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?
Plan and prepare an effective learning environment
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Identify individual and/or group learning outcomes to inform the planning and design of activities Completed |
Evidence:
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Demonstrate two techniques to assess individual andgroup learning needs Completed |
Evidence:
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Refer client learning needs beyond the capabilities of the enterprise and staff to alternate enterprises or contract specialist staff Completed |
Evidence:
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Apply knowledge of client learning needs to establish a programme and sequence of activities that addresses these needs and meets the overall learning outcomes Completed |
Evidence:
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Determine and select an adventure environment that will meet the learning outcomes of the group, the learning needs of individuals and satisfy local environmental requirements Completed |
Evidence:
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Determine factors affecting a client's perception of risk and plan an appropriate balance between real and perceived risk, matched to the readiness of the client, in order to achieve the activityoutcomes and meet the client's learning needs Completed |
Evidence:
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Ensure technical equipment used in the activities complies with minimum safety standards Completed |
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Ensure staff conducting the adventure activities are suitably qualified Completed |
Evidence:
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Establish a working agreement through contractual leadership Completed |
Evidence:
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Plan for progressionand transfer of learning
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Select and apply a model of adventure/experiential learning in program design in order to meet learning outcomes Completed |
Evidence:
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Structure and sequence learning experiences in accordance with the model and with activity-specific requirements that takes into account the learning needs of the client Completed |
Evidence:
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Determine the focus of an adventure activity and use a facilitation technique to articulate it to the client in terms of the potential transfer of learning to different environments and contexts Completed |
Evidence:
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Incorporate measures for monitoringindividual and groupprogression or change inplanned adventure activities Completed |
Evidence:
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Establish contingency plans for adventure activities based on individual and/or group reflection and/or emergent issues such as conflict, misadventure Completed |
Evidence:
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Manage learning activities in an outdoor environment
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Implement minimum impact practices and display a respect and understanding of the outdoor environment by personal example Completed |
Evidence:
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Recognise and monitor the physical and emotionalsafety of individuals and the group Completed |
Evidence:
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Implement facilitationapproaches that establish group norms thereby allowingindividuals to share in the responsibility for their learning and safety Completed |
Evidence:
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Foresee situations of potential physical and emotional danger and take action to manage these dangers Completed |
Evidence:
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Address the learning needs of individuals and the group through a variety of activities Completed |
Evidence:
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Re-evaluate client needs throughout activities using appropriate models and techniques such as debriefing and "checking in" Completed |
Evidence:
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Establish and maintainpositive group dynamics
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Examine various leadership styles and approaches Completed |
Evidence:
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Determine positive and negative influences of the group leader on group dynamics Completed |
Evidence:
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Use communication techniques with individuals and groups that aresensitive to their perceptions, beliefs and values Completed |
Evidence:
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Encourage and support clients to ask questions, give feedback and express feelings Completed |
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Treat individuals and groupsin a manner that is seen to be fair, just and consistent Completed |
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Model own behaviour that avoids reinforcing negative stereotypes and is responsive to the feelings demonstrated by clients Completed |
Evidence:
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Recognise and reinforce the value of individual differences in terms of their contribution within the group to stimulate collaborative workbetween clients Completed |
Evidence:
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Facilitate the transfer of learning relevant to program outcomes
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Use knowledge, understanding and implementation of a suitable facilitation model to incorporate the transfer of learning Completed |
Evidence:
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Select a type of facilitation activity that is relevant to the client and to program outcomes and conduct itin a manner which resultsin group and individual recognition of opportunities for learning transfer Completed |
Evidence:
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Respond to situational demands and make changes to planned facilitated activities Completed |
Evidence:
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Identify the behaviour of individuals and groups during adventure activity(s) to be used as part of a reflection phase Completed |
Evidence:
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Identify and apply the roles and responsibilities of the facilitator andcomply with facilitation guidelines in the conduct of reflective opportunities Completed |
Evidence:
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Facilitate individuals and group to identify their future learning needs Completed |
Evidence:
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Use a suitablefacilitation activity toachieve the development of personal and group action plans Completed |
Evidence:
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Evaluate adventure-based learning activities
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Monitor client participation in adventure activities to identify if and/or wherechanges are needed Completed |
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Obtain feedback from a range of sources onprogram/activity delivery Completed |
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Apply feedback to review all aspects of the adventure-based learning activity Completed |
Evidence:
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Evaluate and reviewoutcomes for all clients Completed |
Evidence:
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Review outcomes against individual clientgoals for the program/activity Completed |
Evidence:
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Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving Completed |
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