Module 1

Module 1 - Sani's ACTA Journey

ACTAv5 Module 1 Module 2 Module 3 Module 5 Module 6 Module 1    E portfolio 1 & 2 Name of Programme: Management of Hazardous Substance The Learning outcomes for the season: To understand the basic concepts of environmental hazardous substances To understand the relevant requirements of RoHS Directives To identify the presence of environmental hazardous substances To develop control measures of environmental hazardous substances The Intended Audience: Raw Material Purchaser  Product designer Production Manager  Environmental Management Representative Quality Control Manager and Supervisor The information required for the learners profile: Age Job Scope (Job Position) Education level Working Experience Language Any special needs Attitude All of the above information will be acquire through the survey which is include with the application form and direct observation during the training process. Learners Profile Demographic Age – 25 year – 60 year 7 Male and 6 Female Working experience Between 4 to 30 years Cognitive Level Language proficiency – English, Malay, Indian, Mandarin Education Level GCE A, Diploma Post Graduate, Degree, and Master Affective (Attitude) All attending this course due to the Organization requirement and most of them are comfortable in learning. Social As all come from different background they are not familiar with each other but are very cooperate during the training process Andragogical Characteristic                 Most of them have all the working experience and most of them are very eager to learn the new concept of the learning topic. Barrier to Learning Situational Barriers – As all of the Learner have their own day job, Transportation will be a problem for some of them Psychosocial Barrier - they will have some of difficulties to concentrate for a long duration. Institutional Barrier - as the Organization which request they attend this course, there will no problem. Learning Styles and preferences: As the learners have a wide gap on their education level, Dunn and Dunn’s VATK learning style will be suitable. Visual – Handouts (allow gaps on the handout for writing purpose), Illustration reading Auditory – Will conduct theories and example during the training process. Will include instructions or opportunities to share information. Tactile – encourage learners to write, provide samples for them to touch. Kinesthetic – to provide samples for the learner to study and encourage the learner to provide feedback on the material given. Adult Learning Theories As the Learner are mostly at executive level, need to gain their attention by doing the Trigger Event and also need to emphasize the impact toward the enviroment. The learners goint to have the knowledge to declare the non- use from the customer format.  Trigger Event – shows and discuss with the learner the Environmental Impact of the Hazardous Substance. Appraisal - Explain the Impact will be towards our surrounding. Exploration – The Law and Regulation towards protecting the use of Hazardous Substances Develop – The knowledge of investigation and declaration towards the non-use of Hazardous Substance.  Integrate -  Discuss and Explain the new way of protecting the Earth. Adult Learning Principle  People learn only when they are ready to learn Get the Learner to be interested in the Topic People learn best when they actually can perform Do some simple assessment to make sure of good result at earlier stage   People learn from their mistakes During discussion, allow mistake and explain the rational of the topic People favour different senses for learning Use more samples to make them understand People cannot learn what they cannot understand Encourage question to be ask People learn through practice Will use declaration of non-use samples and product to elaborate the method. Retention Strategies (Improve) Meaningful Learning – explain the information learn will have the impact towards the world’s Environmental Primacy and recency -  Introduce the important of the Rules and summarise again and the end   Rehearsal -  Repeating the important of the theories substance Organisation -  allow all the theories to be inter connected and explain the rational Visual Imagery -  use of photo and illustration during the explanation Elaboration – will add some information to expand the knowledge. Training Resources Slides Picture Hand out Product Samples All those item above will be use for the course. Extra Slides, product samples, and declaration sample will be available when is needed to add the delivery method during the learning depend the eagerness