Professional Documents
Culture Documents
MATERIAL
Sector
TVET
Qualification Title:
Unit of Competency:
Module Title:
TRAINING METHODOLOGY I
Work through all the information and complete the activities in each
section.
Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of
each section to test your own progress. Use the Performance Criteria
Checklist or Procedural Checklist located after the sheet to check your own
performance.
When you feel confident that you have had sufficient practice, ask your
Trainer to evaluate you. The results of your assessment will be recorded in
your Progress Chart and Accomplishment Chart.
You need to complete this module before you can perform the next module,
Facilitating Competency-Based Training Program.
NTTA-TESDA
QA SYSTEM
Training
Methodology I
Planning Training
Session
Date
Developed:
July 2010
Document No.
Issued by:
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MODULE CONTENT
UNIT OF COMPETENCY
MODULE TITLE
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitude in planning a training
session. It includes identifying trainees requirements, preparing a session plan,
preparing basic instructional materials and organizing learning and teaching
activities. It, also, includes information sheets, self-checks, job sheets, operation
sheets and performance criteria checklists. Planning and preparation of the
workshop based on CBT principles will be practiced in this module.
NOMINAL DURATION:
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
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ASSESSMENT CRITERIA:
Prepare the text and illustrations that are clear, legible and appropriate to
the trainees.
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
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CONTENTS:
1. The Philippine TVET Trainers-Assessors Qualification Framework
2. Procedures Manual on Developing Competency-Based Curriculum
3. Trainees Current Competencies
4. Validation Procedures on Training Requirements
ASSESSMENT CRITERIA:
1. Review and analyze curriculum document.
2. Determine current competencies of target group.
3. Compare competencies required to be attained with current competencies of
the target group.
4. Use results of comparison to determine training requirements.
5. Validate training requirements with those of other people.
CONDITION:
Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
-
Computer
LCD
White board
CD
Tapes
4. TRAINING MATERIALS
-
Learning Packages
Bond Paper
Ball pens
Whiteboard marker
Manuals
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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ASSESSMENT METHOD:
1. Portfolio
2. Written Test
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
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Learning Experiences
Learning Outcome 1
DETERMINE LEARNERS TRAINING REQUIREMENTS
Learning Activities
Special Instructions
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
work
to
your
trainer
Document No.
Issued by:
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for
Learning Activities
10.
Special Instructions
Use the Performance Criteria Checklist to
evaluate your own work.
Present your
evaluation
work
to
your
trainer
for
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 1 of v
Developed by:
Revision # ___
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 2 of v
Developed by:
Revision # ___
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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QUALIFICATION FRAMEWORK:
General Guidelines
1. The Framework shall consist of four (4) levels corresponding to the
different roles assumed by trainers. These are: Trainer Qualification
Level I for Trainer/Assessors; Trainer Qualification Level II for Training
Designers/Developers; Trainer Qualification Level III for Training
Supervisors and Mentors; and, Training Level IV for Master Trainer.
2. Those being certified in Levels I and II must be specialists in the areas of
competencies they will facilitate while those being certified in Levels III
and IV must be both specialists and generalists.
3. The trainer curriculum specified in this program is an enabler and is
intended to facilitate trainer development through the various
qualification levels. Taking the various courses under the curriculum is
not a strict requirement as the trainer may acquire the required
competencies through other means.
4. While there is an implied progression in the qualification levels, any
trainer who feels competent and qualified for a particular level may,
without necessarily being certified in the previous levels, apply for
assessment and certification for that level, provided that the levels entry
requirements for certification has been satisfied.
5. The educational requirement as entry requirement for certification may
be waived through demonstration of the following equivalent
competencies:
a. Bachelors Degree
i. Oral and written English communication
ii. Quantitative and Qualitative Analysis
iii. Verbal Reasoning
b. Masteral Degree
i. Leadership
ii. Research Project
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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Qualification Levels:
Qualification
Levels
Definition
Trainer
Qualification
I:
Trainer/Asses
sor
Trainer
Qualification
II:
Training
Designer/
Developer
Conducts
Designs
and
technical
develops
training
and curriculum,
competency
courses
and
assessments
instructional
materials
Trainer
Qualification
III:
Training
Mentor
Trainer
Qualification
IV:
Master Trainer
Supervises,
develops
and
mentors
technical
trainers
Extends
the
body
of
knowledge
in
the
field
of
technical
vocational
education and
training.
