Assessment for CHCCS427A Facilitate adult learning and development
Resources to Support the Language, Literacy and Numeracy (LLN) components for volunteer literacy tutors and Community Services and Health Care Workers was funded under the Workplace English Language and Literacy Program (WELL) by the Commonwealth Government through the Department of Education, Employment and Workplace Relations (DEEWR). This resource is under license and copyright restrictions. Please refer to the licensing agreement for complete information. Published by Community Services and Health Industry Skills Council Ltd ABN 96 056 479 504 PO Box 49 Strawberry Hills, NSW 2012 Telephone: (02) 9270 6600 Fax: (02) 9270 6601 Email: admin@cshisc.com.au
Contents CHCCS427A Facilitate adult learning and development... 1 Introduction... 1 Assessment tasks... 2 How you will be assessed... 2 The assessment environment... 3 Before you begin... 3 Assessment task 1: Establish learning goals and needs and develop strategies to meet these... 4 Purpose... 4 What your assessor is looking for... 4 Instructions... 4 Assessment task 2: Build and maintain your relationship with your learner... 7 Purpose... 7 What your assessor is looking for... 7 Instructions... 7 Assessment task 3: Close and evaluate the learning relationship... 10 Purpose... 10 What your assessor is looking for... 10 Instructions... 10 Appendix I: Learner needs questionnaire... 12 Appendix II: Individualised learning plan... 13 Appendix III: Session plan... 15 Appendix IV: Observation checklist... 17
CHCCS427A Facilitate adult learning and development Crucial to adapting to rapidly evolving environments is an individual s orientation towards learning, and the range of strategies they can draw on to assist their learning. (Australian Core Skills Framework, Learning ) Introduction Welcome to the assessment tasks for the unit of competency, CHCCS427A Facilitate adult learning and development. To be assessed in this unit you will need to show that you can facilitate individual learning by adults through a collaborative learning relationship. You will need to demonstrate the skills and knowledge of this unit of competency on at least three occasions, over a period of time. You may be: working with three (3) different learners with different learning and development needs, or working with one (1) learner over three sessions, to see a progression in skill development. For the assessment, you will need to: identify the individual learning requirements, needs and goals of your adult learner establish, maintain and develop a learning relationship close and evaluate the effectiveness of the learning relationship. You should be focussing on your learner s learning and development needs, but you will also need to consider any barriers your client has to learning and how strategies will interact with these. These may relate, for example, to the learner s cultural and linguistic background, health, education, influence of first language and personal histories. Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 1
Assessment tasks This assessment is broken down into three (3) different tasks. Task Title 1 Establish learning goals and needs, and develop strategies to meet these 2 Build and maintain your relationship with your learner 3 Close and evaluate the learning relationship How you will be assessed You will be assessed in a number of ways. Your assessor will discuss these different methods with you, and explain: what you need to do, and what you need to show to the assessor. Here are some ways you will be assessed: Demonstration: Your assessor or another person will watch you doing some of these tasks, and provide a record of this. Project: You will do some work then show it to your assessor. Questions: You can answer these in writing or you can tell you assessor the answers. Documentation: You will be compiling some evidence, e.g. documents, resources, computer files, as you start working with your learners. Keep these in a folder to show your assessor, to demonstrate that you have completed certain tasks. Folder of work A good way to show that you have completed the tasks is to put them together in a folder. Your folder could be paper based or electronic and may include: records of communications and discussions with the learner you are assisting oral or written responses to specific questions, using and reflecting on your experiences in working with the learner observation records by the assessor or from another person such as your supervisor of your work with learners examples of resources, plans, strategies and materials you use to assist learners with learning and development needs a video or audio recording of you interacting with a learner (but make sure you ask permission from the learner before you record the interaction). Each folder of work will be different, as your learners needs will be different and the types of evidence you produce will vary. Discuss the possible contents and presentation of the folder Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 2
with your assessor before you start. Make sure it is organised in a way that is easy for the assessor to look at. The assessment environment You may already be working in a role in the community sector where you are working with adult learners to develop their language, literacy and numeracy skills. In this case, you should use examples from your workplace to complete the assessment tasks. If you are not in the workplace, your assessor will arrange a realistic simulated environment with opportunities for you to work with learners with a range of learning and development needs. Before you begin Before you begin, read through all the assessment tasks to see how they relate to each other. Your assessor will talk to you about the requirements of the assessment, and work with you to make sure they are in place. You will need: the learner or learners you will be working with a learning environment (which may be simulated) a supervisor, such as an experienced tutor or your mentor (your supervisor and assessor may be the same person) a copy of the reporting forms provided in the appendices, to guide the assessment. Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 3
