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THE TWO KINDS OF TEACHER OR TRAINER  One that is born to teach  The

THE TWO KINDS OF TEACHER OR TRAINER

THE TWO KINDS OF TEACHER OR TRAINER  One that is born to teach  The
 One that is born to teach  The other is the one who teach in
One that is born to teach
The other is the one who teach in order to
live
“…the „good‟ trainer … is one who has a good design and knows how to use
“…the „good‟ trainer … is one who
has a good design and knows how
to use it.”
(Showers, Joyce, and Benette)
The Plan is guide not Law.
(Carter Mcnamara, MBA, PhD)
A TVET TRAINER
A TVET TRAINER
TQ = NC + TM Where: TQ = Trainer Qualification NC = National Certification (Skills) (What
TQ
=
NC
+
TM
Where:
TQ
= Trainer Qualification
NC
= National Certification (Skills)
(What to teach?)
TM
= Trainers Methodology (Methods)
(How to teach?)
ROLE AND RESPONSIBILITY OF A TRAINER  Teacher  Facilitator  Negotiator  Coordinator  Curriculum
ROLE AND RESPONSIBILITY
OF A TRAINER
Teacher
Facilitator
Negotiator
Coordinator
Curriculum Developer
Instructional Materials Developer
Counselor
Actor
Session Planner
And many others
TRAINING DELIVERY STRATEGY  Student/Trainee Centered Delivery * Competency Based Training (CBT) * Training Cum Production
TRAINING DELIVERY STRATEGY
Student/Trainee Centered Delivery
* Competency Based Training (CBT)
* Training Cum Production
* Project Based Instruction
* Role Playing
* Group Activity
Subject Centered Delivery
* Discussion Method
* Lecture Method
WHY DO TRAINERS USE SESSION PLAN  Give the trainers an idea of where they are
WHY DO TRAINERS USE
SESSION PLAN
Give the trainers an idea of where they are and
where they are going
Give the trainers and the learners a clear idea of
what they are doing
Record the training sessions the trainers have
taken
Give the trainers a starting point if they have to
do the training again with another learner or
group of learners
Give the trainers a firm base to review their
performance
EIGHT STEPS FOR DESIGNING EFFECTIVE SESSION PLAN Step 1. Define purpose of the training and target
EIGHT STEPS FOR DESIGNING
EFFECTIVE SESSION PLAN
Step 1. Define purpose of the training and
target audience
Step 2. Determine Participants‟ Needs
Step 3. Define Training Goals and Objectives
Step 4. Outline Training Content
Step 5. Develop Instructional Activities
Step 6. Prepare the written Training Design
Step 7. Prepare Participants‟ Evaluation Forms
Step 8. Determine Follow-up Activities for the
Event

Session Plan

Session Plan a simply stated, clearly written, flexible, and individualized teacher aid for conducting a session

a simply stated, clearly written,

flexible, and individualized teacher

aid for conducting a session or module.

Session Plan a simply stated, clearly written, flexible, and individualized teacher aid for conducting a session
  • Based on the individual needs, interests and abilities

of the students

  • Formatted according to the goals, needs and

style of the teacher

Elements of a Session Plan

  • Industry Sector

  • Qualification Title and Level

  • Unit of Competency

  • Module Title

  • Learning Outcomes

Elements of a Session Plan  Industry Sector  Qualification Title and Level  Unit ofM odule Title  L earning Outcomes  I ntroduction  L earning Activities  A ssessment Plan " id="pdf-obj-9-22" src="pdf-obj-9-22.jpg">
  • Introduction

  • Learning Activities

  • Assessment Plan

Elements of a Session Plan  Industry Sector  Qualification Title and Level  Unit ofM odule Title  L earning Outcomes  I ntroduction  L earning Activities  A ssessment Plan " id="pdf-obj-9-37" src="pdf-obj-9-37.jpg">

Learning Outcomes

  • statements of

what the student should be able to do after

completing the module.

Learning Outcomes  statements of what the student should be able to do after completing the
Learning Outcomes  statements of what the student should be able to do after completing the

Learning Outcomes

Learning Outcomes It should be:  Expressed using action verbs so that they are measurable andm o d u l e o f i n s t r u c t i o n s in the competency-based curriculum. " id="pdf-obj-11-4" src="pdf-obj-11-4.jpg">

It should be:

  • Expressed using action

verbs so that they are measurable and

observable.

