RTO No: 91223

Assessment Task 2

TAELED803 Implement improved

learning practice
 Conducting research using the Internet into advances in learning practice relevant to
the context of their learning environment
1. Teacher Clarity

When a teacher begins a new unit of study or project with students, she clarifies the
purpose and learning goals, and provides explicit criteria on how students can be
successful. It's ideal to also present models or examples to students so they can see
what the product looks like.

2. Classroom Discussion

Teachers need to frequently step offstage and facilitate entire class discussion. This
allows students to learn from each other. It's also a great opportunity for teachers to
formatively assess (through observation) how well students are grasping new content
and concepts.

3. Feedback

How do learners know they are moving forward without steady, consistent
feedback? They often won't. Along with individual feedback (written or verbal),
teachers need to provide whole-group feedback on patterns they see in the collective
class' growth and areas of need. Students also need to be given opportunities to
provide feedback to the teacher so that she can adjust the learning process, materials,
and instruction accordingly.

4. Formative Assessments

In order to provide students with effective and accurate feedback, teachers need to
assess frequently and routinely where students are in relation to the unit of study's
learning goals or product (summative assessment). Hattie recommends that teachers
spend the same amount of time on formative evaluation as they do on summative
assessment.

5. Metacognitive Strategies

Students are given opportunities to plan and organize, monitor their own work, direct
their own learning, and to self-reflect along the way. When we provide students with
time and space to be aware of their own knowledge and their own thinking, student
ownership increases. And research shows that metacognition can be taught.

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 Analysing advances in learning practices and how these are being implemented by other
organisations.
A learning environment is a diverse platform where users engage and interact to learn new
skills. While learners can learn in an array of settings, the term refers to the more preferred
and accurate alternative to the traditional classroom. The term does not pass on a traditional
or limited connotation such as a room full of desks and a chalkboard.

Components and Importance of an Effective Learning Environment

Developing an engaging and positive learning environment for learners, especially in a

particular course, is one of the most creative aspects of teaching. Typically, the focus is either
on the physical learning environments (institutional) like lecture theatres, classrooms, or labs;
or on different technologies that are used to develop online learning environments.
However, the learning environment is an expression that is a lot broader than these
components. The term comprises of:

• Learners’ characteristics.
• Learning and teaching goals.

• Activities that support learning.

• Assessment strategies that drive and measure learning.
• A culture that directly infuses a learning environment.

Typically, social, physical, psychological or cultural factors involved in a learning

environment deeply affect the learners’ learning capabilities. If the learning atmosphere is not
conducive to gaining new knowledge or skills, it will be hard for learners to remain engrossed
or interested.

For example, stress significantly affect the cognitive functioning. When you combine stress
with learning processes, the negative thoughts outweigh the positive ones.
Such learners find the learning environment more like a threat to their self-esteem than a
platform to improve or learn new skills. To overcome this, the instructors hold the
responsibility to incorporate an arsenal of strategies that would inoculate learners against the
negative attitude by providing enough positive experiences.

This integration of strategies in the learning/teaching approach will counteract the negative
and help students in getting out of the negative spiral. When a learner feels appreciated,
accepted and see him/her as an important and contributing part of a learning environment
only then he/she can improve, learn with an open mind, accept and appreciate viewpoints and
solve problems earnestly.

Nevertheless, a learning environment is a great attribute to the success of the learner. It offers
a positive ambiance to feel motivated and engaged. An ideal learning setting encourages the

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interaction with learners/instructors and eventually establishes a sense of support.

What Are The Factors That Make A Positive Learning Environment?

Following are the prime factors that contribute to establishing an effective and positive
learning environment. Let’s discuss some of the most important factors.

Establish a supportive learning culture.

Each member of the learning community should have the feeling of connectedness. They
must feel that they are contributing to the overall environment while being a bigger and
important part of a supportive learning culture.

For this, a proper support system or mentorship program should be developed that would
provide them the required assistance whenever needed. The idea can also be supported by
creating online discussion forums or other forms of online education business where learners
can gather and discuss various topics.
Learners can use these platforms to provide support to fellow members, to address concerns,
and to express their ideas and opinions about some topic. Nevertheless, the modern learning
platforms offer online training course and ongoing education through resources that can be
accessed and used by the learners on their own time.

Address Learners’ Needs

Just like adults, learners also have some psychological needs for order and security, love and
belonging, competence and personal power, novelty and freedom and even fun. It is
important to always meet these needs and to help learners progress and be taught with a
positive attitude.