Assessment task 1: Establish learning goals and needs and develop strategies to meet these Purpose In this assessment task you will meet with your learner, and then your supervisor, to start to establish your relationship with your learner. This will involve understanding: why your adult learner wants to learn and develop particular learning areas any other issues that might impact on your learner s ability to learn and develop how you will go about addressing your learner s needs and helping them achieve goals what resources and additional people you will need. What your assessor is looking for When assessing you for this task, your assessor will be looking at your: interpersonal and communication skills to start to develop a relationship with your learner understanding of your own role in facilitating your learner s learning and development ability to identify your learner s needs and any issues that may impact the work understanding of the learner s goals and motivations for learning. Instructions This assessment task has two activities to complete. As you complete the activities, make a note of what you have done. You can give details in any format, e.g. in writing, on a computer, give the answers verbally directly to your assessor, or record them. Also keep any documentation which you use or develop to show your assessor and put in your folder of work, for example: your position description typical workplace documents the learner may have to read or complete notes of your meetings and discussions with your supervisor and learner examples of documents your learner has completed that you used to help determine their language and literacy needs. Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 4
Activity 1: Meet with your learner Your first task is to identify the learning and development needs and goals of your learner and what particular learning areas needs to be addressed. Meet with your learner to start developing your relationship. Think about where you will meet with the learner you will want this to be a place that encourages your learner to discuss needs and goals. Get your learner to think about and discuss: what skills and learning they already have, and how they use these what they want to learn and develop (goals) why they want to learn and develop (motivations) how they like to learn (learning styles and characteristics) where they will be learning (learning context) how they might use their new learning and skills (application and context). Use appropriate interpersonal and listening skills to identify their needs and any barriers to learning development and what goals your learner wants to work towards. Be mindful that it might take some time to understand their needs, goals and motivations. If your learner has any particular examples, documents or other materials that will help them talk about what learning and development they want to achieve, make sure they feel free to bring these and discuss them. These might be examples of writing they ve done, job tasks, oral presentations they have to give. Find out from your learner if there are any other particular people they are already in contact with who: need to be involved in their learning or development, and/or the learner wants to be involved. These could be individuals such as supervisors or colleagues at work, teachers or tutors, relatives and support workers. Document your discussions with your learner. Activity 2: Consult with your supervisor to develop strategies and identify supports for learning and development Now that you have met with your learner, and you have an understanding of their learning and development goals and needs, meet and discuss these goals and needs with your supervisor. Your aim is to identify the appropriate learning techniques and processes that will assist your learner to achieve their goals and address their needs. Find out what support you have if you come across any complex situations or other issues when working with learners. Also discuss with your supervisor who you and/or your learner have identified as needing to be involved in your learner s progress, and what supports need to be in place. This may Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 5
include support from the learner s workplace to allow time away from work tasks or study, or a space to learn, or other supports. Develop or adapt any resources that will help the learning, e.g. workplace documents, worksheets, games, photographs, objects, online resources, models. Make sure the resources are suitable for the learner and the context, e.g. workplace specific, relevant to personal life or study. You should also discuss with your supervisor when the relationship is likely to end. This may be dependent on certain events happening, such as your learner gaining independence in learning, achieving goals, circumstances of you and your learner, or if the relationship is not progressing as expected. Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 6
