Cover sheet

Student Name: ADHISHRI JANGRA

Student ID: SIA1035

Unit Code and Name: GDM-TAELED803-Implement improved learning practice
Assessment Submission Date: 29/12/2024
Result
Assessment Result Date
Date
Completed Re-assessment Re-
Assessed
Completed assessed
S NYS S NYS

Result for unit:

Assessor Name:
Assessor Signature:
Date result reached:
Comments:
I declare that:
I was made aware of all assessment requirements for this/these unit/s
I have received feedback from my assessor on the results of each individual
Declaration:
assessment tasks and my overall result for this/these unit/s
I have been made aware of the reassessment policy for any assessment tasks
and/or units that I have not yet satisfactorily completed
Adhishri Jangra
Student Signature:

How to submit your assessments

When you have completed each assessment task you will need to submit it to your assessor.
Instructions about submission can be found at the beginning of each assessment task.

Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each
task, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task, and will write this on the back of the
Task Cover Sheet.

SI – Form V1 00 1
© SIGNET INSTITUTE OF AUSTRALIA
Page 1
Make sure you photocopy your written activities before you submit them – your assessor will put the documents
you submit into your student file. These will not be returned to you.

Assessment appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your
Student Handbook for more information about our appeals process.

Assessment plan
The following outlines the requirements of your final assessment for this unit. You are required to complete all tasks
to demonstrate competency in this unit.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.

Assessment Requirements Due date

1. Written questions

2. Case study

3. Portfolio

AGREEMENT BY THE STUDENT

Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you
sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or considerations to be made for this assessment? If yes,
what are they?
 Yes  No

Do you understand your rights to appeal the decisions made in an assessment?  Yes  No

Student name: ADHISHRI JANGRA

Student signature: Adhishri Jangra Date: 29/12/2024

Assessor name:

Assessor signature: Date:

2
In this assessment activity you will be required to consider how to improve the learning practises
in the training and education institute or organisation.

You must read and understand the criteria carefully before you write your response in the
templates provided below.

Training Improvement plan

Discuss the existing training and assessment practices in your own

words. 100-200 words.

Detection and assessment

Let's pretend you're a first-time teacher of two-digit multiplication. First, make sure your kids have grasped
fact families, place value, and one-digit multiplication before moving on to more challenging problems.
If you incorporate diagnostic evaluations into your classes, you will be able to better understand your
pupils' knowledge and involve the entire class.
• Try out some of these:
• A series of quick assessments
• Archives of diary entries
• Interviews with college students
• As stated by the students themselves,
• Classroom discussions
A form of evaluation
Even if students do well on the final exam, this does not imply that they have learned the material covered
in the unit. To better understand their students' progress, teachers can employ formative evaluations.
Examples of formative evaluations include, but are not limited to:
• Portfolios
• Taking part in a group effort
• Every so often, we'll send out an update on how things are doing.
• Student-led presentations on various topics
• Entry and exit tickets are included in the same ticket.

What were the objectives of reviewing the training and assessment practices in your

own words? 100-200 words.

3
Students' motivation and learning might be harmed if assessments are not connected with learning
objectives or instructional methodologies. Consider the following two possibilities.
Your goal is to teach students how to use analytical skills, but your assessment solely assesses factual
memory. Because of this, students become more analytical and dissatisfied that the exam doesn't measure
what they learnt.
Despite the fact that your assessment examines students' capacity to compare and critique the arguments
of different authors, your instructional tactics focus solely on summarizing the arguments of different
authors. As a result, kids are unable to develop the comparison and evaluation abilities that will be tested.

4
 Identify underlying issues

Discuss the reasons behind poor performance and underlying

issues. 100-200 words.

Irregularities in qualifications
It's obvious that the individual in question lacks the necessary qualifications to carry out the assignment.
Possibly they didn't ask for help, or that they did but didn't get it for whatever reason.
Second, I don't think the job is challenging enough for me.
In this case, it's very possible that your employee is just plain bored. Possibly they have more powers than
you believe and haven't used them.
As an alternative to allowing them to sulk, ask them to help instruct new employees or get them involved
in business committees or projects instead.
There is a perception that they are underpaid.
The sensation of being undervalued is one that is dreaded by everyone. Having a good relationship with our
bosses has a significant impact on our sense of self-worth and self-worthiness.
A lack of appreciation for one's work can lead to problems in the workplace, which can affect one's ability
to perform at his or her best.
Regarding four, they feel as if someone has snubbed or overlooked them.
People who find themselves in this situation often feel cheated out of opportunities. When others receive a
raise, a new title, or some other form of recognition, it can make them feel ignored by their bosses.