Any learning environment, where instructors accommodate these intrinsic needs, learners
tend to be happier and more engaging. There are fewer
behavioural incidences than otherwise and this fulfilling learning atmosphere help learners in
developing the right learning attitude while establishing positive relationships with peers.

Keep it Positive.

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Learners respond far better to praise than punitive measures. Appreciation is the key to
motivation, unlike humiliation, which is highly discouraging. Learners appreciate the
freedom to express their opinions; similarly, the opinions of their peers also play a crucial
role in defining their learning attitude.

That is exactly why actions like harassment or teasing are the number one cause for learners
to drop out from the course rather than labelled as ‘dull’ or ‘stupid’ in front of others. While
it is important to express opinions, it is also vital to remain positive rather than assault.

However, the best way to cut down this negative behaviour, in a professional learning
environment, is to start correcting the behaviour without highlighting the names of the ones
making mistakes

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Provide Feedback
Feedback is the great way to connect with learners, facilitate online training and to set
learning efforts in the right direction. Feedback is vital for learners as it helps them in
tracking their progress and in changing their learning strategy accordingly. It helps them
recognize their weak areas while improving the developed skills.
A feedback informs the learners where they are missing the mark and what is needed to be
done. A feedback is not only a key to motivate the learner but this timely and consistent
feedback ensures an interactive learning environment. It keeps learners involved and allows
them to keep going while mounting a feeling of purpose and belonging.

Celebrate Success
In addition to feedback and appreciation, another way to establish a positive and effective
learning environment is to celebrate the learners’ success. This could be anything from a
shout out to a big reward. When learners’ achievements are recognized and shared by the
instructors with other learners, it creates a sense of achievement and fosters healthy learning
behavior.

Instructors can easily take out some time on a weekly basis to recognize each student for any
of the specific accomplishment. This could also be done in the form of group activities or
collective assignments or projects. In addition to the celebration, it is also important to
discuss the processes or strategies used by the learner to achieve the objective. This will also
act as a guide for others to use the same learning strategy and to improve their performance in
the same manner.

Safety
A good learning environment offers a safe platform for learners. Before you can expect
learners to succeed academically, they should also feel safe both mentally and physically.
While most of the schools take physical safety measures, not many learning platforms
consider the mental safety of the learners.

Safety in a learning environment goes beyond physical well-being. In order to maintain a safe
learning environment, learners must feel supported, welcomed, and respected.

But many learning platforms and their codes of conduct don’t always consider or support the
positive climate. For instance, strict disciplinary practices like suspensions negatively impact
the morale of the learners and hamper their performance or likelihood of improvement.

Hence, building a positive online learning solution is more about maintaining a healthy
culture where the expectations are well communicated and learners are fully aware of the
code of conduct.

Employ Interactive Games and Activities

An effective online learning platform is the one that establishes strong interactions and
promotes collaborative learning culture. This means that it is imperative for instructors to
maintain positive relationships with the learners while also ensuring healthy association

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among the learners.
This can be done by using the best way of encouraging group activities. Introduction of non-
competitive games and activities break down the cliques within a learning environment. This
also assists the new and shy students to have a sense of belonging.

Such activities promote communication and collaborative working environment and establish
cooperative learning structures.

There are hundreds of proven group activities and games that can be introduced as classroom
activities. These fun activities make learners interested in attending the class and help them
learn and progress in a friendlier environment.

The Final Words

When you establish a learning environment, keeping these important factors in mind, it helps
in developing a thriving learning culture. A positive learning environment is the one where
learners feel involved and responsible for their learning while being comfortable enough to
fully participate in group and individual activities.

When educators foster positive learning culture, learners are more likely to have the higher
motivation that leads to better and more promising learning outcomes.

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Evaluating the role and impact of new technologies on learners and training techniques
and how this could be incorporated into their learning environment.

All of us, together, are surging through the most profound revolution in human history. Its
impact is personal, national, global and in many ways, unlimited. Yes, it is the impact of
technology. This new networked age makes it urgent to rethink entirely what we mean by
education, learning, teaching and schooling. For education is changing more than it has since
the invention of the printing press over 500 years ago, as now the world is your classroom
and learning is lifelong. Already two billion students spend four-fifths of their working hours
outside school, in an iPod, YouTube, Google, Wikipedia, etc.

It’s Personal: where information and learning programs can be personalized. And you can
share your own talents and skills with millions- for both fun and income.

It’s Interactive: with new digital platforms and templates to make it easy, simple and fun to
learn by doing, creating and interacting- a new world of creative experiences.