of the learner. E-Portfolio 2 2 applications of CET Professional values and ethics of CET Professional. Committed: As a trainer I commit to offer all my knowledge and expertise to provide the best of the learning journey as far as possible. I will open to any feedback that the learners provide during the learning journey. Aware: I will aware of my leaner ability to learn and I will respect their views or ideas. I will monitor their progress and adjust to their need of the learning journey. I will give them time to think of correct solution of an answer or discussion. I will adjust my learning process accordingly to cater for the learners need and ability. Ethical dilemmas we might face in our area of training.           The ethical dilemmas that we might face is about the copyright issues. During the designing stage we might need some photograph or article as an examples for the training slides. 1)    Recognise an ethical issue. The issue is that we will use any photo or article that could face a copyright infringements. 2)      Get the fact right. We need to check any photo or article belong to any individual or organization. We can use the Website or Google. 3)      Evaluate alternative action from various ethical perspective. We will try to get permission from relevant people or organization for the use of the photos and article or using others item that didn’t infringe the copyright laws. 4)      Make decision and test it. After making decision, we will review the training slide to see any adjustment is needed. 5)      Act then reflect on the decision later I will reflect the decision of whether I make the correct judgement about the issue Name Tien Hua Yim Teo Sani, Good reflection the two selected CET Professional values. Could have highlighted how they are specifically applied in the resolution of the ethical dilemma cited. Tien Hua Yim Teo Sani, You have covered the required areas in this e-P1. You need to reflect on your choice of the adult learning theories and principles for application in view of your learner profile and the nature of the learning topic. As the learning outcomes of the topic to cover in M3, you will get to refine them in clear behavioural terms in M2. Good start!

Module 2

Module 2 - Sani's ACTA Journey

ACTAv5 Module 1 Module 2 Module 3 Module 5 Module 6 Module 2    E-portfolio 3 & 4 E-Portfolio 3 Name of Learning Experience: Manage Hazardous Substance in a manufacturing plant according to RoHS Regulation Instructional Design Principals Applied        Break content into manageable segments        Present materials in a logical order and sequence        Provide a variety of instructional methods and activities Break content into manageable segments Lesson will break into 15-30 minutes as in the Lesson Plan. Present materials in a logical order and sequence Gagne’s nine events of instruction will be applied into the lesson plan design. Provide a variety of instructional methods and activities Different type of method will be used. Such as games, didactic questions, and discussions will put in the lesson plan which cater to the learner’s different learning styles. Instructional Design Theories Applied (at least one) Gagnei’s Instructional Design Theories. Gagnei’s theories consist of verbal information, Intellectual skills, cognitive strategies, motor skills and attitudes with outline of the 9 steps to be used in the lesson plan. Explain how Gagne's or/and Kalb's is/are applied: Gagnei’s Instructional Design Theories. Instructional events Guidelines for achievement 1.  Gaining learners attention Do a self-introduction of the learner by themselves Show and discuss the current Environmental impact when the Substance not control. 2.  Informing learners of the objective To understand 6 element of the ban substance control under the RoHS regulation. To Control the Hazardous substance in a Manufacturing Plant within the permissible level. To declare nonuse of Hazardous substance on the manufactured products accurately to customer. 3.  Stimulating learner’s recall of prerequisites To discuss the needs to know the 6 element of the ban substance and the related of the 3 learning objective. To use activities and didactic question to make sure the learners understand the objective. 4. Presenting the stimulus material Use pictures, slides, flipchart and live experience in helping to explain the learning objectives. 5.  Providing learning guidance Using slide presentation and flipchart to guide the learner the UK’s of the 3 LO’s 6.  Eliciting the performance Let the learners to discuss and write onto the flipchart for discussion later on. 7.  