Advances in learning practices

How have learning practices changed and improved? Explain using your own 100-200 words.

Schools in the United States have undergone significant modifications over the course of history. Across
the United States of America, whiteboards and smart boards have mostly taken over for traditional
chalkboards in the classroom. Paper notebooks and textbooks are being phased out of the classroom in
favor of laptop computers and iPads, among other technologies. As a result of the Supreme Court's ruling
that segregation was unconstitutional, lawmakers are being encouraged to ensure that pupils are educated
in safe conditions.
Across all subgroups, across the United States, and particularly in California, there is considerable evidence

5
that educational achievement is slowly improving for children over the long term, and this is particularly
true in California. Graduation rates have been steadily rising in recent years. Increases in the number of
students enrolling in college have been observed in recent years.

Challenging the learning practices

How can you review and challenge the existing learning practices to develop, and test,
improved approaches?

100-200 words.

Using summative assessments, teachers can help students set attainable goals.
Two summative assessments are explained to students on the first day of their three-week nutrition class
by their middle school teacher. Nutrition information and label reading are examined in one of the
evaluations given to pupils. After that, students are evaluated on their ability to create authentic food for a
two-day field trip to an outdoor education center. All meals and snacks must be nutritious and well-
balanced.
Setting up criteria and models in advance is another practice.
Summative performance challenges and rubrics for students in high school language arts classes are given
to students in the research unit. Student samples from previous years are available, but their names have
been omitted so that the criteria and performance levels of the students may be clearly discerned.
Throughout the course, teachers will use student examples and rubric criteria to help students better
understand what constitutes high-quality work and to supplement their own research and report-writing
training.
Practice 3: Before beginning instruction, conduct an evaluation.
Before beginning the five senses lesson in kindergarten, each student is asked to construct a
representation of the body parts linked with each sense and describe what each member performs. It all
begins with her painting an eye on the chalkboard. The eye is what allows us to see the world around us,
she says. Teaching staff circulate around the classroom, stopping at each child's picture to ask for further
6
detail ("I notice you've drawn a nose."). In response to the question "What is the nose used for?" Using this
diagnostic test, she divides the students into two groups and tailors her lesson to each one. In order to
measure their improvement, pupils are required to make a new drawing and
compare it to their pre-test drawing.

Meeting the needs and requirements of Individual learner

Explain the changes you have made in the training and assessment practices to meet the
interests, abilities, relationships and the contextual needs of relevant individuals?

100-200 words.

Assessments can help students retain information better in the long-term.

Two of the best approaches to improving long-term memory were practice testing and dispersed practice
or practicing for larger periods of time over a longer period of time. To improve your ability to recall
knowledge, you must practice retrieval by taking tests.
It is possible to improve instruction by making use of evaluation outcomes.

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It is important for teachers to know how their students are performing academically by using formative
assessment, or assessment for learning, in their classrooms. Informally, such as through class discussion, or
formally, as in the form of a test.
Assessing progress in a course of study is possible through the use of assessments.
Teachers, parents, students, and school administrators all need to know that their children are making
progress in the classroom. Summative and formative evaluations are the most reliable indicators of
student learning. There are a variety of ways to evaluate students, including multiple-choice,
constructed-response, and performance-based
questions.

Learning theories and instructional design principles

How have you incorporated a range of appropriate learning theories and instructional design
principles to improve learning practice?

100-200 words.

8
1. Robert Gagn's nine instructional events, or phases, describe the procedures that are necessary for
efficient learning: 1.
• Get your name out there.
• Instruct students about their future.
• Remember what you've learnt in the past and apply it to this situation.
• Make it possible to elicit information.
• Assisting pupils should be a priority.
• Bring the performer to life.
• Let us know what you think.
• Perform an evaluation of your performance.
The ability to retain and apply information is enhanced.
The relevance of information transfer in achieving a return on investment and boosting performance is
being emphasized. In order to avoid exhausting students, Gagn provides an alternative technique of storing
and retrieving information.
The "apply and try" stage of the "Learn and apply" approach is open to everyone. Only if they make a
mistake do they keep going. This maximizes the return on learning investment because it is not necessary
for everyone to study the entre learning programmer.
In Roger Schenk’s goal-based learning approach, "learning via failure" is a cornerstone.
Using case-based simulations and other content types, teachers can point out and fix common mistakes.
The designer allows learners to make mistakes in a scenario. The student will be unable to continue with
the course without the assistance of a tutor or mentor. When he or she returns, maybe he or she won't
make the same mistake again, and the situation will progress. For students who prefer to learn at their
own pace, this method is great because they are only checked if they make a mistake.
Robert Mager, a model for Dick & Carey, and a piece by Peter Pipe.
"I know," "I have," and "I may," or I have authority to, do what I need to do; "I will," or "I want," and
finally," I can," do what I desire." These five verbs’ summaries are what drives people to perform. Context
determines the goal of learning, yet what drives people to learn can be boiled down to five simple verbs:
By dividing education into smaller components, you may focus on teaching certain skills and information,
and you can give the best available conditions and resources for obtaining these objectives. When you
utilize this model, you can see how the stimulus "learning materials" and the response it creates in a
learner are connected in a predictable and dependable way. In order to learn
something, one must repeatedly engage in a set of behaviors that are both predictable and dependable.
9
 How in your practice have you made sure learning practice reflects the qualification
requirements for nominated qualifications?