It’s Global: the ever-expanding worldwide internet, owned by none, used by everyone; where
the combined knowledge of humankind is now available to virtually all at the tap of a digital
keyboard or a touch screen.
It’s mainly free: or nearly so, one low-cost click at a time. The World Wide Web, browsers,
search engines and digital platforms make it easy to access much information free.
Amazingly, 59 million school teachers around the planet work in isolation, mostly in
chalkboard classrooms- as if Web didn’t exist. If any parent in India or China is asked ‘what
they’d like to achieve for their children’s education?’ they will probably mention three goals:
to speak fluent English- the modern international language; to be competent in using
computers and digital technologies; and to gain internationally accepted qualifications.
Nowadays, even very young children can learn interactive technology.

Technology has a significant impact on our lives. In fact, it has redefined the way we live.
There is no doubt of technology playing an important role in all sphere of life. It is due to
technology that all our daily difficult tasks can now be automated easily and efficiently.
Thanks to the application of technology, living has changed and it has changed for better.
The advent of technology in educational field has made the process of learning and
knowledge sharing more interactive. The greatest impact of technology on education is the
change in our outlook towards the world. The remarkable shift in thinking from local to
global can be attributed to technology.

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Impacts of technology on Education are the following:
Easy access to information; easy retention of information, more storage of information, better
presentation of information, teaching became more interactive, easy sharing of knowledge
and more interest in learning.
The field of education (teaching and learning) has revolutionized since the advent of
technology. Schools have realized the importance of technology and have started
implementing it in the classrooms. With the arrival of computers in schools, it has become
easier for teachers to impart knowledge and for the students to acquire it. The onset of
technology has made the journey of teaching and learning more effective.

Technology is a teaching tool

Computers provide us with an interactive audio-visual medium. Animation software and
Power Point presentations are used to present information in an interactive way. Both
teachers and students find it helpful and interesting to use audio-visual tools. Large number
of students can be addressed simultaneously with the help of projectors, screens, microphones
and speakers. These teaching aids have led to increased attendance in classes.

Technology has made student life easy

Technology has made the life of students easier. Nowadays, students use different software
and tools to make presentations and projects, instead of using pen and paper. An iPad is very
light as compared to a pile of notebooks. Surfing an E book is easier as compared to a heavy
book. These tools help to generate more interest in studies. There are online libraries which
require no physical space. The teachers, students and researchers sitting in different parts of
the world can access the same online library simultaneously.

Easy to store information

Due to technology, data storage has become much easier. It takes few seconds to type or
copy-paste various information. A small pen drive can store huge amount of information. So,
managing records online is easier. Computers enable better and strong storage of data as
compared to managing hard copies.

Digital classrooms
Both students and teachers get benefited through the use of digitized boards in classrooms.
Thanks to the advanced technology that we can see the entire syllabus online and then decide
which courses and subjects we should opt for. Interactive digitized boards can be used by
students for drawing figures, making diagrams, doing mathematical calculations, etc.

Information is easily accessible.

The internet search engines are a source of immense information. They are now used as an
effective tool for searching information. All this is possible in just one or two clicks. Both
teachers and students are benefited through this.
Wikipedia is the ideal example, around ten years ago, it didn’t even exist. Now, it is by far
the world’s largest encyclopedia. It has around 2.5 million entries: instantly available free, on
the Web. All are contributed free by more than 75,000 volunteers. Wikipedia provides an
excellent platform for cooperative sharing.

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 Exploring ways new learning practices can be introduced for their chosen course and
cohort in a way that will ensure learning practice still reflects the qualification
requirements?

It is important to analyse how and what students should learn in class or out of class, either
independently or with others, as well as how to conduct in-class and out-of-class activities
that effectively employ more active learning strategies.

Step 1: Analysing needs for implementing an active learning strategy. Before deciding on
an active learning strategy, analyse the need. Ask yourself: Evidence & Data

• What evidence is there that a particular active learning strategy will enhance my teaching and
learning or improve learning?
• How will this active learning strategy help your students meet the learning objectives?
• What observational or concrete data do you have about your classroom that can inform you
about why you need to change it and how?
• What does the research literature suggest about my particular subject matter and best
approaches to teaching it?
Pedagogical Challenges

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• What is the challenge with your current classroom?
• What concepts or topics do students struggle with the most based on observation, in-class
student responses, quiz/test scores and/or other
assignments?
• Do students need more personalized attention applying certain skills and knowledge in-class
where your expertise could guide or coach their development?
Strategies
• Based on the feedback and data you have collected about your class and students, where do
active learning strategies makes sense in your course?
• Are there examples of the active learning strategies that you have seen that would be valuable
to your students?

