TAE40116 Certificate IV in Training and Assessment

1. Andragogy vs. Pedagogy

Adult learning methods and techniques geared at personality, experience, and problem-solving are referred to as Andragogy. In contrast, Pedagogy is an educational system in which the student relies on the instructor for direction, appraisal, and skill development.

2. Behaviourist Learning Theory

Behaviourist learning theory is a well-known idea that focuses on how pupils learn. According to this learning theory, behaviours are acquired from their environment and that intrinsic or hereditary characteristics have relatively little impact on behaviour. 

3. Cognitive Learning Theory

Cognitive learning theory is a person's learning, which is a difficult mental process It occurs as a result of intentional and purposeful information processing and storage activity within living organisms.

4. Information Processing Theory

Information processing theory is a method of studying mental performance that arose from the American experimental tradition in neuroscience. The notion is based on the assumption that people make decisions rather than just reacting to inputs.

3 principles of adult learning

• To focus on goals
• To know more about the relevant information
• To be more open about adult way of learning

3.

Three sensory learning styles are:

• Mnemonic
• Structural
• Generic

4.

Activist

1. These learners need time to reflect on the material being learned. They may appreciate receiving the learning material before the training begins to give them time to review it and think about it.

Reflectors

1. These learners need social interaction and thrive in social learning environments. They enjoy activities in which they can process the learning externally (socially) and ‘bounce ideas off of others.’

Theorist

1. These learners need logic; information provided must make sense—it must be logical and consistent. They enjoy analysing and synthesising information to understand how the ‘action’ works.

Pragamatists

1. These learners need to practice the concepts learned. They may get impatient with long ‘theory’ sessions.

5.

Activists

Activists prefer learning by doing something

Reflectors

They prefer learning by observing

Theorists

They prefer to understand the theory that is present behind learning

Pragamatists

They explore the learning experience into real world

6.

• Visual learner
• Auditory learner

7.

• Tutoring
• Presentation
• Demonstration

8.

1. Conduct a self-assessment
2. Obtain feedback from other learners

9.

• By organise the classroom
• Identify the exact problem
• Using of good response

10.

The purpose of organisational record management system is to provide the methodical and effective management of record production, maintenance, and deletion, as well as the economic transactions linked with them

11.

The purpose of reporting requirement is that it benefits the whole national training system Individuals should be able to view transcripts demonstrating any widely renowned training they have completed via linkages with the Personalised Student Identity.

12.

• Creating of learner profile
• Showing interest
• Question everything

13.

• Awareness
• Learning strategies

14.

1. Only have breaks as per identified break times in the session plan, and do not deviate from the session plan at all.
2. Consolidate and review what you have covered at the end of each session and at the beginning of the next session.
3. Discuss a learner’s learning difficulties in front of the entire group.
4. Prepare hand-outs that summarise the topic and assist the participants with their recall of the information you delivered.

15.

1. clarifying concepts
2. Consistently failing at assessment activities
3. Showing a blank stare on face

16.

1. Present materials in small units to allow those with learning difficulties to process and follow small chunks of information.
2. Provide the learner with supplementary learning materials.

17.

1. Having other trainers review the session plans and provide recommendations for improvement
2. Using feedback forms to gather and collect participant feedback to help improve the plans

18.

• Wear hearing aids
• Use FM systems

19.

• Software
• Relevant learning material

20.

• Making of visual presentation
• Building of more group work

21.

1. ensure that all electrical cords are not trip hazards
2. read and understand the emergency evacuation plan

22.

1. Use an enrolment form to identify whether students have any special needs or allergies
2. Continuously monitor students for signs of hypothermia
3. Ensure that students use gloves when practising first aid
4. Monitor the wind, water and weather conditions during training, and cease the activity if the water becomes dangerous

23.

• Bullying policy
• Dress code policy

24.

1. False
2. True
3. True
4. True
5. False

25.

Child care industry hazards:

• Slipping and tripping hazards
• The risk of communicable disease

26.

1. Reporting must be conducted by a qualified person, or at least in consultation with a qualified person, such as a technical expert or a safety specialist.
2. A hazard or incident report form must be filled out as soon as possible after noticing the hazard or the accident or incident occurring.

27.

• By not taking unnecessary risks
• Always look out of hazards
• Keeping the workplace area clean

28.

Training and education industry

• Ensuring of safe environment
• Information about hazards

29.

1. Continue training and wait for the announcement indicating that it is not a drill.
2. Advise learners to leave their belongings and follow the emergency exits as previously advised.

30.

• Training courses
• Meeting at work
• Supervisors

31.

1. WHS issues to be addressed in the delivery
2. Emergency and evacuation plan
3. Associated fees

32.

1. The outline of the content to be addressed
2. The records management policies and procedures
3. The delivery methods for each part of the session

33.

1. The individual learner’s needs are considered in the assessment process
2. The units of competency and other benchmarks to be achieved must be specified.

34.

• One on one feedback
• Observe the non-verbal feedback

35.

1. Julia is not maintain the prescribed dress code that is offered by her company which is creating an obligation to the company policy
2. Julia is using her personal laptop which is not tested and tagged by the company which means this might create a privacy issues for the company. Hence there is privacy issue.
3. Here she should not put the names of the employees of who are already terminated this is because the employees who are already terminated are not the part of the company and it is breaking the regulatory obligations
4. Julia did not cited the graphs that are collected from other sources which is creating a referencing obligations

36.

Every act of communication is a type of communication. It is inconceivable not to communicate since action has no equivalent. Even when interaction is ignored, it is still a sort of communication.

Feedback first from transmitter to the receiver is part of two-way communication. This lets the speaker know that the communication was correctly received by the destination. Communication is also bargained, which implies that the transmitter and recipient listen to one another and, and the signals acquire knowledge in order to reply.

37.

Diagrams

Diagrams are sketches or outlines that describe and describe portions of an item, process, or occurrence that cannot be viewed directly.

Charts

A chart is a visual depiction of data or a sketch illustrating an orderly process.

 

Graphs

A graph is a graphical depiction of quantitative data connections that side, arrows, columns, pie slices, and other symbols. Graphs depict the fluctuation in one variable in relation to one or more other variables.

38.

• Observations
• Performance Benchmark

39.

1. To develop vocational competencies or skills
2. To meet industry standards, legislation, licensing, or registration requirements, or the requirements of a funding body
3. To address gaps between a learner’s knowledge and skills, and competency standards