100-200 words.

In this case, we call it "Experiential Learning." Hands-on activities and reflection help students apply
classroom knowledge to real-world contexts more effectively.
Community participation, service-learning, and undergraduate research are just a few examples of
experiential education opportunities that students can choose from.
• Hands-on learning has the following advantages for students:
• Knowledge of class material has been improved.
• enhancing one's worldview and cultivating a sense of community
• Understanding one's own strengths, limitations, passions, and values is an important part of self-
discovery
• An array of people and organizations to work with.
Practices and skills that boost one's ability to succeed in the workplace
Satisfaction gained from contributing to the satisfaction of societal demands
Confidence in oneself and the ability to take charge

10
In this activity you are required to write a journal entry based on the skills and knowledge you
have demonstrated to your trainer/assessor regarding each of the criteria mentioned below.

.
Examine advancements in learning Vocational education and training allow students to obtain
practical
practice in a specific vocational, training,
educational, or content field. experience in their chosen job field before they even graduate.
Students who make it through this rigorous programmer will have
• Discuss how the vocational,
training, educational or the qualifications and training they need to start working in their
content area has been
chosen area right after they graduate.
advanced.
• What are the advancements in There must be continued and strengthened partnership
between business
Learning and industry in order to improve the human resources of
Practices?
graduates of technical and vocational education. Both school-
100-200 words. based and non-school approaches to the development of
technology and vocational education are conceivable.
.
• Teaching oneself by doing
• Creating a visual representation of an idea.
• The use of technology in the classroom to change it.
• Aiding at the right time.
• There are many different ways to learn.
• Testing at a low standard.
• Mastery-oriented learning.
• Peer-to-peer tutoring.

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 .
For example, pre-tests, pop quizzes, class projects, and
Examine and challenge current assignments all
learning practises to build and test
fall under the category of formative evaluations. Depending
improved approaches.
on the results of this evaluation, a student's grade may be
affected.
.
• Review the existing learning
and Dialogue is the first step....
assessment practices Second, get started on your assessment as early as feasible in the
and present year....
your views.
• Challenge the existing Rethink where to seek for evidence of student progress....
learning and assessment Fourth, instead of focusing on the simplest method of
practices and discuss how
evaluation, go with what piques your interest.
can they be improved?
.
• Explain how existing learning Summative assessments can be used to provide relevant
practices are developed,
tested and improved? goals for students.
Discuss the approaches to Preparing criteria and models in advance is the second practice.
improve learning practices.
Practice 3: Conduct an evaluation before beginning instruction.
100-200 words. Practice 4: Provide a range of options.
Early and frequent feedback is a key component of practice.

Based on the information provided

in the scenario and assessment,
explain how you have carried out
the following:

12
When encouraging better .
learning Ask students about their strengths and interests both within and
practises, consider the
interests, outside of school using a paper survey, a google form, or other
abilities, relationships and the
internet surveys (if you have their permission). You might also
contextual needs of
relevant ask the student's family members for their comments. This
individuals.
would be a terrific addition to a student's academic record.
• How have you taken into
consideration the interests, .
abilities, re l a t i o ns hi ps a n d t he To provide your students with high-quality learning
contextual needs of relevant
individual learners? opportunities, it is necessary to know their interests. Their

• What is the importance of taking interest in the subject will compel them to participate in class
into consideration the interests, discussions and other activities.
abilities, re l a t i o ns hi ps a n d t he
contextual needs of relevant
individual learners?

100-200 words.

