Transcript
Appendix G
Humanitarian Settlement Program Orientation Facilitators’ Guidelines
Contents Part 1 - HSP Orientation Curriculum Framework ................................................. 4 Organisation of the curriculum .......................................................................... 4 Links to AUSCO .............................................................................................. 17 Design principles of HSP Orientation ............................................................... 17 Part 2 - Guide to Practice ..................................................................................... 20 Teaching principles .......................................................................................... 20 Teaching strategies ......................................................................................... 20 Conditions for learning ..................................................................................... 23 Assessment ....................................................................................................... 25 Assessment principles ..................................................................................... 25 Assessment strategies..................................................................................... 27 Implementing HSP Orientation ......................................................................... 29 Assessing needs ............................................................................................. 29 Organisation .................................................................................................... 29 Delivery ........................................................................................................... 29 Completion ...................................................................................................... 30 Evaluating HSP Orientation .............................................................................. 31 Peer and supervisor observations and professional conversations .................. 31 Guide to language services .............................................................................. 33 Guide to working with guest speakers ............................................................ 35 Appendix 1 - Annotated lesson plan ................................................................... 37 Appendix 2 - Observation record template ......................................................... 40
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Introduction Orientation is a key component of the Humanitarian Settlement Program (HSP) designed to assist refugee and humanitarian entrants begin their new lives in Australia. It aims to provide the basic skills and knowledge that will allow participants to independently access services, and to progress along their settlement journey. HSP Orientation is nationally standardised and can be adapted to respond to diverse participant needs and local settings. It is outcomes based, focusing on developing participants’ capacity and understanding across a range of Core Settlement Topics. Participants will have completed HSP Orientation when they have demonstrated achievement against Key Outcomes within each topic. HSP Orientation builds on messages provided to Clients through the offshore Australian Cultural Orientation (AUSCO) program, which provides practical advice about life in Australia to refugee entrants prior to their departure for Australia. This Facilitators’ Guideline, and its accompanying Facilitators’ Resource Kit (to be provided prior to the HSP service delivery commencement date), has been prepared by the Department of Social Services (the Department) to support Facilitators and Case Managers in the delivery of Orientation to participants under the HSP. The Facilitators’ Guideline contains: The HSP Orientation Curriculum Framework that specifies the Core Settlement Topics, Key Outcomes, and Achievement Standards of HSP Orientation; the ways in which it links to the AUSCO program; and the design principles that underpin the curriculum a Guideline to Practice that outlines key teaching, learning and assessment principles for delivering education and training to culturally and linguistically diverse adult learners an Observation Protocol for use by Service Providers to evaluate the effectiveness of HSP Orientation sessions a guide to language services a guide to working with guest speakers. The Facilitators’ Resource Kit will contain: Illustrations of Practice that give examples of: o Facilitator lesson plans o participant learning activities designed to achieve the key learning outcomes within each Core Settlement Topic o resources for each Core Settlement Topic to support Facilitators in their delivery of HSP Orientation.
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Part 1 - HSP Orientation Curriculum Framework Organisation of the curriculum The HSP Orientation Curriculum Framework contains the following:
Core Settlement Topics - a scope of topics to be covered through HSP Orientation Key Outcomes - a description of the knowledge and skills that participants are expected to acquire within those topics Achievement Standards - guidance on how achievement outcomes should be demonstrated in practice.
Core Settlement Topics There are ten Core Settlement Topics to be covered in HSP Orientation which align to the Foundation Outcomes in the HSP Outcomes Framework: 1. Settlement Services 2. Housing 3. Transport 4. Health 5. Money 6. Education 7. Employment 8. Australian Law 9. Family Functioning and Social Support 10. Feeling at Home in Australia The topics cover areas that have been identified as core competencies for settlement success, both in the short term and as a foundation for longer term successful settlement outcomes. These topics also mirror those in the AUSCO program. This consistency assists those who have participated in AUSCO to see the links between AUSCO and HSP Orientation. It helps participants to build their knowledge and capabilities within each topic, and across their entire settlement journey. The topics represent the scope of content to be covered in HSP Orientation, but there is no strict sequence for their delivery. The needs of participants and local contexts will guide the timing and frequency for delivery of sessions for each topic. For example, Clients with a professional career in their home country would find it useful to allot more time to discussing employment, education and Australian laws as they may be HSP Orientation Facilitators’ Guidelines
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competent money managers and experienced navigators of transportation systems. However, it is generally expected that topics be revisited on multiple occasions throughout the initial 12 months of the HSP, as skills and knowledge are built cumulatively over the course of the program. Each topic is accompanied by a description of content areas that may be covered. It is not expected that all these content areas be covered; they are simply indicative of the type of information and subject matter around which it may be useful to organise learning activities. Facilitators will be guided by the needs of their participants and issues specific to the local area. These content areas may change in order to stay current with settlement priorities and support agency procedures. Key Outcomes Each Core Settlement Topic has a number of Key Outcomes. These provide a nationally consistent description of HSP Orientation outcomes that participants need to attain to confidently and independently continue their settlement journey beyond the HSP. Importantly, the Key Outcomes are written at three levels: awareness knowledge application. This allows Facilitators and participants to build the skills cumulatively and over time. First, participants become aware of situations, issues, behaviours or attitudes within a topic. Then, they build their knowledge and skills within the topic. Finally, they apply their knowledge, understanding, experience and skills to complete tasks associated with settlement independence. Some participants will commence HSP Orientation already proficient in some of the Key Outcomes. Those who have completed AUSCO are likely to have achieved the majority of outcomes at the ‘awareness’ level. Some, from highly literate and urbanised areas, may also have achieved some outcomes at ‘knowledge’ levels, particularly those who have researched their settlement in Australia prior to departure or have long-established friends and family here. Other participants may be starting from the beginning due to pre-departure circumstances which meant they could not attend AUSCO, or whose HSP Orientation Facilitators’ Guidelines
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capacity to learn in AUSCO was diminished, e.g. by trauma, the brevity of the course, localised challenges or language and literacy challenges. Those who have not attended AUSCO because they are sponsored humanitarian entrants will also have varying starting points. Facilitators must begin HSP Orientation by establishing the starting points of each participant. This can be done by referring to the self-assessment tool in the AUSCO Student Handbook, and achievement against Key Outcomes can be confirmed through discussion with the participants. The use of the self-assessment tool allows Facilitators and participants to see where the focus of future HSP Orientation sessions should be. This approach ensures that HSP Orientation sessions are targeted to meet participant needs and makes the best use of their time and Service Provider resources. It also increases participants’ commitment to attending and completing HSP Orientation as they can clearly set their own learning goals. Achievement Standards The Achievement Standards provide a broad list of descriptors of how learning can be demonstrated within each Core Settlement Topic. It is not necessary for each participant to fit the profile of each descriptor within each Achievement Standard. It is expected that most participants would meet the majority of the descriptors. Special consideration should be given to differentiating factors such as age and disability that may mean only some descriptors can be applied. A more detailed account of what achievement may look like for each outcome and how it can be measured using the Illustrations of Practice will be provided in the Facilitators’ Resource Kit.
