Plan Training Session holder of National TVET Trainer Certificate Level

I (NTTC I) 2. A Trainer is an Assessor; an

Assessor is a Trainer 3.
Unit 1: Introduction to Trainer's To qualify for this course, a candidate or trainee
Methodology must satisfy the following requirements:

Lesson 1: Who is Trainer and/or  Graduate of baccalaureate degree or

Assessor? equivalent in training or experience
along the field of Technical Vocational
Introduction Education and Training
 Certified at the same or higher NC Level
Plan Training Session is one of the six in the qualification that will be handled
competencies to be mastered in Trainers (for technical trainers)
 Able to communicate orally and in writing
Methodology I (TM I). But before we focus on
 Physically fit and mentally healthy
planning, let us have an overview of the whole
 Proficient in quantitative and qualitative
training program. In this lesson, you will learn the
role as trainer or assessor. As a trainer or assessor, analysis
 Proficient in verbal reasoning
you need to know what and how to teach, and how
to work effectively with others. We look forward 1
to see you competent enough as you study this   TESDA Circular No. 14 Series of 20112  TESDA Circular
course. No. 14 Series of 20113  TESDA Circular No. 13 Series of
2011
Trainee’s Entry Requirements
Lesson 2: Competencies of a
It is expected that you will be a Trainer and/or
Assessor as you finish this course, Trainers Trainer and/or Assessor
Methodology I (TM I).
Objective
What is a TVET Trainer? 
At the end of the session, you should be able to:
TVET Trainer is a professional who enables a
learner or a group of learners to develop  Determine the skills and knowledge
competencies to performing a particular trade or that a trainer or assessor should have
technical work. Towards this end, a TVET Trainer  Explain required skills as a trainer and
may assume various roles such as training or assessor
facilitator, competency assessor, training designer,
developer or training supervisor 1.
What is a Trainer / Assessor? 
Introduction

As you progress through this lesson, you should

From the Training Regulation, a Trainer is a keep in mind the skills and knowledge required to
person who enables group of learners to develop become a competent trainer. Remember that
competencies toward performing a particular trade awareness of your skills and capabilities will help
or technical work while an Assessor is an you make informed choices.
individual accredited and authorized to evaluate or
assess competencies of a candidate applying for Basic and Core Competencies
certification or any one of the purpose of
assessment. Listed are the knowledge, skills, and attitudes
required of Trainers Methodology (TM) Level I 1:
Trainer/Assessor is at least NC II holder and who Basic Competencies (or skills and knowledge
has achieved all the required units of competency that everyone needs for work):
identified in the Trainers Methodology Level I
(TM Level I) under the PTTQF. He is also a  Lead workplace Communication
1
 Apply math and science principles in Getting the idea on structure and principles
technical training embedded in training is important before
Apply environmental principles and designing a session plan. Do you know how to
advocate conservation teach a Technical-Vocational Education and
Utilize IT applications in technical training Training (TVET) program? That will be the focus
Lead small teams of today’s lesson.
Apply work ethics, values and quality
The framework in teaching skill-based lesson is
principles
called Competency Based Training (or CBT). It
Work effectively in vocational education
focuses on skills development that is why its
and training
approach differs from the traditional education.
Foster and promote a learning culture
Ensure a healthy and safe learning In traditional education, the teacher controls the
environment environment (or called teacher-centered
Maintain and enhance professional approach); while in CBT, the learners control and
practice manipulate the tools and equipments with the
Develop and promote appreciation for guide of a teacher (also known as student-centered
cost-benefits of technical training approach).
Develop and promote global understanding
of labor market In addition to that, learners are not compared
among each other, instead their skills are
Core Competencies (or specific skills and compared against the norms or standard set by the
knowledge needed in TM1): industry. The training is also self-paced; an
example of this is when the trainer allows the
Plan training sessions students to study the materials & practice the skill
Facilitate learning sessions on their own. Lastly, the focus of CBT is on the
Supervise work-based learning outcome or the end product.
Conduct competency assessment
Maintain training facilities CBT Terminologies
Utilize electronic media in facilitating
training The need to understand commonly used
terminologies is important before starting this
1
 Training Regulation Framework courseware. Comprehending these terminologies
will empower you to understand easily the next
lessons.
Lesson 3: Competency-Based
Training (CBT)  Knowledge is the cognitive representation
of ideas, events, activities or tasks
derived from practical or professional
Objectives experience as well as from formal
instruction or study, e.g. memory,
At the end of the session, you should be able to: understanding, analysis 1.