.
Explore how different relevant Set up logical study units for the data you've gathered (e.g.,
learning Weeks, Modules, Topics).
theories and instructional design
principles can improve Include precise and measurable goals for student
learning
practise. improvement at the beginning of each teaching unit.
Inconsistent pages make it easier for students to locate
• How have you completed the information.
research on a range of • You can get aid from an instructional designer.
appropriate learning theories
and instructional design • Get your name out there.
principles to improve and
• Instruct students about their future plans.
enhance the learning
practices? • Remember what you've learnt in the past and apply it
• Mention the range of appropriate to this situation.
learning theories and
instructional design principles • Make it possible to elicit information.
you have considered to
carry out this part of the • Assisting pupils should be a priority.
assessment activity. • Bring the performer to life.

13
100-200 words. • Let us know what you think.
• Examine the work of others and offer feedback on
what you see.
.
Cognitive theory, behaviorism, and constructivism are the most
widely accepted theories of learning.
• Get your name out there.
• Instruct students about their future plans.
• Remember what you've learnt in the past and apply it
to this situation.
• Make it possible to elicit information.
• Assisting pupils should be a priority.
• Bring the performer to life.
• Let us know what you think.
• Perform an evaluation of your performance.

Ensure that learning experience

corresponds to the qualification criteria
for the nominated qualification/s.

14
 • How have you ensured the .
• Journal for Self-Reflection. Keeping a journal is a
learning practice reflects the
qualification requirements for simple approach to reflect on what you've just taught.
nominated qualifications?
• In-class Videotaping Student In-Visibility...
• What is the need to ensure • Lesson Objectives, Materials, Students, and Peer
learning practice reflects the Observation.
qualification requirements for .
nominated qualifications?
The ability to tailor education to each student's individual
100-200 words. learning style motivates them and improves their overall mood.
In numerous circumstances, the student may not reap significant
benefits from mass education. Individualized, customized
instruction (IPI) has been shown to significantly improve
many students' understanding and
comprehension of educational subjects.

15
This is in continuation to the previous assessment

activities. You will be assessed on the following criteria:

• Analyse and compare learner types in relation to the suitability of existing

vocational, training, and educational learning strategies.

• Assess and evaluate the effect and influence of emerging technology on learners and
training methods.

• Develop better learning practises based on how students already study.

• Develop improved learning practises based on the learner's knowledge and personal
preferences.

You must read and understand the criteria carefully before you write your response in the
templates provided below.

Part 1: Observe and assess learner styles with respect to the appropriateness of current
vocational, training and educational learning strategies.

You will be required to observe and assess three (3) learners with different learner styles and
complete the table below.

Your trainer/assessor can provide you with the learners to complete this assessment activity.
The learners can be staff members from the training organisation or learners that are not
completing this course/training.

Note: Each learner must complete a learning style questionnaire.

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 Learner ID Section Section Section three Learner
on tw score (Kinesthetic) styl
e score o scores e of each
(Visual) (Auditory) learner
Allocate an ID to each
learner, do not mention
the real name.

For example: L1001

L1231 05 04 05 Visual

L1232 05 03 04 Kinesthetic

L1233 06 04 05 Auditory

Part 2: Evaluate the role, and impact of, new technologies on learners and training
techniques

You will be required to conduct your research (online and/or offline) and complete the following
table:

Note: You must identify three (3) new technologies to complete this part of the assessment
activity successfully. Technology can be

New The role it plays in education and The impact it has on education and
technology training, learners and training training, learners and training
techniques techniques
eLearning To help students retain more of what There was a 0.2-standard deviation decline in
they've studied, universities are using e-an online student's final grade. Earlier
learning in their classrooms. The adoption of research has shown that online learning is
an e-learning system can also help teachersnegatively impacted by students with lower
because it saves time and allows morelevels of academic ability.
17
 focus on the course
material.

Blockchain By embracing the usage of This gives professors more time to focus on
Technology blockchain technology, students may other academic pursuits, and the student's
take back control of score becomes

their academic identity and their personala permanent part of their academic record on
information. New college grads will find itthe blockchain, which is encrypted. A more
easier to land a job since employers will be efficient accrediting procedure is another way
able to more easily verify the credentialsthat blockchain might enhance online
listed on their education.
résumés.

18
Part 3: Plan improved learning practice based on how learners currently learn

In this part of the assessment activity, you are required to plan improved learning practice
based on how your learners are currently learning.

You will be required to use the information provided in the scenario or conduct your own
research to complete this part of the assessment activity.

You must identify three existing training practices which you believe should be recited and/or
improved.

Existing Issues identified with each How have you planned improved learning
trainin training practice practice based on how learners currently learn
g practices

Instructor-led Disadvantages. It can be Instructor-led training can be described as classroom,

classes.
challenging to provide classroom, or conference room-based training. This
personalized instruction when sort of instruction might involve one or multiple
you have many students to teachers. They use lectures, seminars,
teach. To accommodate demonstrations, and discussions to share their
students with different knowledge and skills with others.
learning styles may also be
tough. On the other hand, slow
learners may find it difficult to
keep up with the
class's pace.

