CERT III - BSBCRT301A Develop and extend critical and ...ivetresources.com.au/wp-content/uploads/2014/02/CERT-III... · This%session%plan%has%been%designed%toguide%youthroughdelivery%of&BSBCRT301A–&Develop&and&extend&critical&and&creative&thinking&skills

IVET Institute session plan Approved by the CEO This document is the property of the IVET institute Copyright IVET Institute

SESSION PLAN – CERT III Sport and Recreation BSBCRT301A– Develop and extend critical and creative thinking skills – 40 NOMINAL HOURS

Delivery Mode Classroom based (group based face-‐to-‐face delivery); Homework

Clients VET in schools students completing a Certificate III in Sport and Recreation over a 2-‐Year period. Students may be from Year 10, 11 or 12 levels.

Duration • 40 Hours minimum delivery (session plan allows for 40– 50hours delivery) • Majority of this delivery will occur as group based face-‐to-‐face mode, followed by a range of homework tasks to be decided by the teacher/trainer based on the

time restraints of their school environment. • Sessions will range in time from 45 mins – 4 hour sessions, dependent on VET in schools arrangement at the specific school.

OHS Considerations The teacher/trainer is to perform a risk assessment prior to commencing any classroom based face-‐to-‐face training as per the MOU requirements.

Resources • Classroom • Pens • Paper/folder/workbook • Butchers Paper • Whiteboard and Whiteboard Markers • Learner resource manual; 1 per student • Teacher Resource • Photocopies – RTO assessment tasks • Access to laptops for ICT activities • Access to the internet for research and ICT activities • Butchers paper for activities and brainstorming

Assessment All assessments are to be undertaken in accordance with the detailed assessment resource provided as a separate document.


Assessment Tasks Summary • Written Assessment • Project/observation

Unit objectives On completion of this unit the student will be able to:

• Understand from an individual and organisational perspective, common blockers to creative thinking • Understand history, definitions and concepts of creativity at an overview level • Understand different creative thinking techniques such as daydreaming, wishful thinking, trigger words, brainstorming visualisation, lateral thinking games and

storytelling and how the techniques work • Understand how creativity applies not just in traditionally creative contexts, it applies everywhere • Understand the impacts of creative thinking on businesses, communities and individuals • Understand techniques that are used for filtering to process information that is diverse • Understand how to extend and develop individual thinking skills • Use creative thinking skills to participate in a range of creative thinking activities actively and effectively • Use literacy skills to analyse and explore information dealing with potentially complex concepts from a range of sources • Use problem solving skills to respond with a wide range of ideas and solutions to tease out central themes and issues • Use reflective learning and self-‐management skills to access learning opportunities, challenge own skills and practice and to be prepared to learn new things in

unfamiliar areas Using this session plan This session plan has been designed to guide you through delivery of BSBCRT301A– Develop and extend critical and creative thinking skills. It contains a number of elements:

• A suggested topic and length for each session • A summary of the content to be covered in each session • Useful resources, activities and tools for delivering each session

Delivery Tips During all delivery, be aware of the opportunity to facilitate skill development across both the competency and the qualification. This is especially relevant for employability skill development. You will come across many opportunities to enhance pre-‐existing knowledge and skills and to develop new skills (especially employability skills) while delivering sessions. This is particularly true during class discussions, group work and practical activities. Teacher/trainers are strongly encouraged to incorporate practical, engaging and innovative activities to their delivery suitable for their client group.


The following tips may be useful when delivering this unit. Class discussion – Review of session materials, when reviewing student answers to activities etc.

• Clearly explain the objective of the discussion. • Encourage all members of the group to contribute • Provide a safe and supportive environment for participants to contribute • Actively facilitate class discussions to keep them on track • Ask prompting questions to generate/stimulate discussion • Monitor contributions and provide guidance and feedback as appropriate • Summarise the results of the discussion • Record the outcomes of class discussion as appropriate • Ask questions to test understanding

Brainstorming – can be incorporated anywhere in the session plan. It can be an excellent tool when introducing a new topic, to assess prior knowledge and when revising or summarising a topic.

