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 individual learning facilitation requirements
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The need for individual learning/facilitation in the learning area is identified Completed |
Evidence:
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The goals for learning for individual learning/ facilitation are identified and discussed with relevant persons Completed |
Evidence:
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Appropriate individual learning/facilitation techniques and processes are identified and documented to support individual learning needs and goals Completed |
Evidence:
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Evaluation processes are developed and agreed Completed |
Evidence:
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Organisational support for implementation is obtained, where relevant Completed |
Evidence:
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Establish the learning/ facilitation relationship
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The individual's learning style, learner characteristics and the context for learning are identified Completed |
Evidence:
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The appropriate technique/process to facilitate individual learning is selected or organised and the basis of the technique/process is explained and discussed with the individual learner Completed |
Evidence:
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The boundaries and expectations of the learning/ facilitation relationship are clarified and agreed using effective communication and interpersonal skills Completed |
Evidence:
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Any equity or additional support needs are clarified Completed |
Evidence:
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An individualised learning plan is developed, documented and discussed with the learner Completed |
Evidence:
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Maintain and develop the learning/facilitation relationship
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Preparation for each meeting/session is evident Completed |
Evidence:
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Effective communication and interpersonal skills are used to grow the relationship and sustain active participation Completed |
Evidence:
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Structured learning activities are developed to support and reinforce new learning, build on strengths and identify areas for further development Completed |
Evidence:
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Leadership and motivational skills are demonstrated to enable the learner to take responsibility for learning Completed |
Evidence:
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Learner cues are observed and changes in approach are made, where necessary, to maintain momentum Completed |
Evidence:
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Ethical behaviours are practised at all times Completed |
Evidence:
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Regular meetings are agreed to by both parties and scheduled to monitor the effectiveness of the learning/facilitation relationship Completed |
Evidence:
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Appropriate documentation to support the relationship is mutually developed and maintained Completed |
Evidence:
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Close and evaluate the learning/facilitation relationship
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Tools and signals are used to determine readiness for closure of individual learning/facilitation relationship Completed |
Evidence:
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The closure is carried out smoothly using appropriate interpersonal and communication skills Completed |
Evidence:
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Feedback is sought from the learner on the outcomes achieved and the value of the relationship Completed |
Evidence:
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The impact of the learning/facilitation relationship is reviewed using identified evaluation processes Completed |
Evidence:
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Self-evaluation and reflection on own performance in managing the relationship is carried out and areas for improvement are identified Completed |
Evidence:
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The outcomes of the learning/facilitation relationship and evaluation of the process are documented and filed in accordance with legal, organisational and personal requirements Completed |
Evidence:
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