 Skill refers to the acquired and practiced

 Define commonly used Competency- ability to carry out a task or job 2.
Based Training terminologies
 Explain ten principles of  Competency, as used in TESDA, is a) the
Competency-Based Training application of knowledge, skills and
 Differentiate traditional education attitude required to complete a work
with Competency-Based Training activities to the standard expected in the
workplace 3; or b) the possession and
Introduction application of knowledge, skills and
attitudes to the standard of performance
required in the workplace 4. 
2
 I. Basic Competency – skills
The 4 dimensions of competency that and knowledge that everyone
describes aspect of work performance needs for work
are 5:
II. Common Competency –
I. Task Skills – undertaking a skills and knowledge needed
specific workplace task by people working in a
particular industry
II. Task Management Skills –
managing a number of III. Core Competency – specific
different tasks to complete the skills and knowledge needed
entire work activity in a particular area of work-
industry sector/occupation/job
III. Contingency Management role
Skills – responding to
problems, irregularities and  Competency-Based Training (CBT) is a
breakdown in routine when system by which the student is trained
undertaking the work activity on the basis of demonstrated ability
rather than on that of elapsed time 7.
IV. Job/Role Environment
Skills – dealing with the CBT includes:
responsibilities and I. Competency-Based
expectations of the work Curriculum (CBC) is the
environment when specification for a course or
undertaking a work activity subject (module) which
describes all the learning
Competency Standard are industry- experience a student or learner
determined specification of undergoes. It specifies
competencies required for effective outcomes which are consistent
work performance. They are expressed with the requirements of the
as outcomes and they focus on work workplace as agreed through
place activity rather than training or industry or community
personal attributes, and capture the consultations.8
ability to apply skills in new situations
and changing work organization 6. II. Competency-Based Learning
Material (CBLM)refers to the
Recognition of Prior Learning (RPL) is print and non-print
the acknowledgement of an individual’s instructional media used as
skills, knowledge and attitudes gained guide in learning workplace
from life and work experiences outside activities.
registered training programs 7.
1
 CEDEFOP 2008, Europe2 RA 7796/TESDA
Qualification is cluster of units of Law3 Procedures Manual on TR
competency that meets job roles and is Development4 Guidelines on Assessment and
significant in the workplace. It is also a Certification under the Philippine TVET
certification awarded to a person on Competency Assessment and Certification System
successful completion of a course and/or – PTCACS5 CBT Primer6 Training Regulations
in recognition of having demonstrated Framework7 ILO8 Quality Procedures Manual –
competencies relevant to an industry 7.  CBC Development

It has three components: Delivery of Competency-Based Training

(CBT)

3
The flow of CBT differs from the traditional must have enough units of competencies
education approach. To see the big picture is (or has completed all the modules). If
important before planning a session plan. Below is the trainee doesn’t have enough units of
the CBT delivery framework: competencies, he will then select
another unit of competency, and repeat
1. Trainee enters the program. Trainer the competency-based training process.
conducts pre-training assessment to
identify learner’s training needs.
Orientation of CBT program
on Recognition of Prior Learning
(RPL) and roles of trainer & trainee
follows.

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

Ten (10) Principles of CBT
trainee studies the module by doing the
following learning activities (in any Competency-Based Training delivery anchors in
order): review learning package, view its principles. These ten (10) principles of CBT
multimedia materials, use manuals, serves as ground rules for trainers and trainees.
observe demonstration, practice skills in Memorize, apply and promulgate the listed
workshop, and receive assistance and principles below:
advice.
 PrincipleOne: The training is based on
curriculum (CBC) developed from the
4. While the trainee practices the skill, the
competency standards (CS).
trainer observes and records the
performance on the Progress Chart.
Student will attempt the task until he
masters the skill with the help of
 PrincipleTwo: Learning is competency-
trainer’s immediate and constructive
based or modular in structure.
feedback.

5. Once the trainee determines by himself

that he is competent to do the skill, he
 PrincipleThree: Training delivery is
will call the attention of trainer. The
individualized and self-paced.
trainer will observe and rate the
performance based on the Performance
Criteria Checklist and will record the
result on the Achievement Chart. If the
 Principle
Four: Training is based on work
skill is satisfactorily performed, he will
that must be performed.
then select another unit of competency.
If the skill is not satisfactorily
performed, the trainee will study again
the module.
 Principle Five: Training materials are
directly related to the competency
6. To exit the training program, trainee
standards and the curriculum modules.
must satisfactorily perform the skill and
4
  Determine adult learners’
characteristics
 Principle Six: Assessment is based on the
collection of pieces of evidence of the Introduction
performance of work to the industry
required standard. Competency-Based Training without planning and
without determining trainees’ characteristics will
lead to an unsuccessful session plan.

 Principle Seven: Training is based both It is a must for us teachers to know our students –
on and off the job components. 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
 Principle Eight: The system allows their training needs.
Recognition of Prior Learning (RPL)
and or current competencies. 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
 Principle Nine: Training allows multiple this lesson.
entries and exit in the training program.
Understanding Adult Learners

Before we determine trainees’ characteristics, we

 Principle Ten: Approved training first need to understand our trainees as adult
programs are nationally accredited. learners. Our training is learner-centered; hence, it
Programs of each institution or training is essential to know them first.
center are registered with UTPRAS
(Unified TVET Program Registration Our training enables adult learners attain skills for
and Accreditation System). 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.
Now it is your turn to refresh memory on how
your teacher taught you and compare it to how Understanding how adults learn will also enable
Competency-Based Training works. How will you the trainer to think of teaching strategies that
teach skill-based session? Does it have any focused on adults. This is based on the theory
difference? Will you make that change for the called Andragogy (Knowles), also known
better? Get a paper and take down notes on its as adult education. The study came up with the
differences. characteristics of adult learner, and they are the
following:
Lesson 1: Determining  Adults are autonomous & self-directed.
Trainee’s Characteristics  Adults bring life experiences & knowledge
to learning experiences.
Objectives  Adults are goal-oriented.
 Adults are relevancy-oriented.
At the end of the session, you should be able to:  Adults are practical.
 Adults like to be respected.

