Competency – Based

Learning Material

PLAN TRAINING
SESSIONS
CORE COMPETENCIES:
No. Unit of Competency Module Title Code

1. Plan Training Planning Training TVT232301

Sessions Sessions

2. Facilitate Learning Facilitating Learning TVT232302

Sessions Sessions

3. Supervise Work-Based Supervising Work-Based TVT232303

Learning Learning

4. Conduct Competency Conducting Competency TVT232304

Assessment Assessment

5. Maintain Training Maintaining Training TVT232305

Facilities Facilities
 6. Utilize Electronic Utilizing Electronic TVT232305
Media in Facilitating Media in Facilitating
Training Training

MODULE CONTENT

UNIT OF COMPETENCY : PLAN TRAINING SESSION

MODULE TITLE : PLAN TRAINING SESSION
MODULE DESCRIPTOR : This module covers the knowledge, skills and attitudes in
planning a training session. It includes identifying
learner’s requirements, preparing session plan, preparing
instructional materials and organizing learning and
teaching and assessment resources.
NOMINAL DURATION : 40 hours
SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module the students/trainees will be able
to: LO1. Identify learner’s training requirements
LO2. Prepare session plans
LO3. Prepare instructional materials
LO4. Prepare assessment instruments (Institutional)
LO5. Organize learning and teaching resources
Learning Experiences
Learning Outcome 2

PREPARE SESSION PLAN

Learning Activities Special Instructions

1. Read Information Sheet 1.2-1 on The Session Plan is your main

Training Design guide in delivering CBT. It is the
blueprint of your training
2. Answer Self-check 1.2-1
design. The learning activities
Compare your answers with of this LO
Answer Key 1.2-1
will help you design training
3. Read Information Sheet 1.2-2 on sessions.
Training Delivery Modes and The TESDA recommended
Methods template for the session plan is
provided herein. The information
4. Answer Self-check 1.2-2 sheets provide activities that will
Compare your answers with help you understand the
Answer Key 1.2-2 components of the session plan.
A session plan for one of the LO’s
5. Read Information Sheet 1.2-3 on of your qualification is the
Session Plan requirement of this LO. It will
serve as a portfolio for your
6. Answer Self-check 1.2-3 Institutional
Compare your answers with CompetencyEvaluation.
Answer Key 1.2-3 Present your session plan to your
trainer as you accomplish it so
7. Read Information Sheet 1.2-4 on that you will be guided.
Learning Resources
 8. Answer Self-check 1.2-4
Compare your answers with
Answer Key 1.2-4

9. Perform Job Sheet 1.2-4 on how

to Make a Session Plan

10. Evaluate your work using After doing all activities of

Performance Criteria Checklist 1.2-4 this LO, you are ready to
proceed to the next LO on
preparing basic instructional
materials.

INFORMATION SHEET 1.2-1

Training Design

Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to
identify the factors to be considered in developing training design.
In LO1 you learned how to develop materials to determine training
characteristics and needs. The Competency Standards which is the main
basis of Competency-Based Training was discussed so that you will be able
to determine the competencies required of your qualification. The
assessment criteria are also the basis for assessing the skills of a trainee
during the pre-assessment and in recognizing prior learning. In this lesson,
we will discuss the factors that we should consider when designing a
training program so that we make our session plan. Training is a set of a
systematic processes designed to meet learning objectives related to trainees'
current or future jobs. These processes can be grouped into the following
phases; needs analysis, design, development, implementation, and
evaluation. The phases are sequential, with the outputs of the previous
phases providing the inputs to those
that follow.

Training Need
Analysis

Training Design

Training Plan

Training Delivery

Training Program
 Evaluation
Figure 2.1. The Training Process

Training design is a systematic process that is employed to develop

education and training programs in a consistent and reliable fashion .
Instructional Design (also called Instructional Systems Design (ISD)) is
the practice of creating "instructional experiences which make the
acquisition of knowledge and skill more efficient, effective, and appealing."
The process consists broadly of determining the current state and needs of
the learner, defining the end goal of instruction, and creating some
"intervention" to assist in the transition. Ideally the process is informed by
pedagogically (process of teaching) and andragogically (adult learning) tested
theories of learning and may take place in student-only, teacher-led or
community-based settings. The outcome of this instruction may be directly
observable and scientifically measured or completely hidden and assumed.
There are many instructional design models but many are based on the
ADDIE model with the five phases:

analysis - analyze learner characteristics, task to be learned, etc. Identify

Instructional Goals, Conduct Instructional Analysis, Analyze
Learners and Contexts
design - develop learning objectives, choose an instructional approach
Write Performance Objectives, Develop Assessment Instruments,
Develop Instructional Strategy
development - create instructional or training materials
Design and selection of materials appropriate for learning
activity, Design and Conduct Formative Evaluation
implementation - deliver or distribute the instructional
materials evaluation - make sure the materials achieved the
desired goals Design and Conduct Summative Evaluation

The analysis of the CS is a very important step in the design of your

training program. In the analysis you need to establish the following: the
main skill to be mastered;
the learning contents of the competencies including the
underpinning knowledge and skills; and
assessment criteria for the skill to be mastered.

