TAEProjects

TAEMAY11day TAEMAYWholeProgram TAEProjects TAExProject4A TAExProject4B&5 Timetable for Delivery on this page for Jun30 and July 21 ** 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

one-on-one skill based coaching session into the plan.
 * ** 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

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

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) || Assessment tool examples for Project 2, 3 & 5 The skill must be different to your first coaching session.
 * In a group of three, write a work-based learning plan for a ‘typical’ learner or small group
 * ** 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 <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 72pt; text-indent: -72pt;"> iv. your coaching space || Instructional design

Coaching plan template

Resources

Observer’s checklist

Record(s) of the result

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 * ** Project 4: LEARNING PROGRAMS ** || ** Documents to hand in ** ||
 * <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">A. Work in a small group to prepare a learning program based on an identified training need and referenced to a standard. || <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 15.85pt; text-indent: -14.15pt;">A. Learning program template

Instructional design

Course Guide

|| <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">Note: In Project 5A, you will develop the session plans and other required resources for this learning program. || <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 15.85pt; text-indent: -14.15pt;">B. Learning program template
 * <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">B. Develop a second learning program based on an identified training need and referenced to a standard.

<span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 15.85pt; text-indent: -14.15pt;"> Instructional design

<span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 15.85pt; text-indent: -14.15pt;">Course Guide

<span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 15.85pt; text-indent: -14.15pt;"> || <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">and that you will facilitate within this group.
 * ** Project 5: FACILITATE A GROUP ** || ** Documents to hand in ** ||
 * <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">A. Prepare two sequential session plans, learning and assessment resources that are part of your learning program

// 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 <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -14.2pt;">and apply the new learning × demonstration of your interpersonal, communication and facilitation skills <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -14.2pt;">for different individual learner needs and group management × demonstration of the adult learning principles and VAK // If you use PowerPoint slides you must // <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -70.9pt;"> i. use a maximum of 10 slides in each session (12 if pictures or video clips are included) //and// <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -70.9pt;"> ii. include minimal text on each slide (eg. 6 bullet points, 6 words per point) <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -70.9pt;"> – add pictures, graphs, colour, other for visual appeal <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;"> You will need to prepare: <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -70.9pt;"> i. two sequential, detailed session plans <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -70.9pt;"> ii. resources (eg. learning activities, handouts, PPTs, operational documents, etc) <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -70.9pt;"> iii. an assessment tool <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 70.9pt; text-indent: -70.9pt;"> iv. feedback sheets for your learners to complete || <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 15.85pt; text-indent: -14.15pt;">A. Two detailed lesson /session plans

Resources (eg. PPTs, learning activities, handouts, other as applicable)

|| <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">observing your sessions. <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 72pt; text-indent: -72pt;"> i. The first session will be facilitated with a small group of your course colleagues <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 72pt; text-indent: -72pt;"> ii. The second session will be facilitated with a different small group of your course colleagues <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 72pt; text-indent: -72pt;"> iii. Participate in other group sessions and reviews
 * <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">B. Facilitate two sequential group learning sessions, each of 40-45 minutes duration with Rob and/or Alison

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 || <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 15.85pt; text-indent: -14.15pt;">B. Two observation checklists from trainer and peer assessor

Feedback sheets from your learners || <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">make an assessment decision and record the outcome(s) || <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 15.85pt; text-indent: -14.15pt;">C. Assessment tools including a record of the result ||
 * <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">C. Assess the competence of your learners, provide feedback to the learner(s),

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, <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">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 <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 36pt; text-indent: -18pt;">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

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<span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;"> a process of validating the selected assessment tool(s) and/or assessment process.
 * ** Project 7: VALIDATE IT ** || ** Documents to hand in ** ||
 * <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">A. In a group, use the validation tool and meeting minute templates to guide you through

<span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 1cm; text-indent: -1cm;"> 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 || <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;"> a process of validating the selected assessment tool(s) and/or assessment process.
 * <span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;">B. In a group, use the validation tool and meeting minute templates to guide you through

<span style="color: black; font-family: Calibri; font-size: 10pt; margin: 0cm 0cm 0pt 21.3pt; text-indent: -21.3pt;"> 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

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