 Identify learners’ characteristics and Here is a best scenario on how to apply this
learning styles for trainees’ profile theory: The trainer enters a class consisting of
5
adult learners. They are all different in terms of language cultural background and
age, educational background, gender etc., but they background language abilities. You
all have one thing in common - they are all adult should take into account
learners. A trainer, on his conscious state, will inappropriate activities
then use strategies to meet the needs of adult because of culture and
learners. language.
A best example of strategy especially in Education and It is used as one of the
developing working with teams is the use general basis to gauge learner’s
of Situated Learning Experience (SLE). It knowledge cognitive capacity. It can
would be a very good application of adult learning also be of help in
principles since they are given specific instruction deciding what speaking
to achieve and explore solution and course of pitch and rate of voice to
actions to attain it. use for each session.

An example is the creation of a tallest tower using Gender It can influence your
limited supply of materials. In this SLE, the goal plan if there are activities
is to make the highest tower. The devising of that have demonstration,
strategies and trying it out—gives adult learners role play and so on.
autonomy and direct their own learning, and it Age Age can alter the plan
also allows the students to bring in their previous depending on what is
experiences and knowledge. When participants are being delivered, how
asked to give their insights on their SLE and at what pace.
experience, this allows learners to give respect to
their classmates, as the application of insights Learning style Awareness on their
becomes practical and self-motivating. learning style could aid
on what training
Note that the methods and strategies we construct, method/s to use. You
consciously and unconsciously, should meet the could classify them as
needs of our adult learners, and will surely make auditory, visual,
an effective transfer of learning. kinesthetic, pragmatist,
activist, reflector and
Establishing Trainee’s Characteristics theorist learners.

In completing the trainee’s profile, we need to

know the characteristics essential in
How Learners Learn?
individualizing the session plan. Below are the
essential trainee’s characteristics the trainer needs
A trainer is about to teach a group of students.
to gather:
Then he has collected data for trainee’s
characteristics but the problem is he hasn’t
Characteristics What does it mean to assessed the students learning style to complete
of Learners the plan? the trainee’s profile.
Language, These greatly affect the
What is learning style? Learning style is one’s
literacy and training method you can
own way of learning new information and ideas. It
numeracy (LLN) use, as well as activities
will give us an idea on how a person receive and
level and task suitable for
transfer information.
each session. You
should be prepared for Suggested learning styles are VARK Learning
different LLN levels and Style Model and PART Learning Styles. Feel free
must have different to choose between the two in determining
resources. trainees’ learning style/s.
Cultural and Be aware of different
6
 Visual,
Auditory, Read/Write and or put together theory and
Kinesthetic (VARK) Learning Style practice as they perceive
Model information abstractly and
process it actively. They
always think problems and
opportunities as challenges.
Everyone learn differently since we all
have preferred way to absorb, o Activists ‘having an
comprehend and retain new information. experience’ or ’needs to do’
Activists put together
experience and application as
they perceive information
VARK Learning styles, as proposed by concretely and process it
Fleming and Mills (1992), is a model actively. They would likely
that describes how a person takes-in and tackle problems by
gives-out information while learning. brainstorming. Activists learn
These learning styles are visual (learns by trial and error, & by self-
best by seeing graphs, charts, and other discovery method.
symbols), auditory (learns best by
listening), read/write (learns best by o Reflectors ‘reflecting on it’ or
reading text-based information) and ’needs time to think over
kinesthetic (learns best by doing). information’ Reflectors
integrate or put together
experience within oneself as
they perceive information
Use VARK Learning Style self- concretely and process it
assessment questionnaire as a tool in reflectively. They learn by
determining your trainees’ learning listening and sharing ideas.
style/s. Note that a trainee can have one
or more learning styles. 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
 PART Learning Styles
abstractly and process it
reflectively. They learn by
thinking through ideas.
Another model is PART Learning
Styles. It is developed by Honey &
Mumford but the idea originated from
Use PART Learning Styles questionnaire to find
Kolb’s Learning Style Model. 
out your trainees’ approach in learning.