Step 2: Identify topic and questions.

The first step is to identify the topics you wish to apply active learning strategies.
Additionally, identify the overarching questions about this topic.

• Example: Topic: Water Pollution in the Hudson River, New York City
• Questions: Is the Hudson River really polluted? What are acceptable levels? Who decides
these levels? Is there a single right answer to this
problem?

Step 3: Identify learning objectives & outcomes.

Next, define the learning objectives and outcomes for each topic:

• Give an example of a well-written learning objective with outcome: Students will collaborate
in small groups (2-3) to conduct a research study on water pollution.
• Learning outcome: Students will demonstrate their understanding by gathering data,
analysing data, providing written results that meet
professional research standards, and presenting orally and pictorially to the class the results
[Outcome].

Step 4: Plan and design the activity

Now that you have clearly identified learning objectives and outcomes, you can begin to plan
and design the activity through considering the following questions:

• Will the activity occur in the classroom, outside the classroom, or both? Prepare a timeline
plan to help you manage the activity and keep students on task.
• Provide clear and specific instructions to students before the session.
• Describe how students will engage with each other and complete the activity. Outline the
steps.
• Establish and communicate ground rules and guidelines for group etiquette.
• Assign roles and responsibilities for any group work, collaboration, discussions or debate.
• Provide an agenda that includes a timeline of the topics and activities to be covered during
the session.
• Provide verbal feedback that is consistent and fair.
• Consider how the in-class activity will continue after class in order to extend the learning
process and experience.
• Communicate to students after the session. Prepare a rubric for assessing student effort.
Determine what kind of technology or media you will need for the classroom, for students to

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access outside the classroom, etc...

Step 5: Identify sequence of learning events.

Next, plan the sequence of learning events that will best meet the learning objectives and
outcomes. Active learning does not have to replace traditional lecturing; instead, it may be
interspersed with the ways you usually conduct the class. For example, you could lecture for
10-15 minutes, carry out an active learning activity, and then, return to lecturing. Or, one
week you could lecture, but assign an active learning activity for homework; then, the next
week, you could flip your class and carry out active learning exercises with students already
familiar with the lecture material during class time. There are many ways to sequence the
learning events. Your job is to carefully think through the planning and delivery of these
events to support your learners.

Step 6: Evaluate and assess

You should analyse the effectiveness of the active learning activity and assess whether it
aided student understanding and met the associated learning objectives. Please see the next
section for specific information on how to complete this evaluation and assessments

Qualification: Graduate diploma of management (learning).

Summary: This qualification will ask you to step outside of the confines of traditional
management to hone the sought-after skills of problem solving and critical thinking. It will
ensure you have the essentials for career advancement, help you think like an entrepreneur,
and set you apart from the rest.

Course work will further your understanding of how organisations work, how to capitalise on
opportunities and how to deliver on projects. You will become more innovative and agile
than the average player, a real contender for future leadership professional opportunities.

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Accreditation Nationally recognized – meets AQF standards. Level 8
Qualification Status Current
CRICOS Code 0101912
AQF Level 8
Entry Requirements Have successfully completed a Bachelor’s degree or have completed
year’s equivalent full-time experience at management level.
Have satisfactorily completed Australian Year 12 or equivalent
Have demonstrated an IELTS level of at least 6.0 or equivalent test or the
successful completion of at least General English Advanced level.
For the purposes of entry into this qualification a degree, advanced
(country of origin) is acceptable. Work experience at sufficient complexity
to RPL.
Are at least 18 years old at the date of course commencement
Have a suitable level of language, literacy and numeracy (LLN), to
complete All the students commencing this course are required to
complete an Strathfield College to identify student’s needs for additional
support during.
Total Units This qualification has 4 Units of Competency
Total Elective Units 2
Mode of Delivery Face-to-face 20 hours per week
Course Fees Total Course Fee A$ 9,700 being: Tuition Fee A$ 9,000 Application Fee
500
Total Course 26 weeks ( 2 study periods of 10 weeks each, 6 weeks of holidays)
Duration
Total Terms 2 Terms
Possible RTO Manager · Career Development Manager (Education Sector)
Employment Manager
Pathways
Credit Transfer Credit may be awarded on the basis of a combination of Credit Transfer
additional learning. For international students, any reduction in overall
RPL/Credit transfer is reported via PRISMS and an appropriate eCoE
RPL/Credit Transfer Policy and Procedure.
Course Assessment Trainer/Assessor will use the correct assessment tools to gather sufficient
performance in order to make the assessment decision based on the
strategy. Assessment evidence may include but is not limited to:
Observation
Project activities
Portfolio
Case study
Third-party evidence
Reflective journal
Written report

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 Written questions
Assess unique learner styles and how appropriate the current learning methods are for
them.

