Identify a use case where you would be interested in applying a machine learning algorithm-Write a hypothesisstatement and the steps you would take to choose and decide on the correct technique (only based on today’s lecture)-Provide a reason for your choice
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Introduction Based on the literature sources, provide a background of the research problem to be explored. Elaborate on the impact of the problem and why your research is important to pursue. Indicate what the goal of the research will be
Introduction This section introduces the reader to the structural content of your Research Report.
Problem statement
In this section, present a concise statement of a research-worthy problem to be addressed (i.e., why the work should be undertaken – don’t state “it was a requirement of the professor”). Follow the statement of the problem with a well-supported discussion of its scope and nature. The discussion of the problem should include: what the problem is, why it is a problem, how the problem evolved or developed, and the issues and events leading to the problem. Your problem statement must be clear, concise, to the point and able to be articulated in no more than three sentences.
Relevance and significance This section provides the necessary support for both the problem statement of your study. Consider the following questions and support your discussion by citing the research literature:
What is the potential for generalization of your results?
What is the potential for original work?
Research Questions In this section you will define the research questions you expect to answer in your finding / results / conclusion sections. The research question(s) must be directly related to the problem statement and introduce the reader to their respective relationships. The answers to the research question(s) as elaborated in Chapter 3 need to be either qualitative or quantitative. In this section, the research questions should be numbered
Barriers and Issues
In this section, identify how the problem is inherently difficult to solve. You should also show how the solution you propose are difficult to obtain (unlike a book report). You should show the study you propose is of adequate difficulty to warrant a successful grade assignment
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Child Autonomy Course 322-DAE-ID (60 hrs) Units 1-2-2 Group / Individual Presentation Assignment (30%) Using Microsoft Office Slides for this assignment (APA), each group will present 15-20 minutes including another 5 minutes for Q & A. Your group must elaborate on the following: Each group will select one educational philosophy from the list to research and peer teach. Please see the list at the end of this document. Topics cannot be duplicated. Please confirm your topic with your teacher to ensure it is not already taken. Project Presentation Criteria 1) Title Page: name of assignment, list of group members, course name, date…etc 2) Introduction: introduce and describe what your group will cover in the presentation (reference using APA format). 3) Main Ideas I: according to and specific to your assigned age group demonstrate your knowledge and research relevant to the early childhood education setting. Use scholarly articles/journals/personal perspectives (ERIC), case studies and video/picture examples to teach your findings. You must include at least 4 peer reviewed articles.
Discuss all aspects of the selected educational philosophy in respect to setting limits, providing choices and encouraging autonomy in children: 1) Describe the pedagogical approach of this educational philosophy. Elaborate on the key features of this philosophy’s pedagogy. 2) What is the recommended age range in this particular educational environment and explain why? 3) How is the day organized according to this educational philosophy? 4) How do children learn with this educational philosophy? 5) How does this educational philosophy promote child autonomy? 6) How do educators interact with the children? 7) How are the subject areas taught to the children (i.e. art, music, math, science, reading, computer skills, etc.)? 8) Is this educational philosophy competency based teaching and learning? If so, please discuss this and if not, identify and discuss its system of teaching and learning. 9) How are children assessed according to this educational philosophy? Is there any evaluation criteria? 10) Discuss research findings about the effectiveness of its preschool program in regards to supporting and developing autonomy. 11) Analyze and elaborate possible challenges for both the children and educators within this educational philosophy.
Include a short video demonstrating the support or development of autonomy under the implementation of the educational philosophy (under 5 minutes). 4) Reflections: each group member must write at least a paragraph of their personal perspective and share their thoughts regarding the content learned (before the Q&A). What have you learnt that will help you in your career as an educator in the future? 5) Conclusion: conclude your presentation using comprehensive paragraph(s), connecting all the main ideas and research together. 6) Reference Page: follow APA format. Each slide must also be referenced or the assignment will not be graded.. Each group will consist of 3-4 members. You must submit your Microsoft Office Powerpoint Slides before the presentation: Aug 30, 7:30 am. Only one group member must submit their presentation via college email following the teacher’s instructions, thank you.
Workload being equally shared includes; diversified researching skills, rehearsing your presentation together, incorporating your individual reflections / thoughts, language skills (oral and written), analytical & critical thinking skills as well as your ability to breakdown and process information. All group members must be present, be visible and be audible. Failure to do so could result in a fail.
Research Topics:
Quebec Education Preschool Program – Learning through exploration and understanding
Experiential Education – Effective learning through well-being and involvement
The High/Scope® Curriculum – Active learning through key experiences
The Reggio Emilia Approach – Truly listening to young children
Te Whãriki – A woven mat for all to stand on
The Swedish curriculum – Goals for a modern pre-school system
Montessori – A hands on approach to learning in a prepared environment
Project Head Start Program – Children learn and develop in a nurturing environment
Waldorf – Children develop the capacity for creative thinking, problem solving abilities and social skills through their free imaginative play.
Cognitive Based Philosophy – Children learn through active exploration in an environment which is rich in materials and opportunities to converse, socialize, work, play and negotiate with others.
Jouer C’est Magique – Children learn through play
Bank Street – Very similar to play-based learning.
Educational perennialism / Universal Curriculum – focuses on personal development but is very teacher-centered.
Accueillir la Petite Enfance – Welcoming Early Childhood
Piklérian approach – The child is competent; capable of initiative, engaging in relationships, showing emotions and being autonomous and active.
Faith-based philosophies – Religious affiliated educational institutions
Dewey – Learning by doing
Progressivism – Based on positive changes / a problem-solving approach
Social Reconstructionism – views schools as tools to solve social problems such as racism, pollution, homelessness, poverty and violence
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After reading and contemplating all materials and videos in Module 1, complete and submit the following Communication Investigation and Analysis activity (CIA Paper #1). The activity requires you to apply the information you read/viewed to analyze the “Stroke of Insight” video specifically. Follow the directions for structure and content provided here. When finished, proofread your paper and submit it to this Dropbox before the due date.
How to write your paper:
Construct three solid, thoughtful, intelligent, paragraphs total, one in answer to each of the questions below. This means that overall your written assessment when complete must be three paragraphs, 600-800 words in total development, and include a typed, accurate word count at its end.