Lesson 2: Pre-Training
The four learning styles are:
Assessment and Analysis
o Pragmatists ‘putting theory
into practice’ or ’needs to Objectives
know how to apply the
information in real world’ At the end of the session, you should be able to:
Pragmatist tends to integrate
7
  Describe pre-training assessment and through evaluation of his or her records of
training needs analysis achievement 2.
 Realize the importance of having pre- You can confirm the authenticity of evidence of
training assessment before starting the competency by:
session
 Disengage current competency from  Calling or asking personally the
the skills required to determine signatories and confirm the information
training gap listed in the certificate of
award/employment.
Introduction  Calling or visiting the workplace where
projects are done.
“In differentiated classroom, teachers begin where
students are, not the front of a curriculum guide”. Pre-Test or Diagnostic Test is a type of
– Carol Ann Tomlinson, 1999. As quoted by formative assessment that involves collecting
Tomlinson, we start our session based on our pre- evidence to diagnose or identify a training need or
assessment, not in Competency Based performance problem. (NVSC Handbook) Prepare
Curriculum. Pre-assessment evaluates trainee’s the pre-test/diagnostic test according to the
knowledge, skills, strengths and weaknesses prior guidelines written in the lesson ‘Preparing
to teaching. Assessment Instruments’.

An assessor can use the portfolio assessment and

Pre-Training Assessment pre-test results as a source of evidence and a tool
for verifying learner’s current competency and
Pre-Training Assessment is conducted to prior learning. Pre-training assessment and
recognize current competency (RCC) and analysis is done prior to the actual training
recognition of prior learning (RPL). This program.
assessment is done before the training starts.
Listed are reasons why it is needed:
1
 www.tesda.gov.ph2 TESDA Circular no. 23, s.
It allows us to see their mastered
2008 – Implementing Guidelines on PTQCS
competencies.
It serves as a point of reference in
assessing our trainees. Determining Training Gap
It gives student quick look at the future
Determining Training Gap through Training
lesson.
Needs Analysis (TNA)
Pre-Training Assessment can be done either of the Under the CBT approach, each learner is assessed
following: to find the gap between the skills they need (as
described in the Training Package) and the skills
Learners’ assess themselves using the self-
they already have. The difference between the two
assessment guide
is called the training gap.
A trainer assesses learners’ previous
experience through portfolio assessment Skills Required* – Current Skills** = Training
The trainer assesses learners’ skills and Gap = Training Needs
knowledge through pre-test or
diagnostic test ‘Skills Required’ refers to the competencies listed
in the competency standards and specified by the
Self-Assessment Guide is a pre-assessment tool industry; On the other hand, ‘Current Skills’
to help the candidate and assessor determine what referred to as validated competencies gathered in
evidence is available, when gaps exist, including the pre-training assessment.
readiness for assessment 1.
Portfolio Assessment refers to the process of A training program is then developed to help the
determining whether an applicant is competent learner acquire the skill deficiency.
Therefore,Self-Assessment Guide (SAG) with
8
Training Needs Analysis (TNA) Tool is an Training Regulations; examples of WTR program
important tool to use in determining training gap. are Computer System Servicing, Food and
Unit 3: Preparing Session Plans Beverage Service to name some. No Training
Regulations (NTR) refers to the programs that
Lesson 1: Understanding the Training include skills which are not covered yet by any
Regulations promulgated Training Regulations; example of
Objectives NTR program is those of interior designing 2.
At the end of the session, you should be able to: It has four sections:

 Describe the sections of Training  Section 1 – Definition of

Regulations Qualification refers to the group of
 Describe components of Competency competencies that describes the different
Standards functions of the qualification. It
 Explain importance of Competency enumerates the job titles of workers who
Standard in planning a training are qualified.
session
Lesson 1: Understanding the Training  Section 2 - Competency Standards
Regulations (CS) gives the specifications of
Introduction competencies required for effective
Now that you have established the training gap of work performance.
the learner, you are now ready to prepare the
session plan. In preparing session plan, it is  Section 3 - Training Standard
essential to understand the structure of Training (TS) contains information and
Regulation. requirements in designing training
Training Regulations contains the prescribed program for certain Qualification. In
minimum program standards. It is developed by includes curriculum design, training
experts and practitioners from public or private delivery; trainee entry requirements;
sector (or called as Experts Panel) and is tools equipment and materials; training
promulgated by the TESDA Board after national facilities; trainer’s qualification and
validation1. institutional assessment.
1
  www.tesda.gov.ph
 Section 4 – National Assessment &
Lesson 1: Understanding the Certification Arrangement describes
Training Regulations the policies governing assessment and
Training Regulation certification procedure.
Training Regulation (TR) is a TESDA Download #4:
promulgated document that serves as basis for Training Regulations
which the competency-based curriculum,
instructional materials and competency Lesson 1: Understanding the
assessment tools are developed. This document
represents specific qualification. How the
Training Regulations
competencies in this qualification can be gained, Competency Standards
assessed and be given recognition is detailed in Competency Standard (CS), as used in TESDA,
this promulgated document 1. is industry-determined specification of
All training institution who wants to offer TVET competencies required for effective work
program are required to register under Unified performance. They are expressed as outcomes and
TVET Program Registration and Accreditation they focus on work place activity rather than
System (UTPRAS) either With Training training or personal attributes and capture the
Regulation (WTR) or No Training Regulation ability to apply skills in new situations and
(NTR) to adhere in competency-based training changing work organization1. Refer to Section 2
requirements. of Training Regulations.
With Training Regulation (WTR) is described as Defined below are the components of CS:
programs that have appropriate promulgated Unit of Competency (or Unit Title) is a