Providing feedback Discuss the written subject on the flipchart and explain a better alternative to the answer if possible. 8.  Assessing performance Will use group discussion to make them understand the objective. 9.  Enhancing retention and transfer Repeat the important of the 6 element, ask the leaner what are the 6 element and will do some briefing on the RoHS regulation Ethical, Legal, Organization requirement defined (All) Describe the ethical, Legal, Organization requirement: Ethical: Need to declare the outcome of the ICP (Inductively coupled plasma) test honestly Legal: To strictly follow the RoHS Regulation Organization: Make sure our organization give all the resource and support in obtaining the correct information. Retention Strategies Applied (At least 2) Describe what and how the retention strategies are applied Meaningful Learning Will mixed a variety of instructional methods such as games, presentations, didactic questions and pictures into the lesson plan. Visual Imagery Will used pictures in the slides as reflected throughout the lesson plan E-Portfolio 4 Name of Learning Experience: Manage Hazardous Substance in a manufacturing plant according to RoHS Regulation Training Needs identified (at least 1 training need) Training need are OIL – Organization, Industries (Legal), Learners Learners – the Leaners need to know the whole concept of the RoHS regulation and the criteria. Learning Outcome Define (at least 2 with 2 SMART criteria) Audience (A): Production Managers, Designers, QC Managers and Planners TLO: Manage Hazardous Substance (B) in a manufacturing plant (C) according to RoHS Regulation (D) Criteria 1: Specific – Manage Hazardous Substance Criteria 2: Measurable – Declaration of Hazardous Substance according to RoHS Regulation Criteria 3: Achievable – learner can achieve this TLO within 4 hours of training Criteria 4: Relevant – Managing Hazardous Substance is their role in an Organization ELO 1: Identify type of Hazardous substance (B) in a manufacturing plant (C) according to RoHS regulation. (D) Criteria 1: Specific – Identify type of Hazardous Substance Criteria 2: Measurable – Declaration of Hazardous Substance according to RoHS Regulation Criteria 3: Achievable – learner can achieve this TLO within 30 minutes of training Criteria 4: Relevant – Managing Hazardous Substance is their role in an Organization LO 2:   Control Hazardous Substance (B) in a manufacturing Plant(C) within the permitted level (D) Criteria 1: Specific – Control of Hazardous Substance Criteria 2: Measurable – Declaration of Hazardous Substance according to RoHS Regulation within the permitted level Criteria 3: Achievable – learner can achieve this TLO within 30 minutes of training Criteria 4: Relevant – Managing Hazardous Substance is their role in an Organization Component of learner Plan Prepared (all) Describe the process of the preparing the components of the Lesson plan. Learning outcome (at least 2) Identify type of Hazardous substance in a manufacturing plant according to RoHS regulation. o   Prepare presentation slide. o   Instructional method of practical lesson. Control of the Hazardous Substance in the Manufacturing Plant. o   Prepare presentation slide. o   Instructional method of practical lesson o   Provide samples. Contextualisation done to meet the ethical, Legal and Learners need: Ethical – To be able to declare the non-use of the ban substance correctly Legal – To be able to declare the non-use of the ban substance within the legal limit Learner – To be able to use the knowledge to declare to customer properly. Instruction Method used More of the Direct Instruction use (Presentation Slide). More Interactive and Indirect Instruction will be use on the practical lesson Learning review done: There will be 1 Learning activities for each 3 ELO’s To know the need to breakdown the parts into smaller component To identify which component needs to be declare non-use. To be able to declare to customer base on the RoHS regulation. Instruction of activities / tasks: Name part of a computer parts and breakdown into smaller component. Provide samples (Switches Relay) and request the learner to name the component of the parts that need to be send for test of the ban substance Provide the test result of the component request the learner to declare non-use from customer form (Template). Resource required.                 