Assessment task 2: Build and maintain your relationship with your learner Purpose Now that you have identified what it is your learner wants to learn and develop, the motivations and how their needs and goals may be achieved, you need to build and maintain a relationship with your learner. What your assessor is looking for When assessing you for this task, your assessor will be looking at your: ability to plan the learning environment, activities and teaching strategies appropriate for the development of your learner s needs use of learning techniques, processes and strategies suitable to the learner s needs to help them reach their learning and development goals ability to adapt or develop resources appropriate for the learner s needs and characteristics use of your learner s experiences and challenges to demonstrate and encourage learning and development modelling of appropriate behaviours to encourage learning and development ability to interact appropriately with the learner in accordance with the learner s social, cultural, religious and linguistic background and physical and mental abilities preparation for sessions use of concepts and terminology relevant to learner needs and context communication and interpersonal skills to build and continue the learning relationship, including providing feedback, encouragement, and dealing with conflict monitoring of your learner s progress, and adjustments to the individual learning plan if necessary contingency skills if a session or activity does not go as anticipated. Instructions You may need to get advice from your supervisor or other specialist during this task. As you complete these activities, make a note of what you have done and keep copies of any resources you will be using to add to your portfolio. Activity 1: Lay the ground work for the learning relationship Create an individual learning plan with your learner. You may find the learner needs questionnaire included at Appendix I helpful. A template for an individual learning plan is available at Appendix II, or you may wish to use one from your workplace. You should use Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 7
the information gathered in Assessment task 1 from your learner and discussed with your supervisor to develop a plan that sets out the fundamental of the relationship. You should include: your learner s goals learning activities and strategies to help the learner achieve these goals how particular needs will be met when you will meet with your learner, and for how long where you and your learner will meet the roles and boundaries of the relationship, so you are both clear on each other s roles in the relationship, and what you can expect of each other how other supports (such as resources or people) will be used to help the learning process how your learner s learning and development, and the relationship, is progressing, and how the learner can raise any issues that they have (e.g. evaluation, and dealing with conflict) when the relationship will end (this might be certain goals are achieved, or at the end of a set period of time, depending on the circumstances of you and your learner) evaluating the relationship. Make sure your learner understands the plan, has input and suggests changes if appropriate, and agrees on the plan. The plan can be used by both of you to guide your relationship, but may also change itself as the relationship goes on. Activity 2: Develop and maintain and the relationship Now that you and the learner understand your roles, needs and goals, you can develop the learning relationship with your learner. In doing so, make sure you: prepare for each session with session plans, resources, strategies and anticipated outcomes use a range of learning strategies to include the learner and cater to their learning styles use appropriate communication and language, suitable to the learner s needs and characteristics build on the strengths the learner already has to develop new areas of learning motivate the learner to achieve their goals and address issues as they arise seek guidance from your supervisor or any relevant people you identified earlier as being of assistance. You should gather evidence of your relationship with the learner and how it is progressing. What you use will depend on the goals of the relationship, but you should include: a diary or journal that details: Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 8
o o each of the sessions, including session plans (a template for a session plan is available at Appendix III, or you may wish to use one from your workplace), activities undertaken in sessions and planned and achieved learning outcomes reflections on significant achievements or progress in learning and in your rapport with your learner, or any obstacles or issues that you and/or the learner needed to resolve, and how these were resolved. copies of any reports on progress that are given to the learner, their workplace, relevant staff, your workplace and supervisor records of communication with others involved in the learner s progress details and/or examples of resources used with the learner examples of the learner s learning and development (e.g. samples of writing, notes from oral presentations by the learner, tasks involving numerical skills). Your assessor will also arrange to observe one of your sessions with your learner. Talk to your assessor about when this will happen, and make sure your learner understands that you are being observed and what this means for them. An observation checklist is included at Appendix IV your assessor may use this form to guide the observation. Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 9