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HSP Orientation Curriculum Framework CORE TOPIC 1. Settlement Services* Indicative content: Orientation to local services (e.g. shops, school, postal services) Healthcare services (e.g. Medicare, Health Care Card) Migrant resource centres Social services (e.g. Centrelink, TIS) Community services (e.g. library, community gardens) Emergency services (what, when and how to use them)
KEY OUTCOMES Participants are aware there are a number of government and nongovernment services available to them.
ACHIEVEMENT STANDARDS In order to successfully complete the Settlement Services topic, participants should have:
Participants are aware they need to make appointments in order to access most services. Participants know which services to go to for different needs. Participants know that a free interpreting service is available to them. Participants know they and their families are eligible to have up to 10 specified personal documents translated into English within the first two years of their eligible visa grant date or arrival in Australia (whichever is later). Participants know why it is important to be punctual for appointments, and the consequences of being late. Participants can independently make an appointment with the appropriate service (e.g. with Centrelink or a doctor) by using the telephone or in person (with or without the use of an interpreter).
attended Orientation sessions offered for Settlement Services
completed self-assessment of their achievement against the Key Outcomes
participated in the discussions and activities around Settlement Services as they apply to them
demonstrated an understanding of key information and terminology in the area of Settlement Services
demonstrated an ability, individually or as part of a family group, to independently complete key tasks in this topic, e.g. making an appointment, using the Translating and Interpreting Service (TIS).
*Settlement Services Orientation should commence upon the Client’s arrival to Australia
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CORE TOPIC 2. Housing
KEY OUTCOMES
Indicative content: Types of homes, areas, costs, public housing
Participants are aware their first accommodation is usually temporary, and they are usually responsible for locating more permanent rental accommodation.
Rental application process (newspaper, internet, real estate agents etc.) Signing a lease, bonds and condition reports (overoccupancy, penalties for breaking lease, rental inspections) Tenancy information (paying rent, rights and responsibilities, where to get legal advice) Connecting (and disconnecting) utilities Looking after your home and staying safe (cleaning, property maintenance, garden maintenance, rubbish and recycling, water conservation practices, damage, locks and keys, fire alarms, what to do in the event of a fire, including having an evacuation plan, gas etc.)
ACHIEVEMENT STANDARDS In order to successfully complete the Housing topic, participants should have:
attended Orientation sessions offered for Housing
Participants know how to locate rental accommodation through a variety of sources.
completed self-assessment of their achievement against the Key Outcomes
Participants know their tenancy obligations, including property maintenance.
participated in discussions about housing and tenancy issues as they apply to them
Participants know that landlords also have obligations, including property maintenance.
demonstrated an understanding of key information and terminology in the area of housing and tenancy
demonstrated an ability, individually or as part of a family group, to independently complete components of the rental process.
Participants know the importance of changing address with essential agencies when moving house. Participants know the fire risks in the home and how to respond to them. Participants can complete tenancy application processes (with assistance from support agencies if necessary). Participants can connect household utilities (with assistance from support agencies if necessary).
Getting on with your neighbours (e.g. noise, keeping pets) Ending a lease, changing your address
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CORE TOPIC 3. Transport Indicative content: Public transport (purchasing tickets, transport routes, timetables etc.) Driving related laws (seatbelts and child safety seats, driving without a licence, driving while suspended, exceeding the speed limit, driving while talking on a mobile, overloading vehicles, driving under the influence of alcohol, parking etc.) Licensing requirements (international licences, licence application process etc.)
KEY OUTCOMES Participants are aware they will initially be reliant on public transport and that options vary in different locations.
ACHIEVEMENT STANDARDS In order to successfully complete the Transport topic, participants should have:
Participants know the most efficient public transport routes to get them to shopping, educational institutions, services and community events. Participants know they must learn Australian road rules and undertake licensing requirements in order to drive a car. Participants can independently use public transport routes to get them to shopping, educational institutions, services and community events.
Vehicle registration and insurance Push bikes and helmets
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attended Orientation sessions offered for Transport completed self-assessment of their achievement against the Key Outcomes
participated in the discussions and activities around issues in Transport as they apply to them
demonstrated an understanding of key information and terminology in the area of transport
demonstrated an ability, individually or as part of a family group, to independently use transport services.
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CORE TOPIC 4. Health Indicative content: Healthcare system (Medicare and private health insurance, e-Health, public and private hospitals, GPs and referrals to specialists etc.) Role of GPs and refugee health services Importance of using professional, National Accreditation Authority for Translators and Interpreters (NAATI) accredited interpreters for sensitive and complex matters, such as medical appointments, legal matters such as domestic violence or sexual assault situations Understanding Australian medical terms (bulk billing, scheduled fee, the ‘gap’, ‘over the counter’ and prescription medicine etc.) Medications and pharmacies/chemists Immunisation
KEY OUTCOMES
ACHIEVEMENT STANDARDS
Participants are aware they are required to complete health checks upon arrival in Australia.
In order to successfully complete the Health topic, participants should have:
Participants are aware that health services in Australia treat physical and mental health conditions.
attended Orientation sessions offered for Health
completed their own selfassessment of their achievement against the Key Outcomes
participated in discussions around issues in Health as they apply to them
demonstrated an understanding of key information and terminology in the area of Health
demonstrated an ability, individually or as part of a family group, to independently complete basic activities that support their health and wellbeing.
Participants know the different functions of Health Care and Medicare cards. Participants know which services different healthcare providers provide, e.g. hospital emergency departments, GPs and counselling services. Participants know how health services are charged in Australia, including bulk billing. Participants know children must be immunised before they can attend school. Participants can locate and make use of the appropriate health services (with the support of interpreters, family or support agencies if necessary).
