HOLISTIC REPORT
By
Candidate Name: Nguyen Thai Bao
Submission Date: 09 July 2016
Qualification: 1106-21 (Level 3 Advanced Diploma in Training and Assessing)
Unit 101: Identify a
good and a bad learning experience in terms of teaching/training cycle
Identify Learner Needs
My learner’s name is Ta Van Cuong. He graduated
from Hanoi University of Science and technology. He is a bachelor of science in controlling and automatic engineering. He has 5 year
experience in the field of oil and gas project training. He delivered some
courses about measuring instruments such as pressure, level, flow and
temperature gauges, transmitters, Sensors, RTD... for students age from 18 to
25. We had a conversation on the phone to talk briefly his demands about
electrical field. Then we made an appointment to discuss more detail about the
upcoming course in the first training day of level 3 1106-21 (Level 3 Advanced Diploma in Training &
Assessing) that will takes place in 1st June 2016. For more information on
learning styles and initial assessment, I sent some document such as
pre-program and VARKM questionnaire to him by email and asked him completed
them before we met.
After finishing 1106 level 2, I still remember
that the needs of a learner represent the gap or barrier between what the learner wants to get out of
the learning experience and his current state of
knowledge and skill. The first at all, I need to identify learner needs before commencing other things. There is no single best way to gather information
about learner needs. In many situations, instructors can anticipate learner needs
based on their prior knowledge about learners who have completed similar
instructional sessions. There are many ways to know the
learner needs. In my opinion, I got information from my learners through
several ways as below:
-
Invite learners to ask questions about the course and to express
any concerns about prerequisite skills.
-
Ask students to write about a topic that will provide insight into their attitudes,
expectations, and motivation for
the course
-
Probe learner needs by having learners individually list their positive and negative
experiences in prior courses
-
Construct a survey to explore learners’ learning preferences such as learning style (VARKM questionnaire), their prior experience, and their motivation to
learn the subject matter.
In the first training day, I prepared to go to
Bai Dau campus. Suddently, I saw my bike was broken and I had to take it to the
nearest garage to repair. Therefore, I was late for 20 minutes and felt nervous
about that. However, I felt very happy to meet my teacher again, he is Mr
Wengkai whom I learnt a lot of things from in level 2 1106. He said “hi, Bao” and
ask me about my healthy. It makes me feel more confident and friendlier with my
teacher. Next, teacher invited all of us stand in a round and introduce oneself
one by one as warming up. Then, he introduced other teacher, Mr.Luis with a
long hair and nice suit. Then, Mr.Luis said hello and introduced himself with
us. After that, Teacher gave us some piece of pink note and asked us answer two
questions about strength points and what thing wanted to be improved. All of us
wrote the answers immediately into note and posted it on the flipchart. I
thought that this is the way teacher wants to probe our arm and divide us into
suitable groups. Next, Teacher talked about the outline of this course which
could help me easily get overview of content need to learn.
In this session, teacher also introduced us
extra way to identify learning styles for training is ARTP. ARTP is the acronym for the four learning
styles of activist, theorist, reflector and pragmatist. An activist is someone
who learns by being engaged in action, by participating in lots of activities
and like to move from one challenge to the next; A reflector is someone who
will listen, and then think about the information in depth. They are often
happy to try something out and think again, and then have another go; A
theorist is someone who needs time to consider the information given, and will
probably do some research of their own; A pragmatist is someone who works
logical through situations and challenges. They also like to try out their
learning through carrying out practical tasks. When training, trainer must
always remember that trainer will probably have all four learning styles within
any one group, and ensure that they use resources and activities that will
engage and support every learning style.
Teacher reminded us about training cycle includes identifying
learner needs, plan and design the suitable training, deliver the training to the learner, assess the training results and evaluate the training and
improvement. We discussed together to explain and clarify five elements in this
training circle.
Finally, I found that the most needs he wants to
learn and improve in the first course are understanding about working principle and applications of the multi-meter
and Practice with
real equipment to improve skills.
In addition, I also recognized some particular
requirements of my learner to organize this course better. He want to have a
classroom which will be climate controlled (heating & cooling) for comfort
and will have training aids such as multi-media projector, adequate lighting to
facilitate learning.
After finishing the meeting, we completed some
forms as below:
-
An initial assessment
-
A diagnostic meeting
-
A learning plan
-
A learning program/scheme of work
Unit 102 and 103: Describe the materials, activities
and resources to be used during teaching/training sessions.
Planning a training
session
After completing identifying the learner’s
needs, trainer should move on next element is “planning a training session”.
You need to plan your training sessions to make sure that you conduct all the
criteria of the syllabus; that you are not sidetracked by your learners; and
that your teaching methods, the topic, the resources and activities you are
using are appropriate for your learners.