9
component of the competency standards stating a evidence and when evidence
specific key function or role in a particular job or should be collected.
occupation; it is the smallest component of o Context of Assessment refers
achievement that can be assessed and certified to the place where assessment
under the PTQF. is to be conducted or carried
Unit Descriptor outlines what is done in out.
1
the workplace. It clarifies scope and  Descriptions are lifted from Training
intent of unit. Regulations Framework
Elements are the building blocks of a unit
of competency. They describe, in
outcome terms, the functions that a Lesson 2: Understanding
person performs in the workplace. Competency-Based
Performance Criteria are evaluative
statements that specify what is to be Curriculum
assessed and the required level of Objectives
performance. At the end of the session, you should be able to:
Required Knowledge (formerly known as  Determine elements of Course Design and
Underpinning Knowledge) refers to the Module of Instruction
competency that involves in applying  Analyze importance of Module of
knowledge to perform work activities. It Instruction in constructing session plan
includes specific knowledge that is
essential to the performance of the Introduction
competency. What is Competency-Based Curriculum
Required Skills (formerly known as (CBC)?
Underpinning Skills) refers to the list of A competency-based curriculum is a framework
the skills needed to achieve the elements or guide for the subsequent detailed development
and performance criteria in the unit of of competencies, associated methodologies,
competency. It includes generic and training and assessment resources.
industry specific skills. The CBC specifies the outcomes which are
Range of Variables describes the consistent with the requirements of the workplace
circumstances or context in which the as agreed through the industry or community
work is to be performed. consultations.
Evidence Guide is a component of the CBC can be developed immediately when
unit of competency that defines or competency standards exist.
identifies the evidences required to When competency standards do not exist,
determine the competence of the curriculum developers need to clearly define the
individual. It provides information on: learning outcomes to be attained. The standard of
o Critical Aspects of performance required must be appropriate to
Competency refers to the industry and occupational needs through the
evidence that is essential for industry/enterprise or specified client group
successful performance of the consultations1.
1
unit of competency.   Information listed are lifted from Training
o Resource Implications refers Regulations Framework
to the resources needed for the Understanding the Course Design
successful performance of the
work activity described in the Competency-Based Curriculum consists of
unit of competency. It includes Course Design and Module of Instruction. Course
work environment and Design serves as the blueprint and sets the
conditions, materials, tools structure in delivering the training program, while
and equipment. Module of Instruction serves as the course outline,
o Assessment Method refers to and is derived from the course design, and
the ways of collecting contains detailed information on what and how to
teach each unit of competency.
10
 The following are listed on its next page: 
 Resource is the part where recommended
tools, equipment and materials to be used
are listed.
Course Design is based on competency standards  Assessment Methods refers to the ways of
set by the industry or recognized industry sector. collecting evidence and when evidence
Learning system is driven by competencies should be collected1.
written to the industry standards1.  Course Delivery refers to the classroom
The first page includes the following:  teaching methodologies that can be applied
 Course Title refers to the name of the for the entire module instruction.
program to be offered. It is usually derived  Trainer’s Qualification refers to the
from the qualification title of the training identified minimum experience and
regulations or it takes the qualification title competencies the trainer for the course must
of the training regulations if the program is possess.
designed to cover the entire qualification2. READING # 1:
 Nominal Duration refers to the estimated Competency-Based Curriculum 
training period usually expressed in hours Sample: Comptency Based Curriculum
1
wherein the learner is expected to complete   Training Regulations Framework2  Procedures
the whole training program. Manual on Program Registration3  Terminology of
 Course Description refers to the brief European Education and Training Policy, Cedefop,
statement of scope, coverage and 2008
delimitation of the course.
 Entry Requirements refers to the Module of Instruction
minimum and “must” qualifications of a
trainee to a training program that will ensure Module of Instruction is the description of
effective and efficient training. training requirements for every unit of
competency. A unit of competency can make one
The following are listed on its next page:  or more modules of training. This part of the
 Course Structure is a course matrix, and CBC is used as point of reference in preparing
includes details on module title, learning session plan.
outcomes and nominal hours per unit of The document consists of the following: 
competency.  Unit Title is a learning outcome statement
 Unit of Competency is a component of which describes the area of competency
the competency standard stating a specific related to the content of work. (e.g. Maintain
key function or role in a particular job or Computer Systems)
occupation serving as a basis for training an  Module Title describes the outcome of
individual to gain specific knowledge, skills unit of competency. Gerund is used as
and attitude needed to satisfy the special subject. (e.g. Maintaining Computer Systems)
demands or requirements of a particular  Module Descriptor refers to the brief
situation1. statement of scope, coverage and delimitation
 Module Title is the name of the module of the module.
derived from the unit of competency.  Nominal Duration refers to the estimated
 Learning Outcomes are the set of training period wherein the learner is
knowledge, skills and/or competencies an expected to complete a particular training
individual has acquired and/or is able to module of program 1. (Procedures Manual on
demonstrate after completion of a learning Program Registration)
process – either formal, non-formal or  Summary of Learning Outcomes refers
informal 3. to the consolidated statements of desired end
 Nominal Hours refers to the estimated result to be attained after each session.
training period usually expressed in hours
wherein the learner is expected to complete a The succeeding pages of Module of Instruction
particular training module of program 2. are the following: 
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 Assessment Criteria is the standards used  How to derive learning outcomes from
to guide learning and to assess learner MOI & CS?
achievement and/or to evaluate and certify  How to organize learning content?
competence 2.  How to select appropriate training method
 Contents are the topics and activities according to learning activities? Purpose?
which make up what is learned by an Learning styles? Practice-Based Learning?
individual or group of learners during a  How do we transfer knowledge and skills?
learning process 3.  What learning activities are recommended
 Condition outlines situation and context in skills acquisition?
under which learners will be assessed.  What evidences will we use in assessment?
 Methodologies refer to the list of methods
to be used in a particular session. Grab your pen as we study the most important
 Assessment Method refers to the module in this competency. We assure that it will
technique/s used to gather different types of empower you to prepare an effective session plan
evidences. that efficiently addresses training gap.
1
 Procedures Manual on Program
2 3 
Registration  SAQA 2013 CEDEFOP 2008