Maternity and early childhood healthcare Men’s and women’s health Sexual health Adolescent health Mental health and counselling Living a healthy lifestyle (healthy eating, exercise, leisure, avoiding smoking and excessive alcohol consumption, food hygiene, food storage and use-by dates, the sun and skin cancer) HSP Orientation Facilitators’ Guidelines
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CORE TOPIC 5. Money Indicative content: Shopping (price tags, bargaining, value of basic items, second-hand etc.) Credit and debt (credit cards, mobile phone and internet contracts, loans, ‘loan sharks’, interest rates and terms) Insurance (life, house contents, car, health etc.) Consumer rights (warranties, receipts, refunds, pushy sales people, door knockers and telephone sales people etc.) Sales gimmicks (buy-2-get-1-free, sales and discounts, telemarketers etc.) Income management and household budgeting (rent, bills, saving, food, clothes, transport, medical, leisure, other expenses etc.) How to pay bills (post office, mail, telephone etc.)
KEY OUTCOMES
ACHIEVEMENT STANDARDS
Participants are aware of the differences in the cost of living in Australia compared to their previous experiences, e.g. housing, utilities, food, transport, clothing.
In order to successfully complete the Money topic, participants should have:
attended Orientation sessions offered for Money
Participants are aware there are different kinds of shopping outlets, some of which offer the opportunity to reduce household expenditure, e.g. budget supermarkets.
completed their own selfassessment of their achievement against the Key Outcomes
Participants know what their weekly income is projected to be in the initial stages of settlement.
participated in discussions around issues in Money as they apply to them
Participants know what their projected outgoings are expected to be in the initial stages of settlement.
demonstrated an understanding of key information and terminology in the area of Money
demonstrated an ability, individually or as part of a family group, to independently complete the tasks of accessing money to meet budgeted requirements.
Participants can develop a household budget based on their current income and expenditure. Participants can access their money, including using an automatic teller machine (ATM), and use it to shop and pay bills without assistance.
Availability of financial counsellors and Centrepay Banking (opening a bank account, ATMs and PINs, phone banking, internet banking, direct debit, EFTPOS etc.)
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CORE TOPIC 6. Education Indicative content: Learning English (AMEP) Setting goals and planning how to reach them, fulfilling aspirations (school guidance or career counsellors etc.) Further education options and pathways (university, TAFE and community education, apprenticeships and traineeships) Contacts and resources for the recognition of overseas education qualifications Types of schools (public and private schools, religious schools, co-ed and boys and girls schools etc.) Levels of schooling (preschool, early childhood, prep/kindergarten, primary, high school and college etc) ESL or intensive language schools for school-age students School routines (calendar and hours, holidays, attendance expectations, uniforms, packing school lunches) School expectations (appropriate behaviour at school, talking to the teacher, parent-teacher interviews, progress or report cards, school excursions and camps, homework) Adolescent issues in schools (peer pressure, making friends, dealing with bullying, body image and self-esteem)
KEY OUTCOMES Participants are aware that educational opportunities are available for all ages and for all levels through a range of recreational, vocational and academic courses. Participants are aware extracts of their overseas qualifications can be translated free of charge, but not all their overseas qualifications will be recognised or have equivalency in Australia. Participants know they are entitled to free English tuition through the Adult Migrant English Program (AMEP), and they must enrol within the first six months of arrival in Australia, commence their tuition within 12 months, and complete their tuition within five years, and that English competency is a key to successful settlement outcomes.
ACHIEVEMENT STANDARDS In order to successfully complete the Education topic, participants should have:
attended Orientation sessions offered for Education
completed their own selfassessment of their achievement against the Key Outcomes
participated in discussions around Education issues as they apply to them
demonstrated an understanding of key information and terminology in the area of Education
when relevant to their circumstances, demonstrate an ability, individually or as part of a family group, to independently meet school obligations
when relevant to their circumstances, demonstrate an ability, individually or as part of a family group, to independently articulate an educational pathway for school and adult learners.
Participants know the different institutions in their location that offer educational opportunities. (When relevant to their circumstances) participants know how the Australian school systems operate (e.g. public vs. private, attendance, start/finish times, holidays, school lunches, behaviour at school, homework etc.). When relevant to their circumstances) participants can meet school obligations, (e.g. parent-teacher interviews, complete permission forms, with the support of the TIS as necessary). (When relevant to their circumstances) participants can articulate an educational pathway for themselves or for family members, (e.g. supporting a child to map a study pathway through secondary school into vocational or tertiary studies, with the support of school staff as necessary).
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CORE TOPIC
KEY OUTCOMES
ACHIEVEMENT STANDARDS
Participants are aware that Australia has a competitive job market, and jobs are generally awarded on merit.
In order to successfully complete the Employment topic, participants should have:
Participants are aware there are different pathways to preferred jobs, including volunteering and starting out in lower skilled positions.
attended Orientation sessions offered for Employment
completed their own selfassessment of their achievement against the Key Outcomes for Employment
participated in discussions around issues of Employment
Getting paid (wages, payroll deductions, superannuation, cash-in-hand jobs, taxation etc.)
demonstrated an understanding of key information for locating employment opportunities
Looking for work (jobactive/Centrelink, local employment programs, newspaper, internet, notices in shop windows, word of mouth etc.)
demonstrated an ability, individually or as part of a family group, to pursue and plan for the pursuit of employment opportunities.
7. Employment Indicative content: Recognition of pre-arrival skills and qualifications Training and study pathways to gain Australian qualifications Planning about how to reach employment goals and fulfill aspirations Types of work (part-time, casual work, shift work, work experience and volunteering etc.)
Participants know there are a number of employment services to assist in finding work or planning new careers or business enterprises. (When relevant to their circumstances) participants can develop a job resume and complete a job application process.
Preparation for and attending a job interview, resumes and references Working conditions, worker’s rights, equal opportunity, WHS and worker’s compensation, uniforms, safety clothing Workplace expectations (how to behave, (punctuality, productivity, good work ethic, English language etc.) Notifying Centrelink of earnings and changes to circumstances
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CORE TOPIC 8. Australian Law Indicative content: Rights under the law (equality of individuals, tolerance, gender and racial equality, equal opportunity, dress) Legal assistance (Legal Aid and community legal centres) Australian law with regard to cultural practices (female genital mutilation, forced marriage etc.) Australian family law (Children and women’s rights, domestic violence, age of consent, child protection, sexual consent, separation and divorce)
KEY OUTCOMES Participants are aware all people are equal under the law in Australia. Participants are aware of the basic freedoms that underpin Australian law – speech, association, assembly, religion, LGBT and movement across borders.