Visual Learners

Students who best internalize and synthesize information when it is presented to them in a
graphic depiction of meaningful symbols are described as visual learners. They may respond
to arrows, charts, diagrams and other visualizations of information hierarchy, but not
necessarily to photographs or videos.

Because visual learners tend to be holistic learners who process information best when it is
presented to them as a robust whole rather than piecemeal, they tend to see positive
educational outcomes when they are presented with summarizing charts and diagrams rather
than sequential slides of information.

Auditory Learners

Auditory (or aural) learners are most successful when they are given the opportunity to hear
information presented to them vocally. Because students with this learning style may
sometimes opt not to take notes during class in order to maintain their unbroken auditory
attention, educators can erroneously conclude that they are less engaged than their
classmates. However, these students may simply have decided that notetaking is a distraction
and that their unbroken attention is a more valuable way for them to learn.

Auditory learning is a two-way street: Students who fall into this modality often find success
in group activities where they are asked to discuss course materials vocally with their
classmates, and they may benefit from reading their written work aloud to themselves to help
them think it through.

Reading/Writing Learners

Students who work best in the reading/writing modality demonstrate a strong learning
preference for the written word. This includes both written information presented in class in
the form of handouts and PowerPoint slide presentations as well as the opportunity to
synthesize course content in the completion of written assignments.This modality also lends
itself to conducting research online, as many information-rich sources on the internet are
relatively text-heavy.

Reading/writing-oriented students should be encouraged to take copious notes during

classroom lectures to help them both process information and have an easier time recalling it
later.

Kinesthetic Learners
Kinesthetic learners are hands-on, participatory learners who need to take a physically active
role in the learning process in order to achieve their best educational outcomes. They are
sometimes referred to as “tactile learners,” but this can be a bit of a misnomer; rather than
simply utilizing touch, kinesthetic learners tend to engage all of their senses equally in the
process of learning.6

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Because of their active nature, kinesthetic learners often have the most difficult time
succeeding in conventional classroom settings. Some educators have found success
encouraging kinesthetic learners to utilize flashcards for subjects like math and English to
make rote memorization into an interactive experience. These students also often thrive in
scientific subjects with lab components, as the skills-based, instructional training that occurs
in these settings engages them in productive ways.6

CanOneStudentHaveSeveralDiferentLearningStyles?

Few things in life fall into easily delineated schema, and learning preferences are no
exception. In fact, studies estimate that somewhere between 50 and 70 percent of the
population have affinities to several different styles of learning.7 These people are called
“multimodal learners” and tend to succeed in classroom settings that engage them with
multiple learning styles alternately or in concert with one another.

Just because students can succeed with different learning styles does not necessarily mean
that they should be engaged with more than one on most occasions, however. While today’s
media-rich environment has made multimodal learning easier than ever before, recent studies
recommend some caution and care when introducing multimedia instructional design into the
classroom. Generally speaking, multimedia should be treated thoughtfully as a means to a
specific educational goal rather than an end itself, and multimodal, interactive instruction
should be reserved for more complex topics than for basic memorization and skill-building.

What are Learner Needs?

The needs of a learner represent the gap between what the learner wants to get out of the
learning experience and his or her current state of knowledge, skill, and enthusiasm.
Why Identify Learner Needs?
Each learner is unique and brings to the learning situation his or her own different learning
style, knowledge set, pool of past experiences, and motivation. In learner- cantered
instruction, it is important for instructors to consider the level of knowledge and skill
development attained by the learners prior to instruction.
Aligning Learner Needs with Instructor Goals Instructors’ language and facilitation skills are
important in merging their own goals for instruction with learner needs. Ideally, instructors
want to meet their goals and to satisfy the learning needs of the students. To help connect
their own goals and expectations for students with those of the students themselves,
instructors may choose to publish their instructional goals in the course syllabus or workshop
agenda and analyse it using the technique described above. By discussing results from learner
needs analysis and comparing those findings with the rationale for course design, facilitators
ensure that they accurately inventory learner needs and that they give timely feedback to
participants.