• Clearly explain the objective of the brainstorming exercise. • Encourage all members of the group to contribute • Provide a safe and supportive environment for participants to contribute • Record suggestions on the whiteboard • Monitor contributions and provide guidance and feedback as appropriate • Summarise the results of the brainstorming session

Small group work – you may choose to complete some of the activities from the session plan in small groups allowing for all students to discuss the topic, case studies and possible solutions and answers.

• Use your knowledge of the class to decide how to structure small groups. • Clearly explain the objective of the activity. • Brief the class on how to work in small groups: • Groups should negotiate roles and responsibilities to ensure timely completion of tasks to the desired standard • Groups should communicate effectively in a safe and culturally appropriate manner • Each group member should contribute • Set up a consistent structure for groups to present back to the class.


• Move around the room and provide assistance to each group as appropriate. • Record the results from each group on the whiteboard. • Run a whole of class discussion to compare and discuss overall results. • Monitor contributions and provide guidance and feedback as appropriate

Practical activities – Trainer choice. It is the responsibility of the trainer to incorporate practical activities into this unit that are specific and suitable for the needs of the students.

• Clearly explain the objective of the activity • Ensure that the participants are aware of any OHS requirements/risks • Provide all equipment, resources necessary • Provide assistance to each person as appropriate • Provide guidance and feedback as appropriate • Summarise the results of the activity through class discussion

Presentation ideas As an experienced teacher/trainer you will be the best person to determine your student’s individual learning styles and what delivery mode is most suitable for them. Teacher/Trainers are therefore encouraged to included PowerPoint presentations, handouts, videos, YouTube Clips, guest speakers, demonstrations etc, where appropriate.


SESSION HOURS SESSION CONTENT ACTIVITIES / ASSESSMENT & HOMEWORK 1 3.5 -‐ 4 • Introduction

• Develop a questioning mindset • Different perspectives • Generate ideas and responses • Creative thinking techniques • Brainstorming

• Read page 96 from the Learner Resource Manual as a class discussing the information • Complete Activity 3.0 Creative thinking Questions (Page 97) students are to complete this

activity individually writing down the questions to for each of the scenarios • As a class discuss the possible answers to the question for each of the scenarios • Give the students feedback or correction if necessary on their answers and give them a correct

answer for each and the reasoning for them • Read pages 97 & 98 from the Learner Resource Manual highlighting the important information

being read • Complete Activity 3.1 Brainstorming Techniques (Page 98) students are to answer the questions

individually • As a class discuss the possible answers to the questions. • Give the students the correct answers and the reasoning for them. Suggested answers can be

found in the Teacher Resource T3.0. • Address any further final questions or clarifications for students

2 3.5 – 4

• Stop and go • Sequencing • Buzz session • Bulletin board • Computer aided • Daydreaming and mental wondering • Edward de Bono’s six thinking hats

• Review previous session content • Read pages 99 & 100 from the Learner Resource Manual as a class discussing the information

being read • Complete Chapter 3-‐ Review Questions Set 1 (Page 100) students are to complete the review

questions writing down their answers individually • As a class discuss the possible answers to each of the questions • Give the students the correct answers and the reasoning for them • Read page 101 of the Learner Resource Manual as a class on Edward de Bono’s six thinking hats

discussing the information being read • Complete Activity 3.2 Which ‘Hat’ Are You?? (Page 102) students are to complete this activity

writing down their answers individually • As a class discuss what hat the students believe they are and why. Discuss the possible answers

to the questions • Give the students feedback on which hat they are and give them the answers to the questions

and the reasoning for them • Address any further final questions or clarifications for the students

3 3.5 – 4

• Ego alter or heroes • Graphic organisers • Visual / mind maps

• Review previous session content • Read page 102 from the Learner Resource Manual on alter egos or heroes discussing the

information being read


• Webbing • Concept fans

• Complete Activity 3.3 Heroes, What Would They Say? (Page 103) students may complete this activity in pairs