ACHIEVEMENT STANDARDS In order to successfully complete the Australian Law topic, participants should have:
attended Orientation sessions offered for Australian Law
completed their own selfassessment of their achievement against the Key Outcomes
participated in discussions around issues in Australian Law as they apply to them
demonstrated an understanding of key information in the area of family law
demonstrated an understanding of key information and terminology in the area of Australian Law
demonstrated an ability, individually or as part of a family group, to independently complete the task of contacting services related to legal matters.
Participants know what constitutes domestic violence and child abuse under Australian law. Participants know the rights of women and children in Australia Participants know the role of police and legal services. Participants can contact police and legal services if needed.
The role of police (powers and limitations, rights and responsibilities) Reporting a crime, crime prevention The law in public spaces (drunkenness, indecency, spitting etc.) The law and health (buying and consuming alcohol, smoking, illicit drugs etc.) Consequences of breaking laws (fines and other penalties, ignorance of the law is no excuse, impact of a criminal record on future employment prospects or travelling overseas)
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CORE TOPIC 9. Family Functioning and Social Support Indicative content: Parenting (talking with and listening to children and teenagers, understanding child and adolescent development, being a single parent) Family relationships (coping with changing roles and new responsibilities for family members e.g. reunification of families after long separation, changing family power dynamics in a new cultural environment) Family supports (overview of local family and youth support services, child care, play groups, parenting programs)
KEY OUTCOMES
ACHIEVEMENT STANDARDS
Participants are aware that the ways in which their family will work together in Australia will probably be different from their home country.
In order to successfully complete the Family Functioning and Social Support topic, participants should have:
Participants know the ways in which their children may be affected by the journey and resettlement.
attended Orientation sessions offered for Family Functioning and Social Support
Participants know strategies for working through relationship issues – with partners, children or family – which typically occur when resettling into a new life.
completed their own selfassessment of their achievement against the Key Outcomes
participated in family sessions (where applicable) which explore resettlement through the children’s eyes
participated in discussions and activities around issues in family relationships, focusing on strategies for building a cohesive family unit in a new country
demonstrated an ability, individually or as part of a family group, to locate support services for families in conflict
Participants can locate services to support their family to build strong relationships as they settle into a new life. Participants can articulate a plan for escaping violent or unhealthy relationships – for themselves or others.
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CORE TOPIC 10. Feeling at Home in Australia Indicative content: Types of Australian families (immediate and extended families, nuclear families, single families, step-parents and children, de facto relationships, marriage, working parents) Valuing and retaining your own culture in Australia while complying with Australian law (accessing local ethnic communities, religious organisations, foreign language newspapers, SBS TV and radio, multicultural radio stations) Australia’s social history (Indigenous history, colonisation, multicultural policy, multilingualism) Personal safety (locking the house, closing windows, walking streets alone after dark, road safety, water safety etc.) Australian citizenship (rights, obligations, test, overseas travel prior to receiving Australian citizenship, the importance of identity document security)
KEY OUTCOMES
ACHIEVEMENT STANDARDS
Participants are aware that Australia’s history begins with its Indigenous people, followed by colonisation by England and subsequent waves of immigration from all over the world.
In order to successfully complete the Feeling at Home in Australia topic, participants should have:
Participants are aware that Australia has a multicultural policy which values the languages and cultures of all its citizens. Participants know there are community groups, including religious, cultural and sporting organisations which they can join. Participants can access public libraries, SBS TV and radio and the internet to locate information in their home languages.
Accessing information from Australia and overseas (online information, phone books, directory assistance, public libraries etc.)
attended Orientation sessions offered for Feeling at Home in Australia
completed their own selfassessment of their achievement against the Key Outcomes
participated in discussions around issues of cultural adaptation as they apply to them
demonstrated an understanding of key information in the area of Australia’s history of settlement
demonstrated an ability, individually or as part of a family group, to independently locate information that will help them make connections in their new community.
Sporting groups, hobbies, parks and recreation, youth groups, centres and programs for music and arts Common behaviours (use of names, saying ‘thank you’, punctuality, greetings, social invitations, eye contact, showing respect) Common cultural and social taboos (asking how much someone earns, how people vote, smoking, littering, swearing)
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Links to AUSCO The Australian Cultural Orientation (AUSCO) program is an off-shore program provided to refugee and humanitarian visa holders who are preparing to settle in Australia. The program provides practical advice and the opportunity to ask questions about travel to and life in Australia. Each AUSCO course is tailored to meet the needs of a diverse range of participants and is designed to achieve four primary objectives:
prepare participants for travel enhance settlement prospects create realistic expectations about life in Australia provide information about Australian laws, values and lifestyle.
AUSCO participants are given a student workbook to work on in classes, as this encourages active learning and also provides a record of students’ attendance and attainment in AUSCO. Many of the activities require participants to revisit their answers during their HSP Orientation, thus building a strong link between the two programs and making learning more robust.
Design principles of HSP Orientation HSP Orientation has been designed around the following curriculum principles:
the spiral curriculum, where learning is revisited over time the co-constructed curriculum, where participants are given some agency in the content and delivery of HSP Orientation the adaptive curriculum, where content, assessment and delivery is adjusted to meet specific participant needs whilst still maintaining the integrity of HSP Orientation.
The spiral curriculum A spiral curriculum design allows information to be revisited over time, at increasing levels of complexity. This leads to the scaffolded development of learners’ knowledge and skills over time, building independence and competency. In a spiral curriculum: the learner revisits a topic, theme or subject several times throughout a learning program the complexity of the topic or theme increases with each revisit new learning has a relationship with old learning and is put in context with the old information. To deliver a spiral curriculum, Facilitators must: HSP Orientation Facilitators’ Guidelines
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offer participants multiple opportunities to revisit topics offer learning activities that build in complexity offer opportunities to connect previous learning to new learning.