19
eLearning. • Has no opportunity toGet rid of all extraneous images, photos, and text, and
interact with others. limit the remaining content to only a few well-chosen,
With no face-to-facerelevant, high-quality, and well-organized elements to
interaction with yourimprove online student engagement. Learning more
teachers and knowledge over learning less information is possible
classmates, online with the help of supporting tools such as graphs and
education can lead charts.
to
social isolation.
• It's out of reach for
everyone else.
• The educational
process necessitates
cheating.
• This task necessitates
a high level of self-
motivation and
Excellent time
management skills.
• It's purely speculative.

20
Employee training Employees don't have to worry • Anecdotes from the Field. Employees learn by
through a
about damaging their own or doing training sims.
simulated
environment. the company's reputation • tools, programmers, and devices.
when experimenting with • Instantaneous Feedback.
processes and procedures in a • Retention of Information.

virtual environment. The • There is a fine line between cooperation

consequences of making a and competition.

mistake in the real world can • Take no chances.

• Training that can be quantified.
be dire, including shutting
• Useful in a variety of situations.
down your production line,
• Savings in terms of both money and effort.
your
equipment, or even death.

21
Part 4: Plan improved learning practice based on the experience and personal interests of
the learner

In this part of the assessment activity, you are required to plan improved learning practice -
based experience and personal interests of the learner.

You will be required to use the information provided in the scenario or conduct your own
research to complete this part of the assessment activity.

You must identify three existing training practices which you believe should be recited and/or
improved.

Existing Issues identified with How have you planned improved learning practice
training each training practice based on experience and personal interests of the
practices learner
eLearning. • The educationalGet rid of all extraneous images, photos, and text, and limit
process the remaining content to only a few well-chosen, relevant,
necessitates high-quality, and well-organized elements to improve online
cheating. student engagement. Learning more knowledge over
• This task showslearning less information is possible with the help of
how time can be supporting tools such as graphs and charts.
saved and
learning cane be
improved.

Instructor-led Disadvantages. It can be Instructor-led training can be described as classroom,

classes.
challenging to provide classroom, or conference room-based training. This sort of
personalized instructioninstruction might involve one or multiple teachers. They use
when you have manylectures, seminars, demonstrations, and discussions to share
students to teach. Totheir knowledge and skills with others.
accommodate students
with different learning
styles may also be tough.
On the other hand, slow
learners may find it

22
 difficult to keep
up with the class's pace.

Employee training Using a virtual • Instantaneous Feedback.

through a environment,
• Retention of Information.
simulated employees don't have
• There is a fine line between cooperation and
environment. to worry competition.
about garnishment of
their own or the • Take no chances.
company's reputation. For • Training that can be quantified.

example, you might have • Useful in a variety of situations.

to shut down your entire

production line or destroy
all of your equipment if
you make an
error in the real world.

23
In this activity you are required to write a journal entry based on the skills and knowledge you
have demonstrated to your trainer/assessor regarding each of the criteria mentioned below.

You will be assessed on the following criteria:

• Analyse and compare learner types in relation to the suitability of existing

vocational, training, and educational learning strategies.

• Assess and evaluate the effect and influence of emerging technology on learners and
training methods.

• Develop better learning practises based on how students already study.

• Develop improved learning practises based on the learner's knowledge and personal
preferences.

Analyse and compare learner Learning contents can be conveyed visually through the use of
types in relation to the diagrams, charts, and other visual aids. Instructing pupils to sketch a
suitability of existing vocational,
training, and educational visual representation of the material taught in class. Using different
learning strategies.
colored pens to highlight distinct sections of a text to aid in memory
• Discuss how you have
analysed and compared retention.
learner types in relation
to the suitability of • Encourage the pupil to discuss the subject at hand.
existing vocational, • Students should be questioned about the content.
training, and educational
learnin • Request that the material be summarized orally.
g strategies.
• Have them record lectures and review them with you, then
100-200 words.
discuss them with you afterwards.
• Allow your students to record themselves as they go
over the content, and then sit down and discuss what they
heard.
• Make them listen to what you're saying.
Curriculum and educational programmer development can be made
easier by gaining a better understanding of different learning styles.
In addition, it can encourage students to participate in these
programmers and motivate
them to develop professional expertise

