Unit 101
Sharing holistic report framework, talking about the learning
cycle.
There are five steps of the learning cycle including the
following:
+ Identify learner's need,
+ Plan and design the suitable training
+ Deliver the training to the learners/audiences
+ Assess the training results
+ Evaluate the training and improvement
+ Identify learner’s need.
Why do i identify learner’s need first before commencing other
things. In organization training or vocational training, the need of learners
is very important. By understanding clearly about the capability of learners,
strength points and week points, i know the level of competency that learners
need to improve or fill the gap.
How to know the needs. There are several ways to got that
including formal and informal methods. You can ask questions directly to
learners or face to face interview. You can send them the questions forms via
email or post. Or you can check the evidences of competence by verifying the
certifications or observing they doing some tasks or as some eye witness… So
the way you choose to identify needs depends on your resources. How much time
you have? How much cost you can spend for? The schedule and availability of
involved persons? And the purpose of checking that suit levels of training.
In my faculty, we are the HSE training provider for oil and gas
industry in Viet Nam. Currently, we are the OPITO Approved center. Beside of
this, we also supply the HSE training courses following Viet Nam standard and
internationally guidelines such as HSE UK and OSHA.
The practice of identify learner’s need, i now conduct for
external learners (delegates from oil and gas companies) and internal learners
(trainer/instructor of the faculty). For external i use the booking procedure
to get the demands of customers. Then upload booking and confirm on our
database so that i arrange the suitable training schedule.
For internal, based on the training matrix or competency matrix,
every year i have the plan to improve our trainers/instructors so they can
handle the course by themselves. Then i send the people to attend training not
only in-house training, on-the-job training but also oversea training. After
each milestone, my faculty has competence assessor to do assessment before
report to manager for approval of new specific training course
trainer/instructor.
+ Design the training contents
Once complete identifying the learner’s needs, the
trainer/instructor should proceed to the next step of “plan and design for the
training”. So, how to plan and design the training suitable for learners. The
answers you already got from the results of the first step. You have known the
competency of learners, what training units/modules/qualifications they have to
attend, what are the gaps need to be filled in and some other needs such as
translation, disability support, request for services…
Planning for the training, trainers should check and verify some
basic information to include training location or venue, suitability of
facility and equipment, weather conditions, availability of time and schedule
for both trainers and learners, support of transportation… Trainers and
learners also sign onto the plan to confirm their understanding and agreement
between both sides.
Before commencing training, trainers/instructor should design
course programme/contents suitable to training levels of different learners.
And how to design well. One of the good practices is that i design courses
following international standards or industrial guidelines. I can also use the
internal requirements of organization or out sourcing for that job. However,
when designing, i need to focus on the aim and learning outcomes of training by
answering some of these questions: the purpose of training, what are knowledge
and skills that learners achieve after leaving the class.
In my faculty, i use guidelines for all instructors when teaching
called Lesson Plan which is theory lesson plan, practical lesson plan or mixed.
I put in that clear instructions for trainers so that experienced or non
experienced can conduct training following our standards. Some key notes in
lesson plan to include course/module title, date and time, trainer’s name, aim,
learning outcomes, activities in class, resources to be used (slide, equipment,
flipchart, multimedia…), assessment methods and reference.
+ Deliver training
After design and plan, now trainer is ready for deliver training.
If you prepare well, your training can be run well. I just do what i think and
write down on the plan. However, training activity is not just static. It is a
dynamic motions. Trainers should not copy one style that you are success for
one class to the others. Just because of different classes, always different
learners.
There are three parts of training which are open, body/content and
close parts. However, there are many different techniques to show the parts of
training. I can use explanation, group discussion, round robin activity, asking
questions, brainstorming, demonstration, tell story, showing video…
+ Assessment
Can i just do training without assessment? The answer is absolutely
no. I must do assessment to confirm that learners have achieved learning
outcomes or they have not. Assessment is one important part of training.
So, when and how to assess. I can do formal and informal
assessment. I also have initial, formative and summative assessment. That means
i can assess before, during or after training. There are several ways of
assessment to include examination, questions, observations, assignment,
project, approved prior learning, witness, simulation…
In my faculty, i often use multi-choice questions and observation
of practical exercise for assessment. For practical exercises, delegates will
practice after my demonstration and explanation. They can do in a group of
maximum 4 or just one person. Once they finish their jobs, I also give them the
feedbacks on what they have just donning. I share them good points, safety
points and things need to be re-assessed. Based on training procedure,
delegates have time for re-assessment is in within maximum 3 month because of their
working schedule (onshore and offshore work shifts).