HSP Orientation has the following design features to support the delivery of a spiral curriculum: Core Settlement Topics that connect to previous learning in AUSCO Key Outcomes that are described at three levels of complexity (i.e. awareness, knowledge and application) Illustrations of Practice that demonstrate how to scaffold learning from simple information to complex application. The co-constructed curriculum A co-constructed curriculum gives learners an active role in the learning process by working with the learners to identify their needs and then designing learning to meet those needs. It can build self-worth and self-efficacy in participants, and increase their commitment to the program. In a co-constructed curriculum the: learner contributes to the direction and content of the learning learner feels a sense of control and purpose over the learning activities are learner-centred and relevant to the needs of the learner. To deliver a co-constructed curriculum, Facilitators must: access prior experiences and existing knowledge of the participants recognise participants’ cultural backgrounds and understand this may mean they bring perspectives that are different to those being presented in the learning environment offer experiential learning that responds to participants’ needs. HSP Orientation has the following design features to support the delivery of a co-constructed curriculum: Illustrations of Practice that model the structure of ‘Ask, Input, Action, Assess’. This prompts the Facilitator to begin each session by asking about participants’ prior knowledge and experience in the topic area. a self-assessment tool which allows participants to monitor their own learning and guide Facilitators in the construction of new sessions according to participant need. assessment strategies that are embedded into learning activities in the Illustrations of Practice, presenting a model of task based assessment of participants’ knowledge and skills.
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The adaptive curriculum An adaptive curriculum has the flexibility to allow Facilitators to plan learning that meets participants’ needs, and to respond to local circumstances. In an adaptive curriculum the: needs of participants are identified early and guide the delivery of content needs of participants are regularly assessed through the delivery of the program expectations of achievement will vary for different participants, although the integrity of the long-term outcomes is maintained length of the program may vary for different participants. To deliver an adaptive curriculum, Facilitators must: identify the starting points of participants for each topic adapt teaching instruction according to the needs of participants adapt teaching content according to the local circumstances adapt assessment strategies according to the needs and abilities of participants. HSP Orientation has the following design features to support the delivery of an adaptive curriculum: Key Outcomes that are described at three levels of complexity (i.e. awareness, knowledge and application) differentiated Illustrations of Practice – with suggestions for differentiation according to local contextual needs, or diversity of participants examples of differentiated assessment strategies descriptions of Achievement Standards that can be adapted to reflect different participant profiles.
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Part 2 - Guide to Practice The HSP Orientation Curriculum Framework does not prescribe implementation and assessment strategies. Facilitators should select the most effective and appropriate strategies according to the participants and the local contexts. However, the delivery of HSP Orientation should reflect established adult learning principles. This Guide to Practice presents the principles that underpin teaching and assessment in adult learning contexts, and provides some guidance on the implementation of those principles. Appendix 1 contains a Facilitator’s lesson plan which has been annotated to demonstrate how these principles can be applied in practice.
Teaching principles Knowles (1984) describes the following well-established principles of adult learning: 1. 2. 3. 4. 5. 6.
Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal-oriented Adults are relevancy oriented Adults are practical Adult learners want to be respected.
These principles of adult learning frame the teaching strategies that are most effective in adult learning environments.
Teaching strategies Principle 1: Adults are internally motivated and self-directed Adults draw upon internal motivation to commit to long term learning. In order to engage participants in the voluntary HSP Orientation, Facilitators must activate and maintain their motivation. Teaching strategies can tap into participants’ intrinsic motivations by:
allowing some self-selection in topics covered encouraging self-reflection on learning identifying what a learner can do independently and what they can do with support and assistance providing direction for participants to access resources that allow participants to explore topics of their own choice.
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Principle 2: Adults bring life experiences and knowledge to learning experiences New knowledge and understanding is built on existing knowledge and understanding. If new knowledge is presented in a vacuum then it is unlikely to be retained in the long term. Teaching strategies can acknowledge and utilise participants’ prior knowledge by:
establishing the participants’ current level of understanding of the topic to be covered asking the participants to share their own knowledge and experiences of the topic to be covered encouraging peer teaching where participants actively collaborate in their learning and pool their past experiences to construct new knowledge through pair and group work.
Principle 3: Adults are goal-oriented Learning is a joint construction between the learner and the teacher. Therefore, the goals of learning should be clear for both so that understanding is shared. The participants of HSP Orientation are learning new material in a new cultural context, often via a new language. They need explicit teaching in order to successfully achieve their goals. Teaching strategies can ensure goal-oriented learning by:
clearly establishing the overall goals of HSP Orientation clearly establishing the goal/s of each topic/session at the beginning of the session asking participants to indicate their own goals at the beginning of a topic, e.g. ‘What are your current questions about health? What would you like to know?’ explicit teaching of cultural and social norms explicit teaching of new information scaffolding learning so there is a gradual release of responsibility for learning, from the Facilitator to the participant ending sessions/topics by asking the participants if the goal/s have been achieved.
Principle 4: Adults are relevancy oriented HSP Orientation contains content that the Australian Government has identified as necessary to learn, but which participants themselves may not immediately see as relevant because of their lack of experience and knowledge in the Australian context. HSP Orientation Facilitators’ Guidelines
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The relevancy of HSP Orientation can be made clear to participants by:
differentiating instruction according to participant cohorts to ensure groups are receiving information relevant to their circumstances putting new content into context, e.g. ‘We are looking at driving licences and road rules today because in Australia …’ Using real life scenarios to present information, e.g. ‘Here is a situation that happened last year …’ Presenting content on multiple occasions to allow participants to revisit at point-of-need moments in their settlement, e.g. tenant responsibilities as they move into independent accommodation.
Principle 5: Adults are practical In HSP Orientation, participants are seeking to learn information and skills that will assist their settlement into Australian life. Learning that is presented in practical ways is more easily transferred to their real life contexts. Learning can be made practical and accessible by:
using participants’ mother tongue to deliver content and reinforce learning using multiple modes (visual, written, physical) to ensure all participants can readily understand and interact with the content teaching experientially, e.g. visiting an automatic teller machine (ATM) to learn how to use the ATM organising learning around the joint completion of tasks, e.g. small groups using a website to locate specific information.
Principle 6: Adult learners want to be respected HSP Orientation seeks to build self-sufficiency and empowerment in participants, as this has been found to clearly ease resettlement (Fernandes 2015, Xu 2007). Empowerment comes through self-worth and dialogue. Respect can be generated by:
actively utilising participants’ knowledge seeking participant feedback on HSP Orientation content and delivery methods providing a forum for honest and open discussion of challenges and solutions for settlement issues.
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Conditions for learning Regardless of which teaching strategies are used, there must be general conditions for learning in place. Some of these are wellbeing conditions, some are instructional conditions and others are environmental conditions. Together these conditions create the circumstances where learning is easiest and therefore more likely to be effective. Wellbeing conditions Pratt (1993) identifies these as:
mutual respect collaboration trust support openness authenticity pleasure humane treatment (Pratt 1993, p. 19).
