TESDA MODULE: CURRICULUM DEVELOPMENT AND TRAINERS

METHODOLOGY

Compiled by: E. Bacud

Trainees Entry Requirements

It is expected that you will be a Trainer and/or Assessor as you finish this course, Trainers Methodology I (TM I).

What is a TVET Trainer?

TVET Trainer is a professional who enables a learner or a group of learners to develop competencies to performing a
particular trade or technical work. Towards this end, a TVET Trainer may assume various roles such as training facilitator,
competency assessor, training designer, developer or training supervisor 1.

What is a Trainer / Assessor?

From the Training Regulation, a Trainer is a person who enables group of learners to develop competencies toward
performing a particular trade or technical work while an Assessor is an individual accredited and authorized to evaluate or
assess competencies of a candidate applying for certification or any one of the purpose of assessment.

Trainer/Assessor is at least NC II holder and who has achieved all the required units of competency identified in the
Trainers Methodology Level I (TM Level I) under the PTTQF. He is also a holder of National TVET Trainer Certificate Level I
(NTTC I) 2. A Trainer is an Assessor; an Assessor is a Trainer 3.

To qualify for this course, a candidate or trainee must satisfy the following requirements:

Graduate of baccalaureate degree or equivalent in training or experience along the field of Technical Vocational
Education and Training

Certified at the same or higher NC Level in the qualification that will be handled (for technical trainers)

Able to communicate orally and in writing

Physically fit and mentally healthy

Proficient in quantitative and qualitative analysis

Proficient in verbal reasoning

TESDA Circular No. 14 Series of 2011 TESDA Circular No. 14 Series of 2011 TESDA Circular No. 13 Series of 2011

Basic and Core Competencies

Listed are the knowledge, skills, and attitudes required of Trainers Methodology (TM) Level I 1:
Basic Competencies (or skills and knowledge that everyone needs for work):

Lead workplace Communication

Apply math and science principles in technical training

Apply environmental principles and advocate conservation

Utilize IT applications in technical training

Lead small teams

Apply work ethics, values and quality principles

Work effectively in vocational education and training

Foster and promote a learning culture

Ensure a healthy and safe learning environment

Maintain and enhance professional practice

Develop and promote appreciation for cost-benefits of technical training

Develop and promote global understanding of labor market

Core Competencies (or specific skills and knowledge needed in TM1):

Plan training sessions

Facilitate learning sessions

Supervise work-based learning

Conduct competency assessment

Maintain training facilities

Utilize electronic media in facilitating training

Training Regulation Framework

Introduction
Getting the idea on structure and principles embedded in training is important before designing a session plan. Do you
know how to teach a Technical-Vocational Education and Training (TVET) program? That will be the focus of todays lesson.
The framework in teaching skill-based lesson is called Competency Based Training (or CBT). It focuses on skills
development that is why its approach differs from the traditional education.
In traditional education, the teacher controls the environment (or called teacher-centered approach); while in CBT, the
learners control and manipulate the tools and equipment with the guide of a teacher (also known as student-centered approach).
In addition to that, learners are not compared among each other, instead their skills are compared against the norms or
standard set by the industry. The training is also self-paced; an example of this is when the trainer allows the students to study
the materials & practice the skill on their own. Lastly, the focus of CBT is on the outcome or the end product.

CBT Terminologies
The need to understand commonly used terminologies is important before starting this courseware. Comprehending
these terminologies will empower you to understand easily the next lessons.

Knowledge is the cognitive representation of ideas, events, activities or tasks derived from practical or professional
experience as well as from formal instruction or study, e.g. memory, understanding, analysis 1.

Skill refers to the acquired and practiced ability to carry out a task or job 2.

Competency, as used in TESDA, is a) the application of knowledge, skills and attitude required to complete a work
activities to the standard expected in the workplace 3; or b) the possession and application of knowledge, skills and
attitudes
to
the
standard
of
performance
required
in
the
workplace 4.
The 4 dimensions of competency that describes aspect of work performance are 5:

Task Skills undertaking a specific workplace task

Task Management Skills managing a number of different tasks to complete the entire work activity
Contingency Management Skills responding to problems, irregularities and breakdown in routine when undertaking the work
activity
Job/Role Environment Skills dealing with the responsibilities and expectations of the work environment when undertaking a
work activity

Competency Standard are industry-determined specification of competencies required for effective work performance.
They are expressed as outcomes and they focus on work place activity rather than training or personal attributes, and
capture the ability to apply skills in new situations and changing work organization 6.

Recognition of Prior Learning (RPL) is the acknowledgement of an individuals skills, knowledge and attitudes gained
from life and work experiences outside registered training programs 7.

Qualification is cluster of units of competency that meets job roles and is significant in the workplace. It is also a
certification awarded to a person on successful completion of a course and/or in recognition of having demonstrated
competencies
relevant
to
an
industry 7.
It has three components:

Basic Competency skills and knowledge that everyone needs for work
Common Competency skills and knowledge needed by people working in a particular industry
Core Competency specific skills and knowledge needed in a particular area of work-industry sector/occupation/job role

Competency-Based Training (CBT) is a system by which the student is trained on the basis of demonstrated ability rather than
on
that
of
elapsed
time 7.
CBT includes:
Competency-Based Curriculum (CBC) is the specification for a course or subject (module) which describes all the learning
experience a student or learner undergoes. It specifies outcomes which are consistent with the requirements of the workplace as
agreed through industry or community consultations.8
Competency-Based Learning Material (CBLM)refers to the print and non-print instructional media used as guide in learning
workplace activities.

CEDEFOP 2008, Europe RA 7796/TESDA Law Procedures Manual on TR Development Guidelines on Assessment and Certification under the Philippine TVET Competency
5

Assessment and Certification System PTCACS CBT Primer Training Regulations Framework ILO Quality Procedures Manual CBC Development

Delivery of Competency-Based Training (CBT)

The flow of CBT differs from the traditional education approach. To see the big picture is important before planning a
session plan. Below is the CBT delivery framework:
1

Trainee enters the program. Trainer conducts pre-training assessment to identify learners training needs. Orientation of
CBT program on Recognition of Prior Learning (RPL) and roles of trainer & trainee follows.

Trainee selects competency from the identified training needs and receives instruction from the trainer. The trainer
administers learning contract or agreement between him and his trainees, then provides CBLM materials and
introduces the use of progress and achievement chart.

With the selected competency, the trainee studies the module by doing the following learning activities (in any order):
review learning package, view multimedia materials, use manuals, observe demonstration, practice skills in workshop,
and receive assistance and advice.

While the trainee practices the skill, the trainer observes and records the performance on the Progress Chart. Student
will attempt the task until he masters the skill with the help of trainers immediate and constructive feedback.

Once the trainee determines by himself that he is competent to do the skill, he will call the attention of trainer. The
trainer will observe and rate the performance based on the Performance Criteria Checklist and will record the result on
the Achievement Chart. If the skill is satisfactorily performed, he will then select another unit of competency. If the skill
is not satisfactorily performed, the trainee will study again the module.

To exit the training program, trainee must satisfactorily perform the skill and must have enough units of competencies
(or has completed all the modules). If the trainee doesnt have enough units of competencies, he will then select
another unit of competency, and repeat the competency-based training process.

Ten (10) Principles of CBT

Competency-Based Training delivery anchors in its principles. These ten (10) principles of CBT serves as ground rules
for trainers and trainees. Memorize, apply and promulgate the listed principles below:

Principle One: The training is based on curriculum (CBC) developed from the competency standards (CS).

Principle Two: Learning is competency based or modular in structure.

Principle Three: Training delivery is individualized and self-paced.

Principle Four: Training is based on work that must be performed.

Principle Five: Training materials are directly related to the competency standards and the curriculum modules.

Principle Six: Assessment is based in the collection of evidences of the performance of work to the industry required
standard.

Principle Seven: Training is based both on and off the job components.

Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current competencies.

Principle Nine: Training allows multiple entry and exit in the training program.

Principle Ten: Approved training programs are nationally accredited. Programs of each institution or training center are
registered with UTPRAS (Unified TVET Program Registration and Accreditation System).

Now it is your turn to refresh memory on how your teacher taught you and compare it on how Competency-Based
Training works. How will you teach skill-based session? Does it have any difference? Will you make that change for the better?
Get a paper and take down notes on its differences.

Introduction
Competency-Based Training without planning and without determining trainees characteristics will lead to an
unsuccessful session plan.
It is a must for us teachers to know our students their characteristics as adult learners, their educational background,
and their culture - not only because we need data for filing purposes, but for us to use these data to analyze and determine their
training needs.
Who are our learners? What are the characteristics we need to include in their profile? What type of learners are they?
Those are our some highlight questions you might encounter as you proceed in this lesson.

Understanding Adult Learners

Before we determine trainees characteristics, we first need to understand our trainees as adult learners. Our training is
learner-centered; hence, it is essential to know them first.
Our training enables adult learners attain skills for them to land a job. Teaching them requires different teaching
approaches and methodologies; thus, understanding them will surely help in preparing an effective session plan.
Understanding how adults learn will also enable the trainer to think of teaching strategies that focused on adults. This is
based on the theory called Andragogy (Knowles), also known as adult education. The study came up with the characteristics
of adult learner, and they are the following:

Adults are autonomous & self-directed.

Adults bring life experiences & knowledge to learning experiences.

Adults are goal-oriented.

Adults are relevancy-oriented.

Adults are practical.

Adults like to be respected.

Here is a best scenario on how to apply this theory: The trainer enters a class consisting of adult learners. They are all
different in terms of age, educational background, gender etc., but they all have one thing in common - they are all adult
learners. A trainer, on his conscious state, will then use strategies to meet the needs of adult learners.
A best example of strategy especially in developing working with teams is the use of Situated Learning
Experience (SLE). It would be a very good application of adult learning principles since they are given specific instruction to
achieve and explore solution and course of actions to attain it.
An example is the creation of a tallest tower using limited supply of materials. In this SLE, the goal is to make the
highest tower. The devising of strategies and trying it outgives adult learners autonomy and direct their own learning, and it
also allows the students to bring in their previous experiences and knowledge. When participants are asked to give their insights
on their SLE experience, this allows learners to give respect to their classmates, as the application of insights becomes practical
and self-motivating.
Note that the methods and strategies we construct, consciously and unconsciously, should meet the needs of our adult
learners, and will surely make an effective transfer of learning.

Establishing Trainees Characteristics

In completing the trainees profile, we need to know the characteristics essential in individualizing the session plan.
Below are the essential trainees characteristics the trainer needs to gather:

Characteristics of Learners

What does it mean to the plan?

Language, literacy and numeracy These greatly affect the training method you can use, as well as
(LLN) level
activities and task suitable for each session. You should be prepared for
different LLN levels and must have different resources.

Cultural and language background

Be aware of different cultural background and language abilities. You

should take into account inappropriate activities because of culture and
language.

Education and general knowledge

It is used as one of the basis to gauge learners cognitive capacity. It can

also be of help in deciding what speaking pitch and rate of voice to use
for each session.

Gender

It can influence your plan if there are activities that have demonstration,
role play and so on.

Age

Age can alter the plan depending on what is being delivered, how and at
what pace.

