TAEDEL402A-topic6
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This document discusses facilitation skills and learning styles. It identifies different learning styles such as visual, auditory, kinesthetic (VAK) and left/right brain dominance. It also describes PART, global/analytical, and logical/reflective thinking styles. The document advises facilitators to consider these various learning styles when planning training in order to engage all learners. It suggests using a content cycle that moves from big picture to details when facilitating to different learning preferences.
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Taeass301 a topic2
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Competency-based assessment in vocational education and training (VET) measures people against defined standards rather than comparing them against each other. Evidence for assessment can come from samples of a candidate's work, observation checklists, interviews, supervisor reports, answers to questions, and documents completed by the candidate. The document outlines how to contribute to the assessment process by planning to gather evidence for assessment according to competency standards.
Taeass301 a topic5
This document discusses reporting assessment evidence and improving the assessment process. It explains that at the end of the session, participants should understand how to report evidence to qualified assessors, identify if assessments meet principles and rules of evidence, and document areas for improvement. It outlines the principles of assessment, including reflecting all competency components and being flexible in approach and timelines. It also describes the rules of evidence, such as the candidate's ability to currently perform tasks according to standards and the work being their own and verifiable. Areas to improve assessments are also addressed.
Taeass301 a topic4
This document discusses how to collect evidence for assessment. It outlines preparing the candidate by informing them of the assessment process and addressing any limitations or safety issues. It also explains how to gather evidence, such as through observation, questions, and documentation, as well as informing candidates of the next steps after assessment.
Taedel301 asession1
Organize and plan training instruction, conduct demonstrations and simulations to develop skills, and review personal performances. To be assessed as competent, trainees must conduct three training sessions using different techniques and effective communication skills. The first session introduces workplace training and how to consider the three aspects of performance and break down tasks. Trainees will practice breaking down rescue tasks into steps.
Bsbcmm401 asession3
The session focused on wrapping up presentation activities and completing the Trainer skill set workshop. Participants discussed feedback and evaluations of the workshop. Certificates were distributed to signify completion of the Trainer skill set training.
Bsbcmm401 asession2
The document provides tips and strategies for effective communication. It discusses the importance of listening to understand rather than reply, giving full attention, keeping an open mind, and summarizing what was said. It also addresses different communication channels like email, meetings, and notice boards. Finally, it lists tips for good communication such as team involvement, creating a consultative environment, supporting consultation, and giving feedback.
Taedel301 asession4
This session covers evaluating and training, including practicing communication and feedback skills, reviewing the learner's and trainer's performance, and considering record keeping requirements. The key points are: monitoring the trainee's performance through regular communication and practice; checking that performance meets workplace standards; providing feedback on work skills that focuses on both positives and negatives; and maintaining accurate records of training at the individual, local, and state levels according to public record requirements.
Taedel301 asession3
This document provides an overview of session 3 of a training program which focuses on delivering training and resolving conflict. It discusses different delivery techniques, coaching approaches, group dynamics, types of conflict and steps to help transfer knowledge from training to the job including using training aids, coaching, setting goals, incentives, communication, engagement and follow up. The document emphasizes applying skills on the job and measuring performance to ensure training is effectively transferred.
TAEASS403A topic1
Validation ensures that assessment processes and outcomes are appropriate, effective, consistent, and reliable. It involves collecting and analyzing assessment information to identify improvements to systems, processes, practices, resources, and outcomes. Validation can occur through meetings, networks, peer review, and panels. It takes place after implementation of an assessment and throughout the life of the assessment.
TAEASS403A topic3
The document discusses how to contribute to assessment validation outcomes. It states that information from the validation process should be analyzed to identify ways to improve assessment, such as revising evidence collection processes or assessor training. Recommendations for improvements like changes to policies or assessment tools should then be documented in an action plan and records kept to ensure the recommendations are implemented and the process is continuously improved.
TAEASS403A topic2
This document discusses contributing to assessment validation by participating in assessment validation activities. It outlines that assessment validators can come from internal or external sources, including assessors, industry representatives, and technical experts. Their roles may include reviewing assessment tools and materials, providing feedback on candidates' experiences, and evaluating tools against assessment principles. The document lists materials commonly used in validation, such as units of competency, assessment strategies, completed assessment tools, and policies. It describes templates used to structure validation discussions around topics like how well tools address units and the acceptability of evidence. Participants are encouraged to identify a validation process to engage in and determine their role.
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skeleton System.pdf (skeleton system wow)
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2- ุชุญุชูู ุนูู 78 ุฑุณู
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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TAEDEL402A-topic6
- 1. Topic 6:Facilitation Skills TAEDEL402A Plan, organise and facilitate learning in the workplace ยฉ 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook pages 33to 36
- 2. At the end of this session you should know how to: identify the different learning styles consider ways to adjust your facilitation to suit the variety of learning styles. ยฉ 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook page 33
- 3. Learning styles visual, auditory, kinaesthetic (VAK) left hemisphere/right hemisphere PART learning styles global and analytical learners. If you have completed TAEDEL401A, you can skim through the following information ยฉ 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook page 33
- 4. One learning style - VAK ยฉ 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook page 33
- 5. PART style Logical thinker Organised Follows a plan Follow direction Works independently Problem solvers Like to do things and get results Abstract thinkers Decision makers Enthusiastic Passionate Dynamic Comfortable with others Concrete thinkers Like to take time to reflect Need time to consider before making decisions Believe in their own experience IBSA Participant Workbook page 34
- 6. Left hemisphere/right hemisphere IBSA Participant Workbook page
- 11. specific
- 12. step-by-step
- 13. start at the beginningIBSA Participant Workbook page
- 14. Implications for training The content cycle: ยฉ 2010 Innovation and Business Industry Skills Council Ltd IBSA Participant Workbook page 35
- 15. The next step You should now: organise content for effective delivery. ยฉ 2010 Innovation and Business Industry Skills Council Ltd