Paragraph Topics:
1. COMMUNICATION MODEL: After learning about the different models of communication (also a video we watched this week), identify and explain the MESSAGE, RECEIVER, SENDER, CHANNEL, CODE, DECODE, and overall TYPE OF MODEL AND WHY YOU BELIEVE IT IS THIS TYPE OF MODEL (linear or interaction) as they apply to the “Stroke of Insight” speech. Label, CAPITALIZE, and underline the terms as you use them. For example, if you discuss the message, begin by stating, “The MESSAGE presented is…,” etc.
2. CRITICAL LISTENING: In effort to practice our critical listening skills, briefly summarize and analyze the message SENT in “Stroke of Insight.”
Do so by (a) identifying the main idea the speaker presents and at least three of her supporting ideas. Next (b) consider what preconceived ideas, biases, prejudices, and or background knowledge you brought to the listening experience with this speech. Consider, for example, your pre-existing feelings/ideas about things like mental health, mental illness, neurology, strokes, female speakers, etc. Next, (c) explain whether or not you believe the speaker’s message about her stroke experience by analyzing and discussing her use of facts, opinions, and conclusions drawn. (Is her message mostly factual? Mostly opinion? Are the conclusions she draws logical? What facts and/or opinions does she use to draw her conclusions? Are they believable?) Explain using three examples from her speech.
3. BARRIERS TO COMMUNICATION AND LISTENING: Our reading and viewing materials this week also introduce us to various barriers that get in the way of intended and effective communication. Specifically, one video pointed out three categories of NOISE that potentially act as barriers when communicating. Identify these three categories of noise discussed in the MODELS video, then explain how TWO of these categories specifically impacted your ability to listen and “get the message” viewed in the “Stroke of Insight” presentation. Underline each category of noise you identify AND label your two examples as NOISE EXAMPLE 1 and NOISE EXAMPLE 2.
Link to ted talk : https://www.ted.com/talks/jill_bolte_taylor_my_stroke_of_insight?language=en
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Programme Code BN021, BN112 BA in Creative Digital Media Module Code DMED 2028, Multimedia Development 2 Autumn repeat assessment breakdown Project 100% Deliverable 1 – Interactive E-learning Solution Deliverable 2 – Demo Defence Video Deadline Friday 20th August at 9:00 am Multimedia Development 2 Repeat Assignment Shaun Ferns Institute of Technology Blanchardstown By submitting your project for assessment you agree to the following: “The material contained in this assignment is the author’s original work, except where work quoted is duly acknowledged in the text. No aspect of this assignment has been previously submitted for assessment in any other unit or course.” IMPORTANT NOTE This assignment is an individual project. The work you submit must be your own. It is fine for you to ask a lecturer or fellow student for assistance with the project, but the actual work created and submitted must be your own. Plagiarism and academic dishonesty can lead to failure of the module and other penalties outlined in the Institute’s rules and regulations. Deliverable 1 – Interactive E-learning Solution The project is to design, create, present, publish and defend an interactive E-Learning solution, to demonstrate what you have learnt from this module’s topics. The Interactive E-learning Solution should be an original piece of work whose purpose is to teach the Twine software(twinery.org). There is no specified application for the creation of the E-Learning solution though in the past students have used both Unity &/or Adobe Animate. Remember this is a multimedia project, it must consist of a more than once form of media and must include some form of interactive assessment. • So, remember, this project is your ‘vehicle’ to demonstrate the range and depth of your technical and creative skills. • Your project should demonstrate the range of skills/technologies introduced in the module. For example, your code should demonstrate the use of the user interaction time-based, actionbased motion How you will be assessed: • The quality of your interactive eLearning solution o Does it illustrate knowledge of timelines and coding concepts from the topics in the module o Does it all work? o Is it easy to use by someone who visits it the first time? o Does it have a professional look & feel of an interactive eLearning solution? o Does it demonstrate achievement of technically challenging features? • The quality of the arguments you make in your demo/defence session and video • Deliverable – zipped folder containing copy of interactive files o “StudentNumber_webdev.zip” o You are to submit a ZIP file containing a copy of the contents of your interactive story • Include: o documentation ? The documentation file should include a report summarising the procedures and tools/techniques used, file listing, navigation flowchart/storyboard, and support material including production and user instruction documentation e.g. Read Me files. o “sources.txt” (inside folder “images) ? You are to submit a text file which states the origin of each image/audio used in your website (be specific, e.g. saying “Google images” is not good enough! You need to state the URL including the original filename of the image from that source, and also state the image filename as it appears in your interactive story). Please apply Harvard referencing to sources ? You should also declare any other sources used in your story, and state clearly how they have been used, so it is clear which parts of your project are your own work, which are the work of others, and the extent to which you have changed any work from others Additional Resource You are required to move through a planning, design and development phase before delivering the product. This could include some of the following stages if appropriate, but your client’s needs (if justified) may require alternative phases: • Background information on the project • Define the scope for the product • Identify learner characteristics • Establish constraints • Produce a style manual • Identify required resources • Ideas for content • Detailed program description (types of learning, chosen methodology, program sequence) • Media types and formats to be used • System inputs or outputs (if any) • Flowcharts and/or Storyboards Deliverable 2 – Demo Defence Video As there is little opportunity to demonstrate your creation of the interactive story you are required to demonstrate by screen capture your work. Similar to presenting during class time this is your opportunity to demonstrate your understanding of the process for developing and creating your interactive E-Learning solution. In your video defence/presentation you will be required to demonstrate and defend your understanding of your selected platform, specifically the use of code to enhance your work, your methods, choices and design, and the quality of your final interactive E-Learning solution. You may also be asked to defend/present your work in person if there is some query about your project/grade. Demo/Defence video • video file o “StudentNumber_defense.wmv” o You are to submit a 5min video file containing your video demo/defence o Load video on YouTube or Vimeo(private – password “md2”) Method of submission All work is to be uploaded to Moodle – deadlines are as specified on Moodle. Due to tight correction deadline no late submissions. Files should be named in the style: B0007 (but with your names and student number…). Folders should be correctly named BEFORE being ZIPed. Incorrect file names will not be assessed. When a ZIP folder is required do not use RAR or 7zip etc. Submission Checklist 1. A zip file containing a. interactive E-Learning solution b. all documents relating to the interactive E-Learning solution 2. Demo/Defence video • video file o “StudentNumber_defense.wmv” o You are to submit a 5min video file containing your video demo/defence, Load video on YouTube or Vimeo(private password “md2”) 1. Additionally, all files to be submitted in hardcopy on DVD. (Submit August 20th D-Block Shaun Ferns mailbox) Penalties • Due to a tight correction deadline, late submissions will not be accepted. • Incorrect file names will not be assessed. • Where no proof of creation is offered for the development of a new asset, it will be assumed that the asset is from a 3rd party. In such a case, zero marks will be awarded for the creation of that asset. • 3rd party assets used but not listed in the sources list will incur a penalty. • If a particular asset does not work or run correctly, marks will be not be awarded for this part. • Marks will only be awarded for files submitted. If, for example, the student submits an incomplete project file, resulting in the project file being corrupt or ‘unopenable’, zero marks will be awarded for that component. • It is important to note that work already submitted may NOT be submitted again. This is considered plagiarism. Hint: To avoid penalties, document your work periodically and create versions of your game. Create a realistic schedule of tasks to ensure a timely completion of the project. Approach the project incrementally to ensure that, even if the project is unfinished, a version is still submitted.