In the structure of the CS, each competency was divided into learning
outcomes. Learning outcomes describe the task needed to complete the
competency. You should always establish the main competency and the
tasks involved.
In analyzing the assessment criteria of the Learning Outcome always
look for the task to be mastered. Combining the tasks of the Los and the
underpinning skills would complete the competency.
Example:
 In Computer Hardware Servicing the first competency is Install
Computer System and Networks. The main competency is to Install
computer system and networks. The competency is divided into the following
LOs:
LO1. Plan and prepare for installation
LO2. Install equipment/device system
LO3. Conduct test
In most cases, the trainer would immediately proceed to the installation of
computer called “assemble and disassemble”. But if we were to analyze the first
LO training should start with planning and preparing for installation. Let us
analyze the assessment criteria of LO1.
Installation planned and prepared to ensure that safety measures, policies and
procedures followed, and that work is appropriately sequenced in accordance
with the industry standards
Technical personnel consulted to ensure that the work coordinated effectively
with others involved on the worksite
Computer systems and network devices obtained in accordance with the
established procedures and to comply with requirements
Location where devices and systems to be installed is determined from job
requirements
Materials necessary to complete the work obtained in accordance with
established procedures and checked against job requirements Tools, equipment
and testing devices needed to carry out the installation work obtained in
accordance with established procedures and checked for correct operation and
safety
Preparatory work checked to ensure that no unnecessary damage has occurred
and that work complies with requirements

The first challenge here is to identify the main task to be mastered. Then
identify the other tasks that are essential to the attainment of the main task.
In analyzing the criteria look for the verbs that would signal a skill to be done.
In the first criteria, the verbs are “planned and prepared”. The verbs that follow
are “consulted”, “obtained” and “checked”. The main skill here would be
planning and preparation for the installation of computer which is a task in
the installation of computer system and networks.
Now that we have identified the main task of the LO, we shall identify
the topics or contents based on the given assessment criteria that
help us attain the main task to be mastered.
In the first criteria, there is the “safety measures, policies and
procedures” which may be included as a content unless this topic was
discussed in your common competencies. Be careful that this topic
should not be discussed as the universe of safety measures, policies
and procedures. You should limit the content on those that are
needed for the competency which is installation of computer system
and networks.
In the second criteria, there is the “technical personnel to be
consulted”. These will be the people that should be contacted.
In the third criteria, we can see the computer systems and network
devices. This is a very important topic because this will be the
hardware needed to be installed. Since topic is a broad content, it will
be divided into chunks. Going back to the CBC, these are the
 recommended contents for this topic:

Tools, equipment and testing devices are not in the CBC but you should
include them as content.
After establishing the contents, you should not forget that the main
task is planning and preparing for installation. You should prepare an
activity that would give a trainee an opportunity to practice this task.

Designing your training session would involve developing learning

objectives, choosing an instructional approach, develop assessment
instruments and develop instructional strategy. In making your design you
should consider the following:
Characteristics of your trainees – basic characteristics
that maybe potential barriers in training should be
identified and addressed on a trainee per trainee basis
when planning training sessions.
Adult learning principles – adults learn differently from
elementary and high school students. In choosing your
methods and structuring the training materials
therefore, you should consider how adult trainees learn.
Learning styles of your trainees – varied learning styles
would require variations in the methodologies to be
employed with CBT. Your training design should be able
to provide learning activities for every trainee
considering his learning style.

Applying the Principles of Adult Learning

Learner Motivation

Adults must want to learn

In addition to communicating the learning objectives we need to show

how the learner and their work will benefit from the training. Use overviews
to engage the learner
State benefits in the outline of each topic and including learning
activities that reinforce the benefits
Providing self assessments as a prelude to the module or
topic Create personas to assist you to focus on the learners
Adults generally have a concept of being responsible for their own
 decisions. Keep this in mind and incorporate it in the learning. If you take
this away from them then you will be undermining their ability to engage in
the training.
The most potent motivation for adult learners are internal pressures
(self esteem, life quality). So meet these needs. Allow and encourage people
to explore, recognise their achievements and apply them to their learning
and training.

Learner Orientation
Adults will learn only what they feel they need to learn

Adults must feel the things they are learning are relevant and will be
useful. So make the links to the work they are doing or could be doing in the
future by:

Including examples and case studies on how others have used the
knowledge or skills

Provide opportunities for the learner to control their learning

environment Using a problem – solution approach
Adults are task centered or problem centered in their orientation to
learning. So make sure you look at issues, and how to work through them,
and keep on track.
You need to lead them to discover their own solutions for issues, not tell
them what to do. Encourage your learners to work together, to discuss, debate
and share ideas and information.

Experience
Adults learn by comparing past experience with new experience

Adults bring to a wealth of experience and knowledge into their learning

activities. When they learn something new most check how this fits in or is
different from what they already know.
In developing and using learning materials we should devise way to tap
into this knowledge and to provide frameworks or models that assist the
learner to establish relationships between what they know and the new
knowledge or skill.
Sharing of personal experiences or stories is one way this can be
achieved.

Orientation to Learning
Adults need immediate feedback concerning their progress

We need to provide opportunities for learners to track their progress and to

get constructive feedback on their learning. Providing self assessment
questionnaires or check lists and quizzes are useful techniques for learners
to track their progress. Make sure answers are readily available.
Orientation to Learning
Adults want their learning to be practical

Adult interest in learning surges when we can provide exercises that

provide the experience of applying a new concept or skill to a ‘real life’
situation.
Try to provide opportunities for learners to link their learning with
people, issues or activities in their lives.

Dispositional Barrier
Adults try to avoid failure

Adults often perceive the trial and error approach to learning as too
risky and resist exploring this approach to learning. This is especially true if
the person has experienced learning difficulties in the past. Consider the
learners fears and emotional safety when developing training or learning
activities. Ensure the ‘real’ consequences of failure are low. Begin with easy
learning activities and build complexity once learners have experienced
success.