• As a class discuss what the students have written down for each of the scenarios • Give the students feedback on their answers and give the students the correct answers and the

reasoning for them • Read pages 103 – 105 from the Learner Resource Manual as a class highlighting and discussing

the main points of information • Complete Activity 3.4 Graphic Organisers (Page 105) students may work in small groups or pairs

to complete this activity writing down their graphic organiser on large butcher paper • Once completed each or the small groups or pairs are to present their work to the rest of the

class • Give the students feedback or correction if necessary on their work • Address any further final questions or clarifications for the students

4 3.5 – 4 • Morphological analysis

• Lateral thinking games • Storytelling • Trigger words • Use of metaphors and analogies • Visualization • Wishful thinking • Word salads • Blockers to creative thinking • Cultural • Emotional • Environmental • Family • Ideas and perception • Intellectual • Peer pressure • Perceptual • Risk aversion

• Review previous session content • Read page 106 from the Learner Resource Manual on lateral thinking • Complete Activity 3.5 Are You A Lateral Thinker (Page 107) students may complete this activity

in small groups to brainstorm possible solutions for each of the stories • As a class discuss the possible solutions for each of the stories • Give the students the correct answers and the reasoning for them. Suggested answers can be

found in the Teacher Resource T3.1. • Read pages 107 & 108 from the Learner Resource Manual as a class discussing the information

being read • Complete Chapter 3-‐ Review Questions Set 2 (Page 109) students are to complete this activity

answering the questions individually • As a class discuss the possible answers to the questions • Give the students the correct answers and the reasoning for them • Read pages 109 – 111 from the Learner Resource Manual as a class discussing and highlighting

the information being read • Complete Activity 3.6 Name That Blocker To Creative Thinking (Page 112) students may

complete this activity in pairs reading through each of the case studies and explaining what to do in each of the situations to challenge the blockers

• As a class discuss the possible strategies to challenge the blockers and give the students feedback on their answers

• Give the students the correct answers and the reasoning for them. Suggested answers can be found in the Teacher Resource T3.2.


• Address any further final questions or clarifications for the students

5 3 – 4 • Existing boundaries • Available resources • Established tradition or practice in a

given field of activity • Communication protocols • Specifications

• Review previous session content

• Read pages 112 – 114 from the Learner Resource Manual on existing boundaries as a class discussing the information being read

• With access to the internet for researching complete Activity 3.7 Exploring Specifications-‐ ICT Activity (Page 114) students are to complete this activity individually writing down the specifications for each of the playing grounds for the sports

• As a class discuss the possible specifications for each of the playing grounds • Give the students the correct answers and the reasoning for them. Suggested answers can be

found in the Teacher Resource T3.3. • Address any further final questions or clarifications for the students

6 3 .5 – 4 • Unspoken agreement about who does what and how

• Work conditions

• Review previous session content • Read pages 116 & 117 from the Learner Resource Manual highlighting the important parts of

information • Complete Activity 3.8 Exercise Breaks (Page 117) students may work in pairs to complete this

activity to create exercise break activities • As a class discuss the activities that the students have developed and the students are to

demonstrate one of their activities to the rest of the class • Give the students feedback or correction if necessary on their activities • Address any further final questions or clarifications for the students

7 3 – 4 • Employee entitlements

• Review previous session content • Complete Activity 3.9 Ergonomic Working Conditions-‐ Media Analysis (Page 118) students are to

read through the article and then answer the questions individually writing them down • As a class discuss the possible answers to the questions • Give the students the correct answers and the reasoning for them • Address any further final questions or clarifications for the students

8 3.5 – 4 • Risk without ideas and thought processes

• Accepting the limitations of one’s own knowledge or capacity

• Challenging established authority and the continuation of current ways of doing things

