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 SROABL002B, '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 and Performance Criteria | |||
Element | Performance Criteria | ||
1 | 1 | 1.1 | Identify individual and/or group learning outcomes to inform the planning and design of activities |
1.2 | Demonstrate two techniques to assess individual and | ||
1.3 | Refer client learning needs beyond the capabilities of the enterprise and staff to alternate enterprises or contract specialist staff | ||
1.4 | Apply knowledge of client learning needs to establish a programme and sequence of activities that addresses these needs and meets the overall learning outcomes | ||
1.5 | 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 | ||
1.6 | 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 activity | ||
1.7 | Ensure technical equipment used in the activities complies with minimum safety standards | ||
1.8 | Ensure staff conducting the adventure activities are suitably qualified | ||
1.9 | Establish a working agreement through contractual leadership | ||
2 | 2 | 2.1 | Select and apply a model of adventure/experiential learning in program design in order to meet learning outcomes |
2.2 | 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 | ||
2.3 | 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 | ||
2.4 | Incorporate measures for monitoring | ||
2.5 | Establish contingency plans for adventure activities based on individual and/or group reflection and/or emergent issues such as conflict, misadventure | ||
3 | 3 | 3.1 | Implement minimum impact practices and display a respect and understanding of the outdoor environment by personal example |
3.2 | Recognise and monitor the physical and emotional | ||
3.3 | Implement facilitation | ||
3.4 | Foresee situations of potential physical and emotional danger and take action to manage these dangers | ||
3.5 | Address the learning needs of individuals and the group through a variety of activities | ||
3.6 | Re-evaluate client needs throughout activities using appropriate models and techniques such as debriefing and "checking in" | ||
4 | 4 | 4.1 | Examine various leadership styles and approaches |
4.2 | Determine positive and negative influences of the group leader on group dynamics | ||
4.3 | Use communication techniques with individuals and groups that are | ||
4.4 | Encourage and support clients to ask questions, give feedback and express feelings | ||
4.5 | Treat individuals and groups | ||
4.6 | Model own behaviour that avoids reinforcing negative stereotypes and is responsive to the feelings demonstrated by clients | ||
4.7 | Recognise and reinforce the value of individual differences in terms of their contribution within the group to stimulate collaborative work | ||
5 | Facilitate the transfer of learning relevant to program outcomes | 5.1 | Use knowledge, understanding and implementation of a suitable facilitation model to incorporate the transfer of learning |
5.2 | Select a type of facilitation activity that is relevant to the client and to program outcomes and conduct it | ||
5.3 | Respond to situational demands and make changes to planned facilitated activities | ||
5.4 | Identify the behaviour of individuals and groups during adventure activity(s) to be used as part of a reflection phase | ||
5.5 | Identify and apply the roles and responsibilities of the facilitator and | ||
5.6 | Facilitate individuals and group to identify their future learning needs | ||
5.7 | Use a suitable | ||
6 | Evaluate adventure-based learning activities | 6.1 | Monitor client participation in adventure activities to identify if and/or where |
6.2 | Obtain feedback from a range of sources on | ||
6.3 | Apply feedback to review all aspects of the adventure-based learning activity | ||
6.4 | Evaluate and review | ||
6.5 | Review outcomes against individual client | ||
6.6 | Use feedback from others, in consultation with professional supervision, to identify areas where own professional practice can be improved and ways of improving |