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In your opinion, are Social and Emotional Learning (SEL) critical to students’ long-term success in and out of school. Please explain. What is a meta-analysis and how is such a research method useful to demonstrate efficacy of an outcome?Which of the of the four meta-analyses of SEL program effects provides the most compelling argument in general for SEL effectiveness and why?Which of the of the four meta-analyses of SEL program effects provides the most compelling argument globally for SEL effectiveness and why?What is a randomized control trial and why is it important to include these types of studies in a meta-analysis?
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H&H accredited training australasia inc 98 south street granville | 02 9682 0100 | www.hnh.org.au I rto 90784 Student Assessment Book CHCCOM002 Use communication to build relationships Student Name: Student Email Address: Unit Start Date: ** Please note that for the purpose of you gaining a full understanding of the current subject matter and how it is part of the workplace, we refer to ‘your work’ even though you may not be currently employed in the sector Accredited Training 05.0519 (VI)
Student Assessment Cover Sheet Unit Code: CHCCOM002 Unit Name: Use communication to build relationships Student Name: Trainers/Assessors to complete this section Assessor Overall Comments: Trainers / Assessors are required to complete this section with feedback for overall result. For re-submission informaton, trainers/assessors are required to complete thefollowing pages. Student Assessment Booklet: Satisfactory Unsatisfactory O Date: Trainers/Assessors please note — all the above requirements need to be met for overall competency FINAL RESULT: Competent O Not Yet Component Withdrawn Date Assessor Name: Assessor Signature: Assessment Item 1: Short Questions and Answers Comments: First attempt: Satisfactory O Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory H&H Accredited Training (VI) Student Name: 05.05.19 Assessment Item 2: Activity Comments: First attempt: Satisfactory Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student 6 1 P a g e 05 Assessment Item 3: Meeting minutes Comments: First attempt: Satisfactory C] Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student Assessment Item 4: Effective communication Comments: First attempt: Satisfactory Unsatisfactory (for further attempts — maximum 2 — please copy this assessment Item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student How to Lodge Assessments (Student Instructions) Recognition of Prior Learning /Credit Transfer Instructions All students are entitled to apply for Recognition of Prior Learning (RPI) and/or Credit Transfer (CT), Please ask for a copy from front reception of the H&H RPL/CT Application Forms should this apply to you, RPL is a process that assesses an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification. CT assesses the initial qualification or unit that an individual is using to claim access to, or the award of credit in, a destination course. The assessment determines the extent to which the client’s initial qualification or unit is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification. Please note that H&H recognises AQF qualifications and Statements of Attainments issued by other Registered Training Organisation (RTO). Completing Your Assessment Items – Please send all assessments to PO Box 1 Granville NSW 2142 or email granville@hnh.org.au When presenting your written assessment/s it is important that you follow the guide below, as assessments determine your competency. Your assessment should: • be typed or hand written (neatly and clearly), including use of the provided assessment cover sheet • using black or blue pen only, pencil is not allowed • if additional paper is required, please see front reception for A4 paper to insert into your assessment. Please do not staple or glue paperwork into your assessment • give clear references (if external information sources are used) Please use the following points as a guide when submitting your assessment items: • have your name on front cover sheet and Pre-assessment checklist attempt to answer all assessment items show that you have researched the topic thoroughly • write/type in simple, clear language • use correct grammar, punctuation (check your spelling) ensure you put your name on any additional assessment items (portfolio, posters etc.) these are required to be collected from trainer/assessor after assessment is complete. Submitting Your Own Work Your assessment must be in your own words. When you commenced your course, you signed an H&H Student Declaration Form, which states that you are completing and handing in your own work. Copying someone else’s work is plagiarism and a form of cheating. Plagiarism is a serious act and may result in a student’s exclusion from a unit or course. If a trainer/assessor is concerned about a student’s authenticity within their submission, the trainer/assessor may request a verbal appointment with the student to assess their gained knowledge through a series of questions from the student assessment booklet. This is overseen by the Training Manager. A suitable time will be organised with both student and trainer/assessor. If a group activity has been assessed in the classroom or on site, the trainer/assessor will mark the student’s assessment booklet with detailed information regarding this assessment i.e. a detailed outline of a role play that was delivered and assessed. 9 1 Assessments should be presented in a plastic sleeve without staples, assessment Items are not returned as they are kept for compliance purposes, as a part of our quality assurance commitment It is important to keep a copy of your assessments in case they are lost in transit. Classroom students will receive feedback on their assessment items within 14 days of submission (via trainer/assessor conversation or email). Distance students Will receive their feedback/results via telephone or email within a 14-day timeframe. Assessment Results Students are aiming to receive an overall competent result for the unit they are studying. To achieve competency, the students must obtain satisfactory results for all assessment items within the unit. Example assessment items are questions and answers, projects and work experience How a trainer/assessor determines the assessment item results: Overall Unit of Competency results. If all unit requirements have been met (theory, work experience, checklists etc) then the result will be Competent (C) If the unit requirements have not been met the result will be Not Yet Competent (NYC) Assessment items results (for example theory only): Satisfactory (S) — this result indicates that you have met the relevant criteria in this assessment item, to gain a satisfactory result. Unsatisfactory (US) — this result indicates some of the below reasons: o the evidence was not of a satisfactory standard (in this case, you will be required to re-submit the relevant evidence) o the evidence you submitted was not complete o the evidence you submitted was not your own work the evidence submitted was outside the course timeframe If you obtain an unsatisfactory result, the trainer/assessor will organise a time to go through the assessment item and work with you to devise