Learning Outcomes It should be:  Expressed using action verbs so that they are measurable andm o d u l e o f i n s t r u c t i o n s in the competency-based curriculum. " id="pdf-obj-11-41" src="pdf-obj-11-41.jpg">
Learning Outcomes It should be:  Expressed using action verbs so that they are measurable andm o d u l e o f i n s t r u c t i o n s in the competency-based curriculum. " id="pdf-obj-11-43" src="pdf-obj-11-43.jpg">

Introduction

  • part of the session plan that intends to motivate the student to learn.

It will acquaint the student on what he/she is:

  • going to learn in the

Introduction  part of the session plan that intends to motivate the student to learn. It

module,

  • why it is important,

  • how it relates to what has already been learned.

Introduction  part of the session plan that intends to motivate the student to learn. It
Introduction  part of the session plan that intends to motivate the student to learn. It

Introduction

The key points to be discussed are:

. How often the task is performed,

How critical it is to job performance,

Introduction The <a href=k e y points to be discussed are:  . How often the task is performed,  How critical it is to job performance,  How dangerous it may be if not done correctly, and  Other job-related reasons Keep it brief and to the point. " id="pdf-obj-13-16" src="pdf-obj-13-16.jpg">

How dangerous it may be if not done correctly, and

Other job-related reasons

Keep it brief and to the point.

Introduction The <a href=k e y points to be discussed are:  . How often the task is performed,  How critical it is to job performance,  How dangerous it may be if not done correctly, and  Other job-related reasons Keep it brief and to the point. " id="pdf-obj-13-27" src="pdf-obj-13-27.jpg">

Learning Activities

  • actions the student

will do to achieve the

learning outcome stated in the module of instruction.

Learning Activities  actions the student will do to achieve the learning outcome stated in the
  • gives the student

his or her own individual

teacher‟s aide

Learning Activities  actions the student will do to achieve the learning outcome stated in the
Learning Activities  actions the student will do to achieve the learning outcome stated in the
Learning Activities  actions the student will do to achieve the learning outcome stated in the

Elements of the Learning

Activities

  • Learning Content

  • Essential Events

  • Presentation

Elements of the Learning Activities  L earning Content  E ssential Events Presentation Practice Feedback
  • Practice

  • Feedback

  • Learning Resources

  • Time (optional)

Elements of the Learning Activities  L earning Content  E ssential Events Presentation Practice Feedback
Elements of the Learning Activities  L earning Content  E ssential Events Presentation Practice Feedback

Learning Content

Learning Content the learning elements to be covered in the learning outcome. In identifying the learnings k i l l s and/or attitudes to be covered.  Present the learning content in small „chunks‟ of information.  Arrange the learning contents logically. " id="pdf-obj-16-4" src="pdf-obj-16-4.jpg">

the learning elements to be covered in the learning outcome.

In identifying the learning contents:

  • Summarize the knowledge, skills and/or attitudes to be covered.

Learning Content the learning elements to be covered in the learning outcome. In identifying the learnings k i l l s and/or attitudes to be covered.  Present the learning content in small „chunks‟ of information.  Arrange the learning contents logically. " id="pdf-obj-16-21" src="pdf-obj-16-21.jpg">
  • Present the learning content in

Learning Content the learning elements to be covered in the learning outcome. In identifying the learnings k i l l s and/or attitudes to be covered.  Present the learning content in small „chunks‟ of information.  Arrange the learning contents logically. " id="pdf-obj-16-26" src="pdf-obj-16-26.jpg">

small „chunks‟ of information.

  • Arrange the learning contents

logically.