Learning style

Awareness on their learning style could aid on what training method/s to

use. You could classify them as auditory, visual, kinesthetic, pragmatist,
activist, reflector and theorist learners.

How Learners Learn?

A trainer is about to teach a group of students. Then he has collected data for trainees characteristics but the problem
is he hasnt assessed the students learning style to complete the trainees profile.
What is learning style? Learning style is ones own way of learning new information and ideas. It will give us an idea
on how a person receive and transfer information.
Suggested learning styles are VARK Learning Style Model and PART Learning Styles. Feel free to choose between the
two in determining trainees learning style/s.

Visual,

Auditory,

Read/Write

and

Kinesthetic

(VARK)

Learning

Style

Model

Everyone learn differently since we all have preferred way to absorb, comprehend and retain new information.
VARK Learning styles, as proposed by Fleming and Mills (1992), is a model that describes how a person takes-in and
gives-out information while learning. These learning styles are visual (learns best by seeing graphs, charts, and other
symbols), auditory (learns best by listening), read/write (learns best by reading text-based information) and kinesthetic
(learns
best
by
doing).

**Use VARK Learning Style self-assessment questionnaire as a tool in determining your trainees learning
style/s. Note that a trainee can have one or more learning styles.

PART

Learning

Styles

Another model is PART Learning Styles. It is developed by Honey & Mumford but the idea originated from Kolbs
Learning
Style
Model.
The four learning styles are:
o

Pragmatists putting theory into practice or needs to know how to apply the information in real world
Pragmatist tends to integrate or put together theory and practice as they perceive information abstractly and
process it actively. They always think problems and opportunities as challenges.

Activists having an experience or needs to do Activists put together experience and application as they
perceive information concretely and process it actively. They would likely tackle problems by brainstorming.
Activists learn by trial and error, & by self-discovery method.

Reflectors reflecting on it or needs time to think over information Reflectors integrate or put together
experience within oneself as they perceive information concretely and process it reflectively. They learn by
listening and sharing ideas.

Theorists drawing out own conclusion or needs to know theory behind information Theorists put together
observations into complex but logically sound theory as they perceive information abstractly and process it
reflectively. They learn by thinking through ideas.

Introduction
In differentiated classroom, teachers begin where students are, not the front of a curriculum guide. Carol Ann
Tomlinson, 1999. As quoted by Tomlinson, we start our session based on our pre-assessment, not in Competency Based
Curriculum. Pre-assessment evaluates trainees knowledge, skills, strengths and weaknesses prior to teaching.

Pre-Training Assessment
Pre-Training Assessment is conducted to recognize current competency (RCC) and recognition of prior learning (RPL).
This assessment is done before the training starts. Listed are reasons why it is needed:

It allows us to see their mastered competencies.

It serves as point of reference in assessing our trainees.

It gives student quick look of future lesson.

Pre-Training Assessment can be done either of the following:

Learners assess themselves using the self-assessment guide

Trainer assesses learners previous experience through portfolio assessment

Trainer assesses learners skills and knowledge through pre-test or diagnostic test

Self-Assessment Guide is a pre-assessment tool to help the candidate and assessor determine what evidence is
available, when gaps exist, including readiness for assessment 1.
Portfolio Assessment refers to the process of determining whether an applicant is competent through evaluation of
his or her records of achievement 2.
You can confirm authenticity of evidence of competency by:

Calling or asking personally the signatories and confirm the information listed in certificate of award/employment.

Calling or visiting the workplace where projects are done.

Pre-Test or Diagnostic Test is a type of formative assessment that involves collecting evidence to diagnose or identify
a training need or performance problem. (NVSC Handbook) Prepare the pre-test/diagnostic test according to the guidelines
written in the lesson Preparing Assessment Instruments.
An assessor can use the portfolio assessment and pre-test results as source of evidences and a tool in verifying
learners current competency and prior learning. Pre-training assessment and analysis is done prior to actual training program.

www.tesda.gov.ph TESDA Circular no. 23, s. 2008 Implementing Guidelines on PTQCS

Determining Training Gap

Determining Training Gap through Training Needs Analysis (TNA)
Under the CBT approach, each learner is assessed to find the gap between the skills they need (as described in the
Training Package) and the skills they already have. The difference between the two is called the training gap.

Skills Required* Current Skills** = Training Gap = Training Needs

Skills Required refers to the competencies listed in the competency standards and specified by the industry; On the
other hand, Current Skills referred to as validated competencies gathered in the pre-training assessment.
A training program is then developed to help the learner acquire the skill deficiency. Therefore,Self-Assessment
Guide (SAG) with Training Needs Analysis (TNA) Tool is an important tool to use in determining training gap.

Introduction
Now that you have established the training gap of the learner, you are now ready to prepare the session plan. In
preparing session plan, it is essential to understand the structure of Training Regulation.
Training Regulations contains the prescribed minimum program standards. It is developed by experts and practitioners
from public or private sector (or called as Experts Panel) and is promulgated by the TESDA Board after national validation1.
1

www.tesda.gov.ph

Training Regulation
Training Regulation (TR) is a TESDA promulgated document that serves as basis for which the competency-based
curriculum, instructional materials and competency assessment tools are developed. This document represents specific
qualification. How the competencies in this qualification can be gained, assessed and be given recognition is detailed in this
promulgated document 1.
All training institution who wants to offer TVET program are required to register under Unified TVET Program
Registration and Accreditation System (UTPRAS) either With Training Regulation (WTR) or No Training Regulation (NTR) to
adhere in competency-based training requirements.
With Training Regulation (WTR) is described as programs that have appropriate promulgated Training Regulations;
examples of WTR program are Computer System Servicing, Food and Beverage Service to name some. No Training
Regulations (NTR) refers to the programs that include skills which are not covered yet by any promulgated Training Regulations;
example of NTR program is those of interior designing 2.

It has four sections:

Section 1 Definition of Qualification refers to the group of competencies that describes the different functions of the
qualification. It enumerates the job titles of workers who are qualified.

Section 2 - Competency Standards (CS) gives the specifications of competencies required for effective work
performance.

Section 3 - Training Standard (TS) contains information and requirements in designing training program for certain
Qualification. In includes curriculum design, training delivery; trainee entry requirements; tools equipment and
materials; training facilities; trainers qualification and institutional assessment.

Section 4 National Assessment & Certification Arrangement describes the policies governing assessment and
certification procedure.

Competency Standards
Competency Standard (CS), as used in TESDA, is industry-determined specification of competencies required for
effective work performance. They are expressed as outcomes and they focus on work place activity rather than training or
personal attributes and capture the ability to apply skills in new situations and changing work organization 1. Refer to Section 2 of
Training Regulations.

Defined below are the components of CS:

Unit of Competency (or Unit Title) is a component of the competency standards stating a specific key function or role
in a particular job or occupation; it is the smallest component of achievement that can be assessed and certified under
the PTQF.

Unit Descriptor outlines what is done in the workplace. It clarifies scope and intent of unit.

Elements are the building blocks of a unit of competency. They describe, in outcome terms, the functions that a person
performs in the workplace.

Performance Criteria are evaluative statements that specify what is to be assessed and the required level of
performance.

Required Knowledge (formerly known as Underpinning Knowledge) refers to the competency that involves in applying
knowledge to perform work activities. It includes specific knowledge that is essential to the performance of the
competency.

Required Skills (formerly known as Underpinning Skills) refers to the list of the skills needed to achieve the elements
and performance criteria in the unit of competency. It includes generic and industry specific skills.

Range of Variables describes the circumstances or context in which the work is to be performed.

Evidence Guide is a component of the unit of competency that defines or identifies the evidences required to
determine the competence of the individual. It provides information on:

Critical Aspects of Competency refers to the evidence that is essential for successful performance of the
unit of competency.

Resource Implications refers to the resources needed for the successful performance of the work activity
described in the unit of competency. It includes work environment and conditions, materials, tools and
equipment.

Assessment Method refers to the ways of collecting evidence and when evidence should be collected.

Context of Assessment refers to the place where assessment is to be conducted or carried out.

Descriptions are lifted from Training Regulations Framework

Introduction
What is Competency-Based Curriculum (CBC)?
A competency-based curriculum is a framework or guide for the subsequent detailed development of competencies,
associated methodologies, training and assessment resources.
The CBC specifies the outcomes which are consistent with the requirements of the workplace as agreed through the
industry or community consultations.
CBC can be developed immediately when competency standards exist.
When competency standards do not exist, curriculum developers need to clearly define the learning outcomes to be
attained. The standard of performance required must be appropriate to industry and occupational needs through the
industry/enterprise or specified client group consultations1.
1

Information listed are lifted from Training Regulations Framework

Understanding the Course Design

Competency-Based Curriculum consists of Course Design and Module of Instruction. Course Design serves as the
blueprint and sets the structure in delivering the training program, while Module of Instruction serves as the course outline, and
is derived from the course design, and contains detailed information on what and how to teach each unit of competency.
Course Design is based on competency standards set by the industry or recognized industry sector. Learning system
is driven by competencies written to the industry standards1.

The first page includes the following:

Course Title refers to the name of the program to be offered. It is usually derived from the qualification title of the
training regulations or it takes the qualification title of the training regulations if the program is designed to cover the
entire qualification2.

Nominal Duration refers to the estimated training period usually expressed in hours wherein the learner is expected to
complete the whole training program.

Course Description refers to the brief statement of scope, coverage and delimitation of the course.

Entry Requirements refers to the minimum and must qualifications of a trainee to a training program that will ensure
effective and efficient training.

The following are listed on its next page:

Course Structure is a course matrix, and includes details on module title, learning outcomes and nominal hours per
unit of competency.

Unit of Competency is a component of the competency standard stating a specific key function or role in a particular
job or occupation serving as a basis for training an individual to gain specific knowledge, skills and attitude needed to
satisfy the special demands or requirements of a particular situation1.

Module Title is the name of the module derived from the unit of competency.

Learning Outcomes are the set of knowledge, skills and/or competencies an individual has acquired and/or is able to
demonstrate after completion of a learning process either formal, non-formal or informal 3.

Nominal Hours refers to the estimated training period usually expressed in hours wherein the learner is expected to
complete a particular training module of program 2.

The following are listed on its next page:

Resource is the part where recommended tools, equipment and materials to be used are listed.

Assessment Methods refers to the ways of collecting evidence and when evidence should be collected1.

Course Delivery refers to the classroom teaching methodologies that can be applied for the entire module instruction.

Trainers Qualification refers to the identified minimum experience and competencies the trainer for the course must
possess.

Module of Instruction
Module of Instruction is the description of training requirements for every unit of competency. A unit of competency
can make one or more modules of training. This part of the CBC is used as point of reference in preparing session plan.

The document consists of the following:

Unit Title is a learning outcome statement which describes the area of competency related to the content of work. (e.g.
Maintain Computer Systems)

Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g. Maintaining Computer
Systems)

Module Descriptor refers to the brief statement of scope, coverage and delimitation of the module.

Nominal Duration refers to the estimated training period wherein the learner is expected to complete a particular
training module of program 1. (Procedures Manual on Program Registration)

Summary of Learning Outcomes refers to the consolidated statements of desired end result to be attained after each
session.

The succeeding pages of Module of Instruction are the following:

Assessment Criteria is the standards used to guide learning and to assess learner achievement and/or to evaluate
and certify competence 2.