a suitable action plan to re-submit. Students are able to resubmit their assessment items twice after the initial submission. Additional support is provided to the student during this time in the form of meetings, extra classes, email and phone support and one on one trainer/assessor discussions. Upon the third unsatisfactory result, the student will be required to re-enrol into the unit of competency. A fundamental element of the H&H training system is the provision of additional support and/or reasonable modifications/adjustment for students requiring further assistance. For example, cultural barriers may limit a student’s understanding in units delivered. Trainers, in these instances, may investigate a different approach to their training style that adapts to the particular cultural background. Appeals against Assessment Results Please note students have 30 days from the date that the assessment was deemed Unsatisfactory or NYC to appeal the assessment result. Please see front reception for an appeal against assessment form. This appeal can be submitted on the grounds that the student: I. was not informed about the assessment process for the course
assessment process differed significantly from what the student was told
assessment environment adversely affected the student’s performance
believed that they had demonstrated competency in the assessment/s Good Luck with your studies, from the H&H team Student Checklist (to be completed by the student) CHCCOM002 – Use communication to bulld relationships Student Name: Assessment Location- (please tick below location/s you have been advised as where you may be assessed) Classroom Traineeship Distance Other l, confirm that this assessment is in my own words, I have read the ‘how to lodge assessments’ section in this booklet regarding plagiarism I (as the student) confirm my readiness to be assessed Date, time and location of the assessment has been provided How my performance will be assessed, has been explained Assessment methods, processes and documentation requirements have been explained Any factors that may interfere with the completion of the assessment, have been discussed with the assessor Confidentiality of the assessment outcome has been explained I understand that feedback will be provided to me within 14 days of submission from my trainer / assessor I understand my right to appeal the assessment decision (within 30 days of assessment results) Any possible hygiene/Work Health and Safety hazards for this assessment have been identified and discussed Student Comments: By signing this checklist, the student acknowledges the assessment requirements. Student Signature: Date: 2- 11 | 05.05.19 (VI) (.H(COM002 Foundation Skills The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Assessment requirements Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has: Skill Evidence obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately prepared 3 types of written correspondence in accordance with organisation communication protocols facilitated resolution of 1 difficult situation with a client, colleague or service provider facilitated 1 meeting around a workplace issue Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: Knowledge Evidence • organisation communication policies and protocols different communication styles and techniques, and how they impact on interpersonal communication, including: strategies for effective interpersonal communication person centred and rights-based approaches • cross-cultural communication protocols non-verbal communication cues group processes and dynamics motivational interviewing versus coercive approach • collaboration versus confrontation communication strategies to: build and maintain relationships and trust facilitate workplace meetings • negotiate for optimal outcomes deliver business presentations • address barriers solve problems and resolve conflict types of interpretation and translation services specific to the client group, and how to access them factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings 14 1 05.05.19 (VI) CHCCOM002 Unit Compliance Application This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust. This untt applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both In person and in writing The skills in this unit must be applied In accordance with Commonwealth and State/Terr1tory legislation, Australian/New Zealand standards and industry codes of practice. Elements and Performance Criteria ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes Performance criterio describe the performance needed to demonstrate achievement of the element 1, Communicate with clients and co-workers 1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
Address communication needs 2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisauonal requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks 3, Facilitate meetings 3.1 Develop an agenda and list of invited participants in consultation with appropriate people 3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols 3.3 Contribute to and follow objectives and agendas for meeting 3.4 Provide opportunities to fully explore all relevant issues and provide relevant information 3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members 3,6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed 3.7 Facilitate the resolution of conflict between participants 3.8 Minute or record meeting in accordance with organisation requirements 3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement 13 1 P a g e Knowledge Evidence cont. professional relationship boundaries digital media and use in community services and health sector, including: web email social media podcast and videos tablets and applications newsletters and broadcasts intranet written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: • use of suitable facilities, equipment and resources, including use of real workplace policies and procedures • modelling typical workplace conditions, including: • interactions with clients and co-workers from a range of diverse backgrounds facilitation of groups of at least 3 people typical workplace reporting processes interpreter and translation services where required • use of digital media Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. Assessment item 1: Short Questions and Answers The following section contains questions you are required to complete in the spaces provided. If you require more space for your response, please use the student notes sections on the back of each page, Include your name on the bottom of this additional page For multiple choice or true/false questions, please circle your response, This assessment includes all elements below.
Communicate with clients and co-workers
Address communication needs
Facilitate meetings
Describe your communication style: (a) In a personal setting (b) in a professional setting 05.05.19 (VI) Student Notes: (b) Describe what body language is used to greet a person (including posture, eye contact and gestures) I. Confidently
Nervously Training 05.05.19 (VI) Student Notes: (b) How can you demonstrate respect when communicating with somebody who has a disability? budd 22 | P D g e (b) How can you build this relationship and maintain a level of trust? 24 1 (c) What procedures would be in place within an organisation relating to communication?