24
Assess and evaluate the effect .
Students can benefit from technology if it enhances their
and influence of emerging
learning
technology on learners and
training methods. . experience and encourages them to work together in groups.
Instead of rote
• Assess and review the effect Memorization, students benefit from hands-on experience and
and influence of emerging
technologies on learners critical thinking. It is possible, for example, to have students take
and training methods. an interactive
quiz or participate in group discussions improved by technology.
• How do they improve The greatest impact on student learning nowadays is due to
or enhance? various
technologies, such as artificial intelligence (AI), 3D printing, and
online
100-200 words. learning. Considering today's increasingly short attention spans and
demands
for rapid gratification, teachers may also want to consider
how their
students learn best.
.
A verb that takes its object from one place to another Crown

molding boosted the room's worth, quality, desirability, and

attractiveness. 3 out of

date: increase.
Develop better learning • Summative assessments can be used to provide relevant
practises based on how
goals for students.
students already study.
• Make it clear what you're looking for in advance.
• What are the
improved learning • Before teaching, be sure you've assessed the situation.
practises you used • Provide customers with a range of options to choose from.
• Give frequent and timely feedback

25
 based on how
students already
study?

100-200 words.
Develop improved learning • Take a lot of notes.
practises based on the learner's • Look at a video about it.
knowledge and
personal • Utilize study aids such as flashcards.
preferences.
• What are the improved • Audio and video recordings are good places to start.
learning practises you • What you've learned should be communicated.
used based on the
learner's knowledge and • As you read.
personal preferences?
• Allow yourself regular, brief study breaks.
100-200 words. • Find methods to put what you've learned into action.

26
 Improved Learning Practice

This is in continuation to the previous assessment

activities. You will be assessed on the following criteria:

• Develop vocational, teaching, and educational (VET) learning practises in

accordance with learner characteristics.

• Speak out/advocate in support of better VET learning practises.

• Begin research into better learning practises.

• Build and test enhanced learning scenarios in real-world settings.

• Act as a mentor to colleagues to encourage better learning practices.

You must successfully complete the template below to be deemed satisfactory in this
assessment activity.

How have you developed vocational, teaching, and educational (VET) learning practises in
accordance with learner characteristics?

• Discuss the learner characteristics

• Discuss the learning practices that you have

implemented/developed 100-200 words.

.
One or more qualifications from the Australian Qualifications Framework (AQF) can be taught and assessed
in the context of an education or training programmer. It describes the steps involved in providing and
evaluating a particular certification.

.
One or more qualifications from the Australian Qualifications Framework (AQF) can be taught and assessed
in the context of an education or training programmer. It describes the steps involved in providing and
evaluating a particular certification.
Education and training in vocational fields prepares students for a wide range of careers through a
combination of classroom education and real-world experience. To reduce school dropout rates and ease
the transition from school to work, it is essential.

27
 How have you spoken out/advocated in support of better VET learning practices?

• Discuss the three (3) VET learning practices you have advocated and spoken out?

• Why have you raised your concerns and selected these VET learning practices?

100-200 words.

.
• Focused on practical applications.
• Campus-based incubators for budding entrepreneurs.
• Real-world examples of this.
• In a co-op, you'll be able to.
• An understanding of the subject matter.
• Research with the involvement of businesses or organizations.
• Interactive simulations.
• Internships.
.
Professors and curriculum designers may modify their teaching approaches as a result of the professional
development they get in order to better serve their students. Due to their slow implementation, it's
difficult to gauge the impact of these changes. When new delivery methods, evaluation styles, and record-
keeping systems are introduced to the profession, teachers benefit from professional development.
Teachers are well-versed in the art of organisation and forethought.
Teachers spend a large percentage of their time outside of the classroom on student evaluations,
curriculum development, and other administrative responsibilities. Teachers who enroll in professional
development courses can improve their organizational and time management abilities. Teachers are able
to spend more time with their students and less time on paperwork as a result.
Giving Teachers New Perspectives on Their Fields of Study and Employment
Students want their teachers to be well-versed in the material they're covering in class. Teachers should be
able to answer any query from their students. Participating in professional development programmers can
help teachers improve their knowledge of their subject area. The more training a teacher has, the more
current and competent they are in
their area of expertise.

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 Begin research into better learning practices.

• Discuss how you have conducted your research in understanding and carrying
out better learning and training practices.

• What did you analyze and find out through your

research? 100-200 words.

