Final Holistic Report

By

Candidate name: NGUYEN HUYNH ANH

Qualifications: 1106-21

Unit 101:

About the learning cycle, we have 5 components of it, these are following

• Identify training needs,

• Planning training

• Implement training

• Assessment

• Evaluation

 • Identify training needs:

Why the trainer need to identifying training needs?

First of all, it will help the learner know where they are. And the second reason is help the trainer prepare the lesson. In fact, people have the different learning style, they have the different backgrounds (mechanical, electrical, petroleum…), so they have different way to learn. Some people read better than listen. Others learn better by observe and practice. The trainer need to know what are the strength of learner, and how to deliver the knowledge by the best way. Some people interested in them field, so the difficult thing is creating links them to the team work. Another thing, they have many reason for learning, some people want to learn, others present at the class just because their boss told them so. In Vietnam , many people attended the class for one reason: “to get the certificate”, and they wondered that certificate can be useful in your current job or not ? So, recognizing motivation of learners is very important , in addition to providing knowledge, skills, the trainer must stimulate learners attitude.

When the trainer knowing the ability, qualifications, strengths and what are the learner need, the trainer will have the best preparation for the lesson. Trainer will identify the aim and learning outcome of the course , training methods, assessment methods, training equipment needs to have, delivery the knowledge , skills and attitudes that learner need. Moreover, the trainer will improve management skills, communication, and will help learner get their aim and learning outcome. 

" Teaching is a game , and trainer need to be the winner "

In my training session, after the diagnostic meeting, I recognize what are the strengths of my learners, and what are the areas for development. We also have the learning styles’ tests, example Mr. Huy is Kinesthetic styles. After diagnostic meeting, I prepare the design training.

• Design training

After done identify training needs, trainer start to building the training program. How to design the training program? Base on the result of learner need and follow the standard, trainer will be design the aim and objectives first. Design the aim: The aim is about what learner hope to do, by the end of course, what is the learner want to know. It should be intention in the course. Design the objectives: The objectives are the specific steps the learner will take to achieve the aim of course. Each objective should be: 

Specific: What is to be done?

Measurable: How will you know it meets expectations?

Achievable: Can the learner do it?

Realistic: Should it be done?

Time bound: When will it be done?

Prepare for the training, trainer should be check the training equipment’s, the venue, the weather condition… Depend on the learner needs, the learner gaps need to be fill, trainer will be design the training program. 

In my training session, Base on the learners’ need, I design the aim and objectives. The aim and objectives need to appropriate training timetable, not difficult for learners. And of course, aim and objectives need to follow the SMART principle.  

• Deliver training

After design and plan the program, trainer ready for deliver training. Depend on the learner style, trainer will choose the deliver method. And trainer need to be remember: “always different the classes, different the learners”. There are three parts of the deliver training: Opening, middle and closure. Trainers have many method to delivering the parts. There are presentation, demonstration, group discussion, role play… but trainers need to ensure conformity between content and training method. When you are a trainer, you need to master the topics, master the leaners, be creative in methods, use effective body language and verbal control. And trainers need to remember: “ppt slide are not the Trainer, you are the Trainer”

In my training session, because mostly learners are Kinesthetic styles, so I presenting first, after that I used the real video, then I will demonstrate the skills, for make sure the learners could understand the session, and the learners will be able to do the exercises.

• Assessment

The training need to assessment for measures of learner learning. This is an assessment to looks at learner knowledge’s, skills, and abilities, to identify any gaps of learner. There are three main assessment types:

Initial assessment – for discovery of current abilities and determine future action

Formative assessment – On-going during the learning program for developing learner and measure progress

Summative assessment – to measure final level of achievement

There are some ways of assessment: direct observation, multiple choice tests, oral questioning after observation….depend on the assess knowledge’s or skills, trainer will be used the appropriate assessment method.

• Evaluation

Trainers need to evaluate the training session to ensure the session meet the learner needs, the programmer and the qualifications. On the other hand, evaluate the ourselves to improve, to develop for the next class.

There are some ways to evaluate the training session: surveys, observation checklists, individual interviews….

When prepare the training, trainers must be clear the training cycle. “Good prepare, good deliver”. In real, some time I have not time for check out fully the learners need, it will become a trouble for training. However, after finish the training skill level 3, I understood that always have a choice to know what are the learners need. The four primary learning styles are: Visual/ Auditory/ Read and write/ Kinesthetic. In my field, almost the learners are adult. So, adults want to know why they should learn. Trainers need to know answer this question. Because they are not going to take time and energy for the apparent target. And be aware that some learners may not want to be the class. In this case, trainers need to show the benefit of the training session. Some learners need the special support, something like language, experience, confidence… so, good trainer will be take care about them. In the training skill level 3, Mr. Kai has two questions: what are your strength? What do you want to improve? I think it’s very useful for check out the learners need and experience of each learners. During the session, every learners have the choice for presenting, for say some idea, it is fear with another learner. Before start the session, Mr. Kai conduct an ice – breaker welcome activity, each leaner stands to say his name, his expectation about the course.  He has a clearly voice, listen effectively, respond to learner questions and lead activities. He is a trainer model.