(a) What types of information can you provide to a client of an or anisation? 25 | 26 1
H&H Accredited Training 0505.19 (VI) (b) Your manager has requested that you commence some training with new staff members on some strategies to assist specific needs with clients. What are some strategies you could assist the new staff members with to assist the communication barriers? (c) What do you suggest if your clients and co-workers are struggling with communication barriers? H&H Accredited 30 | P a g e 05.05.19 (VI) H&H Accredited Training 05.05.19 (VI) (b) Research two translation services that are in your local area. Provide contact details for the service or the name(s) of the relevant personnel. commumcauon Training 34 | 0505 19 8 (a) Describe a cultural or language communication barrier that you have encountered in the past and describe how you overcame it, Tramjng communication Trajning 05.05.19 (b) Describe a confidence communication barrier that you have encountered in the past and describe how ytou overcame It (c) Describe a miscommunication communication barrier that you have encountered in the past and describe how you overcame it. CHCCOMOO? cotnrnuni( ation Student Notes: 05 05 (b) Imagine you are communicating at work with an irritated colleague who feels you didn’t do your fair share of work on a recent team project, How do ou diffuse the situation? 39 | P a g e 05 05.19 (VI) 10 (a) You are required to write an email to your supervisor requesting feedback from the supervisor on how you handled the situation in the previous question (b) (b) Imagine you have received feedback from your supervisor, how will you respond? Draft an acknowled ment email response: 42 1 P a g e 05.05 (b) Who do you need to consult With before sendin out the agenda to staff? Name: (c) Write a sample email that you would sepuout to staff to invite them to the fundrat%ing meeting 12 (a) Describe what ‘organisation protocols’ are: H&H Accredited 45 1 P a g e commumcatjon 13, (a) Imagine you have arranged a meeting in your workplace, the agenda has been set and you have some concerns about getting your ‘message across’ within the allocated timeframe. What are some potential concerns relating to the individual and group dynamics you may have whilst conducting the meeting? Accredited 47 1 P a e c 05 48 1 P a g e (b) How can you avoid the above concerns from happerung within your meeting)
H&H accredited training australasia inc 98 south street granville | 02 9682 0100 | www.hnh.org.au I rto 90784 Student Assessment Book CHCCOM002 Use communication to build relationships Student Name: Student Email Address: Unit Start Date: ** Please note that for the purpose of you gaining a full understanding of the current subject matter and how it is part of the workplace, we refer to ‘your work’ even though you may not be currently employed in the sector Accredited Training 05.0519 (VI)
Student Assessment Cover Sheet Unit Code: CHCCOM002 Unit Name: Use communication to build relationships Student Name: Trainers/Assessors to complete this section Assessor Overall Comments: Trainers / Assessors are required to complete this section with feedback for overall result. For re-submission informaton, trainers/assessors are required to complete thefollowing pages. Student Assessment Booklet: Satisfactory Unsatisfactory O Date: Trainers/Assessors please note — all the above requirements need to be met for overall competency FINAL RESULT: Competent O Not Yet Component Withdrawn Date Assessor Name: Assessor Signature: Assessment Item 1: Short Questions and Answers Comments: First attempt: Satisfactory O Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory H&H Accredited Training (VI) Student Name: 05.05.19 Assessment Item 2: Activity Comments: First attempt: Satisfactory Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student 6 1 P a g e 05 Assessment Item 3: Meeting minutes Comments: First attempt: Satisfactory C] Unsatisfactory (for further attempts — maximum 2 — please copy this assessment item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student Assessment Item 4: Effective communication Comments: First attempt: Satisfactory Unsatisfactory (for further attempts — maximum 2 — please copy this assessment Item check list and attach here) Resubmission Details (including date and outcome): Resubmission Outcome: Satisfactory Unsatisfactory Student How to Lodge Assessments (Student Instructions) Recognition of Prior Learning /Credit Transfer Instructions All students are entitled to apply for Recognition of Prior Learning (RPI) and/or Credit Transfer (CT), Please ask for a copy from front reception of the H&H RPL/CT Application Forms should this apply to you, RPL is a process that assesses an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification. CT assesses the initial qualification or unit that an individual is using to claim access to, or the award of credit in, a destination course. The assessment determines the extent to which the client’s initial qualification or unit is equivalent to the required learning outcomes, competency outcomes, or standards in a qualification. Please note that H&H recognises AQF qualifications and Statements of Attainments issued by other Registered Training Organisation (RTO). Completing Your Assessment Items – Please send all assessments to PO Box 1 Granville NSW 2142 or email granville@hnh.org.au When presenting your written assessment/s it is important that you follow the guide below, as assessments determine your competency. Your assessment should: • be typed or hand written (neatly and clearly), including use of the provided assessment cover sheet • using black or blue pen only, pencil is not allowed • if additional paper is required, please see front reception for A4 paper to insert into your assessment. Please do not staple or glue paperwork into your assessment • give clear references (if external information sources are used) Please use the following points as a guide when submitting your assessment items: • have your name on front cover sheet and Pre-assessment checklist attempt to answer all assessment items show that you have researched the topic thoroughly • write/type in simple, clear language • use correct grammar, punctuation (check your spelling) ensure you put your name on any additional assessment items (portfolio, posters etc.) these are required to be collected from trainer/assessor after assessment is complete. Submitting Your Own Work Your assessment must be in your own words. When you commenced your course, you signed an H&H Student Declaration Form, which states that you are completing and handing in your own work. Copying someone else’s work is plagiarism and a form of cheating. Plagiarism is a serious act and may result in a student’s exclusion from a unit or course. If a trainer/assessor is concerned about a student’s authenticity within their submission, the trainer/assessor may request a verbal appointment with the student to assess their gained knowledge through a series of questions from the student assessment booklet. This is overseen by the Training Manager. A suitable time will be organised with both student and trainer/assessor. If a group activity has been assessed in the classroom or on site, the trainer/assessor will mark the student’s assessment booklet with detailed information regarding this assessment i.e. a detailed outline of a role play that was delivered and assessed. 