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Plan, design and develop improved learning practice by updating the TAS to
incorporate their findings from their research, observations and evaluations.
Each program’s Training and Assessment Strategy (TAS) reflects the current approved
version of the course, including its volume of learning. The TAS also provides details of
program arrangements that meet the needs of each learner cohort to which it is delivered,
promoting successful completion and outcomes. This section is not about how to complete a
TAS template. It focuses on what needs to be considered in program design and planning,
and how those considerations will then be documented in a way that promotes good practice.
Training providers interviewed for the Guide reported a design and development process
underpinned by attention to:
 the learner, their needs, opportunities for engagement and aspirations
 the training package/accredited course qualification, and the assessment requirements
and evidence; and
 the teachers, learning resources, technology platforms and facilities available for use
within the program. When designing the program, whether it is delivered for the first
time, at a new location, or to an additional cohort, the educator/course team
responsible for the development can learn from what has happened before:
 with the course or those that are similar;
 with the cohort;
 at the location; and
 using similar delivery methodology, including workplace-based, classroom, blended
and online delivery. Each instance of a course for a different cohort may require a
variation in teaching, learning, assessment and support arrangements
For example:

 the design of a course for apprentices who attend the campus on a regular schedule
will differ from that for apprentices who are enrolled in a workplace-based delivery
model; and Good Practice in Teaching and Learning.
 when designing and documenting the program details for a cohort of learners that
consists of school leavers and return to study learners, the teacher will need to pay
attention to the learners’ varied background experience and knowledge, their
expectations and preferred learning sequences. Of equal importance to consideration
of the needs of the cohort is the need to carefully plan the assessments to make sure
that they meet the evidence requirements for each competency in the qualification.

The rationale for this position is twofold:

• successful completion of mapped assessments is required for completion of
the qualification; and
• if a student is unlikely to be able to complete the assessments, then perhaps
they should not be enrolled in the qualification. Many professional educators prefer to
develop draft assessments that meet the competency requirements and then adjust them as
needed to align with the opportunities presented by any needs of the cohort. From that

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 starting point, the learning program can be more easily modified to reflect the development of
the required knowledge, skills and application.
• Conduct observations and use other relevant methods (such as surveys, interviews or focus
groups) to analyse the following:
o Learners’ interests, abilities, relationships and any contextual needs that need to be
considered.
o Their unique learner styles and how appropriate the current learning methods are for them.

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Develop, test and trial improved VET learning practice and test in real world situations.
There is no doubt that governmental and bureaucratic over reliance on regulation and
specification to solve VET teaching and assessment quality problems has not been effective.
As this paper was being written the Australian Government announced its latest attempt to
remedy VET’s ongoing quality issues. In its response to the January 2018 Braithwaite report
on the National Vocational Education and Training Regulator Act 2011 (Australian
Government, June 2018) the Government has accepted two out of three of Braithwaite’s
recommendations relating to VET teaching practice:
• Recommendation 7: The legislative framework be revised to require an
RTO to assess the quality of its teaching workforce and develop teacher quality improvement
actions, which must be submitted to ASQA annually as a part of the Quality Indicator Annual
Summary report (Braithwaite 2018 p. 67)
• Recommendation 8: The Training and Education Training Package be
reviewed with the purpose of creating a career path for teaching excellence in vocational
education and training (Braithwaite 2018 p. 70).
The Government’s response asks the Department of Education and Training to determine the
feasibility of implementing these recommendations (Australian Government 2018).
The effectiveness of recommendation 7 will depend on the quality of the dialogue between
ASQA and individual RTOs, and on their reaching a mutual understanding of the value of the
‘quality improvement actions’ proposed. ASQA will need to be attentive to individual
provider needs and priorities and therefore flexible in its views of what constitutes quality
improvement. Likewise, this will force RTOs to be more mindful about development needs
and opportunities and how they can best support these. One limiting issue may be the
availability and cost of high quality, relevant and timely professional development
opportunities, whether formal or less so.
Advocate for improved learning practice and mentor colleagues to promote improved
learning practice, collaborate and share their knowledge.
Models for teacher collaboration are ineffective without true participation.

Teacher collaboration has been a common element of middle grades initiatives for years,
typically one or more of these three organizational models: common planning time,
professional learning communities, and critical friends groups.

Each model is distinct, yet they share common features. They 1) advance teacher learning, 2)
address context-specific issues, 3) foster collegiality, 4) reduce teacher isolation, and 5) lead
teachers to greater insights about teaching and learning. The overarching, and arguably the
most important common element, is the goal of improved student learning.