Instructional conditions Cambourne (1995) identifies these instructional conditions for learning: 1. immersion – the learner is immersed in real life experiences 2. demonstration – tasks and activities are explicitly modelled for the learner 3. expectation – the learner is aware of the outcomes they are expected to achieve 4. responsibility – the learner contributes to decisions about when, how and what they need to learn to complete a task 5. employment – the learner is given the time and opportunity to practise using their new knowledge and skills in real and authentic ways 6. approximations – the learner is given the time and the opportunity to make mistakes in order to refine their ability to use their new knowledge and skills 7. response – the learner is given timely, helpful and non-threatening feedback that enhances their learning and confidence. Environmental conditions Where HSP Orientation is delivered in a classroom setting, sessions should be offered in locations which:
are accessible to participants, e.g. close to public transport offer childcare facilities
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are adequate in size, with room set-ups that allow for multiple modes of learning, e.g. group work have good acoustics, enabling participants to clearly hear and be heard are appropriately air conditioned or heated, with adequate ventilation and light support the use of technology, e.g. videos or digital presentations when required have whiteboards or easels for presenting information visually are generally attractive and supportive of learning, e.g the display of helpful learning materials such as photos, charts, maps and artefacts.
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Assessment There are two key forms of assessment: 1. Formative assessment is conducted during the learning cycle and has the primary purpose of informing instruction and improving student learning. 2. Summative assessment is conducted at the end of the learning cycle and has the primary purpose of measuring achievement. In HSP Orientation, summative assessment may occur cumulatively throughout the HSP, as Facilitators assess achievement against each Key Outcome. However, formative assessment should also occur in each HSP Orientation session. This allows Facilitators to assess the effectiveness of the session and, if necessary, make adjustments to the delivery and content of subsequent sessions. Both formative and summative assessment can be conducted through constructed assessment items such as questionnaires, or through authentic assessment where skills or knowledge are assessed during the completion of situated tasks in a range of contexts and over time. The outcomes of HSP Orientation are best measured through embedded authentic assessments. These allow for the assessment of outcomes across a range of situated tasks, or through participation in real-life scenarios. Self-assessment is an important assessment strategy, particularly in adult learning contexts. It can form part of a repertoire of assessment strategies for both summative and formative assessment. Self-assessment is the ability to accurately judge our own abilities, skills and knowledge at any given time against a set of standards or criteria. Self-assessment encourages active and ongoing engagement with new knowledge and skills. It also promotes self-efficacy, and for most humanitarian entrants to Australia this is an important skill to build as it provides a foundation for making effective decisions about their lives, and to seek new knowledge and assistance when needed.
Assessment principles All types of assessment should be underpinned by the following principles:
accessible – applicable regardless of the geographic or personal circumstances
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collaborative – connected to other sectors, i.e. health, mental health, English language and employment services
consistent – ensure people with similar needs have similar outcomes regardless of where they may live
exemplary – seek to adopt the best from across industry, and work with contract managers and industry forums to develop and share best practice
fair – not discriminate against any cohort, e.g. realistic expectations for elderly participants
flexible – able to adapt and change to meet the needs of participants
inclusive – allow all participants the opportunity to demonstrate learning, e.g. low-literate participants given the opportunity to demonstrate understanding through images
interactive – ensure participants are informed of the assessment being used, and are encouraged to contribute to the assessment, e.g. selfassessment
meaningful – have the capacity to assess depth of learning as well as breadth of learning
outcome-orientated – focuses on finding the service solutions to best support each individual’s aspirations and goals to maximise their independence, choice, health and wellbeing
reliable – be replicable and applicable in similar contexts, e.g. what counts as achievement in one state is equivalent to achievement in other states
responsive – capable of providing timely services even when levels of demand increase and the delivery of the right services at any given time
trusted – assessment is carried out by a skilled workforce with high levels of integrity
valid – be an accurate means of collecting the desired evidence of learning, e.g. demonstrate an ability to use an ATM by using an ATM.
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Assessment strategies Application of learning to complete a task, e.g. to make an appointment, is only one way in which learning can be demonstrated. In order to encourage assessment of depth of learning, McTighe and Wiggins (2012) provide the following list as ways in which learning can be evidenced:
applying learning to complete a task explaining something to others making sense of information by presenting it in new ways demonstrating perspective by seeing the big picture displaying empathy through understanding other people’s viewpoints reflecting on learning and incorporating new understandings into existing frames of understanding the world.
The following activities are examples of ways in which these achievement indicators can be assessed. Group assessments Groups may be organised in families, or participants with similar backgrounds, experiences or needs, e.g. young single men, women with children etc. Groups may undertake the following types of assessment activities:
evaluating information and contributing views through group discussions cooperative group work to achieve a task group-prepared presentations on a selected topic paired tasks, e.g. think (about the question alone) – pair (with a partner and share your thoughts) – share (share your pair’s thoughts with the group) participating in role-plays.
Individual assessments Individual assessments may take the following forms:
setting individual goals self-assessment personal journals to record thoughts and questions over the course of HSP Orientation individual consultations between Facilitators and participants strategic questioning to determine individual level of understanding participating in practical activities and the completion of learning tasks participating in discussions responding to videos or presentations.
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Self-assessment Participation and understanding is also recorded through the self-assessment checklist provided in the AUSCO student book, and will be replicated in the Facilitators’ Resource Kit. For each topic, participants are encouraged to record their own learning in their student workbook and conduct a self-assessment.
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Implementing HSP Orientation Assessing needs Within three weeks of a Client’s arrival in Australia, the Case Manager must develop a Case Management Plan. A key component of the Case Management Plan is the participation in, and completion of, HSP Orientation. As such, the Case Manager must assess the Client’s current proficiency against the Key Outcomes of HSP Orientation. The self-assessment questions provided in the AUSCO student booklet can be used for this process. The Case Manager should record this information, along with an assessment of the Client’s learning capacities, in the Client’s Case Management Plan. This should then be used to guide their participation in HSP Orientation to ensure it is relevant to their needs.
Organisation The focus of HSP Orientation is on the clear delivery of key information identified as critical to initial settlement in Australia. Therefore, it is crucial that sessions are provided in a language understood by the participants. The use of materials that have been translated into those languages is necessary, and the use of oral language and visual material is also necessary in order to support those with low literacy in their home language. According to local contexts, sessions may be delivered to groups, families or even to individuals. Group sessions may be organised for participants of similar background or needs, e.g. youth, women with children etc. Group sessions with one common language are recommended. They allow for more interactivity between participants, and attention to details and specific learning needs, and this can improve learning outcomes. Large groups (e.g. 25 or more participants) with multiple languages and simultaneous interpreters are not conducive to learning and are not recommended. They preclude the use of group activities and hinder focus and concentration, reducing opportunities for individuals or family groups to raise questions or contribute information. Sessions should be organised at times suitable to participant needs. The programming of sessions should not cause clashes with participants’ other activities and appointments such as Adult Migrant English Program (AMEP), medical or Centrelink appointments.
