuss the learning needs with your colleague so you can plan specifically for their needs ii. identify one or more achievable outcomes for the session //and// prepare: i. an instructional design ii. a coaching plan iii. resources, as relevant to your session iv. an activity to check learning v. your work space on the day

B. Coach your colleague on the skill you have identified from the needs analysis and plan, above. You will need to ensure your session includes: × demonstration and instruction on the skill × learner practice with your guidance and support × demonstration of your effective interpersonal and communication skills || A. Work-based learning plan template 1

Instructional design

Coaching plan

Resources (as applicable)

Record(s) of the result

B. Checklist from your observer || that you are likely to need to train on-the-job in the future. || Work-based learning plan template 2 (one per group)
 * In a group of three, write a work-based learning plan for a ‘typical’ learner or small group

|| Sample assessment tools for projects 2, 3 & 5 The skill must be different to your first coaching session.
 * ** Project 3: TRAIN A TRAINER ** ** - PLANNED LEARNING AT WORK ** || ** Documents to hand in ** ||
 * Coach a different colleague from this program on a skill that will help them in their role.

To do the coaching session you will work in a small group where you are the coach, a colleague is your learner and another colleague observes the session and writes feedback for you using a checklist. After the session each small group will review the session from the different perspectives.

You will need to ensure your session includes: × presentation of information × demonstration and instruction × learner practice with your guidance and support × demonstration of your effective interpersonal and communication skills × an assessment activity

You will need to prepare: i. an instructional design ii. a coaching plan iii. resources including an activity to check learning and other, as relevant iv. your coaching space || Instructional design

Coaching plan template 2

Resources

Observer’s checklist

Record(s) of the result

||

referenced to a standard. || A. Learning program template
 * ** Project 4: LEARNING PROGRAMS ** || ** Documents to hand in ** ||
 * A. Work in a small group to prepare a learning program based on an identified training need and

Instructional design

Course Guide



|| Note: In Project 5A, you will develop the session plans and other required resources for this learning program. || B. Learning program template
 * B. Develop a second learning program based on an identified training need and referenced to a standard.

Instructional design

Course Guide

||

// The session plans must include // × Learning outcome(s) × Structure × The content to be delivered × Topics × Timing × Delivery techniques × Learning activities × Resources // Each session must include: // × at least one learning activity, that helps the learners explore new concepts/information/skills and apply the new learning × demonstration of your interpersonal, communication and facilitation skills for different individual learner needs and group management × demonstration of the adult learning principles and VAK // If you use PowerPoint slides you must // i. use a maximum of 10 slides in each session (12 if pictures or video clips are included) //and// ii. include minimal text on each slide (eg. 6 bullet points, 6 words per point) – add pictures, graphs, colour, other for visual appeal You will need to prepare: i. two sequential, detailed session plans ii. resources (eg. learning activities, handouts, PPTs, operational documents, etc) iii. an assessment tool iv. feedback sheets for your learners to complete || A. Two detailed session plans
 * ** Project 5: FACILITATE A GROUP ** || ** Documents to hand in ** ||
 * A. Prepare two sequential session plans, learning and assessment resources that are part of your learning program and that you will facilitate within this group.



Resources (eg. PPTs, learning  activities,  handouts, other  as applicable) || i. The first session will be facilitated with a small group of your course colleagues ii. The second session will be facilitated with a different small group of your course colleagues iii. Participate in other group sessions and reviews
 * B. Facilitate two sequential group learning sessions, each of 40-45 minutes duration with Teacher /Peer observing your sessions.

You will need to ensure your session includes: × demonstration of your effective interpersonal and communication skills × demonstration of your effective individual and group management skills × learner practice with your guidance and support × formative assessment || B. Two observation checklists from Rob or Alison

Feedback sheets from your learners ||
 * C. Assess the competence of your learners, provide feedback to the learner(s), make an assessment decision and record the outcome(s) || C. Assessment tools including a record of the result ||

1. RPL assessor, 2. RPL candidate, 3. Observer, then participate in a group review.
 * ** Project 6: Conduct an RPL ** || ** Documents to hand in ** ||
 * In a group, prepare for three RPL assessment role plays. In the role plays you will work in groups of 3 to play three roles

For each role you will need to: 1. // RPL assessor: // Prepare an assessment agenda, facilitate an RPL interview with a candidate, make an assessment decision and use an assessment tool to record the result 2. // RPL candidate: // Choose the ‘evidence’ to present in the RPL interview and discuss the evidence with your assessor 3. // Observer: // This is a passive role. Use the observer checklist to provide the RPL assessor with written feedback. || // As the RPL Assessor: // Agenda

Assessment records

Copy of the candidate evidence

Checklist from your observer

||

of validating the selected assessment tool(s) and/or assessment process.
 * ** Project 7: VALIDATE IT ** || ** Documents to hand in ** ||
 * A. In a group, use the validation tool and meeting minute templates to guide you through a process

You will need to ensure you: × demonstrate effective interpersonal and communication skills × demonstrate your active participation in discussion and/or decision making × use the validation tool to keep accurate, comprehensive records ||  A. // Per group: // Meeting minutes

Validation tool || of validating the selected assessment tool(s) and/or assessment process.
 * B. In a group, use the validation tool and meeting minute templates to guide you through a process

You will need to ensure you: × demonstrate effective interpersonal and communication skills × demonstrate your active participation in discussion and/or decision making × use the validation tool to keep accurate, comprehensive records ||  B. // Per group: // Meeting minutes

Validation tool ||

to ensure they have continuous improvement in practice to enhance the outcomes of learners.
 * ** Project 8: PAST PRESENT FUTURE ** || ** Documents to hand in ** ||
 * This is a reflective process that is critical for trainers and assessors in an organisation,

Write a report that summarises what you expected from the program, what you learnt across the program components and how you will apply the learning on the job in the future. || Written report ||