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Objectives:
Session Objectives
Introduction
Plan Training Session is one of the six competencies to be mastered in
Trainers Methodology I (TM I). But before we focus on planning, let us have an overview
of the whole training program. In this lesson, you will learn the role as trainer or
assessor. As a trainer or assessor, you need to know what and how to teach, and how
to work effectively with others. We look forward to see you competent enough as you
study this course.
To qualify for this course, a candidate or trainee must satisfy the following
requirements:
Determine the skills and knowledge that a trainer or assessor should have
Explain required skills as a trainer and or assessor
Introduction
As you progress through this lesson, you should keep in mind the skills and
knowledge required to become a competent trainer. Remember that awareness of your
skills and capabilities will help you make informed choices.
Session Objectives
At the end of the session, you should be able to:
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 teachercentered approach); while in CBT, the learners control and manipulate the tools and
equipments with the guide of a teacher (also
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.
I.
II.
III.
IV.
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
I.
II.
2.
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.
3.
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.
4.
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.
5.
6.
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.
Principle One: The training is based on curriculum (CBC) developed from the
competency standards (CS).
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.
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.
Session Objectives
At the end of the session, you should be able to:
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.
calledAndragogy (Knowles), also known as adult education. The study came up with
the characteristics of adult learner, and they are the following:
and numeracy
(LLN) level
Cultural and
language
background
Education and
It is used as one of the basis to
general knowledge 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
Age
Learning style
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.
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.
o
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.
o
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.
o
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.
Use PART Learning Styles questionnaire to find out your trainees approach in learning.
Download #2:
Session Objectives
At the end of the session, you should be able to:
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. Preassessment 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:
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. Pretraining assessment and analysis is done prior to actual training program.
Session Objectives
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 validation 1.
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:
the
specifications
of
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 organization1. Refer to Section 2 of Training Regulations.
Defined below are the components of CS:
Unit Descriptor outlines what is done in the workplace. It clarifies scope and
intent of unit.
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.
Session Objectives
At the end of the session, you should be able to:
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.
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 qualification 2.
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:
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:
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)
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.
Session Objectives
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:
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).
2.
3.
4.
5.
6.
7.
g.
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 will help learners store information in their long-term
memory.
Sort content or topics according to:
o
known to unknown
concrete to abstract
particular to general
observations to reasoning
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.
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
Individual
Group Activities
Either Individual or
Group Activities
Purpose
To give examples, To
show task & attitudes
To enhance skills, To
provide practice
Learning Style
Visual Learns by seeing picture pages, film viewing, lecture packed with flowcharts,
the big picture
diagrams, pictures or graphs
AuditoryLearns by
listening
Read/WriteLearns by
seeing words and lists
lecture, analogies,
statistics, stories Learns
by doing
PragmatistPutting
theory into practice
ActivistHaving an
experience
reading
lecture/talks
modelling
modelling
reflective practice
self-experiential work
reflective practice
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:
2.
3.
List the required skills and knowledge and organize the content
4.
5.
6.
7.
Type
Evidence
Gathering Tool
Demonstrationuse to assess
particular skill
Performance
Criteria Checklist
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** for gathering and
interpreting evidence.
*Instruments are the specific questions or activity developed from the selected
assessment 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.
Introduction
Competency-Based Learning Materials aids in teaching and learning process.
These are self-instruction materials that help our trainees learn certain skills
independently.
Session Objectives
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.
A.
Preliminary Pages
Front page
How to use this learning material is learning guide that contains direction on
how to use the printed material.
c.
Module Content contains list of parts of learning module; known as table of
contents.
a.
b.
B.
a.
b.
c.
d.
e.
f.
g.
1.
2.
Competency Based Training (CBT) is characterized as individualized and selfpaced, 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:
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.
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 selfpaced learning, should persuade trainees to read and comprehend the material.
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).
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
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.
Criteria should be clearly stated and specific enough to provide evaluation guidelines
work quality/workmanship
Session Objectives
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.