Learning Styles
Adults do not all learn the same way
Adults have their own styles of learning. So ensure the design of your
program and the way you write learning materials features activities, content
and language that appeals to a broad range of learning styles. Use visual
auditory and kinesthetic language. Include graphics and diagrams. Consider
using role plays, case studies, games, simulations, essays and readings etc.
When planning your training session, consider the following
deductions: People will learn more effectively when using their preferred
style
People improve their capacity to learn when they can expand their
preferences
When learning materials and activities accommodate a range of
preferences, more learners will be successful
Training materials can be developed that appeal to learning preferences
In making your session plan you combine knowledge of competencies,
content, learning outcomes, instructional techniques and learning activities.
Putting these together into a structured training program is a challenge for
trainers.
Robert Gagné’s (1999) model useful in providing a structured approach of
learning. This provides a nine steps that can assist you in your plan:

Gain Attention – to orientate and motivate the learner

Inform Learners of Objectives – to guide learners and to assist them to
organize their thoughts around what they are about to learn Stimulate
Recall of Prior Knowledge – because adults learn by establishing
relationships with what they know and a new knowledge or skill
Present the material – in a way that appeals to the different
 learning preferences and is easy to digest
Provide guidance for learning – by providing opportunities to integrate
new information into their existing knowledge base
Elicit performance by providing safe opportunities to
practice Provide feedback – to reinforce or correct learning
Assess performance – learners should be given the opportunity for
assessment to gain recognition of their success in learning
Enhance retention and transfer – by encouraging learner to plan
the application of what they have learnt
The sequence of activities in the session plan is based on these 9 events
of instruction.
Answer Key 1.2-1
I. Matching Type
E
D
A
F
H
I
C
B
E
G.

Model answers
Adults learn by comparing past experience with new experience
Provide activities for sharing their experiences
Adults will learn only what they feel they need to learn
Keep learning activities relevant to what they need to learn. Make sure
you look at issues, and how to work through them, and keep on track.
Adults must want to learn
Motivate trainees before giving learning activities
Adults need immediate feedback concerning their progress
Providing self assessment questionnaires or check lists and quizzes are
useful techniques for learners to track their progress. Make sure answers are
readily available
Adults want their learning to be practical
Try to provide opportunities for learners to link their learning with
people, issues or activities in their lives
Adults try to avoid failure
Ensure the ‘real’ consequences of failure are low. Begin with easy
learning activities and build complexity once learners have experienced
success.
Adults do not all learn the same way
Provide learning materials that cater to varied learning preference
Information Sheet 1.2-2
Training Delivery Modes and Methods

Learning Objectives:
After reading INFORMATION SHEET, YOU MUST be able to: enumerate
the training delivery modes recommended for use in CBT;
differentiate the training methods.

In the design of training program, there are 5 steps: analysis, design,

development, implementation and evaluation. Analysis and design were
discussed in the previous information sheet. In designing your training
program it is very important that you choose effective training delivery
modes and methods. In this information sheet we shall discuss training
modes and methods. You should be able to choose training modes and
methods appropriate for the knowledge content and skills to be trained in
your competencies.
In Philippine TVET, we are required to follow the competency-based
training approach. To be able to employ these approaches the training
regulations recommends training modalities.

Training Delivery Modes

The competency-based TVET system recognizes various types of
delivery modes both on and off-the-job as the learning is driven by the
competency standards specified by the industry. The following training
modalities may be adopted when designing training programs:

The dualized mode training delivery is preferred and

recommended. Thus, programs would comprise both, in-school
and in-industry trainings or fieldwork components. You may refer
to the Dual Training System (DTS) Implementing Rules and
Regulations for the details.
Modular/self-paced learning is a competency-based training
modality where the trainee is allowed to progress at his own pace.
The trainer just facilitates the training delivery.
Peer teaching/mentoring is a training modality where fast
learners are given the opportunity to assist the slow learners.
Supervised-industry-training or on-the-job training is a training
approach designed to enhance the knowledge and skills of the
trainee through actual experience in the workplace. It, also,

enables the trainee to acquire specific competencies prescribed in

the training regulation.
Distance Learning is a formal education process in which
 majority of the instruction occurs when the students and
instructor are not in the same place. Distance learning may
employ correspondence study, audio, video or computer
technologies.
Training delivery methods consist of the techniques and materials
used by trainers to structure or design learning experiences. Different
training delivery methods may be better or worse at achieving various
learning objectives.
During the design phase the different training delivery methods are
examined to determine their appropriateness for the learning objectives.
Once appropriate methods are identified, they are applied to the training
plan in the development phase.
There are three categories of learning objectives: knowledge, skills,
and attitudes (KSAs).
Knowledge objectives are of three types: declarative, procedural, and
strategic.
Declarative knowledge is the person's store of factual
information.
Procedural knowledge is the person's understanding about
how and when to apply the facts.
Strategic knowledge is used for planning, monitoring,
and revising goal-directed activities.
A skill reflects one's proficiency at specific tasks such as operating a
piece of equipment, giving a presentation, or making a business decision.
Attitude can be defined as a "learned tendency to act in a consistent way to
a particular object or situation" (Fishbein- Reference 1). Attitudes have
affective, cognitive and behavioral intention components. A competent
person must have the capacity to sense and recognize a situation, the
tendency to act in a controlled and predictable manner and an ability to be
consistent in acting in a manner relevant to the situation. In relation to
safety and health issues, these attributes need to be directly related to the
situation and not of a generalist nature.
The various training delivery methods can be divided into cognitive
and behavioral approaches:
Cognitive methods provide information, maybe in oral or written
form, demonstrate relationships among concepts, or provide the rules for
how to do something. They stimulate learning through their impact on
cognitive processes and are associated most closely with changes in
knowledge and attitudes.
The lecture, discussion, e-learning and, to some extent, case studies
are cognitive methods. Though these types of methods can influence skill
development, it is not their strength.
Conversely, behavioral methods allow the trainee to practice
behavior in a real or simulated fashion. They stimulate learning through
experience and are best at skill development and attitude change.
Equipment simulators, business games, role plays, the in-basket
technique, behaviour modelling and, to some extent, case studies are
behavioural methods.
 Both behavioural and cognitive methods can be used to change
attitudes, though they do so through different means.
Learners have different learning preferences and style on how they will
receive learning. Following are methods that a trainer may use.