.
Assist teachers in gaining access to research findings, discovering context-specific evidence, and make it a
top priority for the entire school by utilizing suitable internal and external help.
Situational and context-specific action research Action research produces reflection methods based on the
participants' interpretations. The best way to learn is to put what you've learned into practice. Only if
action research results in improved practice can a problem-solving strategy be adopted.
Overview. Teachers do a comprehensive investigation of their own practice through action research. A
thorough inquiry has been conducted
.
To analyzation, you must break down a subject or notion into its component components, and then put
them back together in an order that makes sense to you.
• Step 1: Formulate your research questions and hypotheses.
• The second step is to gather data from a sample.
• The third step is to use descriptive statistics to summaries your data.
• Step 4: Use inferential statistics to test hypotheses or create estimates.
• Interpret your findings in the fifth step.
There should be no interpretation or evaluation of the data in the results section, but it should also
provide the reader with an idea of where the discussion will go in the research report. As a result, the
study's findings are made public. In the
analysis section, the author explains how the data was used.

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 Build and test enhanced learning scenarios in real-world settings.

• How have you built and tested enhanced learning scenarios in real-world

settings? 100-200 words.

The planning and implementation of lessons. The use of computers allows for improved organisation and
presentation of data.
• The use of visual aids for this reason, I try to incorporate as many visual aids into my lessons as
possible.
• The focus here is on video.
• For class, I'll be reading.
• For board work, utilize a SMART board.
• Playing games is a lot of fun.
• Studying.
• Presentations.
It's important that students get to know each other's educational and personal backgrounds. Encourage
your students to prepare for tests and class tasks in groups. Create study groups in your classroom and
assign students to participate in them. To better their own work, assign pupils the task of peer review and
clarification.
• Being Pro-Active in the Media, The media's coverage of recent events is a good place to start.
• Invite guest speakers from the outside world to speak to your students.
• Take your class on a field trip.
• Simulated Real-Life Experiments.
• Real-world problems should be assigned to students to solve.
Act as a mentor to colleagues to encourage better learning practices.

• How have you acted as a mentor to colleagues in order to encourage them to

better learning practices?

You must complete the attached mentor training session to ensure you have completed

this activity. Discuss your experience and Findings.

100-200 words.

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Mentorship only works if both the mentor and the mentee are willing to put in the effort. Being a mentor is
more than just making a difference in someone else's life and feeling good about it. This is a great method
to hone your leadership skills, learn about different views, and be reminded of the solid advice you've
given others.
A formal mentoring programmer is based on regular, one-on-one interactions in a professional,
organizational, or academic setting. Strategic planning and organisation are necessary for a successful
mentoring programmer to
connect with people, expand knowledge, and build skills for future goals and milestones.

Template: Mentor training session

Purpose and objectives of the mentoring program plan (50-70 words).

The purpose of a mentorship programmed is to aid mentees in order to assist them in their personal and
professional growth. As they advance through the programmed, participants can benefit from the support,
advice, and comments provided by their mentors, who will be there to guide them.

Key requirements of the mentoring program plan

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Anticipated outcomes. Begin a mentoring relationship with the person you are mentoring based
on what they want to learn. If you want to help your student succeed, pay
attention to what they do and how they act. Personal experiences,
successes, failures, and lessons learned should be openly and honestly
discussed.

Program design principles. Mentoring should be a prepared interaction in which the mentor assists
the mentee to reflect on their own personal experiences and opinions.
A strong mentoring relationship is built on trust, mutual respect, and
compassion.

Mentee's learning style Mentors and mentees share a common aim of enhancing their personal
and professional development through a mentoring relationship. Long-term
relationships centered on people rather than tasks are the norm in these
kinds of workplace relationships.

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Mentor skills To be an effective mentor, you need to be someone who gets a kick out of
requirements. seeing others succeed. To be an effective mentor, you'll need a diverse set
of skills. Find a mentor who is knowledgeable and well-regarded in their
field of work.

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Method or mode of • One-on-One Mentoring in the traditional sense. The mentee and the
interaction to deliver the mentor will be inseparable in any case.
mentoring program.
• Internet-based coaching. The mentorship can continue even if two
or more people are in different parts of the country.
• Mentoring a group of people. A group of mentors and mentees is
formed.

Reporting requirements There are a variety of roles that a mentor can play for the mentee based on
their individual aims and objectives: role model, counsellor, advisor,
sponsor, advocate, and ally, to name a few.

Timelines Depending on the needs of the participants, mentoring relationships in the

workplace might last anywhere from six to twelve months. In order to get
started, it's important to understand how the mentor-mentee connection
develops.

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Roles and responsibilities of In a mentor-mentee relationship, it is vital that the mentor serve as a role
the mentors and mentees model and exhibit ethical behavior. Honesty, trustworthiness, fairness,

respect, accountability, and ethics are just a few of the virtues that need to
be modelled in the classroom. Mentors and mentees must set norms of
confidentiality if they want to avoid sanctions.