Unit 102&103:

Training resource:

In training skill level 3, my session I choose to present is “Helicopter Escape”. I prepare the slides, handout, video and aviation life jacket for practical of learner. I had already the diagnostic meeting with my learner. Some learners had experience, some leaners had not. Example, Mr. Huy, he works in offshore, but next time is the first time he will travel by helicopter. I decided to prepare the real model of aviation lifejacket for my session. The content of my session are procedure of travel by helicopter and how to use an aviation lifejacket in emergency situation. Before I started the session, I introduced about the safety plan, rule of the class, and introduce about myself. Next, i asked name of each learners and shaking hands. I introduced the aim and objectives  and the important of this session. During the session, I used some questions to collect ideas of them about the knowledge of session. I also used suitable slides, eye contact, body language to deliver the knowledge. About the aviation life jacket, I choose the demonstration method. Firstly, I introduced the basic structure and characteristic of aviation lifejacket, after that I showed how to donning and operate in emergency situation. This skill is very important, so I demonstrated slowly and clearly for them. About the operated aviation life jacket, for more attractive , I showed them how to use two legs keep the body on the surface of water during operated an aviation lifejacket. It will be effective for them. After I finished the delivery, I used two ways for assessment, invited learner to practice and multi choice questionnaire. I invited Mr. Huy to demonstrate, he remember my actions, so he done the correct way to donning aviation lifejacket and used two legs to keep his body on the surface of water. I knew he understand and competence donning and operating aviation lifejacket skill.

Unit 104:

Principle of VACSR:

Validity: This means that the method you choose to assess your learners is appropriate to what has been learned. Assessment must be a close fit between the assessment activity and the learning outcomes. This would involve the interpretation and supporting evidence collected from all stages of the assessment process. In my session, learners will be travel by helicopter, so I assess donning an aviation lifejacket by direct observation and multi choice exam, it would be valid

Authentic: All assessment activity which provides evidence of achievement for the award of credit must have processes in place to ensure that the achievement is authentic.

Currency: This principle is about being up to date. While some skills have changed little, many are subject to social and technology changes. Three years is generally accepted as a minimum time when assessments can be termed ‘current’ and included for use against qualification accumulation.

Sufficiency: Assessment must be fit for the learner, the learning and the level. The assessment strategy and methods must be clearly appropriate for the target groups of learners in the context in which the learning takes place. Assessment must fit the learning outcomes and be appropriate for the form of assessment. Assessment methods should not raise barriers to demonstration of achievement.

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 same learner was asked to repeat the assessment.

Assessment should be based on learners’ needs, and based on the context. In my session, I am training in the classroom practice, so I chose the observation method to assess the skills and oral/ written test to assess the knowledge. I designed the assessment form to backed up with questions to ensure my learner also has the knowledge and understanding to perform the skill.

When observing, if my learner make a mistake (if it is safe), I don’t interrupt them. I will discuss this later to see if they realized what they had done. If I observe groups of learners, I need to confirm what each individual learner has achieved. When observing, I try to remain out of the way, but still in the position to see or hear what is going on. When documenting the outcomes of an observation, my record need to be detailed, stating what my learner has achieved and how they did it. It is towards a qualification.

Questions (written or oral) are the good way to assess knowledge and understanding of session. When asking questions, only use one question in a sentence, more than one it may be confuse learners and may be they answer the last one they heard. Should to use open questions, don’t use close question such as “ do you understand?”, learners will offend say “yes” as they fell that’s what trainer expect to hear. If learners don’t know the answer, may be they don’t understand or the question is difficult, trainer need to change the question and links to the original question.

Type of assessment

There are three main types of assessment: initial, formative, and summative.

1.Initial Assessment

Initial assessment can help trainer identify learners’ current knowledge of a subject, their skill. Knowing learners’ strengths and weaknesses can help trainer better plan what to deliver and how to deliver it. At the training skill level 3, trainer send a survey form to asking learners about experiences, strength and the skills need to improve. So I thinks it is initial assessment

Types of Initial Assessments

 · Pre-tests (on content and abilities)

 · Self-assessments (identifying skills and competencies)

 · Discussion board responses (on content-specific prompts)

 · Interviews (brief, private, 10-minute interview of each student)

2.Formative Assessment (assessment for learning)

 Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess your own progress as an instructor. At the training skill level 3, trainer used the formative assessment through oral questions, examination, practical assessment and holistic report

Types of Formative Assessment

· Observations during in-class activities; of students non-verbal feedback during lecture

· Homework exercises as review for exams and class discussions

· Reflections journals that are reviewed periodically during the semester

· Question and answer sessions, both formal—planned and informal—spontaneous

 · Conferences between the instructor and student at various points in the semester