Training Methods:
- Lecture - Modular self-paced
- Role Playing - Debate
- Group Discussion - Demonstration
- Forum - SLE
- Buzz Group - Practice
- Brainstorming - Public Speaking
- Case Study - Study Circle
Field Trip

Active Lecture (With questions and discussions):

Used to present information and ensures that it is understood
and remembered.
Questions allow for involvement of participants and clarification
of points made.
It is flexible and informal, avoids boredom and takes advantage
of experience and different backgrounds.
It needs a confident and effective trainer to respond to questions
and keep discussion in course.
GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.

Modular self-paced method requires a trainee to read and follow

instructions on a Competency Based Learning Material and learns on his
own pace. The CBLM should be carefully crafted materials that can help the
trainee learn both knowledge and skill.
This method requires the trainer to have a complete CBLM and other
learning materials.

Debate
Used to examine alternative views on a contentious subject, to
give practice in preparation and presentation of such views. It
is done through alternating one-way communication by a
series of speakers on a set topic.
There is no guarantee, however, of materials being adequately
covered.
GROUP SIZE CAN BE ANY SIZE.

Group Discussion
Uses active involvement of participants in the learning process.
 o Improves self confidence and takes advantage of existing
knowledge and experience of group.
Stimulates group to think, question, and express themselves
and to clarify their problems and ideas.
o Done through interactive situation, usually with appointed
leader, there is a set topic, main points and conclusions are
usually reported back to large group.
GROUP SIZE IS FROM 6-10 PARTICIPANTS

Forum
Used to present a range of expert’s opinion on a topic, and
interaction between conflicting views.
This provides information and stimulates interest in a topic.
Here, experts seat in front of a group and present their
views consecutively.
It uses one-way communication; although; occasionally
questions maybe addressed to the panel.
It is difficult to ensure balance of views and needs a
competent chairperson.
Buzz Group
Usually used in conjunction with structure to sound out
interest, views, opinions in any audiences.
Involves everyone. Breaks up lecture, increases participant
activity and alertness
This maybe used to provide feedback
After a segment of information presentation, the lecturer asks
participants to talk among themselves for a short time (no more
than 5 minutes) in response to a question or topic he/she
presents
SIZE IS USUALLY 3 OR 4 PARTICIPANTS

Brainstorming
Used to develop creative thinking. Maybe used as part of a
planning exercise or to get ideas in order to solve a problem.
All participants contribute their ideas on a subject or problem.
All ideas are recorded. Participants are urged to be as open as
possible.
Contributions are not discussed or evaluated until recording
stage is complete.
As to its limitation, many ideas may not be subsequently used, it
is necessary to be critical on some suggestions, needs time for
full process to occur.

Case Study
Provides discussion and aids understanding of real issues, aids
 listening and discussions skills. Helps in problem analysis. o
Provides participants with learning which maybe directly applied to
a similar situation in their work.
Detailed information about a situation or event which illustrates
a particular problem is necessary. The group addresses the
problem in any way which they feel, constructive.
This however needs careful preparation. A case may not be
relevant to everyone. Participants and contributions vary. It is
time-consuming and careful guidance and intervention maybe
required.
GROUP SIZE SHOULD BE 3-6 MEMBERS.

Role Playing
It is the best-known way to help participants both experience
certain feelings and practice certain skills.
You can set up a dramatic situation in which participants are
required to confront someone else and then discuss the feelings
generated by the role-playing experience.
In addition, you can design a role-playing exercise to enable
participants to practice constructive methods of
confrontation.
Field Trip
Field work, site work, outside visit
Allows participants to observe the operation of an activity or
process on site and record their observation for later analysis.
Demonstration
Used to explain and demonstrate a process or skills, so that
each group member can understand and reproduce the action. o
Immediate practice is a necessary part of this technique;
otherwise, the process or skill maybe forgotten.
Structured Learning Exercise
Exercises are used to simulate real-life situations or incidents in
order to highlight interaction and group process or to focus on
problem solving.
The purpose, structure and operation of exercise are outlined by
the trainer.
Roles of various participants are described and allocated to
various people.
Observers may be appointed, recording of the activity is vital
and the trainer usually does not intervene during operation. o
Review and evaluation form a critical part of the learning
process.

Practice
Used to provide learners with an opportunity to demonstrate
their mastery of new skills or knowledge in a real life
situation
 Public Speaking
Every time a participant is called to present or offer to say
something in front of the other participants, it is actually public
This does not make it an easy skill to perform. Besides,
different people have different ways to communicate. The
bottom line is that, if a person feels confident when addressing
a crowd, he or she usually communicates more effectively.
This confidence can be enhanced through practice.