Resource need are as follows: Projector – for slides presentation Computer – for slide and pictures presentation Flipchart Samples (Switch Relay) Learning review will be conducted on the last of the lesson using practical and discussion. Features of the lesson Plan Designed for Facilitation (all). Level of Content:             The level of content are keep at moderate level about 4.5 hours. Balance of Learning: Effective, Behavioral and Cognitive learning will be applied on all ELO’s. Variety of learning approach:             Varieties of learning approach will be used. Most of it will use Short Presentation, Drill and Practice. Concept formation, Role Play and Skill Practice. Opportunities for group participation:             All ELO’s will have the opportunities of the group participation as describe on the Lesson Plan. Use Leaners expertise:             To use the learners expertise to identify the component of the Switch Relay and to identify the 6 element of the ban substance. Review of learning:             For very ELO’s the will be discussion to review the lesson learn as on the lesson plan. Also the last part of the facilitation the will be a recap session. Real Life problem solving             The method of detection and the declaration are conducted during the facilitation to help the learners in their working needs. Allowance for future planning:             Will explain to the learner that there will be increase in the numbers of the ban substance with current 6. Instructional method used (at least 3) Explain how the following included: Lecture: With slide lecture will be done to explain the important of the RoHS regulation. Only maximum of 15 minutes to be use for this method. Case Study: Will give an samples for the leaners to study how to identify the 6 element of the ban substance. Role-play: Let the learner practice to declare the RoHS free using a customer format. Activity Sheet include (at least 1 include) Describe how the activity are aligned to learning outcome To identify the 6 element of the ban substance in line with the LO of identifying the 6 element under the RoHS regulation. Instructions on the conduct activity Provide sample and request the learner to identify the parts of the component and write onto the flipchart. The learner need to also write the element might contain in the parts. Stakeholders with lesson plan is reviewed Describe with whom the lesson plan is reviewed after facilitation (at least 2) Learner – Use the feedback form from the learners after the facilitation The Management – Get feedback from the management regarding their staff performance after the facilitation (after 1 month later) Components of lesson Revised (at least 1) Previously:  Split into 2 group ask the learner to identify 10 parts of a computer and write it onto the flip chart.       Revised - Split into 2 group ask the learner to identify 5 parts of a computer and write it onto the flip chart. (This to request the learner to breakdown the 5 parts into smaller component. I fill that 10 parts will take too much time) Name (Comment) Tien Hua Yim Teo Sani, Noticed your lesson plan here. You need to elaborate on the instruction column and state the instructional methods used for each event. Need to upload the learning activity sheets for all the learning activities. Lesson Plan ACTA Module 2: Design a Learning Experience Lesson Plan (for 4-6 hours from a course) Program Overview Factors Description Designer / Developer Mohamad Sani Course Title Management of Hazardous Substance WSQ Competency Unit (if applicable) Nil WSQ Competency Elements (if applicable) Nil Purpose Will be able to comply with the RoHS regulation on the produced parts in a factory Performance Criteria/Learning Outcomes Will be able to identify and declare non-use of the RoHS regulation organization Manufacturing Factory Target Audience Manager level – ISO 14001 Environmental Management Representative (EMR) In Charge of Control of Hazardous Substance  Assumed knowledge Minimum education level - ‘O’ Level or Be able to listen and speak English at a proficiency level equivalent to the Employability Skills System Workplace Literacy (WPL) Level 5 Be able to read and write English at a proficiency level equivalent to Employability Skills System Workplace Literacy (WPL) Level 5 Be able to use numeracy skills equivalent to the Employability Skills System Workplace Numeracy (WPN) Level 5 Learner Characteristics Demographics Gender: consist of Male and Female Age: 25 – 60 years old Culture: Mostly Local employees. Industry / organization Experience:  Manufacturing Industry with at least 3 years working experience Cognitive Characteristics Language ability: English \ Mandarin \ Malay \ Indian Educational level: ‘O’ Level – Degree Holder Affective Characteristics Motivation to learn: Mid – High – all of the participant are aware the