Evaluation criteria Selection criteria include: (1) fundamental characteristics of effective

mentoring.
(2) attitudes and dispositions; (3) professional competence and experience;
(4) communication skills; and (5) interpersonal skills. The selection criteria
for each of these subcategories is different.

Purpose and objectives of the mentoring program plan (50-70 words).

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A formal mentoring programmer is based on regular, one-on-one interactions in a professional,
organizational, or academic setting. Strategic planning and organisation are necessary for a successful
mentoring programmer to
connect people, expand knowledge, and build skills for future goals and milestones. They learn how
to organize successful meetings, as well as how to use career development tools and resources, as part of
their training in effective mentoring programmers.
Knowing your mentor and mentee pool prospects, determining the program's aim, and incorporating
regular participant checkups are all critical to a successful mentoring programmer implementation. An
effective mentorship programmer
in the workplace may be both beneficial and enjoyable for all parties involved.

36
Key requirements of the mentoring program plan.

Anticipated outcomes. To begin, establish a relationship based on mutual respect, trust,

and accountability that benefits both parties. Work necessitates
the sharing of personal experiences and lessons learned. The
mentor seeks out one-on-one talks with the mentee. To
establish effective relationships, role models who demonstrate
what is expected of them are essential.

Program design principles. The Single Responsibilities Principle (SRP)

According to this rule, there should never be more than one
reason for a class to be altered. You should build your classes
with this in mind, as each one should serve a certain function.
Transparency and Reliability (OCP)
This principle states that software entities (classes, modules,
functions, etc.) should be open for extension but closed for
alteration. All that is allowed to be changed in the code is to
repair flaws that have been discovered. The "inside" P
Pointers or references to base classes must be useable
by
functions in accordance with the Substitution Rule of Liscov
(LSP).

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Mentee's learning style As a mentor, it is crucial to engage with and assist the student in
processing information from both internal and external sources.
To have a productive mentoring relationship, the mentor must
be aware of the mentee's chosen learning style.
Visual (auditory), kinesthetic, and auditory learning modes are
the most prevalent. Most people have a dominant learning
style, while others have a combination of all

online. Before your first or second meeting, send your

mentee a link to the VAK test so that you can begin
building a relationship
straight away.

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Mentor skills requirements. Concentrating on what is being said and paying attention
to it. Active listening is the most basic form of mentorship.
• It takes time to build trust.
• Encouraging.
• The process of discovering what you desire and
where you are today.
• In the process of teaching and developing abilities...
• Providing Helpful Criticism.
• It was enlightening.
• Making the Locks Open.
Method or mode of interaction to • Pay attention to what I'm saying.
deliver the mentoring program. • Focus on nonverbal indicators including eye
contact, voice tone, and body movement.
• Don't forget to speak in the first person, present
tense.
• What you've learnt thus far can be summarized.
• Others may misunderstand the slang of one
generation, society, or profession.

Reporting requirements Mentoring programmers are evaluated through surveys,

interviews, and focus groups. In a mentoring programmer,
compatibility between mentor and mentee, progress
toward goals, and training for mentors and mentees are
frequently examined.

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Timelines Preparation, negotiation, development facilitation, and
closure are the four stages of a successful mentoring
relationship. The length of these consecutive periods
varies.

Roles and responsibilities of the mentors As a role model, counsellor, counsellor, sponsor, advocate,
and mentees and ally, among other things, mentors can serve many
different functions for their mentees depending on their
specific goals and ambitions.
Responsibilities
• The mentee's individual relationship goals and
objectives with the mentee are identified and
established.
• Instills confidence in the mentor and mentee by
allowing them to take charge of their own
development and career planning.
• Recommends a long-term approach to relationship
development.
• Maintains a regular mentoring schedule with the
mentee (not usually during work hours, but at least
once a month
is sufficient).

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Evaluation criteria It's possible to base your choice on any of the following five
factors: Five elements are necessary for successful
mentoring: "Attitude" is a combination of "attitudes,"
"professional competence," "communication skills,"
"interpersonal skills," and "professional competence."

Ground rules for mentoring relationships (50-100 words)

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Assisting in the prevention of future misunderstandings and disappointment by outlining expectations at
the outset will help guarantee the mentoring relationship has the best possible chance of being successful.
• Before your first meeting with a new mentor, keep these items in mind.
• In your opinion, what should I do?
• What am I hoping to accomplish by working with this person?
• As a mentor, it is my duty to gather as much information as possible on my mentee.
• What specific details do I have to impart to my mentee?
• Does anything prohibit me from being a successful mentor? Is there anything I can do about them?

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