Study Circle
When a group of workers decide that they want to study or learn
from each other’s experience, they form a study circle.
The group can meet in private homes in the workplace or in any
private function room (secluded area). The circle assigns a study
circle leader who is responsible for minutes and organizing of
the meetings.
Guiding principles in method selection
A method suitable in one situation may not be appropriate in
another.
The value of a method and the quality of tools used depends on how
it is applied.
Methods must complement one another.
James Bennett-Levy et.al. in their research entitled “Acquiring and
Refining CBT Skills and Competencies: Which Training Methods are
Perceived to be Most Effective?” found that different training methods
were perceived to be differentially effective. For instance, reading,
lectures/talks and modeling were perceived to be most useful for the
acquisition of declarative knowledge, while enactive learning strategies (role
play, self-experiential work), together with modeling and reflective practice,
were perceived to be most effective in enhancing procedural skills. Self
experiential work and reflective practice were seen as particularly helpful in
improving reflective capability and interpersonal skills.

Training Methods: Advantages, Limitations, and Tips for Improvement

Training Advantages Limitations

Tips for Improvement
Method

efficient for active

Lecture • Is time- • Lack of Build interest Involves •
addressing a participation imparting interesting
Use a lead-off story or
visual that subject and information • Facilitation captures audience’s
imparting a through the centered, attention. large amount
spoken
• Present an initial case word,
essentially of information
one-way sometimes learning the lecture will
quickly problem around which
be supplement • Facilitates• No way to structured. ed with structuring use
• Ask participants test experience visual aids presentation
audio or the
questions even if they of group
of ideas and have little prior
members
information knowledge to motivate • Allows the
them to listen to the
• Can be
limited by lecture for the answer. facilitator to
facilitators’
Maximize perception of
control the classroom by
understanding and
experience
directing retention
timing of • Can • Reduce the major
questions sometimes
points in the lecture to cause
frustration, factual
• Is ideal for headlines that act as
topics verbal subheadings or discontent,
memory aids and and arrange in logical
order.
alienation within the • Give
examples and
group, analogies, using real
especially life illustrations of the
when ideas in the lecture
participants and, if possible,
cannot comparing the material
express their and the participants’
own knowledge and
experience experience.
• Use visual backup
(presentation software,
transparencies, brief
handouts, and
demonstrations) to
enable participants to
see, as well as, hear
 what you are saying.
• Set a time limit.
Involve
participants
during the lecture
• Interrupt the
lecture
periodically to
challenge
participants to give
examples of the
concepts presented
or answer spot quiz
questions.
• Illustrate
activities
throughout the
presentation to
focus on the points
you are making.
Reinforce the lecture
• Allow time for
feedback,
comments, and
questions
• Apply the problem
by posing a problem
or
question for
participants to solve
based on the
information in the
lecture.
• Ask participants to
review the contents
of the lecture
together or give them
a self-scoring test.
• Avoid distracting
gestures or
mannerisms such
as playing with the
chalk, ruler, or
watch or
adjusting clothing.

Training Advantages Limitations Tips for

Method Improvement
Small Can be done any • Strong • Outline the
group time and personalities purpose of the
discussion anywhere can discussion and
is a group
of no • Allows two- dominate write questions
the group. and tasks clearly
more than 7 way
to provide focus
participan communicati • Some
ts who group and structure.
discuss on members
• Establish
and • Lets group can divert
summarize ground rules
members learn the group
a given each other’s (e.g.,
from its
subject or views and courtesy,
goals.
theme. sometimes speaking in
The group makes • Some turn, ensuring
participants
selects a consensus everyone agrees
may try to with
chairperso easier • Allows
n, a recorder, pursue their conclusions) at
group the beginning.
and/or own agenda.
members to take • Conflicts
someone to • Allow enough
on different can arise
time for all groups
report to roles (e.g., and be left to
plenary. leader, unresolved.
finish the task
recorder) to • Ideas can and give
practice be limited feedback.
facilitation by • Announce
techniques participants’ remaining time
experience
• Involves active at regular
and
participation intervals.
prejudices.
• Lets • Ensure that
participants ask participants
and learn share or rotate
about unclear roles.
aspects • Be aware of
• Often lets possible conflicts
people who and anticipate
feel their effect on
inhibited share the group’s
contribution in
• Can produce a
plenary.
strong sense of
sharing or • Reach
camaraderie conclusions but
avoid
• Challenges
repeating points
participants to
already
think, learn,
presented in
and solve
 problems plenary.

Training Advantages Limitations Tips for

Method Improvement

Role-play • Helps start a • Possibility of • Structure the

is an discussion misinterpretati role-play well,
imitation on keeping it brief
• Is lively and
of a and clear in
participatory, • Reliance on
specific focus.
breaking down goodwill and
life
situation barriers and trust among • Give clear
that encouraging group members and concise
involves interaction instructions to
• Tendency to
giving • Can help oversimplify or participants.
participan participants complicate • Carefully
ts with improve skills, situations facilitate to
details of attitudes, and deal with
the perceptions in emotions
“person” real situations that arise in
they are the follow-up
asked to • Is informal and
flexible and discussion.
play
requires few • Make
resources participation
voluntary.
• Is creative
• Can be used
with all kinds
of
groups,
regardless of
their education
levels

