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FACILITATE INDIVIDUAL LEARNINGTAADEL403B<br />Presenters:<br />Julie Waldock,  Jess Westwick<br />Sandra Love<br />
DESCRIBE THE IDEAL WORKPLACE LEARNING ENVIRONMENT<br />An ideal workplace learning environment contains three main compone...
HOW DO ENSURE THAT THE LEARNING/WORK ENVIRONMENT IS SAFE FOR YOUR LEARNERS<br />The learning environment should comply wit...
IDENTIFY GOALS FOR INDIVIDUAL LEARNING<br />Career advancement or redirection<br />Change of life direction<br />Increase ...
WHAT’STHE DIFFERENCE BETWEEN COACHING AND MENTORING?<br />Coaches are job focused and performance oriented directing learn...
DESCRIBE THE IMPORTANCE OF CLARIFYING EXPECTATIONS OF THE LEARNING RELATIONSHIP<br />It is important to clarify and agree ...
IDENTIFY EXAMPLES OF EQUITY AND ADDITIONAL SUPPORT NEEDS<br />Aboriginal and Torres Strait Islanders support<br />Communit...
WHAT IS THE POINT OF AN INDIVIDUALISED LEARNING PLAN<br />To ensure learning goals are achieved<br />To ensure contingency...
WHAT ARE THE CHARACTERISTICS OF A GOOD FACILITATOR?<br />A good facilitator allows learners to discover solutions to probl...
WHAT CLUES WILL GIVE YOU INFORMATION ABOUT YOUR LEARNER’S PROGRESS<br />Evidence of problems<br />Evidence of frustration,...
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Facilitate individual learning

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Facilitate individual learning

  1. 1. FACILITATE INDIVIDUAL LEARNINGTAADEL403B<br />Presenters:<br />Julie Waldock, Jess Westwick<br />Sandra Love<br />
  2. 2. DESCRIBE THE IDEAL WORKPLACE LEARNING ENVIRONMENT<br />An ideal workplace learning environment contains three main components:<br />The individual learner<br />The content of learning<br />The facilitator<br />The ideal learning environment provides for:<br />Organisational supports and values training and learning<br />Training and learning are an integral part of the strategic planning cycle<br />Customised training to increase workforce capability, performance and productivity<br />Individual customised training<br />Training is facilitated through networks, partnerships and supply chains<br />
  3. 3. HOW DO ENSURE THAT THE LEARNING/WORK ENVIRONMENT IS SAFE FOR YOUR LEARNERS<br />The learning environment should comply with OHS regulations. <br />Areas of importance are:<br /> Individualised learning, anti discrimination, equal opportunity, racial diversity, duty of care, hazard reporting, emergency procedures, licensing requirements, workplace agreements and awards, privacy, safe use of equipment<br />
  4. 4. IDENTIFY GOALS FOR INDIVIDUAL LEARNING<br />Career advancement or redirection<br />Change of life direction<br />Increase workplace productivity<br />Learning a new skill, area of knowledge or competency<br />Relationship development<br />Setting personal directions and achievements<br />
  5. 5. WHAT’STHE DIFFERENCE BETWEEN COACHING AND MENTORING?<br />Coaches are job focused and performance oriented directing learners to an end result<br />Whereas -<br />Mentors are career focused, supporting a learner individual growth and maturity<br />
  6. 6. DESCRIBE THE IMPORTANCE OF CLARIFYING EXPECTATIONS OF THE LEARNING RELATIONSHIP<br />It is important to clarify and agree on the boundaries and expectations of the relationship to ensure neither party becomes disappointed with the learning process<br />
  7. 7. IDENTIFY EXAMPLES OF EQUITY AND ADDITIONAL SUPPORT NEEDS<br />Aboriginal and Torres Strait Islanders support<br />Community support<br />English language, literacy and numeracy support<br />Counselling services<br />Ethnic support services<br />Interpreting services<br />
  8. 8. WHAT IS THE POINT OF AN INDIVIDUALISED LEARNING PLAN<br />To ensure learning goals are achieved<br />To ensure contingency plans are met<br />To ensure the logistics and structure of the learning relationship are understood<br />To ensure OHS regulations are met<br />
  9. 9. WHAT ARE THE CHARACTERISTICS OF A GOOD FACILITATOR?<br />A good facilitator allows learners to discover solutions to problems, they don’t provide answers to problems<br />They keep sight of the learning goals<br />They encourage learners to share their expertise<br />They initiate discussions and encourage autonomy<br />They champion a learner centred approach to learning and avoid teacher centred models<br />They have no need to expound their own expertise but they do highlight the expertise of learners<br />They see diversity as an asset rather than a form of separation<br />They create an environment free from discrimination and one in which the learner feels safe to express his/her uniqueness<br />
  10. 10. WHAT CLUES WILL GIVE YOU INFORMATION ABOUT YOUR LEARNER’S PROGRESS<br />Evidence of problems<br />Evidence of frustration, distraction or stress<br />Stagnation in the learning process<br />The level of communication within the relationship<br />The level of dependence/independence in the relationship<br />Absences<br />Ease of undertaking learning activities<br />Engagement in the learning process<br />

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