Learning Content the learning elements to be covered in the learning outcome. In identifying the learnings k i l l s and/or attitudes to be covered.  Present the learning content in small „chunks‟ of information.  Arrange the learning contents logically. " id="pdf-obj-16-36" src="pdf-obj-16-36.jpg">
Learning Content the learning elements to be covered in the learning outcome. In identifying the learnings k i l l s and/or attitudes to be covered.  Present the learning content in small „chunks‟ of information.  Arrange the learning contents logically. " id="pdf-obj-16-38" src="pdf-obj-16-38.jpg">

Essential Events of the Learning Activities

Essential Events of the Learning Activities The Learning Activities for Each LO Must Ensure That: Activities

The Learning Activities for Each LO Must Ensure That:

Activities and Resources to Achieve This:

 

First,

Reading Textbooks, references, manuals

The student is presented some

Viewing slides, films, film strips

instruction appropriate for the LO.

(Presentation)

Listening to tapes Observing an advanced students

Then,

Then,

 

The student is provided an opportunity to practice or apply the same knowledge or skill that was presented.

Solving typical problems Critiquing case studies Hands-on practice of a skill Answering questions

 
(Practice)

(Practice)

Elements of the Learning Activities

(Cont.)

The Learning Activities for Each LO Must Ensure That:

Activities and Materials to Achieve This:

 

Finally,

Checking answers with answer key

The student is given immediate

Checking finished product or

checklist.

feedback on the success of that practice and is helped in correcting it if needed.

procedure with detailed

(Feedback) • Having instructor or experienced student evaluate product or critique
(Feedback) • Having instructor or experienced student evaluate product or critique

(Feedback)

Having instructor or experienced student evaluate product or critique

 

performance.

Elements of the Learning Activities (Cont.) The Learning Activities for Each LO Must Ensure That: Activities

Sample Learning Activities

  • Two learning activities for presentation of

instruction

Sample Learning Activities  Two learning activities for presentation of instruction Learning Outcome [ 2 ]:

Learning Outcome [ 2 ]: Grind valves

Learning Activities:

Presentation

Learning Outcome [ 2 ]: Grind valves Learning Activities: Presentation 1. Read pages 214-217 in your

1. Read pages 214-217 in your textbook to identify steps required to grind valves.

  • 2. Refer to manufacturer‟s manual for

specs of valves you are working on.

Learning Outcome [ 2 ]: Grind valves Learning Activities: Presentation 1. Read pages 214-217 in your

Practice

Feedback

3. Grind the valves you have been assigned. 4. Have instructor check your work.
3. Grind the valves you have been
assigned.
4. Have instructor check your work.
Sample Learning Activities  Two learning activities for presentation of instruction Learning Outcome [ 2 ]:

Sample Learning Activities

  • A single learning activity for presentation of instruction and practice

Learning Outcome [ 1

Practice

Learning Activities:

Learning Outcome [ 1 Practice Learning Activities:

Grind the valves you have been assigned.

]: Calibrate oscilloscope.

3.

 

1. While Viewing slide-tape segment A-16,

Have instructor check your work.

 

calibrate oscilloscope at your station.

 
  • 4.

Feedback

Presentation and

Practice

Learning Outcome [ 1 Practice Learning Activities: Grind the valves you have been assigned. ]: Calibrate
Learning Outcome [ 1 Practice Learning Activities: Grind the valves you have been assigned. ]: Calibrate

Feedback

 

2.

Check your calibration using Self-Check

1, then have lab assistant check your

 

calibration.

Sample Learning Activities  A single learning activity for presentation of instruction and practice Learning Outcome

Sample Learning Activities

  • A single learning activity for practice and feedback

Learning Outcome [ 3

Practice

Learning Activities:

Learning Outcome [ 3 Practice Learning Activities:

Grind the valves you have been assigned.

]: Spray vertical panel.

3.

Feedback

Presentation

Learning Outcome [ 3 Practice Learning Activities: Grind the valves you have been assigned. ]: Spray
 

1. Carefully view and listen to video tape No.

Have instructor check your work.

14 to identify the procedure for spraying

vertical panel.

  • 4.

Learning Outcome [ 3 Practice Learning Activities: Grind the valves you have been assigned. ]: Spray

Practice and

Feedback

 

2.

With your instructor present, practice

 

spraying vertical panels 1 and 2 set up in

shop.

Sample Learning Activities  A single learning activity for practice and feedback Learning Outcome [ 3

Tips in Preparing the Learning Activities

  • Every learning outcome should have learning activities.