Case • Allows rapid • Sometimes • Make the

study evaluation of not all situation, event
Pairs or trainees’ trainees or incident real
small knowledge and participate. and focused on
groups are skills the topic.
given,
• Provides • Initiate with
orally or in
immediate simple case
writing, a
feedback studies and
specific
• Increases gradually add
situation,
analytical and more complex
event, or
incident thinking skills situations.
and asked • Speak or
• Is the best
to write
realistic
analyze simply.
and solve. alternative to
field practice
 Training Advantages Limitations Tips for
Method Improvement

Demonstration • Provides a • Explain

step-by-step different steps
The trainer
process to of the
performs a
participants procedure.
specific
operation or • Allows • Demonstrate
job, showing immediate an
others how to practice and inappropriate
do it. The feedback skill, then an
participants, appropriate
• Checklist skill, and
then, practice
can be discuss the
the task. developed
differences.
to observe
participants’ • Return
progress in appropriate
acquiring the demonstration
skill by participants
and give
feedback.
• Practice.

Selecting training methods (instructional techniques)

There is no best way to help people learn.
Take these 8 factors into consideration when choosing training
methodology/instructional techniques (Robinson 1979; Apps 1991;
Rothwell and Kanzanas 1992;Tracey 1992):
Learning outcomes/objectives
Acquiring new knowledge?
Enhancing thinking skills?
Developing psychomotor skills?
Or changing attitudes, values and/or feelings?
Trainers (instructors)
Are they capable of using the method?
Are they comfortable doing so?
Content
Is the content abstract or concrete?
How complex and comprehensive is the material?

Participants
How many participants are there?
What are their characteristics?
 Are they capable of learning through those techniques?
Training techniques
What can realistically be done with the techniques?
How difficult are the techniques to use?
Time
What time or period is available?
Cost
Are the costs associated with the techniques realistic?
Space, equipment, and materials
Are these all readily available?
RETENTION
Results Senses Used Instruction Possible Loss
Indicated By al Methods
Tests on
Retention

An average person retains approximately:

10% of what he reads Sight Reading 90%

20% of what he hears Hearing Classroom 80%

with
Labs/exercis
es

30% of what he Sight Demonstration 70%

sees and hears

75% of what he does Touch Practice by 25%

doing

90% of what he Touch and Teaching 10%

says and does hearing others

INFORMATION SHEET 1.2-3

Session Plan
Learning Objective: After reading this INFORMATION SHEET, YOU
MUST be able to:
identify and explain the different parts of the session
plan; explain how learning contents are sequenced;
discuss learning activities in relation to the nine events of instruction.
This Information Sheet shows how training content and training
activities are integrated, sequenced, and documented in a training outline
which is used to formulate the completed training curriculum.
Generally, the longer the program, the more often it is delivered, and
the more complex the curriculum, the more detail is required in the training
 outline. It is important to make the outline as clear and complete as possible
so that important points will not be overlooked during the preparation of the
trainer guide and the participant materials.
Regardless of the length and complexity of a training program, if other
people will be involved in materials development and delivery, the outline
must be written in sufficient detail to communicate to them the designer's
intent.

What is a Session Plan?

Session Plan is a simply stated, clearly written and flexible trainer aid
for conducting a session or module. It is:
based on the curriculum of the unit of competency.
accomplished according to the suggested format .

Benefits of a Session Plan

Gives the trainers an idea of where they are and where they are going
Gives the trainers and the learners a clear idea of what they are
doing Records the training sessions the trainers have taken
Gives the trainers a starting point if they have to do the training
again with another learner or group of learners
Gives the trainers a firm base to review their performance
Eight Steps For Designing an Effective Session Plan
Step 1. Define the purpose of the training and target audience
Step 2. Determine participants’ characteristics and training
needs Step 3. Define training goals and objectives
Step 4. Outline training content
Step 5. Develop instructional activities
Step 6. Prepare the written session plan
Step 7. Prepare participants’ evaluation forms
Step 8. Determine follow-up activities for the event

ELEMENTS OF A SESSION PLAN

• Industry Sector
• Qualification Title and Level
• Unit of Competency
• Module Title
• Learning Outcomes
• Introduction
• Learning Activities
• Evaluation
 • Teacher’s Reflection

5. Introduction
This is the part of the session plan that intends to motivate the student to learn.
It will acquaint the student to what he/she is:

going to learn in the module,

why it is important,
how it relates to what has already been learned
It is also termed as Module Descriptor in the CBC.
Example: Unit of Competency : Draft Plumbing Design

Module Descriptor of Draft Plumbing Design:

This module covers the knowledge, skills and attitudes in drafting of
various plumbing designs and/or working drawings taken from the
approved plumbing design.

6. Learning Activities
These are actions the student will do to achieve the learning outcome
stated in the module of instruction.
The session plan template Gagne’s nine recommended by TESDA follows Robert Let us
events of instruction. the parts of the discuss these steps in relation to
session plan.
Industry Sector/Qualification & Title
Every qualification belongs to a sector. To know what sector a
particular qualification belongs to, refer to the Training Regulation or
Competency Based Curriculum of the said qualification. Browse TESDA
website: www.tesda.gov.ph for downloadable files.
Example:
Sector: Construction
Qualification: Plumbing
Level: NC III

Unit of Competency:
The Units of Competencies comprise a Qualification. Basically they
are grouped into three:

Basic Competencies
Common Competencies,

and o Core Competencies

Module Title
This is actually the unit of competency. The difference of the Unit of
 Competency and the Module Title is, the verb in the module title is in the
present participle (ending in –ing) form.
Example:
Unit of Competency: Draft Plumbing Design
Module Title: Drafting Planning Design