9 1 Assessments should be presented in a plastic sleeve without staples, assessment Items are not returned as they are kept for compliance purposes, as a part of our quality assurance commitment It is important to keep a copy of your assessments in case they are lost in transit. Classroom students will receive feedback on their assessment items within 14 days of submission (via trainer/assessor conversation or email). Distance students Will receive their feedback/results via telephone or email within a 14-day timeframe. Assessment Results Students are aiming to receive an overall competent result for the unit they are studying. To achieve competency, the students must obtain satisfactory results for all assessment items within the unit. Example assessment items are questions and answers, projects and work experience How a trainer/assessor determines the assessment item results: Overall Unit of Competency results. If all unit requirements have been met (theory, work experience, checklists etc) then the result will be Competent (C) If the unit requirements have not been met the result will be Not Yet Competent (NYC) Assessment items results (for example theory only): Satisfactory (S) — this result indicates that you have met the relevant criteria in this assessment item, to gain a satisfactory result. Unsatisfactory (US) — this result indicates some of the below reasons: o the evidence was not of a satisfactory standard (in this case, you will be required to re-submit the relevant evidence) o the evidence you submitted was not complete o the evidence you submitted was not your own work the evidence submitted was outside the course timeframe If you obtain an unsatisfactory result, the trainer/assessor will organise a time to go through the assessment item and work with you to devise a suitable action plan to re-submit. Students are able to resubmit their assessment items twice after the initial submission. Additional support is provided to the student during this time in the form of meetings, extra classes, email and phone support and one on one trainer/assessor discussions. Upon the third unsatisfactory result, the student will be required to re-enrol into the unit of competency. A fundamental element of the H&H training system is the provision of additional support and/or reasonable modifications/adjustment for students requiring further assistance. For example, cultural barriers may limit a student’s understanding in units delivered. Trainers, in these instances, may investigate a different approach to their training style that adapts to the particular cultural background. Appeals against Assessment Results Please note students have 30 days from the date that the assessment was deemed Unsatisfactory or NYC to appeal the assessment result. Please see front reception for an appeal against assessment form. This appeal can be submitted on the grounds that the student: I. was not informed about the assessment process for the course
assessment process differed significantly from what the student was told
assessment environment adversely affected the student’s performance
believed that they had demonstrated competency in the assessment/s Good Luck with your studies, from the H&H team Student Checklist (to be completed by the student) CHCCOM002 – Use communication to bulld relationships Student Name: Assessment Location- (please tick below location/s you have been advised as where you may be assessed) Classroom Traineeship Distance Other l, confirm that this assessment is in my own words, I have read the ‘how to lodge assessments’ section in this booklet regarding plagiarism I (as the student) confirm my readiness to be assessed Date, time and location of the assessment has been provided How my performance will be assessed, has been explained Assessment methods, processes and documentation requirements have been explained Any factors that may interfere with the completion of the assessment, have been discussed with the assessor Confidentiality of the assessment outcome has been explained I understand that feedback will be provided to me within 14 days of submission from my trainer / assessor I understand my right to appeal the assessment decision (within 30 days of assessment results) Any possible hygiene/Work Health and Safety hazards for this assessment have been identified and discussed Student Comments: By signing this checklist, the student acknowledges the assessment requirements. Student Signature: Date: 2- 11 | 05.05.19 (VI) (.H(COM002 Foundation Skills The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Assessment requirements Performance Evidence The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has: Skill Evidence obtained feedback from 3 clients or colleagues on effectiveness of communication and responded appropriately prepared 3 types of written correspondence in accordance with organisation communication protocols facilitated resolution of 1 difficult situation with a client, colleague or service provider facilitated 1 meeting around a workplace issue Knowledge Evidence The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: Knowledge Evidence • organisation communication policies and protocols different communication styles and techniques, and how they impact on interpersonal communication, including: strategies for effective interpersonal communication person centred and rights-based approaches • cross-cultural communication protocols non-verbal communication cues group processes and dynamics motivational interviewing versus coercive approach • collaboration versus confrontation communication strategies to: build and maintain relationships and trust facilitate workplace meetings • negotiate for optimal outcomes deliver business presentations • address barriers solve problems and resolve conflict types of interpretation and translation services specific to the client group, and how to access them factors that commonly contribute to the development of communication barriers including high emotions, mistrust or misunderstandings 14 1 05.05.19 (VI) CHCCOM002 Unit Compliance Application This unit describes the skills and knowledge to apply specific communication techniques to establish, build and maintain relationships with clients, colleagues and other stakeholders based on respect and trust. This untt applies to work across a range of workplace contexts where workers at all levels may communicate with individuals and/or groups both In person and in writing The skills in this unit must be applied In accordance with Commonwealth and State/Terr1tory legislation, Australian/New Zealand standards and industry codes of practice. Elements and Performance Criteria ELEMENT PERFORMANCE CRITERIA Elements describe the essential outcomes Performance criterio describe the performance needed to demonstrate achievement of the element 1, Communicate with clients and co-workers 1.1 Identify and use appropriate communication techniques to communicate with clients and colleagues 1.2 Communicate in a manner that demonstrates respect, accepts individual differences and upholds rights 1.3 Represent the organisation appropriately and in accordance with communication policies and protocols 1.4 Provide information to clients and service providers in accordance with communication policies and protocols
Address communication needs 2.1 Recognise and support communication needs of clients, colleagues and external networks 2.2 Facilitate access to interpreter and translation services as required 2.3 Identify and address problems and communication barriers 2.4 Defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisauonal requirements 2.5 Seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks 3, Facilitate meetings 3.1 Develop an agenda and list of invited participants in consultation with appropriate people 3.2 Communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols 3.3 Contribute to and follow objectives and agendas for meeting 3.4 Provide opportunities to fully explore all relevant issues and provide relevant information 3.5 Use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members 3,6 Implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed 3.7 Facilitate the resolution of conflict between participants 3.8 Minute or record meeting in accordance with organisation requirements 3.9 Evaluate meeting processes and identify lessons learned or opportunities for improvement 13 1 P a g e Knowledge Evidence cont. professional relationship boundaries digital media and use in community services and health sector, including: web email social media podcast and videos tablets and applications newsletters and broadcasts intranet written correspondence protocols and style guides, including letters, emails, minutes, case notes, reports Assessment Conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: • use of suitable facilities, equipment and resources, including use of real workplace policies and procedures • modelling typical workplace conditions, including: • interactions with clients and co-workers from a range of diverse backgrounds facilitation of groups of at least 3 people typical workplace reporting processes interpreter and translation services where required • use of digital media Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. Assessment item 1: Short Questions and Answers The following section contains questions you are required to complete in the spaces provided. If you require more space for your response, please use the student notes sections on the back of each page, Include your name on the bottom of this additional page For multiple choice or true/false questions, please circle your response, This assessment includes all elements below.
