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Presented by:<br />Fiona McQuie <br />Hanna Koren – Ryan<br />Geraldine Edar - Ralph<br />
Overview of delivery units	<br />Plan and organise <br />group based delivery<br />
Learning Principles<br />Learning needs to be learner-centered<br />The learning process need to support increasing learni...
Learning Theories<br />Behavioral learning<br />Learning is defined as the acquisition of new behavior through conditionin...
Cognitive Learning<br />Learning is defined as the active mental process of acquiring, remembering and using knowledge<br />
Constructivist Learning<br />Learning as the process in which learners actively construct knowledge from their own experie...
Information Processing<br />Learning is defined as the use and application of short term memory<br />
Situational Learning<br />Defines learning as the <br />act of membership in <br />a community of practice<br />
Problem Based Learning<br />Encourages learners to become independent and creative thinkers, closely connecting them with ...
Pedagogy<br />Teachers direct the learning process and take responsibility of what is to be learnt and how it is to be lea...
Andragogy<br />Is the process of engaging adult learners in the learning experience<br />
Instructional Design<br />structuring information in a way that encourages learning participation<br />Presenting material...
Establishing the learning context<br />When planning a group based delivery it is important to identify where the learning...
Identify the needs and characteristics of learners<br />Their existing generic, underpinning and technical skills<br />The...
How to identify the needs and characteristic of learning<br />Ask the learners<br />Refer to enrolment information or empl...
Types of VET Learners<br />Existing industry or enterprise employees<br />School leavers or new entrants to the workforce<...
How would you ensure your delivery ideas suit the learners<br />Discussions with the learners themselves<br />Analysis of ...
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Group Based Delivery

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Transcript of "Group Based Delivery"

  1. 1. Presented by:<br />Fiona McQuie <br />Hanna Koren – Ryan<br />Geraldine Edar - Ralph<br />
  2. 2. Overview of delivery units <br />Plan and organise <br />group based delivery<br />
  3. 3. Learning Principles<br />Learning needs to be learner-centered<br />The learning process need to support increasing learning independence <br />The emphasis must be on experiential and participative learning<br />Learning need to involve modeling<br />The learning process needs to reflect individual circumstances and needs<br />Adults have a range of life experience which they can connect to learning<br />Adults need to know why they are learning something and it’s benefits<br />Adults need to be self - directing<br />
  4. 4. Learning Theories<br />Behavioral learning<br />Learning is defined as the acquisition of new behavior through conditioning<br />
  5. 5. Cognitive Learning<br />Learning is defined as the active mental process of acquiring, remembering and using knowledge<br />
  6. 6. Constructivist Learning<br />Learning as the process in which learners actively construct knowledge from their own experiences<br />
  7. 7. Information Processing<br />Learning is defined as the use and application of short term memory<br />
  8. 8. Situational Learning<br />Defines learning as the <br />act of membership in <br />a community of practice<br />
  9. 9. Problem Based Learning<br />Encourages learners to become independent and creative thinkers, closely connecting them with the learning content<br />
  10. 10. Pedagogy<br />Teachers direct the learning process and take responsibility of what is to be learnt and how it is to be learned<br />
  11. 11. Andragogy<br />Is the process of engaging adult learners in the learning experience<br />
  12. 12. Instructional Design<br />structuring information in a way that encourages learning participation<br />Presenting material in a logical order and sequence<br />Presenting material in order of increasing difficulty<br />Providing opportunity for learners to practice the skills that they are learning<br />
  13. 13. Establishing the learning context<br />When planning a group based delivery it is important to identify where the learning will occur, for example:<br />In the workplace<br />In a simulated work environment<br />In a training room<br />In a specialist environment <br />In an external venue<br />In an internal venue<br />In a community setting<br />
  14. 14. Identify the needs and characteristics of learners<br />Their existing generic, underpinning and technical skills<br />The LLN requirements<br />Past learning and work experience<br />Personal development and growth<br />Physical and physiological needs<br />Preferred learning styles and employment status<br />Maturity level <br />Cultural background and needs<br />Level of formal schooling<br />Length of time as a Australian resident<br />
  15. 15. How to identify the needs and characteristic of learning<br />Ask the learners<br />Refer to enrolment information or employment records<br />Access to organizational training needs analysis or RPL accessment<br />
  16. 16. Types of VET Learners<br />Existing industry or enterprise employees<br />School leavers or new entrants to the workforce<br />Those seeking new skills and knowledge<br />Those seeking to upgrading existing skills and knowledge<br />Those changing careers<br />Unemployed<br />Learners with a disability<br />Members of indigenous communities or background<br />Recent migrants or overseas students<br />Individuals or groups seeking to meet licensing or other regulatory requirements<br />
  17. 17. How would you ensure your delivery ideas suit the learners<br />Discussions with the learners themselves<br />Analysis of any information that they provide to you<br />Must identify cultural, disability, LL&N needs of individual learners<br />Source: Shea Learner Guide – Delivery and Facilitation Field TAADEL401B<br />
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