Lesson 3: The Session Plan

Objectives
At the end of the session, you should be able to:
 Identify parts of a session plan
 Derive learning outcomes using
Competency Standard (CS) and Module of
Instruction (MOI)
 Determine guidelines in organizing
learning content
 Distinguish training method and
approaches according to learning activities,
purpose, learning style, and practice-based
learning
 Organize learning activities using Present-
Practice-Feedback and Nine Events of
Instruction
 Identify formative and summative
assessment methods or tools
 Enumerate steps in preparing session plan Elements of a Session Plan
 Prepare an effective session plan Session Plan, same as Training Plan or Lesson
Plan, is a written document prepared by the trainer
Introduction that shows logical order of activities that he wants
An organized training session is the key to to happen in a training session.
meaningful learning; thus, a prepared session plan It gives trainer and his learners an overview on
is needed to make every lesson a success. Each where they are and where they are going. It serves
session plan is derived on Competency-Based as record of training sessions and as a starting
Curriculum, and anchored on Competency point for additional training. It is also extremely
Standard to ensure that the training provided is helpful for a trainer who takes over another
world-class, high-quality skills education. session.
Listed below are the guide questions that we need 1. Industry Sector identifies the industry
to address at the end of the lesson: where the job is classified (e.g. Information
and Communication Technology).
 What are the elements or parts of a session
2. Qualification Title and Level
plan?

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 a. Qualification Title refers to the g. Time refers to the estimated
name of the formal certification or minimum training period usually
recognition. expressed in hours wherein the learner is
b. Qualification Level refers to the expected to complete a particular learning
category of skills and knowledge required to activity.
do a job. o Assessment Plan is the overall
3. Unit of Competency is a component of planning document for the assessment process
the competency standards stating a specific and includes a range of information to guide
key function or role in a particular job or trainer on the method of assessment to use
occupation; it is the smallest component of and its scope.3
achievement that can be assessed and certified o Teacher’s Reflection is the part
under the PTQF1. where the trainer documents or records what
4. Module Title describes the outcome of has occurred during training and includes
unit of competency. Gerund is used as notes on sufficiency of learning content,
subject. (e.g. Maintaining Computer Systems) training method, instructional material and
5. Learning Outcomes are the set of evaluation methodology to improve session
knowledge, skills and/or competencies an plan. It may also consist of observed skills
individual has acquired and/or is able to performed outstandingly, learners’ feedback
demonstrate after completion of a learning while using Competency-Based Learning
process – formal, non-formal or informal 2. Materials (CBLM), and teacher’s feedback
Each learning outcomes has its own set of regarding results of evaluation.
learning activities. Download #5:
6. Introduction contains information meant Sample Session Plan
to motivate, and orient the student on the 1
  Training Regulations Framework2  Terminology of
objective and what will be expected of them. European Education and Training Policy, Cedefop,
It also includes the correlation of the current 2008.3  VET Glossary 20124  CEDEFOP 2008
lesson to the previous session, and its
relevance to the training program. Derive Learning Outcome
a. Learning Activities is used to Learning Outcome is the set of knowledge,
support learning. It conveys content, create skills and/or competencies an individual has
meaning, and support development and acquire and/or is able to demonstrate after
transfer of skills/knowledge through completion of a learning process, either formal,
practice and experience 3.Learning non-formal or informal 1.
Content refers to the topics and activities
which make up what is learned by an Where do we get these learning outcomes? The
individual or group of learners during a learning outcomes are lifted from the Module of
learning process 4. Instruction, derived from the Course Design,
b. Teaching Methodology refers to which are all anchored from the Competency
the list of methods to be used in a Standards.
particular learning content.
c. Presentation shows instructional As a whole, we could infer that each unit of
materials and or methods to be used in competency has numerous learning outcomes, and
introducing the content. every outcome has its own learning activities.
d. Practice shows instruction sheets 1
  European Education and Training Policy, Cedefop,
and self-check test to be used by the 2008
learner in applying and concretizing
learning. Determine and Organize Learning
e. Feedback includes evaluation of Content
performance and reference to the answer Learning Content refers to the topics and
key. activities which make up what is learned by an
f. Resources includes list of tools, individual or group of learners during a learning
materials and equipment to be used per process 1.
learning content.

