MODULE I: LESSON 1: WHO IS TRAINER AND OR OR ASSESSOR ASSESSOR Session Objectives
At the end of the session, you should be able to: •
Distinguish a trainer from an assessor
•
Determine roles of trainer and/or assessor in assuring quality technical-vocational courses
Introduction P!n Tr!inin" Tr!inin" Session Sessi on is one of the six competencies co mpetencies to be mastered in Trainers Methodology !TM "# $ut before %e focus on planning, let us have an overvie% of the %hole training program# n this lesson, you %ill learn the role as trainer or assessor# As As a trainer or assessor, you need to &no% %hat and ho% to teach, and ho% to %or& effectively %ith others# 'e loo& for%ard to see you competent co mpetent enough as you study this course# Tr!inee#s Tr !inee#s Entr$ Re%uire&ents
t is expected that you %ill be a Trainer and/or Assessor Assessor as you finish this course, cou rse, Tr!iners Met'odoo"$ I !TM "# W'!t is ! T(ET Tr!iner) T(ET Tr!iner is a professional %ho enables a learner or a group of learners to develop dev elop competencies to performing a particular trade or technical %or&# To%ards To%ards this end, a T()T T()T Trainer Trainer may assume various roles such as training facilitator, competency assessor, training designer, developer or training supervisor *# W'!t is ! Tr!iner * Assessor)
+rom the Training egulation, a Tr!iner is a person %ho enables group of learners to develop competencies to%ard performing a particular trade or technical %or& %hile a n Assessor is an individual accredited and authoried to evaluate or assess competencies of a candidate applying for certification or any one of the purpose of assessment# Tr!iner*Assessor is at least . holder and %ho has achieved all the required units of competency identified in the Trainers Methodology 0evel !TM 0evel " under the 1TT2+# 3e is also a holder of .ational T()T Trainer ertificate 0evel !.TT " 4# A Trainer is an Assessor5 an Assessor is a Trainer 6#
To qualify for this course, a candidate or trainee must satisfy the follo%ing requirements: •
7raduate of baccalaureate degree or equivalent in training or experience along the field of Technical Technical (ocational )ducation )duc ation and Training
•
ertified at the same or higher . 0evel in the qualification that %ill be handled !for technical trainers"
•
Able to communicate orally and in %riting
•
1hysically fit and mentally healthy
•
1roficient in quantitative and qualitative analysis
•
Determine the s&ills and &no%ledge that a trainer or assessor should have
•
)xplain required s&ills as a trainer and or assessor
•
• • • • • • • • • • • •
• • • • • • •
Introduction As you progress through this lesson, you should &eep in mind the s&ills and &no%ledge required to become a competent trainer# emember that a%areness of your s&ills and capabilities %ill help you ma&e informed choices# -!sic !nd +ore +o&.etencies 0isted are the &no%ledge, s&ills, and attitudes required of Trainers Methodology !TM" 0evel *: -!sic +o&.etencies (or skills and knowledge that everyone needs for work):
0ead %or&place ommunication Apply math and science principles in technical training Apply environmental principles and advocate conservation 8tilie T applications in technical training 0ead small teams Apply %or& ethics, values and quality principles 'or& effectively in vocational education and training +oster and promote a learning culture )nsure a healthy and safe learning environment Maintain and enhance professional practice Develop and promote appreciation for cost-benefits of technical training Develop and promote global understanding of labor mar&et +ore +o&.etencies (or specific skills and knowledge needed in TM1): P!n tr!inin" sessions +acilitate learning sessions 9upervise %or&-based learning onduct competency assessment Maintain training facilities 8tilie electronic media in facilitating training
MODULE I: LESSON III +o&.etenc$/-!sed Tr!inin"
• • •
Session Objectives At the end of the session, you should be able to: Define commonly used ompetency-$ased Training terminologies )xplain ten principles of ompetency-$ased Training Differentiate traditional education %ith ompetency-$ased Training Introduction
•
7etting the idea on structure and principles embedded in training is important before designing a session plan# Do you &no% ho% to teach a Technical-(ocational )ducation and Training !T()T" program That %ill be the focus of today;s lesson#
•
The frame%or& in teaching s&ill-based lesson is called +o&.etenc$ -!sed Tr!inin" !or $T"# t focuses on skills development that is %hy its approach differs from the traditional education#
•
n traditional education, the teacher controls the en vironment !or called teacher-centered approach"5 %hile in $T, the learners control and manipulate the tools and equipments %ith the guide of a teacher !also &no%n as student-centered approach"#
•
n addition to that, learners are not compared among each other, instead their s&ills are compared against the norms or standard set by the industry# The training is also self-paced5 an example of this is %hen the trainer allo%s the students to study the materials < practice the s&ill on their o%n# 0astly, the focus of $T is on the outcome or the end product#
+-T Ter&inoo"ies The need to understand commonly used terminologies is important before starting this course%are# omprehending these terminologies %ill empo%er you to understand e asily the next lessons# •
•
S2i refers to the acquired and practiced ability to carry out a tas& or =ob 4# +o&.etenc$ , as used in T)9DA, is !3 the application of &no%ledge, s&ills and attitude required to complete a %or& activities to the standard expected in the %or&place 65 or b3 the possession and application of &no%ledge, s&ills and attitudes to the standard of performance required in the %or&place >#
•
#
0noed"e is the cognitive representation of ideas, events, activities or tas&s derived from practical or professional experience as %ell as from formal instruction or study, e#g# memory, understanding, analysis *#