  • The learning activities must allow the student to be:

Tips in Preparing the Learning Activities  Every learning outcome should have learning activities.  Thel e a r n i n g a c t i v i t i e s must allow the student to be: presented with some instruction; provided with opportunity to practice; and provided with immediate feedback on the practice.  The learning activities must be arranged in a sequential manner.  The learning activities must be developed in a manner that would serve as an individual teacher‟s aide for the student. " id="pdf-obj-22-29" src="pdf-obj-22-29.jpg">
presented with some instruction;

presented with some instruction;

provided with opportunity to practice; and

provided with opportunity to practice; and

provided with immediate feedback on the practice.

provided with immediate feedback on the practice.

  • The learning activities must be arranged in a

sequential manner.

sequential manner.

  • The learning activities must be developed in a

manner that would serve as an individual teacher‟s

aide for the student.

Tips in Preparing the Learning Activities  Every learning outcome should have learning activities.  Thel e a r n i n g a c t i v i t i e s must allow the student to be: presented with some instruction; provided with opportunity to practice; and provided with immediate feedback on the practice.  The learning activities must be arranged in a sequential manner.  The learning activities must be developed in a manner that would serve as an individual teacher‟s aide for the student. " id="pdf-obj-22-65" src="pdf-obj-22-65.jpg">

Learning Resources

the things the student will use when carrying out the instructions outlined in the

Learning Resources the things the student will use when carrying out the instructions outlined in thep r e s e n t i n s t r u c t i o n , and for practice and feedback. " id="pdf-obj-23-6" src="pdf-obj-23-6.jpg">

learning activities.

Learning Resources the things the student will use when carrying out the instructions outlined in thep r e s e n t i n s t r u c t i o n , and for practice and feedback. " id="pdf-obj-23-10" src="pdf-obj-23-10.jpg">
Learning Resources the things the student will use when carrying out the instructions outlined in thep r e s e n t i n s t r u c t i o n , and for practice and feedback. " id="pdf-obj-23-12" src="pdf-obj-23-12.jpg">
Learning Resources the things the student will use when carrying out the instructions outlined in thep r e s e n t i n s t r u c t i o n , and for practice and feedback. " id="pdf-obj-23-14" src="pdf-obj-23-14.jpg">

Learning resources can be

and for practice and feedback.

Types of Learning Resources for the

Presenting Instruction

Types of Learning Resources for the Presenting Instruction Resources Used to Present Print Materials • Textbooks,

Resources

Used to Present

 

Print Materials

Textbooks, references,

Facts, concepts, terms, background

etc.

information, principles, and actual

steps in performing tasks if written well

and illustrated.

Technical, shop, and

Step-by-step procedure for performing

manufacturer‟s manuals

task using specific make or model of a

product, tool or equipment.

product, tool or equipment.

Magazines, journals,

Leaders, current issues, and trends in

trade publications,

occupation; new advances in

pamphlets, and

technology; career awareness.

periodicals

Instructor-developed

Anything for which other resources

“Instruction Sheets”

“Instruction Sheets”

cannot be located.

Types of Learning Resources for

Types of Learning Resources for Presenting Instruction Resources Used to Present Non-Print Materials • Still visuals

Presenting Instruction

Resources

 

Used to Present

 

Non-Print Materials

Still visuals (with & without

Step-by-step procedure in

sound), slides, film strips, flip

performing task; interior parts or

charts, photograph

 

construction of devices, close-up

 

shots; color.

Motion visuals (with &

Complex tasks where motion and

without sound)- 16mm,

without sound)- 16mm,

sequence are critical; speed up or

8mm, film loops &

 

slow down time.

cartridges, video tape,

video discs

Cassette tapes,

reel-to-reel

Recordings of specialized sounds

tapes, records, and language

tapes, records, and language

or noises; pronunciation of words.

machines

Types of Learning Resources for

Presenting Instruction

Types of Learning Resources for Presenting Instruction Resources Used to Present Human Resources • Instructor, aide,

Resources

Used to Present

Human Resources

Instructor, aide, tutor or

Live demonstration of skills or

advanced student

presentation of knowledge for

which no learning resource is yet

available.

Resources Used to Present Human Resources • Instructor, aide, tutor or • Live demonstration of skills
Types of Learning Resources for Presenting Instruction Resources Used to Present Human Resources • Instructor, aide,

Selecting and Referring the Student to

Print Materials

  • Refer to the exact page, sections, or paragraph to read.