Contents are the topics and activities which make up what is learned by an individual or group of learners during a
learning process 3.

Condition outlines situation and context under which learners will be assessed.

Methodologies refer to the list of methods to be used in a particular session.

Assessment Method refers to the technique/s used to gather different types of evidences.

Procedures Manual on Program Registration

Introduction
An organized training session is the key to meaningful learning; thus, a prepared session plan is needed to make every
lesson a success. Each session plan is derived on Competency-Based Curriculum, and anchored on Competency Standard to
ensure that the training provided is world-class, high-quality skills education.

Listed below are the guide questions that we need to address at the end of the lesson:

What are the elements or parts of a session plan?

How to derive learning outcomes from MOI & CS?

How to organize learning content?

How to select appropriate training method according to learning activities? Purpose? Learning styles? Practice-Based
Learning?

How do we transfer knowledge and skills?

What learning activities are recommended in skills acquisition?

What evidences will we use in assessment?

Grab your pen as we study the most important module in this competency. We assure that it will empower you to
prepare an effective session plan that efficiently addresses training gap.

Elements of a Session Plan

Session Plan, same as Training Plan or Lesson Plan, is a written document prepared by the trainer that shows logical
order of activities that he wants to happen in a training session.
It gives trainer and his learners an overview on where they are and where they are going. It serves as record of training
sessions and as a starting point for additional training. It is also extremely helpful for a trainer who takes over another session.
1

Industry Sector identifies the industry where the job is classified (e.g. Information and Communication Technology).

Qualification Title and Level

1.

Qualification Title refers to the name of the formal certification or recognition.

2.

Qualification Level refers to the category of skills and knowledge required to do a job1.

Unit of Competency is a component of the competency standards stating a specific key function or role in a particular
job or occupation; it is the smallest component of achievement that can be assessed and certified under the PTQF1.

Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g. Maintaining Computer
Systems)

Learning Outcomes are the set of knowledge, skills and/or competencies an individual has acquired and/or is able to
demonstrate after completion of a learning process formal, non-formal or informal 2. Each learning outcomes has its
own set of learning activities.

Introduction contains information meant to motivate, and orient the student on the objective and what will be expected
of them. It also includes the correlation of the current lesson to the previous session, and its relevance to the training
program.

Learning Activities is used to support learning. It conveys content, create meaning, and support development and
transfer of skills/knowledge through practice and experience 3.
1.

Learning Content refers to the topics and activities which make up what is learned by an individual or group
of learners during a learning process 4.

2.

Teaching Methodology refers to the list of methods to be used in a particular learning content.

3.

Presentation shows instructional materials and or methods to be used in introducing the content.

4.

Practice shows instruction sheets and self-check test to be used by the learner in applying and concretizing
learning.

5.

Feedback includes evaluation of performance and reference to the answer key.

6.

Resources includes list of tools, materials and equipment to be used per learning content.

7.

Time refers to the estimated minimum training period usually expressed in hours wherein the learner is
expected to complete a particular learning activity.

1.

Assessment Plan is the overall planning document for the assessment process and includes a range of information to
guide trainer on the method of assessment to use and its scope.3

2.

Teachers Reflection is the part where the trainer documents or records what has occurred during training and
includes notes on sufficiency of learning content, training method, instructional material and evaluation methodology to
improve session plan. It may also consist of observed skills performed outstandingly, learners feedback while using
Competency-Based Learning Materials (CBLM), and teachers feedback regarding results of evaluation.

Derive Learning Outcome

Learning Outcome is the set of knowledge, skills and/or competencies an individual has acquire and/or is able to
demonstrate after completion of a learning process, either formal, non-formal or informal 1.
Where do we get these learning outcomes? The learning outcomes are lifted from the Module of Instruction, derived
from the Course Design, which are all anchored from the Competency Standards.
As a whole, we could infer that each unit of competency has numerous learning outcomes, and every outcome has its
own learning activities.

Determine and Organize Learning Content

Learning Content refers to the topics and activities which make up what is learned by an individual or group of
learners during a learning process 1.
Listed are guidelines in determining and organizing Course Content:

Review Competency-Based Curriculum and determine essential topics and activities.

Review required knowledge or skills and range of variables from the Competency Standards.

List the content or topics gathered from CBC and CS. Include additional topics if necessary.

Organize

the

content.

This

Sort content or topics according to:

o

simple to complex task

will

help

learners

store

information

in

their

long-term

memory.

known to unknown

whole to part and back to whole

concrete to abstract

particular to general

observations to reasoning

point to point in logical order (or in sequential order)

Sorting the content will help learners store information in their long-term memory. It needs to be in manageable chunks
to let the learner process new information easily. It also needs to be progressive leading down to a learning pathway. It is also
important to link information so that learners could understand the big picture together with its specific parts 2.
1

CEDEFOP 2008 NVSC Handbook

Identify Appropriate Training Methodology and Techniques

It is essential to identify appropriate training methodology after determining the learning outcome and content.
Training Methodology refers to how subject matter is going to be dealt with in a broad sense (e.g. lecture, group
discussion, role play, demonstration, etc.), while Techniques are the variation of the method (e.g. under Small Group Discussion
(SGDs), the methods could be fish bowl, brainstorming, plenary, etc.)1

To select appropriate teaching method, a trainer should consider the following:

learning outcomes is the primary basis for selection

nature of the subject and types of performance specified

needs, interests, abilities and level of maturity of the learner

available time and resources

capacity of the trainer

A trainer knows well that a single method will not be sufficient to make each adult learning session successful. A skilful
teacher must use various methods and techniques necessary to hold the attention of adult learners to improve their learning
efficiency.
Listed below are training methods according to learning activities, purpose, learning styles, and practice-based
learning:

According to Learning Activities

Learning Activities

Methods & Techniques

Individual

self-assessment, hands-on experience, self-paced hand-out or modules

Group Activities

simulation, role play, games, small group discussion (no more than 7 participants),
brainstorming, buzz group (2-3 participants), debate, group dynamics, group reporting, focus
group discussion

Either Individual or Group Activities

case study, projects, demonstration, laboratory work, direct observation

According to Purpose:

Purpose

Methods & Techniques

To give information and knowledge

lectures, readings, written and oral instruction

To give examples, To show task & demonstrations, slides, pictures, video, film, case study, discussion
attitudes

To enhance skills, To provide practice

role play, return demonstration, supervised practice, writeshop

According to Learning Styles:

Learning Style

Methods & Techniques

Visual Learns by seeing the big picture pages, film viewing, lecture packed with flowcharts, diagrams, pictures or graphs

picture

AuditoryLearns by listening

read notes aloud, discussion pairs or groups, question and answer, recorded lectures and
stories

Read/WriteLearns by seeing words lecture packed with list, glossaries and its definitions, learning activity that requires
and lists
transcribing diagrams or pictures into writing

lecture, analogies, statistics, stories group activities, hands-on experience, note taking, write shop
Learns by doing

PragmatistPutting theory into practice laboratory work, case study, field work, problem solving

ActivistHaving an experience

assimilation, role playing, small group discussion, problem solving, brainstorming, puzzle
competition

ReflectorReflecting on it

time out, observing activities, paired discussion, feedback from others, coaching, interviews

TheoristDrawing out own conclusion

lecture, analogies, statistics, stories

According to Practice-Based Learning:

Practice-Based Learning

Methods & Techniques

On-the Job Training

job instruction training, job rotation, apprenticeship, coaching, internship

Off-the Job Training

active lecture, laboratory training, role playing, case study, simulation

Recommendation

in

choosing

appropriate

training

method:

Listed are methods in teaching CBT skills and competencies:

Most useful for acquisition of declarative knowledge

o

reading

lecture/talks

modelling

Most effective in enhancing procedural skills

o

enactive learning like role-play, self-experiential work

modelling

reflective practice

Helpful in improving reflective capability and interpersonal skills

o

self-experiential work

reflective practice

READING # 2

Presentation-Practice-Feedback: Ensure Student-Centered Learning

Activities
The Presentation-Practice-Feedback part of the session plan ensures active learning. Active-learner centered
approach is one of the niches of CBT. This is influenced by the principles of learning theories Behaviorism, Cognitivism and
Constructivism.
Experts in behaviorism - Thorndike, Skinner and Watson - believe that learning consists of strengthening of the
relationship between stimulus and response. Stimulus evokes and rouses a specific reaction under the control of the trainer.
Response is the reaction of the trainee to the stimulus.
To apply this theory, the trainer presents or demonstrates a certain skill that serves as a stimulus. Then the trainee, in
response to the stimulus, will strengthen the connection through practice. Lastly, the trainer will give either positive or negative
reinforcement. Trainer can give positive feedback to retain or increase frequency of behavior, and negative feedback to weaken
and correct the behavior. Remember, most of the activities are skills-based, and this mechanism can be applied to enhance
learners competencies.
Presentation includes instructional materials and methods used in introducing the content which serves as the
stimulus, Practice includes list of instruction sheets and self-check tests used by the learner to enhance ones competence and
serves as the response of the learner, while Feedback includes reference to the answer key, as well as the evaluation of
trainees performance which serves as the reinforcement.
Organizing these learning activities is also made easy with the use of Nine Events of Instructions (Gagne).

Nine Events of Instructions The goal of teaching is to transfer knowledge, skills and attitude. We are also teaching
them how to learn, and not how to know. Take note that the transfer of information is in a sequential manner, and can be done
best using Gagnes Nine Events of Instruction.
Gagne proposed an instructional design that follows systematic approach. Use these learning events to produce
engaging and meaningful instruction..

The following are the nine steps:

Plan the Assessment

Assessment is employed as means of collecting evidences that would help determine the individuals achievement of
competencies required in the workplace or training needs to develop the competencies required in the workplace1.
Institutional Assessment is an assessment undertaken by the institution for its students to determine their
achievement of the learning outcomes in the module of instructions in given unit of competency or clusters of competencies 2.
Forms of Assessment are3 :

Formative Assessment assists learning by providing feedback about students performance and progress. This nongraded type of assessment keeps its record in the Progress Chart.
o

Diagnostic Assessment is a type of formative assessment used to diagnose areas of weaknesses and
strengths. It is used to identify learners gap in knowledge.

Recognition of Prior Learning (RPL) allows a person to obtain recognition and credit for their knowledge and
skills. This can include previous and or current competencies acquired based on their work or life experiences.

Summative Assessment is the final assessment of competence. Assessor makes the final judgement when the
trainee feels confident to demonstrate his performance. He records the performance using the Achievement Chart.

These forms of assessment will make use of different assessment methods. Given are different assessment methods
with its evidence gathering tool:

Assessment Methods

Type

Evidence Gathering Tool

(lifted from CBT Primer)

Written Testuse to test acquired knowledge

supply short answer, restricted essay, extended essay, Self-Check/Model

multiple choice, matching, completion, identification, Short test questions
alternate answer, true-false

Demonstrationuse to assess particular skill

checklist, rating scales, research task, assignment

Portfolio use
competencies

to

collect

evidences

Answer,

Rating
Sheet
Demonstration
with
Questioning

for
Oral

of evidence from supervisors, colleagues and clients, Performance Criteria Checklist

qualification, supervisor reports

Oral Questioninguse to verify evidence if Interview, group assessment

not clearly demonstrated during performance
test

Rating
Sheet
Demonstration
with
Questioning

for
Oral

Assessment method/s describes the approach that is used for collecting evidence required to prove the
competence of an individual while Evidence Gathering Tool or Assessment Tool refers to both the instrument* and

the

instructions**

*Instruments

are

the

for

specific

questions

gathering
or

activity

developed

and
from

interpreting
the

selected

assessment

evidence.
method/s.

