The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Identify ways hearing disability affects a student's development and learning
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Apply understanding of the nature and causes of hearing disability Completed |
Evidence:
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Use correct terminology relating to hearing disability Completed |
Evidence:
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Explain ways hearing disability can affect student development and learning Completed |
Evidence:
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Implement effective teaching practices to maximise learning opportunities for students with a hearing disability Completed |
Evidence:
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Provide individual support for students with a hearing disability
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Access information regarding the student's needs as determined by teachers and other professionals Completed |
Evidence:
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Assist with facilitation of considerations Completed |
Evidence:
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Position student to ensure he/she can see the teacher, teacher space, and most other class members Completed |
Evidence:
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Use strategies determined by the education team to support the student's acquisition of language skills Completed |
Evidence:
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Manage listening devices Completed |
Evidence:
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Scribe for students with a hearing disability
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Establish need for a scribe with supervising teacher/s Completed |
Evidence:
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Accurately analyse and note relevant information Completed |
Evidence:
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Ensure notes are structured for ease of student access Completed |
Evidence:
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Confirm effectiveness of note taking with student Completed |
Evidence:
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Establish strategies to alert students with a hearing disability to emergency situations
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Discuss appropriate signals to inform students with a hearing disability of emergencies Completed |
Evidence:
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Ensure students with a hearing disability understand the meaning of emergency warning signals Completed |
Evidence:
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Ensure peers can implement emergency warning procedures for students with a hearing disability Completed |
Evidence:
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Ensure students with hearing impairment are familiar with evacuation and lockdown procedures Completed |
Evidence:
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