Learning Outcomes
Are the learning blocks/units that comprise the module. In the
Training Regulation, they are termed as Elements while in the CBC they are
termed as Learning Outcomes.
Example (From the CBC of Plumbing NC III):
Unit of Competency: Draft Plumbing
Design Learning Outcomes:
LO 1: Determine location/layout of plumbing facilities
LO 2: Layout plumbing plan and/or working drawings
LO 3 : Determine bill of materials
Nine Events of Instruction
Gain Attention
Inform Learners of Objectives
Stimulate Recall of Prior Knowledge
The first three steps would be a part of the introduction.
Oftentimes these steps need to be integrated with the activities at
the beginning of the training sessions. Every start of the session,
usually in the morning, trainees should be reminded of the
overall objectives of the training, what skills do they need to
learn in relation to the activities they are currently going
through. You should always recall previously learned contents or
tasks and connect it to the overall objective or skill.
Present the stimulus/material
Provide guidance for learning
Presentation of the stimulus or the topic/content to be learned
depends on the methods chosen to be appropriate by the trainer.
Presentation and development of the lesson should cater to
trainees with different characteristics and learning styles.
Elicit performance
Every content should be given an opportunity to practice.
Knowledge contents would require you to prepare self-checks
while skills to be mastered should be provided with task sheets,
operation sheets or job sheets.
Provide feedback
Since CBT provides for self-paced learning, instructional
materials should be developed to allow for self-evaluation which
is a venue for providing feedback for self- paced learning. Answer
key of self-checks for example can give immediate feedback on
the trainee’s responses while Performance Criteria Checklists
can be used for self-evaluation or peer evaluation. The trainer
 should always remember that his feedback as the trainer is the
most effective feedback. You should always practice giving
constructive feedback to all trainees.
Assess performance
Although CBT allows for self-evaluation, the trainer should
always assess trainees’ performance using the performance
criteria checklists or the institutional competency evaluation
tools.
Institutional competency assessment should always include
written test to test knowledge, performance test for skills and
interview to assess attitude and to ensure that the four
dimensions of competency are covered in the assessment.
Enhance retention and transfer
Job Sheets are practice tools that integrates tasks learned in the
learning outcomes. Try to make Job Sheets with different
performance conditions to expose the trainee in the different
conditions or situation in an actual job. If the trainee is given an
opportunity for actual job situation, this will be a better
alternative to enhance retention and transfer of learning

Parts of the Learning Activities:

Learning Content
Presentation
Practice
Feedback
Learning Resources
Time (optional)

Learning Content comprises of 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. Present the learning content in small ‘chunks’ of
information. Arrange the learning contents logically.
Learning Contents for every Learning Outcomes are specified in the
CBC but if contents are too long to be discussed as a topic, they should be
disintegrated into chunks.
In sequencing contents, the hierarchy of learning should be taken into
consideration. Always arrange your contents from simple to complex.
Gagne’s hierarchy of learning shows how these skills are arranged from
simple to complex:
Verbal information: Reciting something from memory
Intellectual skills:
Discrimination: Recognizing that two classes of things differ
Concrete concept: Classifying things by their physical features alone
 Defined concept: Classifying things by their abstract (and
possibly physical) features
Rule: Applying a simple procedure to solve a problem or
accomplish a task
Higher-order rule: Applying a complex procedure (or
multiple simple procedures) to solve a problem or accomplish
a task
Cognitive strategies: Inventing or selecting a particular
mental process to solve a problem or accomplish a task Attitudes: Choosing
to behave in a way that reflects a newly-acquired value or belief
Motor skills: Performing a physical task to some specified standard
Within the intellectual skills group there is a learning hierarchy, e.g.
rules can not be learned without mastering a defined concept. To prepare an
instructional design for a given learning objective, one has to construct a
learning hierarchy (sometimes called a task analysis) and ask "what are the
intellectual skills one needs to have mastered in order to achieve an outcome
?" Since Gagne is also an instructional designer he formulated the "nine
events of instruction" lesson design model that draws both from behaviorism
(lower levels) and cognitivism (higher levels). An idea that has been taking up
by many modern instructional design models is that teaching should
transition from simple to complex skills. It should also be
noted that outcomes can build on various components, e.g. a defined
concept can build on facts (verbal information) and appropriate
attitudes.

▪ Presentation,
▪ Practice and
▪ Feedback
The learning activities for each LO Activities and resources to
must ensure that: achieve this:

First - The student is presented with • Reading the INFORMATION

ideas, concept or process appropriate SHEET, Textbook as
for the LO. references, manuals,
resources that can be
browsed from the internet
(Presentation) (Google, TESDA website, etc)
• Viewing slides, films, film
strips • Listening to tapes
• Observing an advanced students
 Then - The student is provided an • Answering Self-checks for
opportunity to practice or knowledge contents
apply • Solving typical problems
the same knowledge or skill
• Hands-on practice of a skill
that was presented.
using the Task Sheets,
Operation Sheets and Job
(Application of concept or
Sheets
methods learned)
• Critiquing case studies
This activity is supported with
TASK/JOB SHEETS • Answering questions