Base on some information collected from identifying
learner’s needs, I started to design the training contents as the follows:
Firstly, I chose some suitable syllabuses about
electrical equipment to take lesson plan. At the same time, I also check and
prepare some training resource such as training location or venue, suitability of facility and
equipment, weather conditions, availability of time and schedule. Then, I designed some
slides to support my presentation. Then, I filled detailed information of my
training plan in session plan and evaluation form include timing,
objective/learning outcomes, training resources, teacher/trainer activities and
learner activities. Timing frame would help me on time in the steps of
presentation. The timing lets me know where I am in the session, whether i need
to speed up or slow down, take activities out or add more in, in order to
finish your session on time. I listed the resources helps me to make sure have
the resources and equipment that i need, to hand, when you need them. I gave
some activities of trainer reminder me about what i should be doing to
help learner achieve learner’s airms in teaching and learning. Each trainer
activity must appropriate with each learner activity. After that, I used
assessment methods such as question, observation, witness testimony. By my
learner’ learning style is a pragmatist, so I need to give a lot of activities
and prepare fully equipment, material in practice.
Based on the presentation schedule, I would present at 10:45 AM on 3rdJune 2016. Therefore, before 30 minutes, I to check
out the venue settings, local health and safety regulations and make sure that the
flipcharts, board, projector, light and air conditioner were in service. In my
preparation, I identified and selected relevant resources and materials for the session includes a laptop, pointer, slides,
material handouts, textbooks, multi-metter, electrical components and equipment…
Deliver training
After completing design and plan for training session, now trainer is ready
for deliver training. This is the step we using the training method,
communication with learner and transfer the knowledge, skills and attitude to
learner.
First at all, I had to check training room or workplace complying with all
local health and safety regulations. Before beginning my presentation, I had a
incident with connecting from laptop to projector. I found some ways to fix it
but still not be connected. Unfortunately, when I restart both my laptop and
projector, they already run well. Then, i reminded learners some issues about
safety and health in training area. Next, I divided class into some groups and
arranged suitable seating. There are many ways to arrange seating and setting
up the class rom. Due to characteristic of subject, I set up classroom with Desks
in a U – Teacher in Front. This design is ideal for teacher-oriented
instruction and individual note-taking, work, or testing. When students are all
facing the teacher, or a chalkboard or projector screen, they will all be
simultaneously exposed to the same information. The implication here, too, is
that the teacher is speaking and students are silent or expected to raise
hands. the teacher-in-front setup implies that more of the focus is on the
teacher’s instruction. However, this U-design implies that student discussion
and presentation will also be an important part of the mix.
Next, I introduced aims and objectives of training session and oriented for
learners imagine what they need to achieve after finishing this session. I always
remembered the nemonic KISS which my teacher taught me previous course Level 2 writing
objectives: Keep It Short and Simple. I also wrote objectives comply with
SMART: Specific, Measurable, Achievable, Realistic and Time bound
Then, I mentioned some problems taking place in living and working
regarding to maintaining, repairing civil electrical equipment, electrical appliances
and gave some useful information to help learner know how to solve those
problems. The purpose of this mention is to warm up or ice breaker my learners.
There are a lot of activities that we can do to make warm the class. It belongs
to trainer, learner and delivering subject. this help the learners stop
thinking about their works, family, some things make them worry...and
concentrate on the lesson. Ice breaker help learners know each others when they
are the first come to the class, bring people closer.
After that, I asked some questions about the previous lesson. this make them review the lesson, some ones forget some ones on remember so
they help each other to remember all. after that I ask them about advantages
and disadvantages of the ammeter, ohmmeter, voltmeter that they
have leaned before, so I link their ideas to the new lession.
I always make formative assessment, because the learners will pay attention to the material and to know whether they
already understood and applied new knowledge or not. That was also the way to determine whether training achieved its goals.
In
conclusion, I reviewed some key points
and important content in all lesson. I required
the learners reminded some ways to measure
current, voltage and resistance.
For
evaluation the learner’s skill, I gave them real component required them using
equipment to check operation. They practiced the
test follow my requirement under my observation. When the test time was over, I gave them
feedback and took action plan for next session
Unit 104: Explain principle and
types of assessment
Assessment
In this course, my teacher introduced some assessment
methods. Firstly, he show a list of assessment methods and required us complete
quiz to identify difference of each method. It is very difficult to distinguish
those assessment methods. Then, we finish quiz, teacher show us answers to
compare to our answers. After that, teacher explained detailed each question.
that helped us clarify about difference of assessment methods and how to apply
them to assess in particular case. The most common assessment methods are:
observation, written question and answer, verbal question and answer, professional
discussion, product evidence, test, projects, assignments, recognizing prior
achievement, witness testimony.