important of this regulation to their company Level of anxiety about learning: High – all of them educated enough to understand the training requirement Social Characteristics - Relationship to peers: most are unfamiliar with each other as they come from different company Tendency to compete or cooperate: Cooperate, most of them are same level. Entire Course Duration (in hours) 4.5 hours Class Size 10 – 15 person Lesson Plan Timing / Duration Specific Learning Outcomes Instructions Instructional Methods Resources What learners will be doing 9:00am – 9:15am 15 minutes Get Leaner to know each other Introduction Self-Introduction Gagne Step 1 – Gaining Attention (Ice Breaker) Exchange of Name Cards Introduce their name individually What are their responsibility Their knowledge of RoHS Their experience In Management of Environmental Hazardous Chemicals Their Expectation Direct Instruction Self-Introduction Short Presentation Learner’s personal Name Card Slide Slide Presentation Exchange of Name Card Sharing their needs of this course 9:15am – 9:25am 10 minutes Define the ELO for the program Inform learners the Do’s and Don’ts in the class Gagne Step 2 - Informing Learners the ELO’s Identify types of Hazardous Substance in a Manufacturing Plant Control of the Hazardous Substance in the Manufacturing Plant Declare Non Use of the Hazardous Substance  Using Slide Presentation Slide (Non interactive) Listening Short Presentation Slides Listening 9:25am – 9:55am 30 minutes Explain to Learner the Important of the RoHS regulation to our industries. Gagne Step 3 - Stimulating learner’s recall of prerequisites. Using pictures to shows damage to human and environment that already been done due to non-control use of the ban substance. Get the earner to discuss the impact. Short presentation  Picture slides (Resource 1) See, listen and discuss the Impact of non-compliance 9:45am – 10:00am 15 minutes Inform the learners the 6 type of Hazardous Substance. Explain the permitted level under the RoHS regulation. Gagne Step 4 – Presenting the stimulus material Using slides to show the 6 substance under the RoHS regulation. Inform the learner what are they normally use for. Using slide to explain and show the permitted level of the 6 ban substance. Tell the learner the abbreviation of PPM means  Slide Presentation Slides Listening Short Presentation Slides Listening  10:00am – 10:10am 10 minutes To identify the type of the Hazardous substance and the alternative Gagne Step 5 – Providing learning guidance Using slide to explain the 6 ban substance and the alternative substance Slide Presentation Slides Listening Discuss Short Presentation Slide Listening Discuss 10:10am – 10:25am 15 minutes Break for refreshments Food and drinks Food and drinks 10:25am – 10:45am 20 minutes To Identify component of the parts might contain the 6 Hazardous substance Gagne Step 6 - Eliciting the performance Split into 2 group ask the learner to identify 5 parts of a computer and write it onto the flip chart. Ask the learner to write the breakdown of the parts into small component. Brainstorming Discussion Skill practice Flipcharts Slide Discuss and present the flipchart among the learners. Group activity Flipcharts Slide Discuss and present the flipchart among the learners. 10:45am – 11:00am 15 minutes To let the learners know how to identify the component from a finish goods part. Gagne Steps 7 – Providing feedback. Ask the 2 groups to exchange table and discuss with the learners the breakdown of the component. Discussion Practice Flipchart Discuss and give feedback among the 2 group. Guide discussion Flipchart Discuss and give feedback among the 2 group. 11:00am – 11:15am 15 minutes The regulation of the RoHS requirement. Gagne Step 4 – Presenting the stimulus material Show and explain the RoHS regulation (Restriction of Hazardous Substances Directive 2002/95/EC) Show and explain the control techniques.(Send the component for ICP test or requesting the test result from supplier) Short Presentation Slide Samples of the test result (Resource 2) Listening and discuss 11:15am – 11:25am 10 minutes To Control of the Hazardous Substance in the Manufacturing Plant Gagne Step 5 – Providing learning guidance Explain using slides and pictures to demonstrate how to breakdown the parts into smaller component Explain and discuss with the learner how to send the parts for test for the 6 ban substance. Slide presentation Discussion Slides Listening and discuss Short Presentation  Slide Listening and discuss 11:25am -11:45am 20 minutes To identify the ban substance from the component of a parts Gagne Step 6 - Eliciting the performance Split them into 2 group Provide sample (Switch Relay) request the learners to identify the ban substance that could have in the component and write on the flipchart. Slide presentation Concept formation Slide Samples Flipchart  Group activity Slide SamplesFlipchart (Resource 3) Discussion among Learners to Identify the ban substance. 