Delivery Sessions should commence within two to six weeks of a Client’s arrival in Australia (except for the Settlement Services Orientation, which should HSP Orientation Facilitators’ Guidelines
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commence upon the Client’s arrival to Australia) and be delivered progressively over the first 12 months of settlement. Some information may need to be provided several times, possibly in different teaching styles, to achieve the Key Outcomes. The flow of information must be carefully monitored to ensure participants are not overwhelmed in the early settlement period. Outcomes from different Core Settlement Topics may be bundled together and delivered in one session. The following example shows how outcomes from Money and Australian Law topics can be combined into a specific program about car ownership and driving. Buying a car and driving costs and risks
Licences and laws
a. credit and debt (loans, ‘loan sharks’, interest rates and terms) b. consumer rights (warranties, receipts, refunds, pushy sales people, etc.) c. car insurance.
a. driving-related laws (seatbelts and child safety seats, vehicle registration, driver’s licence etc.) b. driving infringements (driving without a licence, driving while suspended, exceeding the speed limit, driving while talking on a mobile, overloading vehicle, driving under age).
HSP Orientation sessions are a key strategy to assist Clients achieve the Key Outcomes within the HSP Orientation Curriculum Framework. However, outcomes will not be achieved solely within HSP Orientation sessions. Outcomes will also be achieved with the help and support of Case Managers, proposers, family and community, as participants take the knowledge and information from sessions and apply them in their real life contexts.
Completion It is anticipated that most participants, where HSP Orientation is well-developed and resourced, will achieve the Key Outcomes within 12 months. However, for some, a longer period may be required.
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Evaluating HSP Orientation Whilst assessment is used to measure participant achievement, evaluation is used to measure program achievement. Evaluations can be conducted externally, for example through quality assurance visits from the Department, and internally, for example through self-assessments, peer and supervisor observations and professional conversations.
Peer and supervisor observations and professional conversations An observation record template for conducting observations of HSP Orientation sessions is provided at Appendix 2 of this document. It has been developed to reflect the teaching, learning and assessment principles described in this guide. It can be used to support:
self-assessment by the Facilitators peer assessment within the Service Provider organisation supervisor assessment.
Observation purposes Observations of HSP Orientation delivery can serve many useful purposes, including:
inform judgements on the effectiveness of a session supporting staff to improve their practice and their impact upon participants’ learning providing a record of effective practice which can be shared with other personnel supporting a professional conversation with the Facilitator about the learning outcomes of the participants supporting professional conversations between Service Providers and DSS personnel about the effectiveness of HSP Orientation encouraging self-reflection on practice and impact identifying areas for professional learning focus moderating the delivery of HSP Orientation within a site and across multiple sites.
Observation principles The following are principles that need to be in place for productive and instructive observations:
trust – there must be a mutual trust that allows for the open discussion of challenges and successes without fear of consequences
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support – discussions of observations should be focussed on supportive and constructive feedback in alignment with participant needs and Service Provider and government priorities fairness – the observation must follow established protocols and focus on mutually agreed points, referring only to the observed evidence collaboration – the observation is the catalyst for sharing ideas and best practice amongst colleagues.
Observation protocols For productive observations to occur, clear protocols must be established. The following are recommended: Pre-observation 1. Negotiate a mutually agreed date and time for the observation. 2. Provide the observer with the background and the context for the session which will be observed, e.g. is it the first session on Housing? Has participant background impacted upon delivery style or content? 3. Identify the focus of the observation and share the observation record template. During observation 1. The observer records data using the observation template according to the previously agreed focus. 2. The observer may interact with participants, particularly during the activity component of the session, if appropriate. Post-observation 1. A professional conversation occurs as soon as possible after the observation. 2. The observer shares notes collected relevant to the identified focus. 3. The observer and Facilitator discuss the observations, using prompts to encourage a conversation, e.g. ‘How do you… How can we…’ 4. The Facilitator plans next steps, e.g. setting goals to improve learning, next focus for observations, identify relevant professional learning to pursue. (adapted from AITSL, 2016)
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Guide to language services Definition of interpreter Interpreters act as intermediaries between two parties who speak different languages. They generally convey speech orally between people who speak two different languages (with the exception being sign language). Definition of translator Translators convert written information from one language to another. Definition of bilingual worker Bilingual (or multilingual) workers are people who perform their job in two or more languages. They are not employed as professional interpreters, rather they conduct their usual duties in another language. Language services and HSP Orientation Language services, including those provided by bilingual workers, professional translators and interpreters are the key to ensuring that HSP Orientation information is received clearly by participants. They also provide the pathway through which participants can ask their questions, share their experiences and demonstrate their understanding. Professional interpreters may be used to help deliver HSP Orientation sessions. It may also be appropriate to use other people with the required language skills, such as bilingual workers. However, when discussing issues that are technical or sensitive, such as medical or legal matters, professional interpreters with a National Accreditation Authority for Translators and Interpreters (NAATI) credential should be used. Working with interpreters Interpreters are important partners in the delivery of HSP Orientation and they should be supported to be well prepared for each session. Before the session
Ensure you know your Client’s preferred language and be aware of any specific dialects. For professional interpreters, book the highest NAATI credentialed interpreter available.
Where possible, try to use the same interpreter for the delivery of the same HSP Orientation topics to help build their expertise and familiarity with the topic (noting that some language service providers, such as TIS National, do not allow requests for specific interpreters).
Give the interpreters necessary background information about the participants, e.g. where they are in their HSP Orientation, what topics
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they have done previously.
Give the interpreters access to any video or audio to be used in the session, as well as any of the activities to be used. This will help them prepare, build their knowledge of the topic and double-check any key vocabulary.
For guest speakers or new Facilitators, the video from the Translating and Interpreting Service (TIS) is useful https://www.tisnational.gov.au/About-TIS-National/Videos/Hints-andtips-for-working-with-interpreters-video.aspx
During the session
Explain to participants what the roles of the Facilitator and interpreter are.
The Facilitator is responsible for the content, and for answering questions.
The interpreter relays the messages and questions, and does not initiate the messages and questions or give advice and opinions.
