This learning guide may be used on its own, for self-directed learning, or it may be used as additional material to support group learning.
Group Learning
If you are studying this unit of competence as part of a group of learners with an instructor, your instructor will guide you in how to use these materials, including which learning topics and topics should be completed.
Self-directing Learning
If you are studying this unit of competence as a self-directed learner you will have a supervisor or training adviser. This person will be available to support you as you work through this material. To study this unit effectively, learners who are working without teacher-facilitated group sessions should work through the materials in the order that they appear in the learning guide, completing all the readings and all the topics.
Learning Strategies
This learner guide contains a variety of different learning topics to support different individual learning styles. In addition to the topics described in this guide, it is important that you discuss the issues raised with your colleagues, friends, practitioners working in the field, and other students. Discussion plays an important role in understanding and remembering new information.
Four Steps to Learn New Skills
This learning guide is based on four main learning topics:
Thinking – Reflecting on the subject, your own experience and ideas, and what you hope to achieve from this learning process. Reflective thinking prepares you to learn new skills.
Attending – Reading the contents of this guide carefully, with understanding. This may involve asking questions, rewriting material in your own words, discussing the material with other people, or reading additional reference materials. Attending provides you with the information you need to carry out a new skill.
Doing – Putting new skills into practice. This may involve following specific topics or assessment tasks in this guide, or putting the new skill directly into practice in your workplace. Using new information in a practical way will help you to remember and understand.
Viewing – Did the new skill achieve what you expected to achieve? Seek feedback from your workplace supervisor, teacher, clients or colleagues. Ask more questions if you need to. Complete the review topics in this guide. When you have achieved competency, keep a record of your completed tasks as evidence of your skill.
To promote active learning, try the following approach – you might be pleasantly surprised by the results.
Come up with your own answers first, before you attempt any readings.
Compare and discuss your answers with others.
Research the topic, access readings, videos, etc.
Ask yourself ‘what do I think about this subject now that I have studied it in depth. What have I learned?’
Prior Knowledge and Experience
You may have already learnt about this subject through previous courses or as part of your work experiences. If this is the case ask your teacher about having your prior learning recognised or equivalent subjects credited.