13
Listed are guidelines in determining and  available time and resources
organizing Course Content:   capacity of the trainer
 Review Competency-Based Curriculum A trainer knows well that a single method will
and determine essential topics and activities. not be sufficient to make each adult learning
 Review required knowledge or skills and session successful. A skillful teacher must use
range of variables from the Competency various methods and techniques necessary to hold
Standards. the attention of adult learners to improve their
 List the content or topics gathered from learning efficiency.
CBC and CS. Include additional topics if Listed below are training methods according
necessary. to learning activities, purpose, learning styles, and
 Organize the content. This will help practice-based learning:
learners store information in their long-term According to Learning Activities
memory. Learning Methods & Techniques
Sort content or topics according to: Activities
o simple to complex task Individual self-assessment, hands-on
o known to unknown experience, self-paced hand-out
o whole to part and back to whole or modules
o concrete to abstract
Group simulation, role play, games,
o particular to general Activities small group discussion (no more
o observations to reasoning than 7 participants),
o point to point in logical order (or in brainstorming, buzz group (2-3
sequential order) participants), debate, group
dynamics, group reporting, focus
Sorting the content will help learners store group discussion
information in their long-term memory. It needs to Either case study, projects,
be in manageable chunks to let the learner process Individual or demonstration, laboratory work,
new information easily. It also needs to be Group direct observation
progressive leading down to a learning pathway. It Activities
is also important to link information so that
learners could understand the big picture together According to Purpose:
with its specific parts 2.
1 Purpose Methods & Techniques
 CEDEFOP 20082 NVSC Handbook
To give lectures, readings, written and
Identify Appropriate Training information oral instruction
and
Methodology and Techniques
knowledge
It is essential to identify appropriate
training methodology after determining the To give demonstrations, slides, pictures,
learning outcome and content. examples, video, film, case study,
Training Methodology refers to how To show task discussion
subject matter is going to be dealt with in a broad & attitudes
sense (e.g. lecture, group discussion, role play, To enhance role play, return demonstration,
demonstration, etc.), while Techniques are the skills, To supervised practice, write shop
variation of the method (e.g. under Small Group provide
Discussion (SGDs), the methods could be fish practice
bowl, brainstorming, plenary, etc.)1
To select appropriate teaching method, a trainer According to Learning Styles:
should consider the following:
 learning outcomes is the primary basis for Learning Methods & Techniques
Style
selection
 nature of the subject and types of Visual Learns picture pages, film viewing,
performance specified by seeing the lecture packed with flowcharts,
 needs, interests, abilities and level of big picture diagrams, pictures or graphs
maturity of the learner
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Auditory read notes aloud, discussion o enactive learning like role-
Learns by pairs or groups, question and play, self-experiential work
listening answer, recorded lectures and o modelling
stories o reflective practice
 Helpful in improving reflective capability and
Read/Write lecture packed with list,
Learns by glossaries and its definitions, interpersonal skills
seeing words learning activity that requires o self-experiential work
and lists transcribing diagrams or pictures o reflective practice
into writing READING # 2
Training Guide and Teaching Techniques, pp. 29 - 47
lecture, group activities, hands-on
analogies, experience, note taking, write
statistics, shop Presentation-Practice-Feedback: Ensure
stories Learns Student-Centered Learning Activities
by doing The Presentation-Practice-Feedback part
of the session plan ensures active learning. Active-
Pragmatist laboratory work, case study,
learner centered approach is one of the niches of
Putting theory field work, problem solving
into practice CBT. This is influenced by the principles of
learning theories – Behaviorism, Cognitivism and
Activist assimilation, role playing, small Constructivism.
Having an group discussion, problem Experts in behaviorism - Thorndike,
experience solving, brainstorming, puzzle Skinner and Watson - believe that ‘learning
competition consists of strengthening of the relationship
Reflector time out, observing activities, between stimulus and response’. Stimulus evokes
Reflecting on paired discussion, feedback and rouses a specific reaction under the control of
it from others, coaching, the trainer. Response is the reaction of the trainee
interviews to the stimulus.
To apply this theory, the trainer presents or
Theorist lecture, analogies, statistics,
Drawing out stories demonstrates a certain skill that serves as a
own stimulus. Then the trainee, in response to the
conclusion stimulus, will strengthen the connection through
practice. Lastly, the trainer will give either
According to Practice-Based Learning:
positive or negative reinforcement. Trainer can
give positive feedback to retain or increase
Practice- Methods & Techniques frequency of behavior, and negative feedback to
Based
weaken and correct the behavior. Remember, most
Learning
