Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver SISOABL002, 'Facilitate adventure-based learning activities'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate adventure-based learning activities' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENTS | PERFORMANCECRITERIA |
Elements describe the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for program delivery. | 1.1. Identify, from program plans, participant characteristics, learning needs and any barriers to learning. 1.2. Interpret program plan, objectives, learning outcomes, session plans and facilitation techniques. 1.3. Refine learning activities according to needs of individual participants, within scope of responsibility or refer for authorisation. |
2. Prepare participants. | 2.1. Advise participants on how learning during activities can transfer to life and work circumstances. 2.2. Guide and support participants to set realistic individual and group goals consistent with activity learning outcomes. 2.3. Negotiate individual and group guidelines to inform participant action and behaviour. 2.4. Brief participants on known and anticipated risks, safety procedures, safe behaviour, safe areas and boundaries. |
3. Manage adventure-based learning activities. | 3.1. Communicate activity instructions and ideas clearly and constructively to engender participant confidence. 3.2. Encourage questions and advice before and during activity and provide ongoing feedback. 3.3. Implement facilitation approaches that allow individuals to share in the responsibility of their learning and safety. 3.4. Reinforce the value of individual differences to stimulate and encourage contribution, cooperation and collaboration. 3.5. Implement strategies which develop trust between individuals within the group and with leaders. 3.6. Monitor and maintain compliance with agreed individual and group guidelines. 3.7. Monitor individual and group progression throughout activities. 3.8. Re-evaluate participant needs and session outcomes; modify activities to ensure participant engagement and challenge. |
4. Manage participant safety and well-being during activities. | 4.1. Monitor activity conditions, hazards and the physical and emotional safety of individuals and the group. 4.2. Respond immediately to adverse participant reactions and hazardous situations. 4.3. Complete ongoing risk assessments to minimise distress or injury to participants and others. 4.4. Amend activities if risk is unacceptable; cease activities when required. |
5. Debrief with participants. | 5.1. Encourage participants to identify achievement of individual and group goals. 5.2. Provide constructive feedback on individual actions and group interaction, and collaboratively evaluate individual and group outcomes. 5.3. Facilitate individuals and group to identify how learning can be transferred, and their future learning needs. 5.4. Use a suitable facilitation activity to develop personal and group action plans. |
6. Evaluate learning sessions. | 6.1. Debrief with team members to identify successes, problems and difficulties. 6.2. Evaluate feedback from participants on their challenges and achievements. 6.3. Self-evaluate sessions against learning objectives achieved, own performance, and identify areas for future improvement. |