**Instructions are the information/instructions given to the candidate and/or the assessor regarding the conditions under which
the
assessment
should
be
conducted
and
recorded.
1

CBT Primer Training Regulations Framework NVSC Handbook

Prepare the Session Plan

Summary in Preparing Session Plan
A.) Prepare the following before writing a session plan:
Summary of Trainees Needs
Session Plan Template

B.) Write the Learning Outcome

Derive Learning Outcome from Module of Instruction

C.) Determine and Organize Learning Content per Learning Outcome

Derive learning content from Module of Instruction & Competency Standard
List the required skills and knowledge and organize the content

D.) Choose appropriate Training Methodology and Techniques

Identify basis in selecting appropriate teaching methods and techniques
Determine training methods according to either learning activities, purpose, learning styles or practice-based learning

E.) Determine activities for Present-Practice-Feedback. Organize the learning activities with the use of Gagnes Nine Events of
Instruction.

F.) Identifying various assessment methods to complete assessment plan.

G.) Review the written session plan

Introduction
Competency-Based Learning Materials aids in teaching and learning process. These are self-instruction materials that
help our trainees learn certain skills independently.

Competency-Based Learning Materials (CBLM)

Competency-Based Learning Materials (CBLM) refers to the print and non-print instructional media which are used
as guide in learning workplace activities.
These are tools used to support learning activities. Examples include: workplace practice, worksheets, workbooks,
prepared case studies, prepared task sheets, prepared topic/unit/subject information sheets, prepared role-plays, prepared
presentations and overheads, prepared scenarios, projects, assignments, materials sourced from the workplace, e.g. workplace
documentation, operating procedures, specifications and prepared research tasks1.

Introduction
Competency-Based Learning Module refers to the print-based materials used by learners during the training process.
Preparing it is essential in transferring knowledge and skills.

To come up an effective training material, consider the audience and the use of the materials. Thus, we anchor our
materials on adult learning principles and learning style preference.
If you find yourself struggling in writing, you may find Robert Gagnes Nine Events of Instruction useful in providing
structured approach in preparing and developing your materials.

Key Elements of Competency-Based Learning Module

Competency-Based Learning Module refers to the print-based instructional materials used as guide in learning
workplace activities. Preparing print-based instructional materials allows you to practice your creativity, thus modifying the
pages and its appearance are allowed.
Listed are the key elements of competency-based learning module:

Preliminary Pages
1.

Front page

2.

How to use this learning material is learning guide that contains direction on how to use the printed material.

3.

Module Content contains list of parts of learning module; known as table of contents.

Instruction Sheets per Learning Outcome

1.

Information Sheet is used to provide and transfer required knowledge-based information needed to achieve
learning outcomes.

2.

Self-Check with Answer/Model Key provides immediate feedback of trainees progress.

3.

Task Sheet is used for teaching a single basic task.

4.

Operation Sheet is used for teaching a single basic operation with the use of a particular tool or equipment.

5.

Job Sheet is designed to give instruction to complete a specific work or job.

6.

Performance Criteria Checklist is used together with task sheet, job sheet and operation sheet to document
presence or absence of knowledge, skills and attitude.

7.

Optional Instruction Sheets :

1.

Assignment Sheet includes problems to be solved, questions to be answered or reading to be done.

2.

Experiment sheet is useful in the lab to aid students in performing tests or trial problems to
demonstrate scientific principles.

3.

Project Planning Sheet is used in industrial arts and exploratory courses that allows for much more
student participation in planning than does the job sheet and used to outline a personal project to be
completed in the lab.

4.

Worksheet is a printed form that is filled in the process of gathering data or solving problems.

Factors to Consider in Developing CBLM

In developing learning materials, trainer often focus on what the curriculum asks for, even if there are number of factors
to consider. Note that there are various factors to consider in developing CBLM.

Factors to Consider in Developing CBLM:

1

Principles of Competency-Based Training

Competency-Based Curriculum or Training Regulations, giving great consideration to Dimensions of Competency

Trainees Characteristics which includes Characteristics of Adult Learners, Learning Styles, and Socio-cultural
Background

Availability of the books and other references

Capability of the learning materials developer

Competency Based Training (CBT) is characterized as individualized and self-paced, and this is made possible through
the use of self-paced learning materials with which learners study on their own at their own pace. Some of the principles of
competency-based training are as follows:

Learning is based on competency required in a workplace.

Training is geared toward performance activities.

Criteria in assessing are based on workplace standard.

Assessment uses actual performance or evidence related to work requirement.

Reason for Using CBLM in Training

The efficiency and effectiveness of the delivery of Competency-Based Training is dependent on the quality of the
learning materials. A well-designed CBLM must support the CBT principles such as:
Learning is self-paced. CBLM is designed to be self-paced. It is devised to guide students to learn what needs to be
learner and how to learn it.
Learning is student-centered. CBLM is contrived to provide information to the trainee on how to access the
necessary theoretical inputs. Teacher intervention is reduced encouraging self-reliance on the part of the student.
Develop learning mastery. With the learning materials at his disposal, the learner has the opportunity to repeatedly
practice a task until mastery is attained. There is immediate feedback on achievement of learning. CBLM employs a feedback
mechanism. The feedback informs the learner or instructor if the learner is ready to proceed to the next learning level.
Training is well-planned. In developing CBLM, planning is necessary to make the material effective and efficient. This
reduces the possibility of missing a necessary underpinning knowledge.

Preparing Instruction Sheet:

Preparing Information Sheet & Self-Check Test

Preparing Information Sheet
Information Sheet is a form of instruction sheet used to provide and transfer knowledge-based information needed to
achieve learning outcomes. Information could be about new procedure, technique or technical data needed to do an assigned
job. The trainer should prepare the sheet if there are no resources available.
Parts of information Sheet:
A) Learning Objectives
It defines the expected aim as the result of instruction. It contains a verb and an object. Verb refers to the action
intended while the object describes the knowledge expected to acquire.
Example: Know* what are the components of learning module or CBLM
Better: Identify the components of competency-based learning module.
* Avoid using know, understand, learn and other verbs that are too broad. Choose appropriate verb using
Blooms Taxonomy of Objectives.
B) Introduction or Overview
It presents the general idea of the lesson and contains relevance of the topic to the job role or description. It also
integrates previous, current and next learning content.
C) Body or Text
It contains knowledge and skills needed to develop a certain skills.

Guidelines in Preparing Information Sheet:

Information should be recent, precise, and suitable to the interest and reading level of the students.

Make the information sheet eye-catching and easy to read. The layout, illustration and reproduction should be clear and
attractive in appearance. This sheet, commonly used in self-paced learning, should persuade trainees to read and
comprehend the material.

Supplement words with illustration and diagram for clarity

Material used should be usable and easy to file, and then have it punched for filing purposes.

Acknowledge the sources of information. Note on the sheet if much of the material is taken from it because doing this
will prevent plagiarism (or use others idea without giving credit to the author).

Self-Check and Model Answer

Self-Check Test is a formative assessment tool that provides immediate feedback of trainees progress. It is usually
answered at the end of every information sheets; followed by its correspondingmodel/answer key for self-assessment.
Self-Check Test has no recommend number of items and or specified test type. Its preparation will be further discussed
in the lesson Preparing Assessment Instruments.
Preparing Instruction Sheet:

Preparing Task/Operation/Job Sheet

Task Sheet is a form of instruction sheet used for teaching single basic task. It provides step-by-step instruction for a
specific skill to achieve a particular learning outcome. Task sheets in dusting and floor cleaning are examples of these.
Operation Sheet is a form of instruction sheet used for teaching single basic operation with the use of a particular tool
or equipment. Example of operation sheets are the use of vacuum cleaner and floor polisher.
Job Sheet is a form of instruction sheet designed to give instruction to complete a specific work or job. It is the
integration of instructions from several task and operation sheets headed to retain the information longer.
An example of topic for a job sheet is cleaning a check-out room. To complete the work, one must remove dust using vacuum
cleaner and clean the floor using floor polisher.
Guidelines in Preparing Task/Operation/Job Sheet:

Develop a specific performance objective based on its elements condition (prerequisite for completing the
action), performance (observable behavior expected) and criterion (basis of comparison in evaluating)

List the supplies, materials, tool and equipment needed

List clear and explicit procedures involved in sequential

Include illustration or diagram to ensure clarity in doing the job

Note the critical points in the job

Indicate safety standards procedures to be used and preventative measure to observe

List suggested references that can be used to obtain additional information

Specify the assessment method or criteria to evaluate trainees performance

Include an estimate time required to complete the job

Properly used instruction sheets can help the trainer maintain the updated content, as well as the quality of training
program. It also eases trainers task in constant repetition of information; and allows trainees to work on their own and make
them productively busy.

Preparing Performance Criteria Checklist

Performance Criteria Checklist is an assessment tool used to document presence or absence of knowledge, skills
and attitude. This checklist, answerable by yes or no, can be found after each task, operation and job sheet.
Guidelines in Preparing Performance Criteria Checklist:

Criteria should be clearly stated and specific enough to provide evaluation guidelines

Establish criteria based on each of the following factors:

o

work quality/workmanship

duration in completing task

proper use of tools/equipment & materials

standard safety precaution while doing the task

aspects of work performance, or known as Dimensions of Competency

Ensure that criteria are anchored with Competency Standards to guarantee effective workplace performance

Note the critical criteria in determining competence

Introduction
Developing assessment instruments follows after we prepare the learning materials. These assessment instruments
are important for both trainer and trainees. It is the tool used to verify trainees competency and this is what we use to gauge
effectiveness of our session plan and learning materials.
In this lesson, we will focus not only on familiarizing template but more importantly on preparing them.

Preparing Evidence Plan

In developing evidence plan, we need to identify the evidence to gather. Evidence is the information gathered that
serves as proof of competency, and has two forms direct evidence (observed or witnessed by the assessor) and indirect
evidence (reviewed or examined by the assessor). It must be valid, sufficient, current and authentic.
These evidences must be the scope in preparing the evidence plan. Evidence Plan is a document checklist that
identifies evidence requirements and assessment methods to be used. It is a guide for the assessor to make sure that the
appropriate method of assessment will be executed and will produce all the needed evidence in assessing the candidate.

Procedure in preparing Evidence Plan:

1

Review Assessment Criteria in Module of Instruction.

List down all evidence requirements taking note of the following:

1.

All critical aspects of competencies included

2.

Evidence Requirement for Four (4) Dimensions of Competency

3.

Required Knowledge and Skills

Obtain the template.

Write the evidence requirements on the first column.

Identify evidence gathering methods to use and place it in designated columns.

Place a check mark to specify what assessment method to use for each evidence requirements. To establish
corroboration of evidence, use at least two methods per criteria.