The > dimensions of competency that describes aspect of %or& performance are ?: T!s2 S2is @ underta&ing a specific %or&place tas& # T!s2 M!n!"e&ent S2is @ managing a number of different tas&s to complete the entire %or& activity # +ontin"enc$ M!n!"e&ent S2is @ responding to problems, irregularities and brea&do%n in routine %hen underta&ing the %or& activity (# 4ob*Roe Environ&ent S2is @ dealing %ith the responsibilities and expectations of the %or& environment %hen underta&ing a %or& activity •
+o&.etenc$ St!nd!rd are industry-determined specification of competencies required for effective %or& performance# They are expressed as outcomes an d they focus on %or& place activity rather than training or personal attributes, and capture the ability to appl y s&ills in ne% situations and changing %or& organiation #
•
Reco"nition o5 Prior Le!rnin" (RPL) is the ac&no%ledgement of an individual;s s&ills, &no%ledge and attitudes gained from life and %or& experiences outside registered training programs B#
•
6u!i5ic!tion is cluster of units of competency that meets =ob roles and is significant in the %or&place# t is also a certification a%arded to a person on successful completion of a course and/or in recognition of having demonstrated competencies relevant to a n industry B#
t has three components: o
-!sic +o&.etenc$ @ s&ills and &no%ledge that everyone needs for %or&
o
o
4
+o&&on +o&.etenc$ @ s&ills and &no%ledge needed by people %or&ing in a particular industry +ore +o&.etenc$ @ specific s&ills and &no%ledge needed in a particular area of %or&-industry sector/occupation/=ob role
+o&.etenc$/-!sed Tr!inin" (CBT) is a system by %hich the student is trained on the basis of demonstrated ability rather than on that of elapsed time B#
$T includes: o
o
+o&.etenc$/-!sed +urricuu& (CBC) is the specification for a course or sub=ect !module" %hich describes all the learning experience a student or learner undergoes# t specifies outcomes %hich are consistent %ith the requirements of the %or&place as agreed through industry or community consultations#C +o&.etenc$/-!sed Le!rnin" M!teri! (CBLM) refers to the print and non-print instructional media used as guide in learning %or&place activities#
Deiver$ o5 +o&.etenc$/-!sed Tr!inin" 7+-T3 The flo% of $T differs from the traditional education approach# To see the big picture is important before planning a session plan# $elo% is the $T delivery frame%or&: *# Trainee enters the program# Trainer conducts pre-training assessment to identify learner;s training needs# rientation of $T program on Reco"nition o5 Prior Le!rnin" 7RPL3 and roles of trainer < trainee follo%s# 4# Trainee selects competency from the identified training needs and receives instruction from the trainer# The trainer administers learning contract or agreement bet%een him and his trainees, then provides $0M materials and introduces the use of progress and achievement chart# 6# 'ith the selected competency, the trainee studies the module by doing the follo%ing learning activities !in any order": revie% learning pac&age, vie% multimedia materials, use manuals, observe demonstration, practice s&ills in %or&shop, and receive assistance and advice# ># 'hile the trainee practices the s&ill, the trainer observes and records the performance on the 1rogress hart# 9tudent %ill attempt the tas& until he masters the s&ill %ith the h elp of trainer;s immediate and constructive feedbac&# ?# nce the trainee determines by himself that he is competent to do the s&ill, he %ill call the attention of trainer# The trainer %ill observe and rate the performance b ased on the 1erformance riteria hec&list and %ill record the result on the Achievement hart# f the s&ill is satisfactorily performed, he %ill then select another unit of competency# f the s&ill is not satisfactorily performed, the trainee %ill study again the module# # To exit the training program, trainee must satisfactorily perform the s&ill and must have enough units of competencies !or has completed all the modules"# f the trainee doesn;t have enough units of
competencies, he %ill then select another unit of competency, and repeat the competency-based training process#
Ten 7183 Princi.es o5 +-T ompetency-$ased Training delivery anchors in its principles# These ten !*E" principles of $T serves as ground rules for trainers and trainees# Memorie, apply and promulgate the listed principles belo%: •
Princi.e One: The training is based on curriculum !$" developed from the competency standards !9"#
•
Princi.e To: 0earning is competency based or modular in structure#
•
Princi.e T'ree: Training delivery is individualied and self-paced#
•
Princi.e ,our: Training is based on %or& that must be performed#
•
Princi.e ,ive: Training materials are directly related to the competency standards and the curriculum modules#
•
Princi.e Si9: Assessment is based in the collection of evidences of the performance of %or& to the industry required standard#
•
Princi.e Seven: Training is based both on and off the =ob components#
•
Princi.e Ei"'t: The system allo%s ecognition of 1rior 0earning !10" and or current competencies#
•
Princi.e Nine: Training allo%s multiple entry and exit in the training program#
•
Princi.e Ten: Approved training programs are nationally accredited# 1rograms of each institution or training center are registered %ith 8T1A9 !8nified T()T 1rogram egistration and Accreditation 9ystem"#
.o% it is your turn to refresh memory on ho% your teacher taught you and compare it on ho% ompetency$ased Training %or&s# 3o% %ill you teach s&ill-based session Does it have any difference 'ill you ma&e that change for the better 7et a paper and ta&e do%n notes on its differences#
MODULE II : LESSON I: Deter&inin" Tr!inees +'!r!cteristics Session Objectives
At the end of the session, you should be able to: •