Communicate with clients and co-workers
Address communication needs
Facilitate meetings
Describe your communication style: (a) In a personal setting (b) in a professional setting 05.05.19 (VI) Student Notes: (b) Describe what body language is used to greet a person (including posture, eye contact and gestures) I. Confidently
Nervously Training 05.05.19 (VI) Student Notes: (b) How can you demonstrate respect when communicating with somebody who has a disability? budd 22 | P D g e (b) How can you build this relationship and maintain a level of trust? 24 1 (c) What procedures would be in place within an organisation relating to communication?
(a) What types of information can you provide to a client of an or anisation? 25 | 26 1
H&H Accredited Training 0505.19 (VI) (b) Your manager has requested that you commence some training with new staff members on some strategies to assist specific needs with clients. What are some strategies you could assist the new staff members with to assist the communication barriers? (c) What do you suggest if your clients and co-workers are struggling with communication barriers? H&H Accredited 30 | P a g e 05.05.19 (VI) H&H Accredited Training 05.05.19 (VI) (b) Research two translation services that are in your local area. Provide contact details for the service or the name(s) of the relevant personnel. commumcauon Training 34 | 0505 19 8 (a) Describe a cultural or language communication barrier that you have encountered in the past and describe how you overcame it, Tramjng communication Trajning 05.05.19 (b) Describe a confidence communication barrier that you have encountered in the past and describe how ytou overcame It (c) Describe a miscommunication communication barrier that you have encountered in the past and describe how you overcame it. CHCCOMOO? cotnrnuni( ation Student Notes: 05 05 (b) Imagine you are communicating at work with an irritated colleague who feels you didn’t do your fair share of work on a recent team project, How do ou diffuse the situation? 39 | P a g e 05 05.19 (VI) 10 (a) You are required to write an email to your supervisor requesting feedback from the supervisor on how you handled the situation in the previous question (b) (b) Imagine you have received feedback from your supervisor, how will you respond? Draft an acknowled ment email response: 42 1 P a g e 05.05 (b) Who do you need to consult With before sendin out the agenda to staff? Name: (c) Write a sample email that you would sepuout to staff to invite them to the fundrat%ing meeting 12 (a) Describe what ‘organisation protocols’ are: H&H Accredited 45 1 P a g e commumcatjon 13, (a) Imagine you have arranged a meeting in your workplace, the agenda has been set and you have some concerns about getting your ‘message across’ within the allocated timeframe. What are some potential concerns relating to the individual and group dynamics you may have whilst conducting the meeting? Accredited 47 1 P a e c 05 48 1 P a g e (b) How can you avoid the above concerns from happerung within your meeting)
(a) You are holding a group meeting and you really would like input from the attendees. What can you budd HAH Accred’ted Tralning 05.05 19 (VI) H&H Accredited Training 54 05.05.19 (VI) CHCCOMO()? 16 (a) Research Relationship Conflict. (b) Research Value Conflict. H&H Training 55 1 P a g e 05.05.19 (VI) H&H 56 1 P a g e 0505.19 (VI) (b) Conflict resolution refers to collaboration and confrontation. Research and describe these terms: commumcauon budd 18 (a) Research – What are_person centred and rights – based approaches? (b) How can these approaches be considered in our communication? 59 | P o p e 05 05.19 (VI) commumcatton H&H 60 1 p o p e OS,OS.19 (VI) 61 1 ? a g e 05.05 19 (VI) H&H 62 | P a c e 05 05.19 (VI) CHCCOM()()2 (c) What would be some Signs that professional boundaries are being over stepped* Student Name: 63 1 P a p e 05.05.19 CHC( comrnunjcation 20 Desenbe how the following forms of digital media is used in cornmunjcauon in the workplace Websites Description Emails Social media Podcasts Tablets and Applications Newsletters Intranet Accredited o a g z 05 Accredited P a g e Assessment item 2. Activity (a) Read the foilowtng transcript of a meeting and then answer the questions that follow John. Why don’t we owanise a charity raffle? Natalie That’s silly, they never work David’ How about we — Natalie. We could do a fancy dress day instead, that would get people interested John That might work Natalie. Or what about charity run? We could get loads of people involved jn that. David. I liked the fancy dress day idea John So, moving on, what charity shall we raise money for? 1 Is every member of the meeting participating equally? Explain the group dynamics you have interpreted in this transcript (100 words). Student Name: Accredited P a g e H&H Accredited Training 05 OS 19 (VI) 2 It you were this meeting, what strategies could you hove employed to ensure that contributions were sought from each partlopant, and that each contnbution was acknowledged? List at teast three strat081es Student Name: Accredited Traimng 69 05.05.19 (VI) Student Notes: 70 | 05 05.19 (b) You are planning a WOlk meeting to refresh the team’s knowledge of two or three Of your organisatton•s procedures One member of your team has English as a second language, One member of your team is hearing impaired. In no more than 500 words, plan a strategy to ensure the communication needs of these two Individuals are the additional services and resources that may be required Student Name: H&H Accredited Training 71 1 05.05 19 (VI) CHCCOM002 (c) You ave playjng the role of a person employed within the Community Services sector You are chatnng a meeting With your team to discuss the divjston of work for an upcoming project You have two team members that do not agree on how the workload should be divided They are becomtng quite heated within the meeting and it becomtng very uncomfortable the room. H&H Accredited Training 05.05.19 (VI) You are required to facilitate the resolution of this conflict. (ii) What non-verbal actions might be demonstrated by the team members in this meeting? (ommuntta%on buNd (a) There has been a meeting at your orgamsation, and you are required to write up the minutes of this meeting using the following information (in a professional format), Meeting Information: The meeting was held on 22nd January at 5pm It was decided that the organisatton would like to participate in a charity run competition. The participants of the meeting (Tm, Sarah, John, Natalie and David) voted a-I in favour of it. Discussion points were raised by Sarah concerning how many participants would participate In the run, and David raised his concern about weather restrictions for the day. Tim forgot to bring the information about the charity to the meeting. Finalising a date has been held over until the next meettng, which will be held at the same time on 30th January, and no new business was raised. 05.05.19 76 | p a g e Answer the following questions Were the meeting oblectvves achieved P Did everybody partictpate? Were the resources suitable? Were there any conflicts? What went well? (c) Draft an email requesting feedback on the meeting: P a g e 05.05.19 commumcatwon 78 1 P a g e Assessment Item 4, Effective Communication this assessment tequires some students to complete the discussions (based on your mode of study) please tind details below Classroom Students — are required to complete the discussions and worksheets, With 3 others in a classroom setting and assessed by trainer/assessor Trainer/assessor completes checklist. Distance Students — are required to complete the dlscussjons with 3 others and have them sign and verify below Traineeship Students — supervisor / manager completes checklist section only. The trainer/assessor will complete the comments section on site visit. This assessment contains the following: 3 x role plays (discussions With 3 x nominated people) 3 x worksheets Step by Step Instructions
You are required to have discussions With 3 nominated people regarding their idea of effective workplace communication and document their responses, followed by feedback you provide to them on the information they provided you in the discussion.