Review the output or consult other experts

Preparing Evidence Gathering Tool

Evidence Gathering Tool or Assessment Toolrefers to both the instrument and the instructions for gathering and
interpreting evidence.
Examples of evidence gathering tool are written test, questioning tool and performance test that will be further
discussed in this lesson.

Preparing Table of Specification

Hinuhulaan lang naman ng titser natin ang exam natin (Our teacher is just guessing the content of the exam), or
Hindi naman natin napag-aralan yan, bakit kasama sa exam? (We havent studied that topic, why is it included in the exam?)
are some of the rants of students before and after taking the exam. One strategy a teacher can use to rule out students doubt,
increase consistency (reliability) of exam and make accurate (valid) measurement is by preparing a table of specification.
Table of Specification (TOS), also called test blueprint, is an instrument used to align objectives, instruction and
assessment1. This serve as basis in test construction.
It has six (6) major elements intended to develop TOS for a comprehensive examination, which includes2:

Balance among goals selected for examination

Balance among levels of learning

The test format

The total number of items

The number of items for each goal and level of learning

The enabling skills to be selected from each goal framework

Procedure in preparing Table of Specification for a UNIT TEST

1

Obtain and review evidence plan to determine what evidence gathering tool to use.

Review Assessment Criteria in Module of Instruction.

Obtain the template.

Lesson
Objectives/ Nominal
Learning Outcomes
Duration (hrs)

% of class Number
of Lower
LevelsRecall/ Higher
LevelsApplication/
time for the Test Items
Comprehension
Evaluation/ Synthesis
LO

Write the Learning Outcomes on the first column, and the Nominal Hours on the second column.

Lesson Objectives/ Learning Nominal

Outcomes
Duration (hrs)

LO1.
Identify
Learner's
Training Requirements

LO2. Prepare Session Plan

% of class Number
of Lower
LevelsRecall/ Higher
LevelsApplication/
time for the Test Items
Comprehension
Evaluation/ Synthesis
LO

LO3. Prepare Instructional

Materials

LO4. Prepare Assessment

Instruments (Institutional)

LO5. Organize Learning and

Teaching Resources

Compute for the percentage of class time per Learning Outcome by dividing Nominal Hours with Nominal Duration,
then multiply it to 100.

For example:
To get the percentage of class time of LO1, divide 4.5 Nominal Hours to 40 hrs. Nominal Duration (or total number of Nominal
Hours).
4.5 / 40 = 0.1125
Then multiply it to 100 to get its percentage.
0.1125 * 100 = 11.25%

Lesson
Objectives/ Nominal
% of class Number
of Lower
LevelsRecall/ Higher
LevelsApplication/
Learning Outcomes
Duration (hrs) time for the Test Items
Comprehension
Evaluation/ Synthesis
LO

LO1. Identify Learner's 4.5

Training Requirements

11.25%

LO2. Prepare Session Plan

13

32.50%

LO3. Prepare Instructional 10

Materials

25.00%

LO4. Prepare Assessment 8

Instruments (Institutional)

20.00%

LO5. Organize Learning 4.5

and Teaching Resources

11.25%

Compute for the number test items by multiplying the desired/total number of test item by percentage of class time.

For

example:

To get the number of test items for LO1, multiply 50 (or total number of test items) to 11.25% (percentage of class time).
50

To

compute

50

11.25%

manually,

multiply

11.25

50

by

=
11.25

562.5

then
/

divide
100

5.625
it

by
=

100.
5.625

Lesson
Objectives/ Nominal
% of class Number
of Lower
LevelsRecall/ Higher
LevelsApplication/
Learning Outcomes
Duration (hrs) time for the Test Items
Comprehension
Evaluation/ Synthesis
LO

LO1. Identify Learner's 4.5

Training Requirements

11.25%

5.625

LO2. Prepare Session Plan

13

32.50%

16.25

LO3. Prepare Instructional 10

Materials

25.00%

12.5

LO4. Prepare Assessment 8

Instruments (Institutional)

20.00%

10

LO5. Organize Learning 4.5

and Teaching Resources

11.25%

5.625

To determine the number of questions for each level of learning (lower/higher), refer to the behavioral verb at the start
of each Learning Outcomes and put the rounded up number of test items in the specified column. Use Blooms
Taxonomy
of
Educational
Outcomes
as
reference.
Below are examples of Blooms Taxonomy of Educational Objectives:

Recall

Comprehension

Define
Describe Distinguish Estimate Explain
Identify Label List Generalize Infer Paraphrase
Match
Name Predict Rewrite Summarize
Outline Select State

Application

Synthesis

Evaluation

Change
Compute
Demonstrate
Discover
Modify Operate Prepare
Produce Show Solve

Categorize Compose Create

Devise
Design
Explain
Generate Modify Rearrange
Relate
Reorganize
Reconstruct

Compare Conclude
Explain
Justify
Interpret
Relate
Support

Number of items for Written Test, and even Questioning Tool and Performance Test, will be based on the Table of
Specification. Using Table of Specification guarantees that all aspect will be covered by the test, as it increases the validity and
reliability of the test.

Preparing Written Test

Written Test refers to the print or non-print evidence gathering tool used to measure trainees knowledge, skill and
attitude. True or false, multiple choice, matching exercise, completion items, and essay exam are examples of types of test.
Characteristics to consider in developing good test:
1

Validity refers to how well a test measures what it is purported to measure 1. The test should match the assessment
criteria written in module of instruction.

Reliability refers to the degree to which an assessment tool produces stable and consistent results1.

Fairness refers to the state of being true or factual, and not based on trainers preference.

Procedure in preparing written test:

1

Planning for the test:

1.

Outline the content and identify the learning outcome

2.

Review Competency Standard & Evidence Plan

3.

Prepare the table of specification

4.

Choose appropriate type of test (e.g. multiple choice, true or false, matching items etc.)

Preparing the test:

1.

Choose the items to be included according to the table of specification

2.

Construct the items based on the rules for the type/s chosen. Refer to the suggested reading, pp. 9 26

3.

Arrange the grouping and sequence of items

4.

Write the direction for the test and decide on the method of scoring

Analyzing and revising the test:

1.

Perform test analysis to determine difficulty, discrimination and reliability Retain or discard items based on the
analysis outcomes. Refer to suggested reading, pp. 4 8

the allotted time for the performance to be done

Work performance, written as Specific Instruction, must be evident and measurable

List the complete and exact available equipment, supplies, materials and tools

Note that Performance Criteria Checklist will be used after each performance test as an assessment tool

Performance test enables the trainer to assess the procedure (or sequence of steps), the trainees level of competency
and the outcome based on standards.
ssessment result.

Guidelines in Preparing Interview Questions:

Questions can be derived from the following:

o

Dimensions of competency such as task, task management, contingency management and job or role and
environment management skills

Vocational or technical knowledge

Workplace procedure and regulations

Safety requirements

Keep the question brief, structured, and focused on one key concept

Use language at the suitable level of the candidate

Use open-ended probing questions to clarify, confirm or supplement evidence by asking questions what would you do
if..., what if you were using... instead of..? or how do you...? rather than closed-ended questions

Write a list of responses to ensure reliability of assessment

Categorizing Areas of Competency-Based Training

An organized workshop layout reflects how well-prepared a trainer is. He should ensure that the workshop area is safe,
well-sequenced and accessible for both him and trainee. Each area should allow individualized, self-paced learning and permit
the learner to enter and exit programs at different times and levels.
Having a good workshop lay-out will enable the trainer to facilitate training sessions well. It only means that
competency-based training environment differs from the traditional one. In a traditional set-up, teacher is positioned in front of
the class, whereas in CBT, the trainer walks and observes everyone.

Nine (9) areas in a competency-based training facility are the following:

1

Practical Work Area is an area where trainees rehearse specific skill. It is sectioned into workstations that are arranged
according to hierarchy of competencies.

Learning Resource Area is an area where trainees do their self-paced learning. It is where learning materials - print or
soft-copies - can be found. Projects can also be done in this area.

Institutional Assessment Area is an area where trainer assess trainees knowledge either by Recognition of Prior
Learning, or upon gaining competency from the module/s given. Skills assessment is done at the Practical Work Area.
Note: Institutional Assessment Area and Practical Work Area can be adjacent room so they can be merged depending
on the layout of the room.

Contextual Learning Laboratory is an area where lecture-discussion is done. This is where learner would stay to study
basic and common competency in the context of their qualification.

Quality Control Area is an area where metrology, calibration and in-process quality control are being held.

6. Trainers Resource Center is an area where trainers resources materials are kept. It is also a place where trainer
generates training materials.

Distance Learning is an area where trainees can access modules aside from the usual print and non-print media.
Example is studying the learning module by accessing TESDA website.

Computer Laboratory is an area where trainees are given chance to develop their IT competencies, as recommended
in CBC. Example of IT competency is the use of Microsoft Office Application.

Support Service Area is an area that offers value-adding competencies to address required skills.

Guidelines in Organizing CBT Training Facility:

Equipments or machines should be installed by work station considering the unit of competencies and movement of the
trainees

Trainer or Assessor Qualification and National Certificates of trainer, and shop layout shall be posted inside the
workshop area

Labels, signage and posters like 5S, safety reminders, forms and schedules should observe uniform size and color and
should be posted appropriately and properly

TRs, CBC, CBLMs should be available at the Resource Area and Learning Resource Center

Preparing Training Activity Matrix

Facilitating a class which promotes self-paced learning and focuses on different learning activities is one tough job for a
trainer.
Thus, a trainer is expected to organize learning and teaching resources with the use of the Training Activity Matrix.
The Training Activity Matrixis a tool used to schedule training activities, tools or equipment, and workstation area. It also
serves as a guide for learners to know what to do and where to go.
To prepare the Training Activity Matrix, the trainer must identify first the basis in organizing and preparing resources.
These are the following:

Session Plan

Instruction Sheets (information sheets, task sheets, operation sheets, job sheets)

Learning Guide

Competency-Based Curriculum

Procedure in Preparing Training Activity Matrix:

1

Review the session plan and look for the common activities.

For each activity recognized, identify the teaching and learning resources specifications.

Assign an appropriate learning area for each activity.

List teaching-learning resources to use for each activity. Ensure that variety of materials will be given to the fit ones
learning style.

Finalize and review the Training Activity Matrix.

A Strategy to Facilitate Different Activities

A trainer, as a facilitator of different activities, should have the ability to withitness or to be aware of whats going on in
the class while doing something. It is compared to having eyeballs at the back of your head. It is the ability of a trainer to
continually monitor and manage the class at all times.
Following the Training Activity Matrix while having that withit will help greatly in managing a class. These and more will
be taught on another unit of competency - Facilitating Training Session.

Download #15

Introduction
Food is essential to our body. Without food, our body will not move, our muscles will not work and our cells will not be
able to perform required function. In order to keep our body healthy and strong, one must eat nutritious health-balanced food.
The health of the crew on board depends on you the ship cook as you plan, prepare and serve the right amount of
nutritious health-balanced meal that contains six (6) essential nutrient categories.
If you decide to prepare and serve unhealthy foods that are high in preservatives, sodium or sugar, then the crew
would definitely acquire Non-Communicable Diseases (NCD) or lifestyle diseases such as heart disease, stroke, obesity and
type 2 diabetes.
To aid you in preparing nutritionally and health-balanced menu, you must have full grasp of information on the
components of a health-balanced meal. We will study in this lesson the components of a health-balanced meal such as nutrient
categories, recommended amount of food intake and principles of food plate.