dentify learners; characteristics and learning styles for trainees; profile
•
Determine adult learners; characteristics
•
•
•
Introduction ompetency-$ased Training %ithout planning and %ithout determining trainees; characteristics %ill lead to an unsuccessful session plan# t is a must for us teachers to &no% our students @ their characteristics as adult learners, their educational bac&ground, and their culture - not only because %e need data for filing purposes, but for us to use these data to analye and determine their training needs# 'ho are our learners 'hat are the characteristics %e need to include in their profile 'hat type of learners are they Those are our some highlight questions you might encounter as you proceed in this lesson#
Underst!ndin" Adut Le!rners $efore %e determine trainees; characteristics, %e first need to un derstand our trainees as adult learners# ur training is learner-centered5 hence, it is essential to &no% them first# ur training enables adult learners attain s&ills for them to land a =ob# Teaching them requires different teaching approaches and methodologies5 thus, understanding them %ill surely help in preparing an effective session plan# 8nderstanding ho% adults learn %ill also enable the trainer to thin& of teaching strategies that focused on adu lts# This is based on the theory called Andr!"o"$ (Knowles), also &no%n as !dut educ!tion # The study came up %ith the characteristics of adult learner, and they are the follo%ing: •
Adults are autonomous < self-directed#
•
Adults bring life experiences < &no%ledge to learning experiences#
•
Adults are goal-oriented#
•
Adults are relevancy-oriented#
•
Adults are practical#
•
Adults li&e to be respected#
3ere is a best scenario on ho% to apply this theory: The trainer enters a class consisting of adult learners# They are all different in terms of age, educational bac&ground, gender etc#, but they all have one thing in common they are all adult learners# A trainer, on his conscious state, %ill then use strategies to meet the needs of adult learners# A best example of strategy especially in developing %or&ing %ith teams is the use of Situ!ted Le!rnin" E9.erience !90)"# t %ould be a very good application of adult learning principles since they are given specific instruction to achieve and explore solution and course of actions to attain it# An example is the creation of a tallest to%er using limited supply of materials# n this 90), the goal is to ma&e the highest to%er# The devising of strategies and trying it outFgives adult learners autonomy and direct their o%n learning, and it also allo%s the students to bring in their previous experiences and &no%ledge# 'hen participants are as&ed to give their insights on their 90) experience, this allo%s learners to give respect to their classmates, as the application of insights becomes practical and self-motivating# .ote that the methods and strategies %e construct, consciously and unconsciously, should meet the needs of our adult learners, and %ill surely ma&e an effective transfer of learning#
Est!bis'in" Tr!inee#s +'!r!cteristics n completing the trainee;s profile, %e need to &no% the characteristics essential in individualiing the session plan# $elo% are the essential trainee;s characteristics the trainer needs to gather: +'!r!cteristic o5 Le!rners 0anguage, literacy and numeracy !00." level
W'!t does it &e!n to t'e .!n)
These greatly affect the training method you can use, as %ell as activities and tas& suitable for each session# Gou should be prepared for different 00. levels and must have different resources#
Ho Le!rners Le!rn)
A trainer is about to teach a group of students# Then he has collected data for trainee;s characteristics but the problem is he hasn;t assessed the students learning style to complete the trainee;s profile# W'!t is e!rnin" st$e) 0earning style is one;s o%n %ay of learning ne% information and ideas# t %ill give us an idea on ho% a person receive and transfer information#
9uggested learning styles are (AH 0earning 9tyle Model and 1AT 0earning 9tyles# +eel free to choose bet%een the t%o in determining trainees; learning style/s# •
(isu! Auditor$ Re!d*Write !nd 0inest'etic 7(AR03 Le!rnin" St$e Mode
)veryone learn differently since %e all have preferred %ay to absorb, comprehend and retain ne% information#
(AH 0earning styles, as proposed by +leming and Mills !*II4", is a model that describes ho% a person ta&es-in and gives-out information %hile learning# These learning styles are visual !learns best by seeing graphs, charts, and other symbols", auditory !learns best b y listening", read/%rite !learns best by reading text-based information" and &inesthetic !learns best by doing"#
•
PART Le!rnin" St$es Another model is 1AT 0earning 9tyles# t is developed by 3oney < Mumford but the idea originated from Holb;s 0earning 9tyle Model# The four learning styles are: o
o
o
o
Pr!"&!tists Jputting theory into practice; or ;needs to &no% ho% to apply the information in real %orld; 1ragmatist tends to integrate or put together theory and practice as they perceive information abstractly and process it actively# They al%ays thin& problems and oppo rtunities as challenges# Activists Jhaving an experience; or ;needs to do; Activists put together experience and application as they perceive information concretely and process it actively# They %ould li&ely tac&le problems by brainstorming# Activists learn by trial and error, < by self-discovery method# Re5ectors Jreflecting on it; or ;needs time to thin& over information; eflectors integrate or put together experience %ithin oneself as they perceive information concretely and process it reflectively# They learn by listening and sharing ideas# T'eorists Jdra%ing out o%n conclusion; or ;needs to &no% theory behind information; Theorists put together observations into complex but logically sound theory as they perceive information abstractly and process it reflectively# They learn by thin&ing through ideas#