11:45am – 12:00am 15 minutes To provide feedback to the learner of the outcome Gagne Steps 7 – Providing feedback. Using the flipchart that the learner provided discuss which component that need to be send for ICP test to confirm it is Rohs free. Didactic question flipchart Discuss and give feedback among the 2 group.  Guide discussion flipchart Discuss and give feedback among the 2 group. 12:00pm – 12:15pm 15 minutes To provide customer format on the non-use of the RoHS to customers.  Gagne Step 4 – Presenting the stimulus material Use presentation slide to show customer format and explain why we need to declare and how to do it. Short presentation Slides Customer’s format of the declaration  (Resource 4) Listening 12:15pm – 12:30 15 minutes To show how to declare non-use of the RoHS using customer format Gagne Step 5 – Providing learning guidance Show samples of test result from the lab and explain the method to interpret the result Show samples of the customer declaration and explain how to do it. Short presentation Slide Sample of the test result Customer declaration form  (resource 2 & 4) Listen and discussion. 12:30pm – 1:30pm 1 hr Lunch 1:30pm – 1:45pm 15 minutes To declare Non-use of the ban substance using customer’s form Gagne Step 6 - Eliciting the performance Spit learners into 2 group Provide sample of the test result from the lab for each component and 2 different of the blank form from customer. Request the learner to discuss and fill up the form of the RoHS free declaration Discussion Concept  formation Test result from the lab Blank declaration form To study the test result from the lab. Fill up the blank declaration form Case study Test result from the lab Blank declaration form To study the test result from the lab. Fill up the blank declaration form 1:45pm – 2:00pm 15 minutes To provide feedback of the filled declaration from the learner. Gagne Steps 7 – Providing feedback. Using the filled declaration and the test result request the 2 group to cross check each other and provide feedback and discussion. Group Discussion The filled form from the Cross check each other form and discuss 2:00pm – 2:30pm To recall and retention Gagne Step 9 - Enhancing retention and transfer Using the same 2 group Request the learners to write down the 6 element of the ban substance onto the flipchart. Discuss and write on the flipchart the needs of customer on the RoHS regulation. Do briefing on the important of the regulation to save our environment wellbeing Discussion Recall and retention Flipchart Discussion and listening Group activity Flipchart Discussion and listening Resource 1,2 and 3 Resource 1,2 and 3

Module 3

Module 3 - Sani's ACTA Journey

Module 1 Module 2 Module 3 Module 5 Module 6 Module 3    Logistic Checklist SP 2 Preparation SL1 Preparation SP 1 Presentation SP 2 Presentatio E-Portfolio 6 & 7  E-Portfolio 6 Active Learning SP 1 SP 2 Moderate Level of content The Facilitation are kept into small parts to maximize the Learning experience. The Facilitation are kept into small parts to maximize the Learning experience. Balance among effective, behavioral and cognitive learning All the learning experience can be seen at different parts of the learning journey. All the learning experience can be seen at different parts of the learning journey. Variety of  learning approaches More Direct Instruction use. Directive and Indirect Instruction are use during the practical part of the lesson More Direct Instruction use. Directive and Indirect Instruction are use during the practical part of the lesson Opportunities for group participation Most group discussion and brainstorming conducted at the practical part of the lesson. Some question for the group are conduct during the facilitation Most group discussion and brainstorming conducted at the practical part of the lesson. Some question for the group are conduct during the facilitation Utilization of participants expertise During the practical lesson, the learners need to identify the computer parts During the practical lesson, the learners need to identify the component of the sample (Switch Relay). Recycling of earlier learned concepts and skill As this is the 1st lesson no recycling of concept and skill required The legal limit of the 6 ban substance from