Unit 102 & Unit 103
Describe material, activities and resources to be used during
teaching/training sessions.
In IVQ Level 3 training, I had the practical assessment for the
first unit/session on 2nd June 2016. I was the first presenter
of my group in the afternoon. To prepare for that, I chose the topics of safety
that I am familiar with. That is basic first aid. I already have the slides,
video, training handout, lesson plan and equipment for practical like first aid
dummy, facemask…However, when attending this course, I have learned that
trainers/instructors can make something different. Trainers/instructors can do
a better presentation. So I decided to use flipchart and A1 papers instead of
using slides and video as I did in practice session.
I drawn some pictures to demonstrate key figures of contents. I
also organized the class arrangement by inviting learners come up in the center
of room and in front of flipchart (this helped all learners to see information)
and we stayed in a round circle.
Before I started, I explained to the class safety points and we
shared together ourself information such as full name, department and
experiences. Then I introduced aim, learning outcomes, assessment and contents
of training. During my show, I used some skills like asking questions to
collect answers from learners, eye contacts, walking around class, body
language, invited learners to demonstrate following my demonstration. I saw the
learners realy involved with training class. They could understand what I was
talking about and could practice exercises.
Unit 104
Explain principles and types of assessment
For proper and accurate assessment, I need to follow VACSR principles (reference from ivitalearning.co.uk)
V = Valid. This means that the method I choose to assess my
learners is appropriate to what has been learned. For example, I would not
assess performance of first aid skills by using multi-choice questionnaire.
That would not be valid.
A = Authentic. This means that the work has been produced by the
learner, and not copied or ‘borrowed’ from someone else. In my training unit, I
used observation assessment method. And learner was to be assessed for demo
class is Ta Van Cuong. So I must observe Cuong’s performance.
C = Current. It means that my learner’s work, skill or knowledge
is sufficiently recent and up-to-date to be relevant and useful. I did use
latest version of lesson plan as well as approved standard.
S = Sufficient. Each qualification lays down its own rules as to
sufficiency, but normally it is sufficient that all the assessment criteria
have been met. So for my first aid unit, the aim and learning outcomes focus on
performance skills. That is why I just used observation method instead of using
a combination with multi-choice questions.
R = Reliable. This means that if the assessment was to be repeated
again that similar results would be achieved. This can be in respect of a
different group, or if the samelearner was asked to repeat the assessment.
+ Types of
assessment (reference from facultyinnovate.utexas.edu)
Formative (Low-Stakes) Assessments
Formative assessment techniques monitor student learning during
the learning process. The feedback gathered is used to identify areas where
students are struggling so that instructors can adjust their teaching and
students can adjust their studying. These are low-stakes assessments (i.e.,
they have low point values) that happen early and often in the semester.
INFORMAL
TECHNIQUES
Written Reflections. Sometimes
referred to as "Minute Papers" or "Muddiest Points," these
popular assessment techniques have students reflect immediately following a
learning opportunity (e.g., at the end of a class or after completing an
out-of-class activity) to answer one or two basic questions like:
“What was the most important thing you learned today?”
“What was the most confusing topic today?”
“What important question remains unanswered?”
Polls/Surveys.
Data on student opinions, attitudes, behaviors or confidence in understanding
can be gathered either during class (e.g., with a classroom response system) or
outside of class. This can illustrate student engagement with the material as
well as prior knowledge, misconceptions, and comprehension.
Checks for
Understanding. Pausing every few minutes to see whether students
are following along with the lesson not only identifies gaps in comprehension,
but helps break up lectures (e.g, with Clicker questions) or online lessons
(e.g., with embedded quiz questions) into more digestible bites.
Wrappers.
"Wrapping" activities, using a set of reflective questions, can help
students develop skills to monitor their own learning and adapt as necessary.
FORMAL
TECHNIQUES
In-class Activities. Having students
work in pairs or small groups to solve problems creates space for powerful
peer-to-peer learning and rich class discussion. Instructors and TAs can roam
the classroom as students work, helping those who get stuck and guiding those
who are headed in the wrong direction.
Quizzes. Gauge students’ prior knowledge, assess progress midway
through a unit, create friendly in-class competition, review before the test --
quizzes can be great tools that don't have to count heavily toward students'
grades. Using quizzes to begin units is also a fun way to assess what your
students already know, clear up misconceptions, and drive home the point of how
much they will learn.
Online
Learning Modules. Canvas and other Learning
Managment Systems allow students to solve problems or answer questions along
the way. This can provide you with analytics on student responses and
class performance so you can tailor your instruction to their particular
learning needs.