Introduction
A competency-based curriculum is the set of specifications for a course or subject (module) which describes all the
training experiences a trainee or learner undergoes. It generally includes learning outcomes, contents, conditions,
methodologies and assessment methods. It specifies outcomes which are consistent with the requirements of the workplace as
agreed through industry or community consultation.
Curriculum development is a process of translating the Competency Standards into specific training plans and actions
towards the attainment of competencies of the qualification while ensuring the alignment of learning outcomes to industry
practices and standards.
This lesson will discuss the curriculum development cycle, the roles of the curriculum development stakeholders and
competency-based TVET framework
curriculum design, curriculum implementation and the curriculum validation stage.
Curriculum Design involves the identification of the learning process and events intended to achieve the
competencies. Learning objectives, contents, strategies and methods, modes of training, methods of assessment and training
resources are carefully planned during the process.
Curriculum Implementation is putting into action the various components stipulated in the competency-based
curriculum (CBC). Competency-based training is planned and facilitated by certified trainers based on the CBC.
Curriculum validation involves evaluation of the curriculum using the following: content validation by a panel of
experts, analysis of the results of learning through pre-test/post-test analysis and program evaluation, analysis using the
Content-Input-Process-Product (CIPP) Method of research.
Through these processes, the impact of the curriculum may also be tested.
Based on the results of the curriculum validation, feedbacks are collected, conclusions are drawn, and
recommendations for its revisions are suggested.
These data are inputs to the next cycle of the curriculum review/revision, implementation and validation.

Competency-Based TVET Framework

Competency-based TVET Framework is a scheme introduced by TESDA to help training providers design a
curriculum which is based from industry requirement.
This framework describes the relationship of TVET training providers with the industry. The industry defines the
competencies and sets the minimum standards of each qualification level of every worker for it. These standards are
descriptions of the actual work and performance of every worker in a particular qualification.
The TVET training providers should design competency based curriculum for registration with TESDA.
The components of this competency-based curriculum consist of set of modules of instructions compiled together to
form a course design. The competency-based curriculum developed will then be the basis in developing the session plan and
its corresponding learning materials

Competency-Based TVET Framework

The diagram shows that the competency standards are composed of different units of competency. Each unit of
competency is composed of elements which describe the work done in a particular unit. The developer of the curriculum
analyzes these units and translates them into modules of instruction. These modules of instruction describe the training to be
done to learn the skills of a particular unit of competency. The modules of instruction are summarized in a course design.

Introduction
The Training Regulations (TR) is a document that describes the training standards and assessment arrangements
based on the competency standards of a qualification. The TRs serve as basis for registration and delivery of TVET programs,
competency assessment and certification and development of curricula for the specific qualification.

The Components of the Training Regulations

Components of the Training Regulations

Section 1 Definition of Qualification

Section 2 Competency Standards

Section 3 Training Standards

Section 4 National Assessment and Certification Arrangements

The Components of the Training Regulations

Section 1 Definition of Qualification

Identifies the package or group of competencies that describe a particular function or job role existing in an industry.

Consists of units of competency or work activities required to undertake a particular job role.

These units of competency are categorized into basic, common, core and elective.

Section 2 Competency Standard

Refers to industry-determined specifications of competencies required for effective work performance. It is:

Composed of individual competency units.

Focused on workplace activity rather than training or personal attributes.

Defined as the ability to apply skills in new situations and changing work organizations.

Section 3 Training Standard

Contains specifications to be considered in designing and implementing a training program

Curriculum design

Training delivery

Trainee entry requirements

Tools and equipment

Training facilities

Trainers qualifications

Institutional assessment

Section 4 National Assessment and Certification Arrangements

This section provides information on the:

Benchmark for awarding a National Certificate (NC) or Certificate of Competency (COC).

Process of acquiring the qualification.

Qualification of a candidate who will apply for assessment.

The Competency Standard

The competency standard (CS) is a document that defines the competencies required for effective performance in
the workplace in specific industries. It is a written specification of the knowledge, skills, and attitudes required for the
performance of a job or occupation and the corresponding standard performance required for these in the workplace.

Competency Standards provide:

The basis of TVET certification

The benchmarks for assessment

The basis for the development of curriculum and training programs

Equivalency between TVET and higher education sectors

Evidence Guide

Each unit of competency has an Evidence Guide that relates directly to the performance criteria and range of variables.

Its purpose is to guide the assessment of the unit of competency in the workplace and/or training program.

Evidence Guide

Each unit of competency has an Evidence Guide that relates directly to the performance criteria and range of variables.

Its purpose is to guide the assessment of the unit of competency in the workplace and/or training program.

Module of Instruction
The Module of instruction is a description of the training requirements for a unit of competency. It includes:

Module title and description;

Nominal duration;

Learning outcomes;

Assessment criteria;

Learning contents;

Condition for assessment;

Methodology; and

Assessment methods

Parts of the Module of Instruction

Unit Title

A unit of competency which when applied in a work situation can logically stand
alone. It indicates a title and expressed in outcome terms.

Module Title

Briefly describes the title of the module.

Module Description

Brief description of the modules scope and delimitation.

Level of Qualification

Level of Certification based on the Philippine TVET Qualification Framework

(PTQF): NC 1, NC 2, NC 3, NC 4.

Nominal Duration

Estimated /suggested number of hours per module.

Summary
Outcomes

of

Learning

This contains the summary of learning outcomes to be gained from this module.

The succeeding pages of the module of instruction has the following parts:

Assessment Criteria

Conditions

Listing of criteria by which the achievement of the learning outcomes will

be judged.

Specifies the performance outcomes the learner will be expected to

demonstrate at the conclusion of the learning outcome

This will assess the necessary knowledge, skills, and attitudes, reflecting
the performance criteria as outlined in the relevant industry or
competency standards

Outlines the situations and contexts under which learners will be

assessed

Specifies the conditions under which the learning and assessment will
take place

This can include a list of tools and equipment, access to learning

resources and equipment manuals, and types of facility

Contents

Includes the specific underpinning knowledge, skills, attitudes & safety elements
that are to be addressed within this learning outcome.

Training Methodology

Specifies the method/s which will be used in presenting the contents of the
module.

Assessment Method

Specifies the method of assessing the learning outcome

Lists the methods used to gather evidence of sufficient quantity and

quality by which to make sound judgement about a learners competency

Assessment methods include observation, simulation, questioning,

performance test, among others

Parts of the Module of Instruction

Unit Title

A unit of competency which when applied in a work situation can logically stand
alone. It indicates a title and expressed in outcome terms.

Module Title

Briefly describes the title of the module.

Module Description

Brief description of the modules scope and delimitation.

Level of Qualification

Level of Certification based on the Philippine TVET Qualification Framework

(PTQF): NC 1, NC 2, NC 3, NC 4.

Nominal Duration

Estimated /suggested number of hours per module.

Summary
Outcomes

of

Learning

This contains the summary of learning outcomes to be gained from this module.

The succeding pages of the module of instruction has the following parts:

Assessment Criteria

Conditions

Listing of criteria by which the achievement of the learning outcomes will

be judged.

Specifies the performance outcomes the learner will be expected to

demonstrate at the conclusion of the learning outcome

This will assess the necessary knowledge, skills, and attitudes, reflecting
the performance criteria as outlined in the relevant industry or
competency standards

Outlines the situations and contexts under which learners will be

assessed

Specifies the conditions under which the learning and assessment will
take place

This can include a list of tools and equipment, access to learning

resources and equipment manuals, and types of facility

Contents

Includes the specific underpinning knowledge, skills, attitudes & safety elements
that are to be addressed within this learning outcome.

Training Methodology

Specifies the method/s which will be used in presenting the contents of the
module.

Assessment Method

Specifies the method of assessing the learning outcome

Lists the methods used to gather evidence of sufficient quantity and

quality by which to make sound judgement about a learners competency

Assessment methods include observation, simulation, questioning,

performance test, among others

Relationship of the Competency Standard with the Module of Instruction

The illustration describes the relationship between the Module of Instruction and Competency Standard. It shows that
the module title is usually derived from the unit title or sometimes from the element, if the unit of competency is too big for a
single module.
The module description can be derived from the unit descriptor or sometimes from the summary of learning outcomes
if the relationship of the module and standard is not 1:1.

The level of qualification will follow the qualification level of the standard since the module is refering to the same
standard.
Summary of learning outcomes is derived from the element or group of performance criteria if the element is too broad
for one learning outcome.
Assessment criteria is derived from the performance criteria or sometimes from the curriculum developers point of
view to guide the learners in demontrating their acquired skills, knowledge and attitudes for that particular learning outcome.
Conditions can sometimes be derived from a range of variables and resource implications under the evidence guide.
Content can be derived from the evidence guide. The derived content should be in accordance with the assessment
criteria. This means that the required knowledge, skills and attitudes stated in the assessment criteria must also be reflected in
the content, otherwise the content does not satisfy the training requirement needed for a particular learning outcome.
Training methodology is selected based on the developers strategy in presenting the lesson and availability of training
resources.
Assessment method can be derived from the method of assessment in the evidence guide of the competency
standard. Sometimes, the institutional method of assessment is aligned with the training methodology used.
There is no standard way in developing a module of instruction, however there are several techniques which can be
applied to convert the competency standard into a module of instruction. This guide only describes the usual way of developing
a module of instruction. The most important is for a developer to conceptualize his/her training plan based on his strategy,
availability of resources and profile of training personnel without totally diverting away from the competency standards.

Develop the content of the module of instruction

1. Determine the number of modules and the module title
1.1Number of modules
A training for one unit of competency may be composed of one module of instruction (one unit, one module of
instruction) or more than one module of instruction (one unit, several modules of instruction). To better describe this, look at the
illustration.
Determining the number of modules to be designed for a specific unit of competency will entirely be dependent on the
strategy of the developer in clustering his presentation of training activities. The developer can design one module of instruction

for one unit of competency or several modules for a unit of competency. In doing this, the following factors need to be
considered:
1

The

unit

of

competency

is

too

big

for

single

training

activity.

Example of this type is:

The unit title is Operate a personal computer. This unit describes the work and performance of a worker to
operate and use a computer to perform a particular task. The tasks may be the same for the entire operating system,
but procedures for each task differs. In the training aspect, procedural activities play a great role in learning. If you were
to analyze this unit of competency, you will recommend one module of instruction per operating system.

The units elements are not totally related with one another (programs with unrelated learning outcomes)
Example of this type is:
The unit title is Plan and prepare for the tasks to be undertaken. This is a hypothetical unit but may be listed
in some qualifications. It describes the work and performance of a worker before servicing or doing a job for the client.
One of the elements is about preparing and checking the required materials, tools and equipment that will be needed in
servicing a particular unit.

3
The other element is about preparing a job-related document for the task to be undertaken. If you were to
develop a training program for this unit you would probably suggest a module of instruction for the preparation of
materials tools and equipment and one module of instruction for the preparation of job-related documents since the two
elements are not entirely related.