the 1st lesson learn are to be use again on this ELO. Real life problem solving There are no evidence on the facilitation conducted although I should present on this expectation The knowledge of breakdown of the parts into smaller component. Allowance of future planning Didn’t emphasize on this matter The final briefing inform the Learners that there could be more substance to be included. Verbal Communication SP 1 SP 2 Varies pitch Lack of variation Varies of pitches Project voice Lack of projection Projection of voice Set comfortable pace Have set good comfortable pace Have set good comfortable pace Pause long enough to wait for response Have wait long enough Should wait longer Pronounces clearly Didn’t pronounce clearly maybe due to nervousness. Pronounce clearly Non Verbal communication SP 1 SP 2 Stand Confidently No clicker so have to move to and fro from the pc. Have stand confidently Use appropriate gesture Have use appropriate gestures Use natural facial expressions that match what is being said Face look serious (nervous) Good facial expressions Make eye contact with all in group Lack of eye contact. Could make eye contact to all group instead of 1 side. Manage nervousness Could use humour to cover the nervousness Manage nervousness well Applied active listening skill during facilitation Listening attentively During the facilitation I listen during discussion what the learners telling me. 1 Learning activity Skill practice Skill practice are conducted during the SP 2 practical lesson during the facilitation (7:08 min) Demonstrated at least 6 facilitation skill. Motivate participation Keep on praising their work after every practical assignment during the facilitation Direct participant activities Allow the learner to participate during the discussion of the practical lesson. Manage group process Try to explain the needs of the practical lesson at the SP 2 (8:43 min) Keep learners involved Asking question on SP 1 (4:05min) to learners involved Show enthusiasm During the facilitation keep on telling the learner the important to know the 6 ban substance Conduct debrief Debrief conducted on SP 2 (13:02) Demonstrated at least 6 facilitation skill. Motivate participation Keep on praising their work after every practical assignment during the facilitation Direct participant activities Allow the learner to participate during the discussion of the practical lesson. Manage group process Try to explain the needs of the practical lesson at the SP 2 (8:43 min) Keep learners involved Asking question on SP 1 (4:05min) to learners involved Show enthusiasm During the facilitation keep on telling the learner the important to know the 6 ban substance Conduct debrief Debrief conducted on SP 2 (13:02) Managed group dynamics to help learner archive learning outcome by display 2   Expect participation from every one Request discussion from all learners on the practical lesson Ask question Ask direct question is ask to the learners as SP 1 (4:15 min) Managed disruptive learners during the facilitation of learning by displaying 2 off the following Using good nature humor Whe a learner using the handphone during the facilitation, go to the learner and ask what is the brand of the handphone in a humor way Protecting participant as need During the facilitation when the need to show disturbing picture need to warn the learner before it is shown. Used 1 media to help learners archive outcome Power Point Slide As this facilitation need a lot of lecture so the need Power Point slide Helped learners apply transfer of learning to workplace by creating 1 opportunities during facilitation. Share stories of application of learning to workplace Life stories are conducted on SP 2 (1:37 min) Applied 1 activities to help learners review and retain learning Learning review / debrief Debrief conducted on SP 2 (13.02 min) Applied effective questioning techniques by posing 1 types of question to help learner review and retain learning Closed-end question Closed-end question conducted on SP 2 during the recap session (0:26 min) Applied principles of giving and receiving feedback by showing facilitation skill to help learners review and retain learning Apply correction or reinforcement techniques Feedback session conducted on SP 2 (10:14 min) E-Portfolio 7 Made 1 aadjustment during facilitation to the lesson plan to facilitate learners progress Adjust timing of training Extend abit of the discussion time due to pc suddenly up date by itself show on SP 2 (8:51 min) Name (Comment) Tien Hua Yim Teo Sani, You should have earlier placed all e-Ps in one Presentation. Good reflection on your SP1 and SP2.