MODULE II: LESSON II: PRE/TRAININ; AND ANAL
At the end of the session, you should be able to: •
Describe pre-training assessment and training needs analysis
•
ealie the importance of having pre-training assessment before starting the session
•
Disengage current competency from the s&ills required to determine training gap
Introduction
Kn differentiated classroom, teachers begin %here students are, not the front of a curriculum guideL# @ arol Ann Tomlinson, *III# As quoted by Tomlinson, %e start our session based on our pre-assessment, not in ompetency $ased urriculum# 1re-assessment evaluates trainee;s &no%ledge, s&ills, strengths and %ea&nesses prior to teaching#
Pre/Tr!inin" Assess&ent 1re-Training Assessment is conducted to recognie current competency !" and recognition of prior learning !10"# This assessment is done before the training starts# 0isted are reasons %hy it is needed: •
t allo%s us to see their mastered competencies#
•
t serves as point of reference in assessing our trainees#
•
t gives student quic& loo& of future lesson#
1re-Training Assessment can be done either of the follo%ing: •
0earners; assess themselves using the self-assessment guide
•
Trainer assesses learners; previous experience through portfolio assessment
•
Trainer assesses learners; s&ills and &no%ledge through pre-test or diagnostic test
Se5/Assess&ent ;uide is a pre-assessment tool to help the candidate and assessor determine %hat evidence is available, %hen gaps exist, including readiness for assessment *# Port5oio Assess&ent refers to the process of determining %hether an applicant is competent through evaluation of his or her records of achievement 4#
Gou can confirm authenticity of evidence of competency by: •
alling or as&ing personally the signatories and confirm the information listed in certificate of a%ard/employment#
•
alling or visiting the %or&place %here pro=ects are done#
Pre/Test or Di!"nostic Test is a type of formative assessment that involves collecting evidence to diagnose or identify a training need or performance problem# !.(9 3andboo&" 1repare the pre-test/diagnostic test according to the guidelines %ritten in the lesson J1reparing Assessment nstruments;#
An assessor can use the portfolio assessment and pre-test results as source of evidences an d a tool in verifying learner;s current competency and prior learning# 1re-training assessment and analysis is done prior to actual training program#
Deter&inin" Tr!inin" ;!. Deter&inin" Tr!inin" ;!. t'rou"' Tr!inin" Needs An!$sis 7TNA3
8nder the $T approach, each learner is assessed to find the gap bet%een the s&ills they need !as described in the Training 1ac&age" and the s&ills they already have# The difference bet%een the t%o is called the tr!inin" "!.=
9&ills equired @ urrent 9&ills N Training 7ap N Training .eeds J9&ills equired; refers to the competencies listed in the competenc y standards and specified by the industry5 n the other hand, Jurrent 9&ills; referred to as validated competencies gathered in the pre-training assessment# A training program is then developed to help the learner acquire the s&ill deficiency# Therefore,9elf-Assessment 7uide !9A7" %ith Training .eeds Analysis !T.A" Tool is an important tool to use in determining training gap# 9elf Assessment 7uide
• • • • •
9elf-Assessment 7uide !9A7" @ a pre-assessment tool to help the candidate and the assessor determine %hat evidence is available, %here gaps exist, including readiness for assessment# This document can identify the candidate;s s&ills and &no%ledge5 highlight gaps in the candidate;s s&ills and &no%ledge5 provide critical guidance to the assessor n the evidence that needs to be presented5 provide guidance to the candidate on the evidence that needs to be presented5 and assist the candidate to identify &ey areas in %hich practice is needed or additional information or s&ills should be gained prior to the assessment#
MODULE III: LESSON I Underst!ndin" t'e Tr!inin" Re"u!tion Session Objectives
At the end of the session, you should be able to: •
Describe the sections of Training egulations
•
Describe components of ompetency 9tandards
•
)xplain importance of ompetency 9tandard in planning a training session
Introduction
.o% that you have established the training gap of the learner, you are no% ready to prepare the session plan# n preparing session plan, it is essential to understand the structure of Training egulation# Training egulations contains the prescribed minimum program standards# t is developed by experts and practitioners from public or private sector !or called as )xperts 1anel" and is promulgated by the T)9DA $oard after national validation*#
Tr!inin" Re"u!tion Tr!inin" Re"u!tion 7TR3 is a T)9DA promulgated document that serves as basis for %hich the competency based curriculum, instructional materials and competency assessment tools are developed# This document represents specific qualification# 3o% the competencies in this qualification can be gained, assessed and be given recognition is detailed in this promulgated document *#
All training institution %ho %ants to offer T()T program are required to register under 8nified T()T 1rogram egistration and Accreditation 9ystem !8T1A9" either 'ith Training egulation !'T" or .o Training egulation !.T" to adhere in competency-based training requirements# 'ith Training egulation !'T" is described as programs that have appropriate promulgated Training egulations5 examples of 'T program are omputer 9ystem 9ervicing, +ood and $everage 9ervice to name some# .o Training egulations !.T" refers to the programs that include s&ills %hich are not covered yet b y any promulgated Training egulations5 example of .T program is those of interior designing 4# t has four sections: •
9ection * @ De5inition o5 6u!i5ic!tion refers to the group of competencies that describes the different functions of the qualification# t enumerates the =ob titles of %or&ers %ho a re qualified#