Finally - The student is given • Checking answers with answer

immediate feedback on the result of key
the application of the concept or • Checking finished product
methods performed is receive coaching or procedure with detailed
from the Trainer/ Facilitator if needed.
checklist.
• Having instructor critique
(Evaluation/Feedback) product or performance
This activity is supported
with Answers Keys ,
Procedural
Checklist and
Performance Criteria
Checklist

e. Learning Resources
These are materials that will be needed to support and facilitate learning of the
students/trainees. Example:
CBLM
Pattern paper
Pen and pencil
Eraser
Drawing instruments
Drawing table
Orthographic drawing
Isometric drawing
Elevation and section plan

f. Time (optional)
Since the approach of the learning is self-paced, time or duration of the training is not a MUST.
However, a Trainer/facilitator can opt to identify the time or duration of the training as a basis
to identify whether the trainee is a slow or fast learner.
In documenting the learning process (Trainer’s reflection), it is advisable to indicate how long it
took for each trainee to finish and successfully apply the process or idea presented.
7. Trainee’s Evaluation
This indicates the method of evaluating the achievement of the Learning Outcome.
Assessment maybe:
Formative:
This is a form of progress checks for every Learning Outcome. Progress check can be conducted
through written tests or practical test.
Summative:
This is a form of evaluation given at the end of the module. This can also be conducted through
written and practical tests.

In preparing the ASSESSMENT PLAN, indicate the:

Testing condition - what are the tools, equipment and supplies and materials that will be
needed Venue of the evaluation
Type of assessment -written test
-practical tests
Type of evidence
For written tests: answer sheets
For Practical Tests:
* Training outputs – training outputs, project, products
etc.
Result of performance test based on criteria
Trainer’s/Teacher’s Reflection
This part of the Session Plan serves as the documentation of the conduct of the training on a
unit of competency. Highlights of the use of the CBLM must be recorded/documented and must
be considered in the validation/improvement of the manual.
Factors to be considered in the documentation:
Successful moments or events experienced throughout the learning process
Feedback from the learners/trainees regarding the use of the CBLM
Result of the Evaluation
Areas like sufficiency of learning content, appropriateness of learning and evaluation
methodology, well-maintained training facilities, capacity of the Trainer to facilitate the training,
sufficiency of learning resources and other factors related to the conduct of the training shall be
recorded which shall serve as a basis for review, evaluation and improvement of the session
plan
In template form, the session plan will look like this.
SESSION PLAN
Sector :
Qualification Title :
Unit of Competency :
Module Title :
Learning Outcomes:

INTRODUCTION

LEARNING ACTIVITIES
Learning Content Methods Presentation Practice Fee

LO 2:

C. ASSESSMENT PLAN
Written Test
Performance Test

D. TEACHER’S SELF-REFLECTION OF THE SESSION

INFORMATION SHEET 1.2-4

Learning Resources
Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to

identify learning resources needed to support learning.

LEARNING RESOURCES

Learning resources are the things the student will use

when carrying out the instructions outlined
in the learning activities.
Learning resources can be used to present
instruction, and for practice and feedback

Types of Learning Resources for Presenting Instruction

Print Materials
TYPE INFORMATION/CONTENT

• Textbooks, references, etc. • Facts, concepts, terms,

 background information,
principles, and actual steps in
performing tasks if
written well and illustrated.

• Technical, shop, and • Step-by-step procedure for

manufacturer’s manuals performing task using specific
make or model of a product,
tool or equipment.

• Magazines, journals, trade • Leaders, current issues, and

publications, pamphlets, trends in occupation; new
and periodicals advances in technology; career
awareness.

• Instructor-developed • Anything for which other

“Instruction Sheets” resources cannot be located.

TYPE INFORMATION/CONTENT

• Still visuals (with & • Step-by-step procedure in

without sound), slides, film performing task; interior parts
strips, flip charts, or construction of devices,
photograph close-up shots; color.

• Motion visuals (with & • Complex tasks where motion

without sound)- 16mm, and sequence are critical;
8mm, film loops & speed up or slow down time.
cartridges, video
tape, video discs

• Cassette tapes, reel-to- • Recordings of specialized sounds

reel tapes, records, and or noises; pronunciation of
language machines words.

3. Human Resources
TYPE INFORMATION/CONTENT

• Instructor, aide, tutor • Live demonstration of skills or

or advanced student presentation of knowledge for
which no learning resource is
yet available.

Resources Used for Practice and Feedback

 PRACTICE FEEDBACK

Non-Print Materials

Tools and Instrument• Instructor, advanced students, or

aid to observe performance or
• Materials and Supplies
evaluate finished product
• Equipment
• Self-Check for evaluating
• Customers student’s own work
• Patrons • Checklist or rating scale in books
• Projects or other sources for checking
Trainers work
Simulators
Mock-ups
Field assignment

Print Materials

• Self-Checks containing • Answer key or solutions to

questions, problems, case compare answers with studies,
situations,
activities, or other • Instructor checking answers or
assignments assignment

• Review questions and • Instructor quizzing student or problems

in books critiquing report

• Oral quizzes
• Operation Sheets • Task Sheets • Performance Criteria Checklist
• Job Sheets
• Procedural Checklist
Evaluation Instruments

Institutional Competency Evaluation Tools are packaged by competency.

These materials will serve as both formative and summative evaluation tools
that will give feedback on the progress of the trainee.
Assignment Sheet 1.2-4
Session Plan
Objective: Given a qualification, you should be able to make a
 session plan for all COMPETENCIES.

Steps/Procedure:

Download the TR and CBC of the qualification assigned to

you from the TESDA website, www.tesda.gov.ph.
Make a complete session plan for your qualification.

Present your completed session plan on __________________________ .