What makes each organization model unique? First, the teachers are organized differently in
each model: interdisciplinary teams, disciplinary teams, or self-selected teams. Second, the
starting point for teachers’ collaboration differs. In common planning time, teacher teams
begin with an analysis of the holistic needs of students; in professional learning communities,
the teacher teams begin with the analysis of students’ academic progress; and in the critical

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friends groups, the teacher teams begin with an identified need or interest for improved
practice.

1. Create a truly shared vision and goals. The level of ownership they feel
in the process influences how much teachers actually invest in collaborative work. A shared

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vision and goals can lead to that sense of ownership. For example, identify your team’s
shared vision of caring for students and student learning, set goals related to that vision,
discuss how the team’s work can help attain those goals, and check in often to assess
progress. The strong connection between the work and the vision of the team can help
individuals see purpose and assume ownership in the process.

2. Develop a sense of community. At its core, collaboration is relational.

Getting to know your colleagues, understanding their passions, and taking the time to connect
on a personal level can help members gain mutual respect and look past perceived
eccentricities in others. Establishing shared values and commitments can unify the group and
provide purpose for their collective work. Like all relationships, a collaborative community
develops over time and requires work to maintain.

Trust influences the effectiveness of collaborative work. Respecting group commitments such
as being fully present at meetings and seeing the best in others helps establish trust and build
a cohesive community. Other ways to develop community include establishing traditions,
celebrating accomplishments, and recognizing individual contributions.

3. Identify group norms. Let’s face it: collaboration can be uncomfortable

or stressful at times. When we are transparent about our work and our beliefs, our colleagues
can see our limitations as well as our strengths, placing us in a position of vulnerability.
Sharing with and trusting colleagues requires courage and humility. A climate of trust can
help establish the safe environment that’s necessary for open communication.

Identifying and establishing group norms also can help develop that safe environment. Norms
might include defining roles and responsibilities, using protocols for interpersonal
communication, and outlining parameters for time management.

Taking the time to get to know the learning styles, needs, interests, fears, and hopes of each
team member helps shape the norms for how the group engages in the shared work.

4. Use discussion and dialogue. Whether they are integrating curriculum,

analysing data, or studying a new practice, teams should understand the roles of, and
differences between, dialogue and discussion. They are equally important to the group
process.

Discussion moves the conversation forward. In discussion, individuals state their opinions for
the purpose of building consensus or making decisions.

The goal of dialogue is to share and broaden knowledge. Dialogue invites multiple
perspectives, values the exploration of biases and assumptions, questions the status quo, and
entertains new ways of knowing and being. Dialogue requires active listening, willingness to
state beliefs, the ability to bear the tension of ambiguity, and belief in the transformative
potential in the process.

5. Work through conflict. Dialogue can cultivate deep professional learning

as individuals and teams explore new ideas for practice. However, dialogue may also lead to

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 conflict. It can be helpful for your team to develop a conflict management plan and to
monitor conflict as it arises.
Teams can help manage conflict by providing time, space, grace, and support for individuals
as they work through their emotions. Individuals also should monitor their ownemotions and
practice self-care.

Using professional judgment, your team can determine when to explore the roots of conflict
and when to provide space for reflection and cooling down. While sometimes uncomfortable,
conflict often provides growth opportunities.

Implement improved learning practice in at least one learning environment and provide
documentation.
How to improve practice learning:
Whether you’re a student or working professional looking to keep your skills current, the
importance of being able to transfer what you learn in one context to an entirely new one
cannot be overstated. Of course, the goal of any learning or training is to eventually be able to
apply it in real-world situations, but a PayScale survey released last year found that 60
percent of employers don’t believe recent graduates are well-prepared for their jobs.
One possible reason for this is that memory is context dependent, so transferring or recalling
something that was learned in a classroom setting to a fast-paced work environment isn’t
always easy.
Once you understand how to go about transferring your knowledge to new contexts, however,
you could change jobs or even careers and still find ways to apply your prior knowledge to
the situations and problems you might face in a new role.

1. Focus on the relevance of what you’re learning

Research shows that when learning is relevant, students are able to connect what they’re
learning to what they already know and build new neural connections and long-term memory
storage.
So if you want your learning to be engaging and to be able to remember it in other contexts,
it’s important to establish relevance early on. Think about how you might apply what you’re
learning today in your future job or everyday life and then try to tie it to some of your short
or long-term goals.
For instance, if one of your long-term goals is to land a job in IT, focusing on how your
course will help you reach that goal can make even the most tedious study material seem
more engaging, because you understand that it’s important to your future goals.