•
9ection 4 - +o&.etenc$ St!nd!rds 7+S3 gives the specifications of competencies required for effective %or& performance#
•
•
9ection 6 - Tr!inin" St!nd!rd 7TS3 contains information and requirements in designing training program for certain 2ualification# n includes curriculum design, training delivery5 trainee entry requirements5 tools equipment and materials5 training facilities5 trainer;s qualification and institutional assessment# 9ection > @ N!tion! Assess&ent > +erti5ic!tion Arr!n"e&ent describes the policies governing assessment and certification procedure#
•
Dono!d ?@: Training egulations Tr!inin" Re"u!tions
Training egulations !T" @ a T)9DA-promulgated document that serves as basis for %hich the competency based curriculum and instructional materials and competency assessment tools are developed# This document represents a specific qualification# t defines the competenc y standards for a national qualification and ho% such qualification can be gained, assessed and be given recognition#
+o&.etenc$ St!nd!rds +o&.etenc$ St!nd!rd 7+S3 , as used in T)9DA, is industry-determined specification of competencies required for effective %or& performance# They are expressed as outcomes and they focus on %or& place activity rather than training or personal attributes and capture the ability to apply s&ills in ne% situations and changing %or& organiation*# efer to 9ection 4 of Training egulations#
•
•
Defined belo% are the components of 9: Unit o5 +o&.etenc$ 7or Unit Tite3 is a component of the competency standards stating a specific &ey function or role in a particular =ob or occupation5 it is the smallest component of achievement that can be assessed and certified under the 1T2+# Unit Descri.tor outlines %hat is done in the %or&place# t clarifies scope and intent of unit#
•
•
•
•
• •
o
o
o o
Ee&ents are the building bloc&s of a unit of competency# They describe, in outcome terms, the functions that a person performs in the %or&place# Per5or&!nce +riteri! are evaluative statements that specify %hat is to be assessed and the required level of performance# Re%uired 0noed"e !formerly &no%n as 8nderpinning Hno%ledge" refers to the competency that involves in applying &no%ledge to perform %or& activities# t includes specific &no%ledge that is essential to the performance of the competency# Re%uired S2is !formerly &no%n as 8nderpinning 9&ills" refers to the list of the s&ills needed to achieve the elements and performance criteria in the unit of competency# t includes generic and industry specific s&ills# R!n"e o5 (!ri!bes describes the circumstances or context in %hich the %or& is to be performed# Evidence ;uide is a component of the unit of competency that defines or identifies the e vidences required to determine the competence of the individual# t provides information on: +ritic! As.ects o5 +o&.etenc$ refers to the evidence that is essential for successful performance of the unit of competency# Resource I&.ic!tions refers to the resources needed for the successful performance of the %or& activity described in the unit of competency# t includes %or& environment and conditions, materials, tools and equipment# Assess&ent Met'od refers to the %ays of collecting evidence and %hen evidence should be collected# +onte9t o5 Assess&ent refers to the place %here assessment is to be conducted or carried out#
MODULE III: LESSON II: Underst!ndin" +o&.etenc$/-!sed +urricuu& Session Objectives
At the end of the session, you should be able to: •
Determine elements of ourse Design and Module of nstruction
•
Analye importance of Module of nstruction in constructing session plan Introduction
W'!t is +o&.etenc$/-!sed +urricuu& 7+-+3) •
A competency-based curriculum is a frame%or& or guide for the subsequent detailed develop ment of competencies, associated methodologies, training and assessment resources#
•
The $ specifies the outcomes %hich are consistent %ith the requirements of the %or&place as agreed through the industry or community consultations#
•
$ can be developed immediately %hen competency standards exist#
•
'hen competency standards do not exist, curriculum developers need to clearly define the learning outcomes to be attained# The standard of performance required must be appropriate to industry and oc cupational needs through the industry/enterprise or specified client group consultations*# Underst!ndin" t'e +ourse Desi"n
+o&.etenc$/-!sed +urricuu& consists of ourse Design and Module of nstruction# ourse Design serves as the blueprint and sets the structure in delivering the training program, %hile Module of nstruction serves as the course outline, and is derived from the course design, and contains detailed information on %hat and ho% to teach each unit of competency# +ourse Desi"n is based on competency standards set by the industry or recognied industry sector# 0earning system is driven by competencies %ritten to the industry standards*#
The first page includes the follo%ing: •
+ourse Tite refers to the name of the program to be offered# t is usually derived from the qualification title of the training regulations or it ta&es the qualification title of the training regulations if the program is designed to cover the entire qualification4#
•
No&in! Dur!tio n refers to the estimated training period usually expressed in hours %herein the learner is expected to complete the %hole training program# +ourse Descri.tion refers to the brief statement of scope, coverage and delimitation of the course# Entr$ Re%uire&ents refers to the minimum and KmustL qualifications of a trainee to a training program that %ill ensure effective and efficient training# +ourse Structure is a course matrix, and includes details on module title, learning outcomes and no minal hours per unit of competency# Unit o5 +o&.etenc$ is a component of the competency standard stating a specific &ey function or role in a particular =ob or occupation serving as a basis for training an individual to gain specific &no%ledge, s&ills and attitude needed to satisfy the special demands or requirements of a particular situation*# Modue Tite is the name of the module derived from the unit of competency# Le!rnin" Outco&es are the set of &no%ledge, s&ills and/or competencies an individual has acquired and/or is able to demonstrate after completion of a learning process @ either formal, non-formal or informal 6# No&in! Hours refers to the estimated training period usually expressed in h ours %herein the learner is expected to complete a particular training module of program 4#