  • Have the students read only what is essential to the LO.

• Read “Pressing Issues in Nursing” on page 101 in Nursing

Magazine (Vol. XXI, No. 2) to identify some of the major

issues facing nurses today.

  • If particularly important, tell the students in the learning activity to pay particular attention to certain

Selecting and Referring the Student to Print Materials  Refer to the exact page, sections, or
Selecting and Referring the Student to Print Materials  Refer to the exact page, sections, or

paragraphs, terms, figures, tables,.

Read pages 72-74 (Begin with section on “Installing

Hinges”) in Carpentry Today, to identify the specific steps in

installing hinges on interior doors. Pay close attention to

Figure 17-2 through 17-9.

Selecting and Referring the Student to Print Materials  Refer to the exact page, sections, or

Selecting and Referring the Student to

Print Materials

  • Tell the student where to find the resource if it is an

Selecting and Referring the Student to Print Materials  Tell the student where to find the

out-of-the-way place.

Read the following describing attitudes important in handling

complaints:

a. Textbook paragraphs 23.2-23.5.

b. Your Future in Retailing, pp. 89-91, on reserve in the

library.

Selecting and Referring the Student to Print Materials  Tell the student where to find the
Selecting and Referring the Student to Print Materials  Tell the student where to find the

Presenting More Than One Resources for the Same Instruction

When more than one resources is available that present basically the same instruction, give the student a choice. Use “or” instead of “and” in the learning guide.

Read Instruction Sheet 2 or view filmstrip B-06, describing how to

pull wire through conduit.

Presenting More Than One Resources for the Same Instruction When more than one resources is available

Read one of the following to find out how to compute missing

• Read one of the following to find out how to compute missing values of resistance:

values of resistance:

  • a. Textbook, pp. 183-194, or

  • b. Workbook, Section E-12

View film “Completing Log Book” or read FTC Bulletin 1248,

describing how to complete your daily log book.

Resources Used for

Practice and Feedback

Resources Used for Practice and Feedback Resources for Practice Resources for Feedback Skill Learning Outcome •

Resources for Practice

Resources for Feedback

Skill Learning Outcome

Tools and Instrument

Instructor, advanced students,

Materials and Supplies

or aid to observe performance

Equipment

or evaluate finished product

Customers

Self-Check for evaluating

Patrons

student‟s own work

Projects

Checklist or rating scale in

Trainers

books or other sources for

Simulators

checking work

Mock-ups

Field assignment

Resources for Practice Resources for Feedback Skill Learning Outcome • Tools and Instrument • Instructor, advanced

Resources Used for

Practice and Feedback

Resources Used for Practice and Feedback Resources for Practice Resources for Feedback Knowledge Learning Outcome •

Resources for Practice

Resources for Feedback

Knowledge Learning Outcome

Self-Checks containing

Answer key or solutions to

questions, problems, case

compare answers with

studies, situations, activities, or

other assignments

Instructor checking answers or

assignment

• Review questions and

Review questions and

Instructor quizzing student or

critiquing report

problems in books

Oral quizzes

Role playing

Resources Used for Practice and Feedback Resources for Practice Resources for Feedback Knowledge Learning Outcome •

Self-Checks

Learning resources that:

  • help student practice the instructions presented

  • provide immediate feedback on how they are doing without having to

Self-Checks Learning resources that:  help student practice the instructions presented  provide immediate feedback on

wait for the instructor.

Self-checks can be knowledge or skill.

Self-Checks Learning resources that:  help student practice the instructions presented  provide immediate feedback on
Self-Checks Learning resources that:  help student practice the instructions presented  provide immediate feedback on

Examples of

Knowledge Self-Check

Examples of Knowledge Self-Check Learning Outcomes Self-Check Problems or Questions • Compute tax on • List

Learning Outcomes

Self-Check Problems or Questions

Compute tax on

List totals of typical purchases and

purchases.

various tax rates and have students

compute the tax.

Explain operation of

Give students a series of questions

four-stroke engine.

on the operation of the engine.