2. Take time to reflect and self-explain

Before you can transfer knowledge to new contexts, you need to understand the concept
inside and out, which is why it’s important to take time for reflection and self-explanation.
Research shows that self-explanation can help you to identify any incorrect assumptions, lead
to a deeper understanding of the material, and ultimately promote knowledge transfer.
So when you’re learning about something that’s completely new to you, take a moment to
think about how you would explain it in your own words, whether this means using simpler
words that are easier for you to remember or finding a way to connect the new information to
something you already know by using real-world examples.

3. Use a variety of learning media

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 Another way to facilitate the transfer of learning to new contexts is to use as many different
learning media as possible, from text and imagery to video and audio.

Research shows that using pictures, narration, and text can help prevent your cognitive
resources from becoming overloaded and improve learning transfer. One study found that
learners who used relevant visuals were able to retain more information and scored higher on
transfer tests than those who used only text. They also perceived the content as easier to learn
when visuals were used.
Even if your course doesn’t have visuals or narration built into it, you can try to find ways to
supplement what you’re learning by using a variety of educational resources such as
YouTube and TED Talks or iTunes U, EdX, and Coursera.

4. Change things up as often as possible

It’s easy to get stuck in a rut with your learning by studying around the same time, in the
same location, and using the same study strategies every day. But when you get used to
constantly studying in the same way, it can be difficult to transfer the knowledge you acquire
to new environments and situations.

Research shows that organising your learning in a more random way improves retention and
transfer after (but not during) the training. So although studying in different environments
and conditions may initially make it harder to remember what you’re learning, in the long run
it will help you retain the information more effectively.
This concept is known as desirable difficulties, because although introducing certain
difficulties into the learning process will initially feel uncomfortable, it also encourages a
deeper processing of materials.

5. Identify any gaps in your knowledge

Without a complete understanding of the concept or information you’re learning, transferring
it to new contexts will be more difficult. With this in mind, it’s important to identify any gaps
in your knowledge and then work on strengthening your weaker areas.

One excellent way to do this is through practice testing, as you’ll be able to see exactly what
types of questions you’re consistently getting wrong and what topics you have yet to master.
Similarly, practice tests will also show you which topics you have already mastered, which
allows you to focus on the areas that need the most work.

6. Establish clear learning goals

Establishing clear learning goals will give you a better understanding of what you’re trying to
get out of your learning and how you might later transfer that knowledge and apply it in your
work or personal life. If you know what the expected learning outcomes are, you’ll also be
able to focus on the right material.

When setting learning goals, it’s better to be specific rather than general so you’ll be able to
measure your progress as you go along, but make sure your goals are realistic too. For
example, if you’re learning a new language, making it your goal to be fluent within one
month is not very realistic. Making it your goal to learn the vocabulary and phrases necessary
to go shopping or eat out at a restaurant is more doable, however.

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 7. Practise generalising
Generalising is the ability to transfer the knowledge or skills you gain in one setting to a new
one. It’s all about seeing the bigger picture and looking for more widely applicable rules,
ideas, or principles. For example, a child that learns to stack wooden blocks could generalise
that skill and later use it to build more elaborate creations using Lego bricks.

So when studying a new topic or concept, think about your past lessons or experiences and
look for patterns and relationships. You can then determine whether these generalisations can
be supported by other evidence you know of.

8. Make your learning social

If much of your learning happens when you’re alone, it can help to have a chance to discuss it
with others. This gives you the opportunity to explain what you’re learning in your own
words and apply your knowledge to new situations. Research also shows that collaborative
learning promotes engagement and benefits long-term retention.
Even if you’re not learning on the job or in a group setting, you can try online learning tools
like Twitter, Blackboard, Edmodo, Quora, and others.

9. Use analogies and metaphors

Analogies and metaphors are great for drawing on your prior knowledge or experience and
making associations between seemingly unrelated ideas. So when learning something new
and trying to connect it to something you already know, it can help to think of appropriate
analogies or metaphors.

Analogies compare two things and show how they are similar, such as “It was as light as a
feather” or “He was solid as a rock.” A metaphor is a figure of speech that describes
something in a way that isn’t literally true but helps to explain an idea or make a stronger
impact, such as “Love is a battlefield.”

10. Find daily opportunities to apply what you’ve learned

Applying what you’ve learned at school to real-world problems takes a lot of practice, so it’s
important to look for opportunities to apply what you’re learning in your everyday life.

For example, if you have been studying a new language, make a conscious effort to
remember the foreign names of different objects around the house when you get up in the
morning. If you just attended a customer service training course, try to employ one of the new
strategies you learned about when dealing with customers on your first day back at work.

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