The nominated person is required to sign the section below (at the bottom of this table) Student Name: Signature: Nominated Person (a): Signature: Nominated Person (b): Signature: Nominated Person (c): Signature: 05 CHCCOM002 communication Trainer / Assessor practical skills instructions What is the assessor looking for? What are the requirements? Communicate effectively Use respectful approaches Understand conflict resolution Address communication needs Attend, participate and document meetings Verbal and nonverbal communication Understands sustainable approaches Understands the guidelines for assessment task Assessor Comments: (Of is What in your opinion is effective communication? What do you believe are barriers to effective communication? Have you been involved in conflict resolution? Can you provide some detaiP Worksheet for res onses: Feedback you provided to nominated person (a): P a g e 05 Student Notes: H&H Accredited Training 82 05.0519 (VI) IS What in your opimon is effective communication? What do you believe are barriers to effective communication? Have you ever facilitated a meeting at work? Can you provide some detail? Feedback you provided to nominated person (b): is What In your opinion is effective communication? What do you believe are barriers to effective communication? How would you Identify and address problems with communication? Worksheet for responses, Feedback you provided to nominated person (c): 85 1 Student Notes: Checklist Student Practical Skills Demonstration — Assessor Checklist Student name. Date’ 242 Task descriptions Yes No Does the identify and use appropriate communication techniques to communicate With clients and colleagues? Can the student communicate in a manner that demonstrates respect, accepts individual differences and upholds ri hts? Can the student represent the organisation appropriately and in accordance with communication policies and protocols? Can the student provide information to clients and service providers in accordance with communication policies and protocols? Does the student recognise and support communication needs of clients, colleagues and external networks? Does the student facilitate access to interpreter and translation services as required? Can the student identify and address problems and communication barriers? Can the student defuse conflict or potentially difficult situations with clients and colleagues and refer in accordance with organisational requirements? Can the student seek and respond to feedback on the effectiveness of communication with clients, colleagues and external networks? Can the student develop an agenda and list of invited participants in consultation with appropriate people? Does the student communicate details of the meeting to the participants and other stakeholders in accordance with organisation communication protocols? Can the student contribute to and follow objectives and agendas for meeting? Can the student provide opportunities to fully explore all relevant issues and provide relevant information? Does the student use strategies that encourage all members to participate equally, including seeking and acknowledging contributions from all members? Can the student implement strategies to ensure the specific communication needs of individuals within the meeting are identified and addressed? Can the student facilitate the resolution of conflict between participants Can the student minute or record meeting in accordance with organisation requirements Does the student evaluate meeting processes and identify lessons learned or opportunities for improvement Assessor Comments: Satisfactory Unsatisfactory Trainer / Assessor Name: Signature: Third Party Name: Signature: 87 1
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Create a video of at least 3 minutes in which you describe the influencer that you want to make known to your colleagues.
Includes the following:
The name and photo of the influencer and the reason you chose them
A photo with a post of yours
What topics do you talk about and how do you want to influence your followers?
What cultural and critical biases must you face?
Challenges Influencers Face and Industry Dangers For Users Who Follow Them
Write at least two paragraphs (at least 5 to 7 sentences per paragraph).
Substantial- thoughtful, original, relevant and contributes to the overall learning of the group.
Thought-provoking- stimulates thinking and reasoning.
Logical, concise and grammatically correct – write the discussion in a Word document so you can checks for Spanish grammar mistakes by using Spanish Spell check.
Conveys “your presence”- reinforce your conclusions with real life and professional experiences.
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Now it’s time to consider your preferred learning style(s). Take the VARK Questionnaire here. Your goal will be to write one-two paragraphs answering following questions. There are no right or wrong answers with this reflections because this is about your personal preference as a learner.
In the process of completing of this reflection about your learning, you’ll be able to identify the stages of the learning process.
Review the types of learning preferences. Consider if you prefer more than one learning style.
Identify three different classes and describe what types of activities you typically do in these classes. Which learning style(s) do these activities relate to?
Describe what you think your preferred learning style(s) is/are. How do you know? Have you studied these learning styles in other courses in the past?
Explain how you could apply your preferred learning style(s) to studying. Have you experienced multimodal learning in your courses?
What might your preferred learning style(s) tell you about your interests? Consider which subjects and eventual careers you might like.
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Tell of two separate experiences, expressing both a positive time and a negative time, that is in your memory associated with group learning. Tell of your personal experience of how group dynamics intersect with and affect learning outcomes.
REPLY TO MY CLASSMATE’S POST. EXPLAINING WHY YOU AGREE WITH HIS POST TO THE ABOVE DISCUSSION (A MINIMUM OF 125 WORDS EACH)
CLASSMATE’S POST
I will start with a negative time to end on a positive. A friend of mine decided to get a second job and the money looked good from a distance so I asked her to get me a job there as well. In the beginning working with her was fun and the extra money was greatly needed. I started working more and more hours after I got off my full-time job until I was always working. My friend’s husband got a job, so they did not need her working 2 jobs: so, she quit and left me there continuing to work. I work and enjoy it until my coworker sat around while I work harder and harder until I ended up having a stroke. The group of workers continued, and I was home for weeks trying to recover. I learned to surround myself with like-minded people.
A positive experience was a couple of ladies that I knew from work, school and church were always nice to me and we all begin to talk and became friends. These ladies poured into me the support and assurance of the importance of continuing my education. After suffering a stroke and a brain tumor I have completed my undergraduate and graduate degrees and now working on my second masters. Be good, do good and Good will come to you. I surrounded myself with like-minded people
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