• •
•
•
• •
•
• •
•
Resource is the part %here recommended tools, equipment and materials to be used are listed# Assess&ent Met'ods refers to the %ays of collecting evidence and %hen evidence should be collected*# +ourse Deiver$ refers to the classroom teaching methodologies that can be applied for the entire module instruction# Tr!iner#s 6u!i5ic!tion refers to the identified minimum experience and competencies the trainer for the course must possess# )AD.7 O *: ompetency-$ased urriculum 9ample: ompetency $ased urriculum
Modue III: LESSON II UNDERSTANDIN; +-+ Modue o5 Instruction Modue o5 Instruction is the description of training requirements for every unit of competency# A unit of competency can ma&e one or more modules of training# This part of the $ is used as point of reference in preparing session plan# The document consists of the follo%ing: Unit Tite is a learning outcome statement %hich describes the area of competency related to the content • of %or&# !e#g# Maintain omputer 9ystems"
•
• •
•
•
•
• • •
Modue Tite describes the outcome of unit of competency# 7erund is used as sub=ect# !e#g# Maintaining omputer 9ystems" Module Descriptor refers to the brief statement of scope, coverage and delimitation of the module# No&in! Dur!tion refers to the estimated training period %herein the learner is expected to complete a particular training module of program *# !1rocedures Manual on 1rogram egistration" Su&&!r$ o5 Le!rnin" Outco&es refers to the consolidated statements of desired end result to be attained after each session# The succeeding pages of Module of nstruction are the follo%ing: Assess&ent +riteri! is the standards used to guide learning and to assess learner achievement and/or to evaluate and certify competence 4# +ontents are the topics and activities %hich ma&e up %hat is learned by an individual or group of learners during a learning process 6# +ondition outlines situation and context under %hich learners %ill be assessed# Met'odoo"ies refer to the list of methods to be used in a particular session# Assess&ent Met'od refers to the technique/s used to gather different types of evidences#
MODULE III: LESSON III: THE SESSION PLAN Session Objectives
At the end of the session, you should be able to: •
dentify parts of a session plan
•
Derive learning outcomes using ompetency 9tandard !9" and Module of nstruction !M"
•
Determine guidelines in organiing learning content
•
Distinguish training method and approaches according to learning activities, purpose, learning style, and practice-based learning
•
rganie learning activities using 1resent-1ractice-+eedbac& and .ine )vents of nstruction
•
dentify formative and summative assessment methods or tools
•
)numerate steps in preparing session plan
•
1repare an effective session plan
Introduction
An organied training session is the &ey to meaningful learning5 thus, a prepared session plan is needed to ma&e every lesson a success# )ach session plan is derived on ompetency-$ased urriculum, and ancho red on ompetency 9tandard to ensure that the training provided is %orld-class, high-quality s&ills education# 0isted belo% are the guide questions that %e need to address at the end of the lesson: •
'hat are the elements or parts of a session plan
•
3o% to derive learning outcomes from M < 9
•
3o% to organie learning content
•
3o% to select appropriate training method according to learning activities 1urpose 0earning styles 1ractice-$ased 0earning
•
3o% do %e transfer &no%ledge and s&ills
•
'hat learning activities are recommended in s&ills acquisition
•
'hat evidences %ill %e use in assessment
7rab your pen as %e study the most important module in this competency# 'e assure that it %ill empo%er you to prepare an effective session plan that efficiently addresses training gap#
MODULE II: LESSON III: THE SESSION PLAN ELEMENTS O, A LESSON PLAN Session P!n , same as Training 1lan or 0esson 1lan, is a %ritten document prepared by the trainer that sho%s logical order of activities that he %ants to happen in a training session#
t gives trainer and his learners an overvie% on %here they are and %here they are going# t serves as record of training sessions and as a starting point for additional training# t is also extremely helpful for a trainer %ho ta&es over another session# *# Industr$ Sector identifies the industry %here the =ob is classified !e#g# nformation and ommunication Technology"# 4# 6u!i5ic!tion Tite !nd Leve a# 6u!i5ic!tion Tite refers to the name of the formal certification or recognition# b# 6u!i5ic!tion Leve refers to the category of s&ills and &no%ledge required to do a =ob*# 6# Unit o5 +o&.etenc$ is a component of the competency standards stating a specific &ey function or role in a particular =ob or occupation5 it is the smallest component of achievement that can be assessed and certified under the 1T2+*# ># Modue Tite describes the outcome of unit of competency# 7erund is used as sub=ect# !e#g# Maintaining omputer 9ystems" ?# Le!rnin" Outco&es are the set of &no%ledge, s&ills and/or competencies an individual has acquired and/or is able to demonstrate after completion of a learning process @ formal, non-formal or informal 4# )ach learning outcomes has its o%n set of learning activities# # Introduction contains information meant to motivate, and orient the student on the ob=ective and %hat %ill be expected of them# t also includes the correlation of the current lesson to the prev ious session, and its relevance to the training program#