+ Type of assessment (my self reflection)
Based on Observation Report
and Review of Progress records, instructor/trainer commented on my presentation
key things such as “very good presentation, know his subject well, good vocal”.
Beside of that, he suggested me to slow down abit my vocal. I agreed with him
at this point. In fact, when speaking VietNamese I also talk abit fast. He also
suggested me to take up Assessor/Internal Verifier qualification in near future.
And for reflection/application after come back to my daily training, I had a full week training classes afterward including theory training, practical training and in-house training. Actually, I have used different skills for two day course “Hazard Identification and Risk Assessment” and I think it worked well. I devided class into two groups of 4, invited them come up to middle of class and share. I also delivered A1 papers to groups and requested them anwering questions and writing down on papers. In fact, my delegates come from different departments of oil and gas company. They already have experiences in the fields of hazard and risk. So I did use this technique. Then we shared together. When discussion, I also added some more relevant knowledge for updating. During the whole course training, I used other techniques such as explanation, asking questions, showing videos, demonstration of paper exercices. Based on the course evaluations done by my delegates, I thought I had a successful training course.
+ Type of assessment (my self reflection)
There are three main types of assessment which are initial,
formative and summative assessments. Each method has its own purposes and to be
used in different situations.
Initial assessment
If you want to survey levels of students before training. This method
is to be used. Send questions forms to learners, interview directly or observe them
doing their jobs… are some applications of initial assessment.
In IVQ Level 2 & 3 training, the instructors did survey our
level of learning by sending us questionnaires related to training experiences,
asking us about strength and week points. They also requested to seat in real
class to observe teaching skills of learner. Therefore, I think they can adjust progress
of training and provide suitable information to our class.
Formative assessment
Formative assessment provides feedback and information during the instructional
process, while learning is taking place, and while learning is occurring. Formative
assessment measures learners progress but it can also assess my own progress as
an instructor.
During IVQ Level 2 & 3 training, I have to go through
formative assessment such as unit/session practical assessment, examination,
holistic report on blog.
In my real training, I also have formative assessment applied for
training course having modules. At the end of each module, delegates will be
assessed for their competent via observation and multi-choice questionnaire.
Summative assessment
Summative assessment takes place after the learning has been
completed and provides information and feedback that sums up the teaching and learning
process. Typically, no more formal learning is taking place at this stage,
other than incidental learning which might take place through the completion of
projects and assignments.
I usually apply this summative assessment for in-house training
courses. At the end of the training, I provide delegates examinations for final
assessment beside of table top exercises during training.
Unit 105
Evaluate the delivered sessions and self to inform future
delivery.
In the first practical assessment, once I finished giving feedback
to my learner (Ta Van Cuong), the instructor/trainer gave me feedback as well.
The sharing points are good for me. I could review something I did well and
some I need to improve. We had opened discussions before final agreements and
signed off.
I saw although the instructor/learner has experiences of assessor
role, he also used checklist for his assessment and feedback. Checklist is one
of standards of City and Guilds. This is a good practice to be captured for not
only training/assessing but also audit activities and other jobs. I think
checklist is a useful tool to guide and support me to follow job procedure
without ignorance things.
And for reflection/application after come back to my daily training, I had a full week training classes afterward including theory training, practical training and in-house training. Actually, I have used different skills for two day course “Hazard Identification and Risk Assessment” and I think it worked well. I devided class into two groups of 4, invited them come up to middle of class and share. I also delivered A1 papers to groups and requested them anwering questions and writing down on papers. In fact, my delegates come from different departments of oil and gas company. They already have experiences in the fields of hazard and risk. So I did use this technique. Then we shared together. When discussion, I also added some more relevant knowledge for updating. During the whole course training, I used other techniques such as explanation, asking questions, showing videos, demonstration of paper exercices. Based on the course evaluations done by my delegates, I thought I had a successful training course.
+ Future
training
For the future training, I think attending “Train the Trainer” courses
following Vietnam standard and international standards like City & Guilds
IVQ Certification is very useful for young and even experienced trainers/instructors.
We need to keep up to date continuously our knowledge and skills of teaching/training.
Day three of theory training, instructors did share us advanced
training technique. That is facilitating. They also share us assessor and
internal verifier roles within organization. They are the person in charge of
keeping up training follow procedures and maintaining quality assurance of organization.
So as a trainer/instructor, I always keep in mind that I need to maintain the
quality of training at all time and spread “fire of learning” through learners
as well.