Assessment for learning is best described as a process
by which assessment information is used by trainers to adjust their teaching strategies,
and by learners to adjust their learning strategies.
Assessment, teaching, and learning are inextricably
linked, as each informs the others.
Assessment is a powerful process that can either
optimise or inhibit learning, depending on how it’s applied.
For trainer:
Assessment for learning helps teachers gather
information to:
·
plan and modify teaching and learning programmes for
individual students, groups of students, and the class as a whole
·
pinpoint students’ strengths so that both teachers and
students can build on them
·
identify students’ learning needs in a clear and
constructive way so they can be addressed
·
involve parents, families, and whānau in their
children's learning.
For learner:
·
Assessment for learning provides learners with
information and guidance so they can plan and manage the next steps in their
learning.
·
Assessment for learning uses information to lead from
what has been learned to what needs to be learned next.
Principles of assessment:
·
Valid - content appropriate to objectives or outcomes
being assessed.
·
Authentic - candidate’s own work
·
Reliable and consistent – maintains performance over
time
·
Current – evidence is relevant at time of assessment
·
Sufficient – enough evidence presented for all
objectives or outcomes to be assessed
·
Objective – use to test, examination and
question/papers
·
Subjective – criteria not specified
There are three assessment types as follow: initial,
formative and summative
Before or at the start of a training programme or
session, I usually organize initial assessment to check that the learner is on
the correct programme or in an appropriate session. Base on the initial
assessment, I could know some prior knowledge, skill and experience that can be
taken into account and to enable me identify an appropriate starting point for
the training.
In the learning/training process, to know how well the
learner understand and apply knowledge or skills, I often took examination,
test to my learners to identify what they need to do to achieve/develop. I also
asked frequently some questions to consolidate and review content for learner
and make them focus to learn more.
At the end of a
programme or session, to ensure that the learners achieved given objectives, I
always prepare examination include question sheet and observation practice for
summative assessment. Base on result of summative assessment, I just have been
confirmed final success or areas for development.
Unit 105: Evaluate
the delivered session and self to inform future delivery
Evaluation of sessions and learning programs
At the end of my training session, I
realized that I arranged the time to
practice shortly. The learners were practiced one time. By observing assessment
of practice, I found that the learners have not achieved competency of skill
yet. To achieve competent skill, I will rearrange the time frame between theory
and practice appropriately.
Evaluate the training
session in order to improve your practice, and to decide whether you need to
make any changes to the session plan, activities, resources…When you know one
of element of the training cycle should be review and revise, the cycle begins
and keeps going…
·
The
plan itself: what did you expect to happen during the lesson? Did it happen? If
not, why not? Did anything happen that you were not expecting?
·
The
resources: Did they work as well as you thought they would? Did they appeal to
all learners? Did they meet all learning preferences (VARKM)? Did they underpin
your training session? Were they all relevant to the topic you presented?
·
Your
training method: Were the training methods you used appropriate for the topics?
Were they appropriate for the learners, meeting their individual needs? Were
they appropriate for all learning styles?
·
The
activities your learners completed: Were the activities enjoyable and
achievable? Did they support learning? Were the activities appropriate for the
topic? Were they inclusive?
·
The
assessment of learning: Were you able to assess learning that was taking
place? Was the assessment formal or informal? Were the assessment methods
you used appropriate for all learners? Were they effective? Did they provide
you with accurate assessment information?
·
Other
things to consider when evaluating learning sessions:
ü Was I prepared enough?
ü Was the pace appropriate for the learners?
ü Did I motivate the learners?
ü Did the learners work as a group?
ü Were there any problem individuals or group, and if
so, what could I have done about it?
ü Were my instructions clear?
ü Did I consolidate fully at the end of the session?
ü What did I learn as the trainer?
ü What do I need to develop in myself?
When making evaluation, the tutor must care about:
·
Methods
of evaluation
·
Analysing
information
·
SMART
objective
·
Evaluating
session
·
Self
evaluation
·
Action planning
·
Awareness
of relevant trends
·
Evidence
requirements
By
evaluating my training session, I give some strong points and weak points which
I need to improve for next training session as below:
Strong points:
-
Confident and calm
-
I have good eye contact, rate, volume
-
Keep contacting with all students
-
Encourage students take part in group work
-
Able to complete all the required session within the 30 minute time frame
Some weak points that
I have to improve for future delivery:
-
Arrangement of the time frame is inappropriate
-
Ask difficult questions
- Color of slide background is not highlight content, lack contrast between color
of word and background
-
Not stand behind learner when they practice
-
How to narrow a topic down to find the important information to
share with the learner