B# Le!rnin" Activities is used to support learning# t conveys content, create meaning, and support development and transfer of s&ills/&no%ledge through practice and experience 6# o
Le!rnin" +ontent refers to the topics and activities %hich ma&e up %hat is learned by an individual or group of learners during a learning process >#
o
Te!c'in" Met'odoo"$ refers to the list of methods to be used in a particular learning content#
o
Present!tion sho%s instructional materials and or methods to be used in introducing the content#
o
Pr!ctice sho%s instruction sheets and self-chec& test to be used by the learner in applying and concretiing learning#
o
,eedb!c2 includes evaluation of performance and reference to the ans%er &ey#
o
esources includes list of tools, materials and equipment to be used per learning content#
o
Ti&e refers to the estimated minimum training period usually expressed in hours %herein the learner is expected to complete a particular learning activity#
4
Assess&ent P!n is the overall planning document for the assessment process and includes a range of information to guide trainer on the method of assessment to use and its 6 scope#
6
Te!c'er#s Re5ection is the part %here the trainer documents or records %hat has occurred during training and includes notes on sufficiency of learning con tent, training method, instructional material and evaluation methodology to improve session plan# t may also consist of observed s&ills performed outstandingly, learners; feedbac& %hile using ompetency-$ased 0earning Materials !$0M", and teacher;s feedbac& regarding results of evaluation#
Do%nload O?: 9ample 9ession 1lan
Derive Le!rnin" Outco&e 0earning utcome is the set of &no%ledge, s&ills and/or competencies an individual has acquire and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal *# 'here do %e get these learning outcomes The learning outcomes are lifted from the Module of nstruction, derived from the ourse Design, %hich are all anchor ed from the ompetency 9tandards# As a %hole, %e could infer that each unit of competency has numerous learning outcomes, and every outcome has its o%n learning activities#
Deter&ine !nd Or"!nie Le!rnin" +ontent Le!rnin" +ontent refers to the topics and activities %hich ma&e u p %hat is learned by an individual or group of learners during a learning process *#
Listed !re "uideines in deter&inin" !nd or"!niin" +ourse +ontent: evie% ompetency-$ased urriculum and determine essential topics and activities# evie% required &no%ledge or s&ills and range of variables from the ompetency 9tandards# 0ist the content or topics gathered from $ an d 9# nclude additional topics if necessary# rganie the content# This %ill help learners store information in their long-term memory#
• • • •
9ort content or topics according to: o
simple to complex tas&
o
&no%n to un&no%n
o
%hole to part and bac& to %hole
o
concrete to abstract
o
particular to general
o
o
observations to reasoning point to point in logical order !or in sequential order"
9orting the content %ill help learners store information in their long-term memory# t needs to be in manageable chun&s to let the learner process ne% information easily# t also needs to be progressive leading do%n to a learning path%ay# t is also important to lin& information so that learners could understand the big picture together %ith its specific parts 4#
Identi5$ A..ro.ri!te Tr!inin" Met'odoo"$ !nd Tec'ni%ues t is essential to identify appropriate training methodology after determining the learning outcome and content# Tr!inin" Met'odoo"$ refers to ho% sub=ect matter is going to be dealt %ith in a broad sense !e#g# lecture, group discussion, role play, demonstration, etc#", %hile Techniques are the variation of the method !e#g# under 9mall 7roup Discussion !97Ds", the methods could be fish bo%l, brainstorming, plenary, etc#"*
To select appropriate teaching method, a trainer should consider the follo%ing: •
learning outcomes is the primary basis for selection
•
nature of the sub=ect and types of performance specified
•
needs, interests, abilities and level of maturity of the learner
•
available time and resources
•
capacity of the trainer
A trainer &no%s %ell that a single method %ill not be sufficient to ma&e each adult learning session successful# A s&ilful teacher must use various methods and techniques necessary to hold the attention of adult learners to improve their learning efficiency# 0isted belo% are training methods according to learning activities, purpose, learning styles, and practice-based learning: Accordin" to Le!rnin" Activities
0earning Activities
Methods < Techniques
ndividual
self-assessment, hands-on experience, self-paced hand-out or modules
7roup Activities
simulation, role play, games, small group discussion !no more than B participants", brainstorming, bu group !4-6 participants", debate, group dynamics, group reporting, focus group discussion
)ither ndividual or 7roup Activities
case study, pro=ects, demonstration, laboratory %or&, direct observation
Accordin" to Pur.ose:
1urpose
Methods < Techniques
To give information and &no%ledge lectures, readings, %ritten and oral instruction To give examples, To sho% tas& < attitudes
demonstrations, slides, pictures, video, film, case study, discussion
To enhance s&ills, To provide practice
role play, return demonstration, supervised practice, %riteshop
Accordin" to Le!rnin" St$es:
0earning 9tyle
Methods < Techniques
(isu! 0earns by seeing the big picture
picture pages, film vie%ing, lecture pac&ed %ith flo%charts, diagrams, pictures or graphs
Auditor$ 0earns by listening
read notes aloud, discussion pairs or groups, question and ans%er, recorded lectures and stories
Re!d*Write 0earns by seeing %ords and lists