Learning Outcomes Self-Check Problems or Questions • Compute tax on • List totals of typical purchases

Identify parts and their

Give students a diagram with each

functions.

part numbered and a list of part

names and functions for them to

match up.

Examples of Knowledge Self-Check Learning Outcomes Self-Check Problems or Questions • Compute tax on • List
Examples of Knowledge Self-Check Learning Outcomes Self-Check Problems or Questions • Compute tax on • List

Assessment Plan

- Indicates the method of assessing the achievement of the learning outcome.

- Assessment may be:

  • Formative progress checks for

Assessment Plan - Indicates the method of assessing the achievement of the learning outcome. - <aA s s e s s m e n t may be:  Formative – progress checks for every learning outcome of the module.  Summative – progress checks given at the end of a module. " id="pdf-obj-34-24" src="pdf-obj-34-24.jpg">

every learning outcome of the module.

  • Summative progress checks given at the end of a module.

Assessment Plan - Indicates the method of assessing the achievement of the learning outcome. - <aA s s e s s m e n t may be:  Formative – progress checks for every learning outcome of the module.  Summative – progress checks given at the end of a module. " id="pdf-obj-34-34" src="pdf-obj-34-34.jpg">

Assessment Plan

In preparing the assessment task, indicate the:

  • Testing condition

  • Type of assessment

Assessment Plan In preparing the assessment task, indicate the:  Testing condition  Type of assessment
  • Type of evidence

Assessment Plan In preparing the assessment task, indicate the:  Testing condition  Type of assessment

Assessment Plan

Example:

Project Method: Given a blue print, fabricate a step shaft. The performance will include:

  • Facing

  • Cylindrical turning

Assessment Plan Example : Project Method: Given a blue print, fabricate a step shaft. The performance

Before commencing with the project, prepare a work plan using the form provided to be checked by the instructor. The finished project will be submitted for assessment.

Assessment Plan Example : Project Method: Given a blue print, fabricate a step shaft. The performance
Assessment Plan Example : Project Method: Given a blue print, fabricate a step shaft. The performance

A. Identify Learners Training Requirements

1. Curriculum document is reviewed and

analysed

  • 2. Current competencies of target group are determined

    • 3. Competencies required to be attained are compared with the current

A. Identify Learners Training Requirements 1. Curriculum document is reviewed and analysed 2. Current competencies of

competencies of target group

  • 4. Results of comparison is used to determine training requirements

  • 5. Training requirements are validated with the appropriate people

A. Identify Learners Training Requirements 1. Curriculum document is reviewed and analysed 2. Current competencies of

B. Prepare Session Plan

1. Training delivery nodes, program goals, outcomes, performance and

underpinning knowledge requirements are identified

  • 2. Training methods are designed that address the required competencies

    • 3. Sequence of training activities is

B. Prepare Session Plan 1. Training delivery nodes, program goals, outcomes, performance and underpinning knowledge requirements

determined the competencies to be achieved

  • 4. Resources to support learning are identified

  • 5. Session plan is finalised to required

B. Prepare Session Plan 1. Training delivery nodes, program goals, outcomes, performance and underpinning knowledge requirements

format

C. Prepare Basic Instructional Materials

C. Prepare Basic Instructional Materials 1. Basis instructional materials are prepared that are focused on a

1. Basis instructional materials are prepared that are focused on a key concept or idea related to the work activity under consideration 2. The text and illustrations are prepared that are clear, legible and appropriate

C. Prepare Basic Instructional Materials 1. Basis instructional materials are prepared that are focused on a

for the trainees 3. Language, style and format of the materials are appropriate to the trainee’s characteristics and needs

C. Prepare Basic Instructional Materials 1. Basis instructional materials are prepared that are focused on a

D. Organized Learning and Teaching Resources

1. Resources required for training are checked for availability 2. Appropriate training locations are

identified and arranged

  • 3. Resource requirements are documented and access is arranged in accordance with

organization’s procedures and appropriate

D. Organized Learning and Teaching Resources 1. Resources required for training are checked for availability 2.

staff

  • 4. Training sessions are designed to measure participants progress towards the program goals

  • 5. Sequence and timing of the training sessions are documented.

D. Organized Learning and Teaching Resources 1. Resources required for training are checked for availability 2.