If the interpreter appears to be taking over, or answering questions from the group without first relaying those questions to the Facilitator, then the Facilitator should stop the session to remind the interpreter and the participants of their roles.
The Facilitator should use concise sentences and pause after each key message has been delivered to allow the interpreter to speak. Concise does not mean oversimplification. The participants are competent in their own language and should receive messages in the same manner that the Facilitator would use with an adult English-speaking audience.
Talk directly to the participants, not to the interpreter.
Check in with the interpreter and the participants during the session to check that your – and your interpreter’s – speed, volume and diction are clear.
The interpreter may also need to check in with the Facilitator to clarify information, but the Facilitator and the interpreter should avoid having conversations which exclude the participants.
Sometimes messages in English also take longer to give in another language, or sometimes they can be shorter in another language.
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The use of an interpreter means sessions take longer to deliver, so this time should be factored in when scheduling HSP Orientation sessions.
After the session
The Facilitator should debrief with the interpreter. Discuss any areas that may have been difficult to interpret and ways in which to mitigate this in future sessions.
Allow the interpreter to share any of their own personal responses to the session, remembering that they may themselves have experienced some of the issues that were under discussion and they may require the opportunity to debrief for their own emotional wellbeing.
Guide to working with guest speakers Using guest speakers can be an effective teaching strategy when guests complement and add to the objectives of the learning experience. Guest speakers can provide variety, another perspective on a topic and, depending on the content, in-depth specialist knowledge. Guest speakers from agencies also provide information on services that can provide guidance and support for participants at a later date. However, to ensure participants gain the most from the guest presentations it is important the guest speakers are well prepared for the very particular needs of participants, the objectives of HSP Orientation and the outcomes attached to the session they will be presenting. The following guidelines will help ensure a positive experience for the guest speaker and the participants. Before the session
Source the right guest speaker – Which one and why? What do you expect/desire of your guest speaker? What will they add to the learning outcomes?
Share the Key Outcomes for the session – What is the purpose of the presentation? What has occurred in the learning plan prior to this session? Have the learning outcomes of the proposed session been clearly outlined?
Provide background information about the audience – What are the particular needs and experiences of the audience? What plans are in place to support language requirements, e.g. interpreter, visual
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support, use/non-use of acronyms? Are there any issues or sensitivities, e.g. questions which raise painful memories?
Provide the guidelines for working with interpreters – Has the guest speaker worked with an interpreter? Provide the outline of the guest presentation to the interpreter prior to the session.
Provide instructional support for working with adult second language learners – Are the materials and information they intend to provide appropriate for the audience? Do the resources need to be previewed by the Facilitator before being used with participants? Can they be translated into languages spoken by the participants? What are the technical and spatial needs of the guest speaker?
During the session
Support the guest speaker – Step in to clarify processes, e.g. working effectively with interpreters, or to answer questions outside the guest speakers’ brief.
After the session
Debrief with the guest speaker – What questions were raised that need to be followed up by the guest speaker? When will they be able to provide the answers or resources? What changes could be made to the session if it is delivered in the future?
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Appendix 1 - Annotated lesson plan This lesson plan has been annotated to indicate where and how key curriculum design and teaching principles are reflected. Lesson plans will be provided for each Core Settlement Topic in the Facilitators’ Resource Kit prior to the HSP service delivery commencement date.
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Appendix 2 - Observation record template Orientation Observation Contract Region: Date of observation: Orientation Core Settlement Topic: Reviewer's name: General/overall comment: Establish the focus areas for the observation prior to the visit Orientation observation
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Complete this following section after a discussion of the responses with your Observer. Considerations
Yes
To some No N/A extent
Observer comments
Facilitator comments
Any follow-up actions Ongoing / Completed
Environmental conditions
1
Was the venue conducive to learning? E.g. acoustics, sufficient space, well lit, well ventilated, heating/cooling, suitable amenities, disability access etc.
2
Were participants able to access the venue easily either by public transport or transport provided by the Service Provider?
3
Did the facility and services sufficiently cater for parents with children?
4
Are sessions offered at a range of times for convenient accessibility?
Learning principle 1: Adults are internally motivated and self-directed 5
Were participants given direction or resources to continue their learning outside the session?
6
Were participants allowed some autonomy in the selection of the content, participation in activities and/or reflection on their own learning?
Learning principle 2: Adults bring life experiences and knowledge to learning experiences 7
Were participants asked to share their own knowledge and experiences of the topic to be covered?
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Considerations
Yes
To some No N/A extent
Observer comments
Facilitator comments
Any follow-up actions Ongoing / Completed
Learning principle 3: Adults are goal-oriented 8
Were goals for the session established at the beginning and checked at the end?
Learning principle 4: Adults are relevancy oriented 9
Was instruction differentiated according to participant cohorts and local settings?
Learning principle 5: Adults are practical Were multiple modes (visual, written, physical) used to ensure all participants 10 can readily understand and interact with the content? Learning principle 6: Adult learners want to be respected Were there opportunities for a risk-free 11 open discussion of challenges and solutions for settlement issues? Instructional conditions 12
Was appropriate language used for the audience?
13
Were activities clearly demonstrated?
14
Were the participants clear about the purpose of the session?
15
Was participant understanding assessed? How?
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Considerations
16
Were the participants given opportunities to discuss and share understandings and complete tasks together?
17
Was there a clear structure to the session, e.g. Ask, Input, Activity, Assess?
18
Was information provided accurate and appropriate to audience?
Yes
To some No N/A extent
Observer comments
Facilitator comments
Any follow-up actions Ongoing / Completed
Curriculum design 19
Are there opportunities to revisit the topic material more than once?
20
Do the participants have input into the content of the sessions?
21
What arrangements are made for participants who do not achieve the intended outcomes of the sessions?
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Professional conversation prompts Use these prompts to guide a professional conversation after the observation For the Observer
For the Facilitator
What worked well? Would you do anything differently?
What did you observe in relation to participant engagement? What did you see that seemed to work well?
What are the usual kinds of challenges when delivering this topic? What do you find are the best ways to meet those challenges?
How have you observed others deliver similar topics? What have you seen that is effective?
In what ways was this particular cohort typical or not? Do they have particular needs that affect the delivery of Orientation?
Have you observed others deliver sessions to similar cohorts? How did they adapt their delivery to meet their needs? Which strategies appeared to be most effective?
What feedback do you have for me that would support you in your work to deliver Orientation?
What feedback can you give me that would help in my work to deliver Orientation?
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