lecture pac&ed %ith list, glossaries and its definitions, learning activity that requires transcribing diagrams or pictures into %riting
lecture, analogies, statistics, stories group activities, hands-on experience, note ta&ing, %rite shop 0earns by doing Pr!"&!tist 1utting theory into practice
laboratory %or&, case study, field %or&, problem solving
Activist 3aving an experience
assimilation, role playing, small group discussion, problem solving, brainstorming, pule competition
Re5ector eflecting on it
time out, observing activities, paired discussion, feedbac& from others, coaching, intervie%s
T'eorist Dra%ing out o%n conclusion
lecture, analogies, statistics, stories
Accordin" to Pr!ctice/-!sed Le!rnin":
1ractice-$ased 0earning
Methods < Techniques
n-the Pob Training
=ob instruction training, =ob rotation, apprenticeship, coaching, internship
ff-the Pob Training
active lecture, laboratory training, role playing, case study, simulation
Reco&&end!tion in c'oosin" !..ro.ri!te tr!inin" &et'od:
0isted are methods in teaching $T s&ills and competencies:4 Most useful for acquisition of declarative &no%ledge • reading o o lecture/tal&s o modelling Most effective in enhancing procedural s&ills • enactive learning li&e role-play, self-experiential %or& o modelling o o reflective practice 3elpful in improving reflective capability and interpersonal s&ills • o self-experiential %or& o reflective practice
Rues o5 Evidence t is not good enough to =ust collect any evidence# Pust as the %ay %e collect evidence is guided by the principles of assessment, the %ay %e collect evidence is guided by the rues o5 evidence # Rue
(alid
urrent
Evidence &ust=== - Address the elements and performance criteria - eflect the s&ills, &no%ledge and context described in the competency standard - Demonstrate the s&ills and &no%ledge are applied in real or simulated %or&place situations
- Demonstrate the candidateQs current s&ills and &no%ledge - omply %ith current standards
- Demonstrate competence over a period of time - Demonstrate competence that is able to be repeated 9ufficient - omply %ith language, literacy and numeracy levels %hich match - those required by the %or& tas& !not beyond" Authentic
- $e the %or& of the candidate - $e able to be verified as genuine DOWNLOADS
BS is ! s$ste& 5or instiin" order !nd ce!niness in t'e or2.!ce= T'e S#s st!nd 5or: *# Seiri or sort 4# Seiton or straighten
6# Seiso or shine ># Seiketsu or standardie ?# Shitsuke or sustain As translated, the Papanese terms mean the follo%ing: *# Seiri @ 1ut things in order !emove %hat is not needed and &eep %hat is needed" 4# Seiton @ 1roper arrangement !1lace things in such a %ay that they can be easily reached %henever they are needed" 6# Seiso @ lean !Heep things clean and polished5 no trash or dirt in the %or&place" ># Seiketsu @ 1urity !Maintain cleanliness after cleaning @ pe rpetual cleaning" ?# Shitsuke @ ommitment !A typical teaching and attitude to%ard any underta&ing to inspire pride and adherence to standards" An alternative translation and meaning of these terms may be found in The Improvement ook by Tomo 9ugiyama: *# 9orting @ 7ood and bad, useable and non-useable 4# 9ystematic arrangement @ nce sorted, &eep systematically to have traceability 6# 9pic and span @ Heep arranged things al%ays ready-to-use, dirt-free and tidy ># 9tandardie @ Ma&e a process for the above three stages, create measures and revie% them ?# 9elf-discipline @ ndividual commitment • •
• •
•
TVET-technical and Vocational Education and Training (TVET) SKILL- Ask or group of tasks performed to a specific level of competenc or proficienc !hich often use motor function and tpicall re"uire the manipulation of instruments # e"uipments competenc $a skill performed to a specific standard under specific condition T% & --training program for TVET Trainers in using the '%ETE*'+ ,ASE T.AI*I*/ ELIVE.+ A.A'0 for training assessment1 imensions of competenc Task skills- re"uires performance of a task to the re"uired standard as descri2ed
2 the unit of competenc and e3pected in the !orkplace Task management skills $ captures skills used as people plan contingenc management skills $ .E45I.E%E*T T .ES* to irregularities and 2reakdo!n in routines 6o21role environment skills- re"uirement to deal !ith the responsi2ilities and e3pectations of the !orks environment
• •
5T.AS- 5*I7IE TVET T.AI*I*/ ./.A% .E/IST.ATI* S+STE% .a 889:- esta2lishment and administration of the *ational Trade skills Standards TESA
2ualification @refers to the group of competencies that describes the different functions of the qualification ompetency standards- gives the specifications of the competencies required for effective %or& performance Training standards- contains information and requirements in designing training program for certain 2ualificationR *# 4# 6# ># ?# # B#
urriculum design Training delivery Trainee entry requirements Tools < equipment < materials Training facilities Trainer;s qualification nstitutional assesment
Training design- a systematic process that is employed to develop education and training programs in a consistent and reliable fashion# nstructional design or instructional 9ystems design
Types of Test
Time to nish a question
True-7alse
&;-<= seconds
%ultiple 'hoice (recall "uestions that are 2rief)
<=-:= seconds
%ore comple3 multiple choice
:=-9= seconds
%ultiple 'hoice pro2lems !ith calculations
>-; minutes
Short ans!er (one !ord)
<=-:= seconds
Short ans!er (longer than one !ord)
&-? minutes
%atching (; premises@ : responses
>-? minutes
Short essas
&;->= minutes
ata analsis 1 graphing
&;->; minutes
ra!ing models 1 la2eling
>=-<= minutes
E3tended essas
<;-;= minutes
M)A98A$0) AT. 'D9:
• • • • • • • • • • • •
)S10A. )(A08AT) D++).TAT) D).T+G A.A0G) D)9$) +M80AT) .AM) D)+.) D9899 A99)99 09T
$)T 7A7.): *# 4# 6# ># ?# # B# C# I#
7A. ATT).T. .+M 0)A.) $P)T()9 9TM80AT) )A00 + 1 0)A..7 1)9).T 9TM8089 MAT)A0 1(D) 0)A.) 78DA.) )0T 1)+MA.) 1(D) +))D$AH A99)99 1)+MA.) ).3A.) )T).T. A.D TA.9+)