of the activities are skills-based, and this
On-the Job job instruction training, job mechanism can be applied to enhance learners’
Training rotation, apprenticeship, competencies.
coaching, internship
Off-the Job active lecture, laboratory training, Presentation includes instructional materials and
Training role playing, case study, methods used in introducing the content which
simulation serves as the stimulus, Practice includes list of
instruction sheets and self-check tests used by the
Recommendation in choosing appropriate training learner to enhance one’s competence and serves as
method: the response of the learner,
Listed are methods in teaching CBT skills and while Feedback includes reference to the answer
competencies:2 key, as well as the evaluation of trainee’s
 Most useful for acquisition of declarative performance which serves as the reinforcement.
knowledge
o reading Organizing these learning activities is also made
o lecture/talks easy with the use of Nine Events of
o modelling Instructions (Gagne).
 Most effective in enhancing procedural skills
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Nine Events of Instructions The goal of teaching acquired based on their work or life
is to transfer knowledge, skills and attitude. We experiences.
are also teaching them how to learn, and not how  Summative Assessment is the final
to know. Take note that the transfer of information assessment of competence. Assessor makes
is in a sequential manner, and can be done best the final judgement when the trainee feels
using Gagne’s Nine Events of Instruction. confident to demonstrate his performance. He
Gagne proposed “an instructional design that records the performance using the
follows systematic approach”. Use these learning Achievement Chart.
events to produce engaging and meaningful
instruction.. These forms of assessment will make use of
The following are the nine steps: different assessment methods. Given are different
assessment methods with its evidence gathering
tool:
Assessment Type Evidence
Methods (lifted from Gathering
CBT Primer) Tool
Written supply short Self-
Test use to test answer, Check/Model
acquired restricted Answer, Short
knowledge essay, test questions
extended
essay,
multiple
choice,
Plan the Assessment matching,
Assessment is employed as means of completion,
collecting evidences that would help determine the identification,
individual’s achievement of competencies alternate
answer, true-
required in the workplace or training needs to
false
develop the competencies required in the
workplace1. Demonstration checklist, Rating Sheet
use to assess rating scales, for
Institutional Assessment is an assessment particular skill research task, Demonstration
undertaken by the institution for its students to assignment with Oral
determine their achievement of the learning Questioning
outcomes in the module of instructions in given Portfolio use evidence from Performance
unit of competency or clusters of competencies 2. to collect supervisors, Criteria
Forms of Assessment are3 : evidences colleagues Checklist
 Formative Assessment assists learning by of and clients,
providing feedback about students’ qualification,
competencies
performance and progress. This non-graded supervisor
reports
type of assessment keeps its record in the
Progress Chart. Oral Interview, Rating Sheet
o Diagnostic Assessment is a type of Questioning  group for
formative assessment used to diagnose use to verify assessment Demonstration
areas of weaknesses and strengths. It is evidence if not with Oral
used to identify learner’s gap in Questioning
clearly
knowledge. demonstrated
o Recognition of Prior Learning during
(RPL) allows a person to obtain performance
recognition and credit for their test
knowledge and skills. This can include
previous and or current competencies Assessment method/s describes the approach that
16
is used for collecting evidence required to prove Unit 4: Preparing Instructional
the competence of an individual while Evidence
Gathering Tool or Assessment Tool refers to Materials
both the instrument* and the instructions** for
gathering and interpreting evidence.  Objectives
*Instruments are the specific questions or activity At the end of the session, you should be able to:
developed from the selected assessment method/s. 

**Instructions are the information/instructions  Describe Competency-Based Learning

given to the candidate and/or the assessor Materials
regarding the conditions under which the  Identify advantage of using Competency-
assessment should be conducted and recorded.  Based Learning Materials

Prepare the Session Plan

Summary in Preparing Session Plan
1. Prepare the following before writing a
session plan:
o Summary of Trainees’ Needs
o Session Plan Template
2. Write the Learning Outcome
o Derive Learning Outcome from
Module of Instruction

3. Determine and Organize Learning Content

per Learning Outcome
o Derive learning content from
Module of Instruction & Competency
Standard
o List the required skills and
knowledge and organize the content
4. Choose appropriate Training Methodology
and Techniques
o Identify basis in selecting
appropriate teaching methods and
techniques
o Determine training methods
according to either learning activities,
purpose, learning styles or practice-based
learning
5. Determine activities for Present-Practice-
Feedback. Organize the learning activities
with the use of Gagne’s Nine Events of
Instruction.
6. Identifying various assessment methods to
complete assessment plan.
7. Review the written session plan

Download #6:
Session Plan Template

17