• Changing the rules

• Review previous session content • Read pages 120 & 121 from the Learner Resource Manual on risk without ideas and thought

processes • Complete Activity 3.10 Accepting Your Limitations (Page 121) students are to complete this

activity individually identifying the expert or professional for each of the tasks • As a class discuss the possible answers for each of the tasks • Give the students the correct answers and the reasoning for them • Read pages 122 & 123 from the Learner Resource Manual highlighting the main points of


• Exposing oneself or others to possible criticism

• Facing personal fears and apprehensions

• Letting go of control • Taking financial risks

information • With access to the internet for researching complete Activity 3.11 Set It Up-‐ ICT Activity (Page

124 ) students may work in pairs to complete this activity • As a class discuss the possible answers for the items that would be required • Give the students the correct answers and the reasoning for them • Address any further final questions or clarifications for the students

9 3.5 – 4 • Familiar and unfamiliar places • Challenge, test and reinvent ideas

• Review previous session content • Complete Activity 3.12 What Is The Risk? (Page 124) students are to complete this activity

individually writing down the potential risks for each of the case studies • As a class discuss the possible answers for each of the case studies • Give the students the correct answers and the reasoning for them • Read page 126 from the Learner Resource Manual discussing the information being read • Complete Activity 3.13 Challenge, Test and Reinvent Ideas (Page 127) students may work in

pairs to develop the new products • As a class discuss the possible new products • Give the students feedback on the products that they have created • Address any further final questions or clarifications for the students

10 3.5 – 4 • Enhance creative thinking skills • Challenge and question your own

thought patterns • Identify and take opportunities to self-‐

assess and learn new ideas • Practice and experiment with creative

thinking

• Review previous session content • Read page 128 from the Learner Resource Manual on enhance creative thinking skills • Complete Chapter 6-‐ Review Questions Set 3 (page 129) students are to answer the questions

writing down their answers individually • As a class discuss the possible answers to each of the questions • Give the students the correct answers and the reasoning for them • Address any further final questions or clarifications for the students

12 4 -‐ 5 • Revision of all content • Introduction • Develop a questioning mindset • Different perspectives • Generate ideas and responses • Creative thinking techniques • Brainstorming • Stop and go • Sequencing

• Revision and review of all content presented as part of BSBCRT301A– Develop and extend critical and creative thinking skills Use the content in the left hand column as a checklist to ensure that you revise over all key content and topics coved as part of this unit.

• Complete summary notes of develop and update sport, fitness and recreation industry knowledge

• Complete revision activities


• Buzz session • Bulletin board • Computer aided • Daydreaming and mental wondering • Edward de Bono’s six thinking hats • Ego alter or heroes • Graphic organisers • Visual / mind maps • Webbing • Concept fans • Morphological analysis • Lateral thinking games • Storytelling • Trigger words • Use of metaphors and analogies • Visualization • Wishful thinking • Word salads • Blockers to creative thinking • Cultural • Emotional • Environmental • Family • Ideas and perception • Intellectual • Peer pressure • Perceptual

• Risk aversion • Existing boundaries • Available resources • Established tradition or practice in a

given field of activity • Communication protocols • Specifications • Unspoken agreement about who does


what and how • Work conditions • Employee entitlements • Risk without ideas and thought

processes • Accepting the limitations of one’s own

knowledge or capacity • Challenging established authority and

the continuation of current ways of doing things

• Changing the rules • Exposing oneself or others to possible

criticism • Facing personal fears and

apprehensions • Letting go of control • Taking financial risks • Familiar and unfamiliar places • Challenge, test and reinvent ideas • Enhance creative thinking skills • Challenge and question your own

thought patterns • Identify and take opportunities to self-‐

assess and learn new ideas • Practice and experiment with creative

thinking

13 70 Mins 4 -‐ 5

• Written Assessment • Observation

• Student to complete two forms of assessment provided by the IVET Institute.

Documents

CERT III - BSBCRT301A Develop and extend critical and ...ivetresources.com.au/wp-content/uploads/2014/02/CERT-III... · This%session%plan%has%been%designed%toguide%youthroughdelivery%of&BSBCRT301A–&Develop&and&extend&critical&and&creative&thinking&skills