1.
2.
3.
4.
5.
6.
7.
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.
1.
2.
3.
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/
Learning
Outcomes
4.
Nominal
Duration
(hrs)
% of
class
time for
the LO
Number
of Test
Items
Lower
LevelsRecall/
Comprehension
Higher
LevelsApplication/
Evaluation/ Synthesis
Write the Learning Outcomes on the first column, and the Nominal Hours on the second
column.
Lesson
Objectives/
Learning
Outcomes
LO1. Identify
Learner's Training
Requirements
LO2. Prepare
Session Plan
LO3. Prepare
Instructional
Materials
Nominal
Duration
(hrs)
% of
Number
class
of Test
time for Items
the LO
Lower
LevelsRecall/
Comprehension
Higher
LevelsApplication/
Evaluation/ Synthesis
LO4. Prepare
Assessment
Instruments
(Institutional)
LO5. Organize
Learning and
Teaching
Resources
5.
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/
Learning
Outcomes
Nominal
Duration
(hrs)
% of
class
time for
the LO
LO1. Identify
Learner's
Training
Requirements
4.5
11.25%
LO2. Prepare
Session Plan
13
32.50%
LO3. Prepare
Instructional
Materials
10
25.00%
LO4. Prepare
Assessment
20.00%
Number
of Test
Items
Lower
LevelsRecall/
Comprehension
Higher
LevelsApplication/
Evaluation/ Synthesis
Instruments
(Institutional)
LO5. Organize
Learning and
Teaching
Resources
6.
4.5
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 * 11.25% = 5.625
To compute manually, multiply 50 by 11.25 then divide it by 100.
50 * 11.25 = 562.5 / 100 = 5.625
Lesson
Objectives/
Learning
Outcomes
Nominal
Duration
(hrs)
% of
class
time for
the LO
Number
of Test
Items
LO1. Identify
Learner's
Training
Requirements
4.5
11.25%
5.625
LO2. Prepare
Session Plan
13
32.50%
16.25
LO3. Prepare
Instructional
Materials
10
25.00%
12.5
LO4. Prepare
Assessment
Instruments
(Institutional)
20.00%
10
Lower
LevelsRecall/
Comprehension
Higher
LevelsApplication/
Evaluation/ Synthesis
LO5. Organize
Learning and
Teaching
Resources
7.
4.5
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
Application
Synthesis
Evaluation
Define
Describe
Identify Label
List Match
Name
Outline
Select State
Distinguish Estimate
Explain Generalize
Infer Paraphrase
Predict Rewrite
Summarize
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.
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.
2.
Reliability refers to the degree to which an assessment tool produces stable and
consistent results1.
3.
Fairness refers to the state of being true or factual, and not based on trainers
preference.
2.
Choose appropriate type of test (e.g. multiple choice, true or false, matching
items etc.)
Preparing the test:
Construct the items based on the rules for the type/s chosen. Refer to the
suggested reading, pp. 9 26
Write the direction for the test and decide on the method of scoring
3.
Safety requirements
Keep the question brief, structured, and focused on one key concept
Session Objectives
At the end of the session, you should be able to:
Introduction
Areas in Competency-Based Training Facility must be organized. This planned
workshop layout makes learning activities systematize that will enable process of
information easier than expected.
Sorting the content will help learners
Competency-Based Training
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.
2.
3.
4.
5.
6.
7.
8.
9.
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.
Session Objectives
Introduction
Imagine a class where students do not know what to do, materials are
inadequate and learning area is disorganize. Would that learning activity be a success?
A trainer, once he enters the room, is assumed well-equipped and organized.
Training will be a success if the activities, materials and learning areas are carefully
planned using the Training Activity Matrix.
Session Plan
Instruction Sheets (information sheets, task sheets, operation sheets, job sheets)
Learning Guide
Competency-Based Curriculum
Procedure in Preparing Training Activity Matrix:
1.
2.
3.
4.
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.
5.
Finalize and review the Training Activity Matrix.