1.2 Module Title

Assigning a module title is a little simpler than determining the number of modules per unit of competency. It should
have some influence on how the module is perceived in the training sector. It should convey a clear message of what the
module covers. Titles providing a clear indication of what the module is about would be more useful. An action verb ending
ining is appropriate.

Example:

Unit of Competency:

Prepare Electrical
Hydraulic Tools

Power

and

Module Title:

Preparing Electrical
Hydraulic Tools

Power

and

Develop the content of the module of instruction

2. Learning Outcome
To wirte Learning Outcomes, answer the question:

"What will learners be able to do by completing this module?"

Pump-down Process
Procedure

Connect the blue hose to the condenser service valve.

Open the condenser discharge service valve.

Open the top cover of the condenser unit.

Locate and short (bypass) the high and low pressure switch.

Switch on and monitor the presure until it reaches zero.

Switch off and close the suction service valve.

Remove service hose and cover all service valves.

Cleaning the Indoor Unit

Procedure

Disconnect all the tubes and electrical cable.

Take down the evaporator unit.

Remove the evaporator cover.

Unscrew and unmount the evaporator coil.

Pressure wash the evaporator coil.

Spray along the fins so as not to bend and damage the fins.

Air dry the evaporator coil.

Pressure wash the air filter and evaporator cover.

Wash with sponge and soap hard to clean evaporator parts.

10 Remove and pressure wash the evaporator blower.

11 After air drying, assemble the evaporator unit.
12 Install the evaporator unit.
13 connect the tubes and electrical connections.

Pump-up Process
Procedure

Connect the blue hose to the condenser service valve.

Connect the yellow hose to the vacuum equipment.

Run the vacuum process for 15 minutes.

Open the suction service valve.

Open the discharge service valve.

Switch on and monitor the pressure and current of the system.

Remove the ammeter and close the circuit service panel.

Remove the service hose and cover all service valves.

Take note of the temperature readings of the evaporator unit.

10 A difference of 7 degree Celsius or greater must be achieved.

11 Remove the temperature probes and close the lid of the system.

ADDITIONAL COURSE: REFLEXOLOGY (SHIATSU)

Introduction
The history of massage is important in the performance of the treatment and how it helps the profession to identify its
strengths and weaknesses. Most of the concepts used today were written years ago. The history of massage is supportive and
validating to the profession, and has stood the test of time to prove itself as a vital health enhancing and rehabilitative approach.

Origins and Evolution of Shiatsu

Shiatsu goes back to the 7th century AD, when a delegation of students was sent from Japan to China to study
Chinese medicine and culture. Martial arts students, who frequently need to treat injuries or to revive an unconscious sparring
partner, especially valued the knowledge they brought back.
Although Shiatsu traces its origins back to this earlier time, it acquired its unique characteristics only in the last
century. It was during this time that Japan was more open to Western ideas than China, and there were two historical events in
particular that shaped the development of Shiatsu.

The Japanese had been practicing their own style of Anma massage (similar to Tui Na) since the Edo Period (16021868). Around 1900, the government established licensing laws for practicing Anma. In part, this was a response to the
increasing influence of scientifically based Western medicine, which the government hoped to encourage by these laws. There
may also have been a desire to control Anma practitioners who had strayed into providing questionable forms of relaxation
rather than therapeutic massage. In response to the new licensing laws, legitimate Anma practitioners began to call their work
Shiatsu (which means finger pressure) and to emphasize the therapeutic benefits.
Following WWII, General Douglas MacArthur banned the practice of all traditional therapies in Japan, including
acupuncture, moxibustion (burning mugwort on acupoints), and Shiatsu. Massage including Shiatsu was traditionally
practiced by the blind in Japan, since it provided them with a livelihood, and their touch was considered especially sensitive.
Shiatsu was eventually saved from the ban against traditional therapies when the Japanese Blind Association contacted Helen
Keller. She petitioned President Truman, who overturned MacArthers ban.
The threat to their livelihood motivated Shiatsu practitioners to downplay the origins of their work in traditional
Chinese medicine. They increasingly described their work in Western medical terms and incorporated chiropractic and
physical therapy techniques. These developments have led to the distinctive Shiatsu style we know today and also account for
the variety of styles currently available.

Origins and Evolution of Shiatsu

There are three main styles or theoretical schools, each identified with an individual who provided the original
distinctive focus: Namikoshi (Nippon style), Masunaga (Zen Shiatsu), and Serizawa (Acupressure Shiatsu).
Namikoshis style of Shiatsu is the one most often found in Japan. It places more emphasis on points than on energy
channels, works the whole body (including stretches), and can be quite vigorous. Tokujiro Namikoshi established the Shiatsu
Institute of Therapy in Hokkaido as early as 1925. He also founded the Japan Shiatsu Institute in 1940. He was concerned with
the legal recognition of Shiatsu in Japan, which may account for his emphasis on Western medical theories. In addition to points,
the emphasis of Nippon style Shiatsu is on the anatomical structure of the body the muscles and bones and the nervous
system.
Shizuto Masunaga reintroduced the more traditional roots of Shiatsu, including energy meridians and Five Element
theory. Masunaga, who was born into a family of Shiatsu practitioners, was interested in western psychology. He became a
professor of psychology at Tokyo University and also taught psychology at Namikoshis Shiatsu school. In addition to valuing
Chinese medicine, he was very interested in emotional, psychological, and spiritual development. This led to his creation of Zen
Shiatsu.
Practitioners of Zen Shiatsu strive to maintain a meditative, intuitive state, allowing them to connect deeply with their
clients and to detect changes in the body during the session. Zen Shiatsu practitioners see Shiatsu as a means of personal
development, giving meaning and purpose to life, both for the client and the practitioner.
Katsusuke Serizawa, a student of physical therapy, Shiatsu, and Chinese medicine, was especially interested in a
scientific explanation of the energy meridians. The focus of his studies was on acupoints or (as theyre called in Japanese)
Tsubos. His research and extensive publications emphasize the change in electrical resistance of the skin over a tsubo point. He
was especially interested in demonstrating the therapeutic benefits of Shiatsu in terms that were acceptable to modern scientific
thinking. The western form of Serizawas Tsubo Therapy is called Acupressure Shiatsu and is not as widely known as Nippon
and Zen styles.
Shiatsu first began to attract Western interest in the 1970s, following President Nixons visit to China. Shiatsu is
probably the most well-known style of Asian bodywork and is popular with all ages. One other difference between Shiatsu in
Japan and in the West is that its become traditional in the West to practice Shiatsu on the floor, whereas this is rarely the case in
Japan.

Shi and Ki
In Japanese, "shi" means finger and "atsu" means pressure. Shiatsu massage involves pressure application, gentle
body manipulation and assisted stretching. Ki is the Japanese term for energy flow throughout the body. For thousands of years,
Ki has represented the essence of life in Japanese culture (nourishment for the body, mind and spirit). Energy flows to organs

through specific pathways or meridians. Shiatsu practice strives to eliminate energy imbalances within the organ systems,
clearing the path for energy flow. Different pressure points, or tsubos, relate to different organs throughout the body. The practice
focuses on these pressure points.

Five Elements
Chinese writings, dating back to the first century, name five elements that are active throughout the body (fire, earth,
metal, water and wood). The elements represent the types of energy forces within the body. Fire imbalances create bitterness,
earth imbalances create jealousy, and metal imbalances contribute to depression, according to certain Chinese beliefs. An
imbalance in water creates fear, while wood imbalances create impatience. The five elements were introduced into Japanese
culture during the sixth century and influenced the development and practice of shiatsu massage. Historical and traditional
practices focus on finding elemental imbalances and returning energy to a stable state
Shiatsu therapists use finger and palm pressure to energetic pathways, called meridians to improve the flow of qi.

Basic Rules
The following are some of the basic rules that should be followed before the practice of shiatsu:

Wear comfortable, loose fitting clothes made of natural fibers. This will help with the flow of energy or qi.

The room should be warm, quiet, have adequate space and should be neat and clean. If not, this can have an adverse
effect on the flow of qi.

The person receiving the therapy should ideally lie on a futon (a quilted Japanese mattress) or a similar floor mat.
Pillows or cushions may be used to make the person comfortable.

Shiatsu should not be given or received by someone who has just eaten a large meal. Wait several hours before giving
or receiving shiatsu.

No pressure should be exerted on varicose veins or injuries such as cuts or breaks in bones.

Although shiatsu can be of benefit to women while pregnant, there are four areas that should be avoided and these are
the stomach, any part of the legs from the knees downwards, the fleshy web of skin between the forefinger and thumb,
and an area on the shoulders at each side of the neck.

Ensure that the person is calm and relaxed.

It is generally not advisable to practice shiatsu on people who have serious illnesses such as heart disorders, multiple
sclerosis or cancer. An experienced practitioner may be able to help, but a detailed and accurate diagnosis and course
of treatment is essential.

Benefits of Shiatsu

Calming, grounding and deeply relaxing for body and mind

Helps to restore and rebalance energy levels

Creates a sense of well-being

Relieves stiffness and tension, improves posture

Helps clear toxins from the body

Improves immunity

Helps to prevent and relieve many conditions such as:

o

Headaches and migraines

Stress and anxiety

Backache

Neck and shoulder tension

Digestive problems

Menstrual problems

Joint pain and reduced mobility

Fatigue and insomnia

Contraindications
Shiatsu is often not recommended for those who have the following conditions:

Infectious skin disease, rash, or open wounds

Immediately after surgery

Immediately after chemotherapy or radiation, unless recommended by your doctor.

People with osteoporosis should consult their doctor before having shiatsu.

Prone to blood clots. There is a risk of blood clots being dislodged. If you have heart disease, check with your doctor
before having shiatsu.

Pregnant women should check with their doctor first if they are considering getting any type of massage or bodywork.
Shiatsu in pregnant women should be done by massage therapists who are certified in pregnancy massage.

Shiatsu should not be done directly over bruises, inflamed skin, unhealed wounds, tumors, abdominal hernia, or areas
of recent fractures.

Basic Strokes in Shiatsu

Single thumb pressing Apply single thumb pressing with the thumb of either the right or left hand. Be sure to apply
pressure with the pad of the thumb and not the joint. The other fingers are held together and placed lightly on the
patients body for support.

Double thumb pressing Apply pressing with both thumbs simultaneously. Each thumb is open to about 30 degrees.
The outer sides of the tips of both thumbs are held together, and the digital balls are pressed against the skin.

Thumb over thumb pressing Apply pressing simultaneously with equal pressure from both thumbs. The other four
fingers of each hand provide light support. This is used when strong pressure is desired.

Alternate thumb pressing The thumbs are placed with their tips almost touching and pressed alternately as they
progress along the line.

Single Palm Pressing With all five fingers held together, apply pressure using the whole palm of one hand.

Double palm pressing Pressure is applied with the palm of both hands, each held flat on the clients body.

Palm over palm pressing Pressure is applied using both hands with one hand over the other.

Stretching Lean into the body or joint until you feel the point of resistance that stops the motion. Hold for five (5)
seconds then release.