· In-class activities where students informally present their results

· Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress

3. Summative assessment (assessment of learning)

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. Types of Summative Assessment

· Examinations (major, high-stakes exams)

· Final examination (a truly summative assessment)

· Term papers (drafts submitted throughout the semester would be a formative assessment)

· Projects (project phases submitted at various completion points could be formatively assessed)

· Portfolios (could also be assessed during its development as a formative assessment)

· Performances

· Student evaluation of the course (teaching effectiveness)

· Instructor self-evaluation

Comparing Formative Assessment and Summative Assessment

Formative Assessment (Assessment for Learning)	Summative Assessment (Assessment of Learning)
Checks learning to determine what to do next and then provides suggestions of what to do—teaching and learning are indistinguishable from assessment.	Checks what has been learned to date.
Is designed to assist educators and students in improving learning.	Is designed for the information of those not directly involved in daily learning and teaching (school administration, parents, school board, Alberta Education, post-secondary institutions) in addition to educators and students.
Is used continually by providing descriptive feedback.	Is presented in a periodic report.
Usually uses detailed, specific and descriptive feedback—in a formal or informal report.	Usually compiles data into a single number, score or mark as part of a formal report.
Is not reported as part of an achievement grade.	Is reported as part of an achievement grade.
Usually focuses on improvement, compared with the student's “previous best” (self-referenced, making learning more personal).	Usually compares the student's learning either with other students' learning (norm-referenced, making learning highly competitive) or the standard for a grade level (criterion-referenced, making learning more collaborative and individually focused).
Involves the student.	Does not always involve the student.

Unit 105:

After each delivered session, trainers need to evaluate about the training sessions and ourselves. Evaluation need be done to measures the session meeting the need of learners, the programmer and the qualifications. Of course, after evaluate, trainers will be find out what is the good point, what are the points need to improve, to develop. 

In the training skills level 3, I deliver “Helicopter safety” session. After delivered, I recognized that some points I need to improve in the future. In this session, I designed an appropriate content, appropriate learning outcomes and assess method. I confidence when I delivered my session, because I knew clearly what I delivered. I managed my class not bad, gave them some questions to assess what they understood. On the other hand, I need to become better when I prepared the session. I need to improve English skills for communicate with my learners clearly and fluently. Of course, improve the manage class to better, making learners more active. Training process is up to date day by day, always improve ourselves, more practice…So I thinks training by English language not is a barrier, I need to better preparation, use the appropriate deliver method and assessment. However, improve presentation skills is very important for me.

After I finished deliver training session on 3th June, the observer, Mr. Luui gave me some feedback about my training session. He used checklist for assessment and feedback. Based on Observation Report, observation of feedback and Review of Progress records, he gave me some key point such as: “know my subject well, use actual material for demonstration, speak clearly and loud”. Beside of this, he wanted me to more confident, try to making different style. He also gave me comment about the expression, he want me try to keep smile, because it’s good for communicate with learners. And he required me to attend advanced presentation skills. I agree all of his comments, these are very useful for me to deliver training session in the next session in July and future.

In the training skills level 3, my session is “Helicopter safety”. This session will be provide leaners with the knowledge, skills, and more confidence when the travel by helicopter. Almost learners works in offshore, so the aim and learning outcomes of this course very useful for them in real situation. I choose the presentation, demonstration to deliver this session. I also use slide, video, handout for support training session. Because training for the real situation, so I use the actual material for training, I will help learner more confident and have good skills.

When I present, I also ask them some questions for sharing the knowledge in an exact situation. It is useful for another learner. And it is useful for me to assess the knowledge of learners. When I do the demonstration with the real material (aviation life jacket), it will help learners get the real knowledge, and they will know how to do like this. They observe me very carefully, and when I finished the demonstration, I asked for any question so far, if they don’t understand, they will ask me again. I thinks when deliver the real knowledge, real skills, demonstrate is the best way to impact on skills of learners. I thought I had a successful training session because when my learners directed observed my demonstration, they done the exercise so good.

During learners did doing practice, I assessed them follow the assessment form, I used the direct observation for assess. When I used assessment form, I knew exactly step by step about the skills of learners. I will give feedback to learners after they finish their exercises (if learners take a mistake but safety). And they will do the exercise again if they don’t follow my assessment form. I think assessment form not only follow standard, programmer but also meet what learners need. After learners done exercises, they will have a written test for assess the knowledge, the mark need to more than 80% to pass. I thinks it is a good way to assess the knowledge of learners.

After training skills level 3th, I had many experience about prepare the course, how to manage the class, identify learner’s need and fill the “gap” of learners, use the appropriate material/ training equipment, method of deliver and assess the knowledge, skills and attitude of learners. And how to become a facilitator, that is an advanced method for trainer. Finish the level 3th, I felt more confidence, and the most important, I understood that “training is a process, trainers need to up to date day by day, always get more knowledge, practice and practice”, never give up, training for today, hope for tomorrow. And I always remember slogan “training is a game, trainers need to be win”.