Assessment task 3: Close and evaluate the learning relationship Purpose This assessment task asks you to appropriately finish the learning relationship with your learner, and to evaluate and reflect on the relationship, from both your perspective and that of the learner. What your assessor is looking for The assessor will be looking for the way you: identify the appropriate stage to end the learning relationship close the relationship using appropriate methods and communication skills seek and receive feedback from the learner reflect on your own performance, and identify areas for improvement during or after the relationship evaluate a successful learning relationship. Instructions You may need to get advice from your supervisor during this task. As you complete these activities, make a note of what you have done and keep copies of any resources you will be using to add to your portfolio. Activity 1: Close the relationship with the learner Discuss with your supervisor when the appropriate time is to close the relationship, and how you will do this with the learner. You then need to communicate with the learner about the end of the relationship, and why the relationship is finishing. If the learner will need further assistance, you should help the learner with any referrals or continuing services. Activity 2: Gather feedback on the learning relationship As part of the closing of the relationship, gather evaluation from your learner about their experiences of the learning relationship. You may have evaluation forms used by your workplace that will assist with this, or you may develop your own. A sample evaluation form is included in the Appendices. You should find out from your learner their thoughts on: how their learning developed the usefulness of the activities and strategies you used with them whether their goals reached, or could they see progress towards their goals how they have used, or are hoping to use, new learning and skills developed Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 10
where they would like to go next with their learning and development did they think the relationship was successful, and why. When gathering feedback from your learner, think about the most appropriate way to gather information that encourages the learner to make open and honest comments. Activity 3: Evaluate and reflect Now that you have gained feedback from your learner, use this, along with your own reflections, to evaluate the learning relationship. Discuss your evaluation and reflections with your supervisor. You should consider: did anything the learner provided in feedback surprise you, and why did you think the relationship achieved its goals and/or was successful in other ways what strategies worked well, and how did you know what strategies would you change next time your relationship with the learner how did feel it progressed how your skills and knowledge developed as a person who facilitate adult learning and development. Activity 4: Document the relationship outcomes Complete any documentation required by the learning relationship. These may be reports about the learner s progress to the learner s workplace or place of study, to support workers, or reports you need to make to your organisation. Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 11
Appendix I: Learner needs questionnaire You might like to use this questionnaire to start discussions with your learner about goals and needs. Name of learner Name of tutor Date of discussions Do you work? What sort of work do you do? Have you worked before? What have you done? What education and training have you done before? Did you like it? What skills do you have, or what do you think you re good at doing? What do you think you would like to develop in your skills or abilities? How do you think you would use your new skills or abilities? It might be at work, to help others, to get a new job, to keep going with study. Is there anyone else who you regularly see that you would like to me to talk to, or include in our work together? This might be family, friends, support workers, or other people. What language would you like to use for our learning sessions? Is there anything else you d like to tell me about? Hobbies and interests, sports or cultural groups you re part of, family members and other commitments? Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 12
Appendix II: Individualised learning plan Name of learner: Name of tutor/facilitator: Details of learning sessions: Days/dates: Time: Place: Identified learning goals: Instructions to tutor/facilitator: Instructions to learner: Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 13
Learning processes Required knowledge or skill Learning activity and recommended strategy Learning sequence (Where and when) Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 14
Appendix III: Session plan Facilitator name and contact Delivery details (time and location) Summary of development needs Date: Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 15
Objectives and anticipated learning outcomes Content details Learning resources Learning strategies and activities Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 16
Appendix IV: Observation checklist Your name Observer s name Date Learner name Unit/s of competency Did the candidate: Comments Yes No Encourage learners to develop skills using a range of strategies, for example: visual or audio supports plain English appropriate for learner simplified explanations examples or models of texts build on learner s strengths encourage use of personal word lists provide opportunities to discuss and ask questions other strategies Use interpersonal skills to encourage learner development Use learning materials appropriate for the learner/s Demonstrate sensitivity to cultural issues and individual differences Work to a learning plan Other comments Your signature Observer s signature Trial Assessment for CHCCS427A Facilitate Adult Learning and Development 17