Shiatsu Program (60 minutes)

Position

Body Parts

Strokes

Repetitions

Preparation - Stretching

Prone

Supine

Back

Rocking
Cross
Bilateral Stretching

Lower Extremities

Stretching

Knee, Heel to Buttocks

Stretching

Feet

Thumb Pressing

Left
Foot
to
Right Foot to Thigh

Thigh Thumb
Alternate
Pounding
Jostling
Cupping
Quacking

Palm

2
Stretching 1
1

Pressing 2
Squeezing 2
3
1
1
1

Buttocks

Thumb
Bilateral
Ipsilateral
Pounding
Cupping

Pressing 1
Compression 3
Compression 3
3
3

Back

Alternate
Palm
Compression
Bilateral
Thumb
Pressure
Single
Thumb
Pressing
Double Thumb Pressing

Shoulder, Nape and Head

Alternate
Thumb
Pressing 3
Thumb
Pressure 2
Alternate Thumb Kneading
2

Scapula, Arm and Head

Thumb
Alternate
Alternate
Cupping
Pounding

Thumb
Palm

Head

Thumb
Thumb Kneading

2
2
2
2

Kneading 2
Pressing 2
Pressing 1
3
3

Pressing 2
2

Face

Thumb
Finger
Palm
Fulling

Pressing 2
Pressing 2
Gliding 3
3

Chest

Thumb
Palm
Alternate Palm Circular

Pressing 2
Circular 3
3

Abdomen

Palm
Alternate Effleurage

Pressing 2
3

Left
Arm
and
Right Arm and Hand

Hand Thumb
Wringing
Palm
Finger
Wringing
Rolling
Cupping

Both Thigh Leg and Foot

Left
Foot
to
Right Foot to Thigh

Alternate
Thumb
Shaking

Thigh Thumb
Cupping
Quacking
Bilateral
Quacking
Cupping
Pulling

Pressure 2
3
Squeezing 2
Pressing 2
2
2
3

Palm

Palm

Pressing 2
Pressing 2
2

Pressing 2
1
1
Squeezing 2
2
2
2

Position your Client in Prone position

Warm your hand by touching the back of your client. One hand at the thoracic and the other hand on the lumbar area.
Hold for five (5) seconds. Do this step for two (2) repetitions.

Apply Rocking.

Apply Cross Stretching on the back and hold for five (5) seconds. (4 points)

Apply Bilateral Stretching to the back for two (2) repetitions (4 points), and then apply Alternate Palm compression
upward.

Apply Stretching to the lower extremities and hold for five (5) seconds.

Prone Position: Massaging Left Foot

1

Apply thumb pressure to the plantar region (4 points) and hold for three (3) seconds for two (2) repetitions

Apply thumb pressure to the medial, lateral & posterior side of the foot (3 points) and hold for three (3) seconds. Do this
step for two (2) repetitions.

Apply thumb pressure to the leg, thigh and buttocks (center, lateral, & medial side), and hold for three (3) seconds. Do
this step for two (2) repetitions. Then knead (note: medial upward, lateral downward movement)

Position the leg and thigh in a frog position. Apply thumb pressure to the lateral side of the foot, leg, thigh and buttocks
for two (2) repetitions, and then knead.

Assist the client to the original position and apply alternate palm squeezing to the whole leg for two (2) repetitions.

Flex the knee an

Prone Position: Massaging the Buttocks

1

Apply bilateral compression to the buttocks and hold for five (5) seconds, and then knead clockwise and
counterclockwise for three (3) repetitions.

Apply ipsilateral compression to the right and left buttock and hold for five (5) seconds, and then knead clockwise and
counterclockwise for three (3) repetitions.

Apply thumb pressure to the medial, lateral, superior, inferior and center of the buttocks. Hold for three (3) seconds.

Apply bilateral compression to the buttock and hold for five (5) seconds. Then knead clockwise and counterclockwise
for three (3) repetitions.

Apply pounding and cupping to the buttocks for three (3) repetitions

Prone Position: Massaging the Back

Position: The therapist in tripod position to the back of the client
1

Apply alternate palm compression to the lumbar up to the shoulder and then to the whole back with back and forth
motion for two (2) repetitions.

Apply bilateral thumb pressure to the lumbar up to the shoulder and hold for three (3) seconds. Do this step for two (2)
repetitions.

Apply single thumb pressure to the lumbar up to the shoulder for two (2) repetitions. (Use left and right)

Apply double thumb pressure to the lumbar up to the shoulder and hold for three (3) seconds. Do this step for two (2)
repetitions.

Apply alternate palm compression to the lumbar up to the shoulder and then to the whole back with back and forth
motion. Do this step for two (2) repetitions.

Position: The therapist in kneeling position to the buttocks of the client

1

Apply bilateral thumb pressure and hold for three (3) seconds. Do this step for two (2) repetitions.

Apply unilateral thumb pressure (use left and right) to the lumbar up to the shoulder and hold for three (3) seconds. Do
this step for two (2) repetitions.

Apply bilateral thumb pressure to the lumbar up to the shoulder and hold for three (3) seconds. Do this step for (2)
repetitions.

Apply alternate palm compression to the lumbar up to the shoulder and then to the whole back with back and forth
motion. Do this step for two (2) repetitions.

Position: The therapist in sitting position to the feet of the client (flexed position)
1

Apply bilateral thumb pressure to the lumbar up to the shoulder and hold for three (3) seconds. Do this step for two (2)
repetitions.

Apply unilateral thumb pressure to the lumbar up to the shoulder and hold for three seconds. Do this step for two (2)
repetitions.

Apply bilateral thumb pressure to the lumbar up to the shoulder and hold for three (3) seconds. Do this step for three
(3) repetitions.

Back to tripod position

1

Apply alternate palm compression to the lumbar up to the shoulder and then to the whole back with back and forth
motion. Do this step for two (2) repetitions.

Prone Position: Massaging the Shoulder, Nape and Head

Position: The therapist in the head area of the client
1

Apply alternate thumb pressure to the shoulder for three (3) repetitions. Then apply alternate thumb pressure to the left
and right side of the shoulder using. Do this for three (3) repetitions.

Apply alternate thumb kneading to the shoulder. Do this step for two (2) repetitions.

Apply thumb pressure to the medial side of the spine from shoulder to lumbar simultaneously with back and forth
motion. Do this step for two (2) repetitions.

Apply palm pressing to the whole back (from shoulder to lumbar) with back and forth motion. Do this step for two (2)
repetitions.

Apply thumb pressure to the center of the nape and hold for five (5) seconds. Do this step for two (2) repetitions.

Apply thumb pressure to the center of the head for two (2) repetitions.

Apply scalp massage.

Prone Position: Massaging the Scapula, Arm and Hand

1

Position the arm of the client to his/her back exposing the scapula. Apply thumb kneading to the medial side of the
scapula with back and forth motion for two (2) repetitions.

Assist the client back to the original position and apply alternate thumb pressure to the anterior side of the arm (upper
to lower).

Apply alternate thumb pressure to the palmar surface of the hand for two (2) repetitions.

Apply alternate palm pressing from wrist to arm.

Repeat the steps to the other side of the arm.

Apply cupping and pounding to the back down to the leg for three (3) repetitions.

Then apply rocking.

Supine Position: Massaging the Head

Position your Client in Supine position
1

Apply thumb pressure to the center of the head and hold for three (3) seconds. Do this step for two (2) repetitions.

Apply thumb pressure to the lateral side of the head (left and right) and hold for three (3) seconds. Do this for two (2)
repetitions.

Lateral flex the neck left: press the temporal side of the head and hold for three (3) seconds for two (2) repetitions.
Then apply thumb kneading to the parietal and temporal side of the head for two (2) repetitions.

Repeat the steps to the other side

Simultaneously pinch the eyebrows and hold for five (5) seconds. Do this step for two (2) repetitions.

1. Warm the hand then touch the forehead and hold for five (5) seconds.
2.

Apply Palm gliding to the forehead for three (3) repetitions.

3. Apply Fulling to the forehead with kneading to the temple of the head for three (3) repetitions
4.

Apply gliding to the forehead. Do this step for three (3) repetitions.

Simultaneously pinch the eyebrows and hold for five (5) seconds. Do this step for two (2) repetitions.

1. Warm the hand then touch the forehead and hold for five (5) seconds.
2. Apply Palm gliding to the forehead for three (3) repetitions.
3. Apply Fulling to the forehead with kneading to the temple of the head for three (3) repetitions.
4.

Apply gliding to the forehead. Do this step for three (3) repetitions.

Apply wringing to the whole arm for three (3) repetitions.

1. Abduct the arm into 90 degree angle and apply thumb pressure to the medial and lateral side of the arm and forearm
for three (3) seconds.

2. Apply palm squeezing to the whole arm with back and forth motion for two (2) repetitions.

3. Apply thumb pressure to the palmar and hold for three (3) seconds. Do this step for two (2) repetitions.
4. Apply finger pressure using thumb and index finger to the individual finger for two (2) repetitions, and then knead and
pull.

5. Apply thumb pressure and gliding to the palmar and dorsal side of the hand for two (2) repetitions. Use the knuckles if
necessary.

6. Apply wringing, rolling and cupping to the whole arm for two (2) repetitions.
7.

Repeat to the other side.

Supine Position: Massaging both Thigh, Leg and Foot

1

Simultaneously apply alternate palm pressing to the foot up to the thigh with back and forth motion for two (2)
repetitions.

Simultaneously apply thumb pressing to the medial side of the thigh with back and forth motion for two (2) repetitions

Apply shaking for two (2) repetitions.

Supine Position: Massaging Left Thigh, Leg and Foot

1

Apply palm squeezing to the whole thigh for two (2) repetitions including the medial and lateral side.

Apply thumb pressure to the center of the thigh, then to the lateral and medial side of leg and foot. Do this step for two
(2) repetitions. Knead and squeeze with back and forth motion.

Position the thigh in tree position, then apply palm pressing to the medial side of the thigh with back and forth motion
for two (2) repetitions. Then apply thumb pressure for two (2) repetitions.

Position the thigh in reverse tree position, and then apply palm pressing to the lateral side of the thigh with back and
forth motion for two (2) repetitions. Apply thumb pressure to the lateral side of the thigh for two (2) repetitions.

Back to the original position

1

Apply thumb pressure to the superior, medial, lateral and inferior sides of the knee and hold for three (3) seconds. Do
this step for two (2) repetitions. Knead and glide with back and forth motion for two (2) repetitions.

Apply thumb pressure to the dorsal part of the foot and hold for three (3) seconds for two (2) repetitions. Then knead for
two (2) repetitions.

Apply thumb pressure to the plantar side of the foot and hold for three (3) seconds for two (2) repetitions. Then knead
for two (2) repetitions.

Apply flicking to the individual finger.

Apply ankle rotation clockwise and counterclockwise and stretched into plantar flexion and dorsiflexion. Hold for five (5)
seconds. Do this step for two (2) repetitions.

Apply knee to chest stretching and hold for five (5) seconds for two (2) repetitions, and then pull and hold for five (5)
seconds.

Apply cupping and quacking to the whole leg.

Repeat to the other side

Apply bilateral knee to chest stretching and hold for five (5) seconds. Do this step for two (2) repetitions.

10 Apply bilateral palm squeezing to the whole leg with back and forth motion. Do this step for two (2) repetitions.
11 Apply cupping and quacking. Do this step for two (2) repetitions.
12 Apply pulling for two (2) repetitions.