Holistic Report (first updated)

HOLISTIC REPORT

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Candidate Name: Nguyen Thi Lan

Submission Date: 08 June 2016

Qualifications: 1106-21 (Level 3 Advanced Diploma in Training and Assessing)

In preparation of the upcoming course of 1106-21 (Level 3 Advanced Diploma in Training & Assessing) that is begun on 01^stJune 2016 at Bai Dau campus where is 7 kilometers far from the head-quarter of PVMTC, I have taken a thorough look at my handwriting on my diary that I wrote down in 2009 when I took part the 1106 – 1 level 2 organized at Lilama college. I find it useful to record things you are trained or want not to forget.

I read carefully the email that the course coordinator sent me a week before the course. I was surprised that one of trainers is Mr Weng Kai Lee, who I met one year ago at my college. He and Mr Tony Davi - on behalf of City&Guilds - came to PVMTC to make the final assessment for being an approved center from City&Guilds.

DAY 01:

I came the class at 8:05 am, being late for 5 minutes on the first day of the course, however I felt good because of 2 trainers smile. Actually, they made me calm and didn’t get nervous. We then started with a round of introduction as an ice breaker. After that, Mr Wengkai introduced us the topics for the 3 days, the assessment requirements and the safety in a nut shell. We all agreed the background rules called “CLASS – CLAP”.

We were given 2 pieces of pink notes. All we should do are that we write at least one strong point and what we want to achieve from the course. Interestingly, I recognize that this is an indirect way the trainer get our aims. They encourage us to tell them our aims, our goals. We’ve then stuck all notes on a A0-sized paper into 2 columns, one for strong points and another one for aims. It is called “POST IT” method.

By using lecture method, questioning skill, we answered 5 steps of the learning cycle. They include 5 elements:

1.    Identify training needs

2.    Planning training

3.    Implementation

4.    Assessment

5.    Evaluation

We seemed not to have any difficulties with the first and second elements of the cycle. The third element “Implementation” alerted us so much about the training environment’s effect on learners. As a trainer, we should create a climate conducive to learning. Besides we discussed about group management, health and safety requirements and room layouts.

Unit 101: Identify Learner Needs

The learner named Nguyen Thi Linh is a bachelor of science in electrical engineering. Her experiences are in the teaching engineering and oil sector students age 18 - 20 for 2 or 3 year programs. The subjects that she has been delivering are in electric and electrical area, for example electric technique, electrical circus, electrical materials, electrical equipment… I was keen to know more of her needs for Level Transmitters course. The method I used was a face to face interview to get her self introductions and what she aimed to achieve. She made a brief introduction and answered my questions regarding the topic. She could list some level devices that are common used at every household such as a measure tape, a float, a sight glass. By summarizing her current competence and knowledge about the topic, I realized she has no knowledge about the level transmitters. This has a strong influence on selecting materials/resources, the plan program as well as methods of teaching and assessment. I have also reviewed her curriculum vitae so that I’ve got her personal details including email, telephone number, address, hobby, strong points... This was useful to start establish a connection with my future learners and learning plan on the next coming day.

Finally, I found that her needs are:

1.    Development of basic knowledge of description, working principle and applications of the level transmitters applied in most of the oil and gas services in Vietnam.

2.    Practice with real models to identify main parts of a level transmitter as well as its specifications.

I also recognize my learner is willing to learn, hard working and good at reading and listening in English. By using “Learning styles questionnaire”, I found that her learning style is “R” (reflector). In addition, I realized her special requirement to run the course is an air-conditioned classroom or a ventilator equipped in case of the lack of the air- conditioner.

Summary of unit 101: after conducting the diagnostic meeting, all documents collected are:

1.    A learner’s CV

2.    An initial assessment

3.    A diagnostic meeting

4.    A learning plan

5.    A learning program/scheme of work

Notes: The learner has agreed on the evidence as pictures shown below

Unit 102: Plan and prepare learning

In accordance with the diagnostic meeting and the initial assessment records, I’ve made a learning plan that covers all aspects to meet learner’s needs. Preparing a learning programmed/scheme of work is the next step that I have to complete. To begin with a learning program, clearly stated learning objectives provide a basic for selecting appropriate materials and instructional strategies. The first aim of this program is to provide the candidates with the basic knowledge of description, working principle and applications of level transmitters applied in most of the oil and gas factories/manufactures in Vietnam. The other aim is to enable learners use them.

When selecting the teaching resources, I should pay attention to 4 factors. That is Suitability, Affordable, Availability and Comprehensive. Based on this principle, the resources needed are an e-book “Instrumentation and Control” that learners can access the website “PAControl.com” to download (it is free of charge), handouts given to learners at the beginning of the course and practical models being available and ready for practice at the instrumentation workshop. These are selected because the learners are good at reading in English and desire to practice with instruments.

Because of the learner’s learning style is R (reflector), my instructional strategies include lecture method, question –Wh (open questions), written question, group activities, speak clearly and slowly, capture attention. The reasons why these methods are chosen are that lecturing and Wh-questioning is good to deliver factual information. For instance telling the important details of main components of a transmitter and asking questions regarding it. Group work is a good method to encourage all learners to participate the lesson and asking question and answer session is also appropriate in this scenario. Moreover, capture attention is very important skill that an instructor should use during the lecture time. It makes learners feel that what they speak is important to the instructor as well as their peers. When evaluating a teaching/learning session the best reason for using oral questioning is to give feedback on the way the instructor has delivered.

According to the schedule, I recognize my presentation begins at 13:30 PM on 2^ndJune 2016, therefore I arrive the center at 13:00 PM, 30 minutes earlier, to check out the venue settings and ensure the flipcharts and projector were in place. My preparation for the session includes a laptop, slides, material handouts, books, pro formas, for example course program, session plan, discussion form…

Summary of unit 102: I have prepared 2 session plans with details and time frame as pictures shown below

DAY 2:

Unit 103: Delivery learning

Inspire of doing a thorough check prior to delivery, I started at 13:35 PM, 5 minutes later because of my laptop reboot. At the start of teaching, I make a short presentation about background rules, check for safety in the classroom and show the building instruction as well. The session is totally 33 minutes, including 25 minutes for presentation delivery, 5 minutes to make the assessment and the last 3 minutes to give feedbacks. I then state clearly the aims and objectives of the session. After that I give the learner handouts.

I find it difficult to begin a new session after lunch time, therefore I warm up the class by a fun game named “Guess who they are”. The game really works well and help all my students comfortable and eager to join the lesson. When delivering the first part – description of main parts of the displacer transmitter, that telling the important details and asking questions regarding it is the way I used to conduct the first part of the session. Moving to the second part – working principle, a video of Archimedes experiment simulation was projected and all learners were divided into 2 groups and joined the group activities. Especially, during group activities, I gave personal support all groups to ensure success (all discussion forms are filled, not empty). I recognize these methods are suitable to encourage all learners to find out the principle of operation. The last part of the session is displacer transmitter applications. Some pictures taken from Phu My fertilizer and Dung Quat Refinery described the transmitter applications in oil and gas field. It is a strong evidence to convince the learners.

During the presentation, I almost followed the session journey in time frame and different methods of teaching were used to establish and maintain a rapport with learners, for instance: slides, videos, flipchart, group activities, oral questioning...It’s time to make assessment. When making assessment, I took into account the objectives because it referred directly to the learners’ outcomes. I showed 5 questions on slides and each learner was asked to answer each question. Then the right answer was shown on slides. Finally, I ended up the presentation on time.

To be continued...

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