MS Graduate
or
Equivalent
Certified
highest
available NC
Level in the
Training
Regulation
With
portfolio of
relevant
actual work
outputs
Entry
Requirements
BS Graduate BS Graduate
or Equivalent
or Equivalent
Certified in
Certified in
NC Level that
the
will
be
NC Level that
handled
will
be
handled
With portfolio
of relevant
actual work
outputs
Basic
Competency
Requirements
1. Communication
2. Apply math and science principles in technical training
3. Apply environmental principles and advocate conservation
4. Utilize IT Applications in technical training
5. Work in teams
6. Apply work ethics, values and quality principles
7. Work effectively in vocational education and training
8. Foster and promote a learning culture
9. Ensure a healthy and safe learning environment
10. Maintain and enhance professional practice
11. Appreciate cost-benefits of technical training
12. Understand and analyze global labor markets
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
BS Graduate
or
Equivalent
Certified in
the highest
available NC
Level in the
Training
Regulation
With
portfolio of
relevant
actual work
outputs
Date Developed:
July 2010
Document No.
Issued by:
Page 6 of v
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Qualification
Levels
Core
Competency
Requirements
NTTA-TESDA
QA
SYSTEM
Trainer
Qualification
I:
Trainer/Asses
sor
1. Plan Training
Sessions
2. Facilitate
learning
Sessions
3. Supervise
Work-Based
Learning
4. Conduct
Competency
Assessment
5. Maintain
Training
Facilities
6. Utilize
electronic
media in
facilitating
training
Trainer
Qualification
II:
Training
Designer/
Developer
1. Facilitate
Developmen
t of
competency
standards
2. Conduct
Training
Needs
Analysis
3. Develop
training
curriculum
4. Develop
learning
materials
5.
Develop
assessment
tools
6. Design and
Develop
maintenanc
e system of
training
facilities
7.
Develop
Learning
Materials for
e-learning
Training
Methodology I
Planning Training
Session
Trainer
Qualification
III:
Training
Mentor
Trainer
Qualification
IV:
Master Trainer
1. Facilitate
development
and review
of training
policies and
procedures
2. Develop and
execute
training
plans
3. Prepare and
manage
training
budgets
4. Nurture and
capacitate
trainers/
assessors
5. Evaluate
trainers/ass
essors
performance
6. Lead and
Coordinate
training/
assessment
evaluation
7. Facilitate
assessment
moderation
8. Lead and
coordinate
training/ass
essment
1. Institutional
ize TVET
systems
and
processes
institutions
/enterprises
2. Conduct
research on
TVET
3. Promote,
advocate
and
strengthen
industry
and TVET
linkages
4. Provide
professional
developmen
t to TVET
experts
Date Developed:
July 2010
Document No.
Issued by:
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Qualification
Levels
Trainers
Curriculum
NTTA-TESDA
QA
SYSTEM
Trainer
Qualification
I:
Trainer/Asses
sor
Trainer
Qualification
II:
Training
Designer/
Developer
Course
on Course
on
Training
Training
Methodologies
Design
and
and
Development
Assessment
Training
Methodology I
Planning Training
Session
Trainer
Qualification
III:
Training
Mentor
Trainer
Qualification
IV:
Master Trainer
Course
on Continuing
Supervision
Professional
and
Education
Development of
Trainers
Date Developed:
July 2010
Document No.
Issued by:
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NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 1 of v
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Self-Check 1.1-1
Instructions: Read the questions carefully. On your answer sheet, write the letter
of the correct answer.
1. A trainer at TQ Level II is a ___.
A. Training designer/developer
B. Trainer/Assessor
C. Training Supervisor and Mentor
D. Master Trainer
2. Which is not a competency requirement for TQ Level I?
A. Facilitate Learning Session
B. Conduct Training Needs Analysis
C. Plan Training Sessions
D. Utilize Electronic Media in Facilitating Training
3. Which is an entry requirement for TQ Level I?
A. MS Graduate or Equivalent
B. With portfolio of relevant actual work outputs
C. BS Graduate or Equivalent
D. Certified in the highest available NC Level that will be handle
4. A Training Mentor ____.
A. conducts technical training and competency assessment.
B. designs and develops curriculum, courses and instructional materials.
C. extends the body of knowledge in the field of technical vocational
education and training.
D. supervises, develops and mentors technical trainers.
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 2 of v
Developed by:
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NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 3 of v
Developed by:
Revision # ___
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 4 of v
Developed by:
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Self-Check 1.1-2
Instructions:
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 5 of v
Developed by:
Revision # ___
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 6 of v
Developed by:
Revision # ___
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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CHARACTERISTICS OF LEARNERS
One important part of planning a training session is to analyze trainees so
that the training suits their:
ability level
motivations and
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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Characteristics of
trainees
Language, literacy
and numeracy
(LL&N)
Cultural
background
Education and
general knowledge
Gender
Age
Physical ability
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
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Previous
experience with the
topic
Previous learning
experience
Training level
completed
Special courses
Learning style
Other needs
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
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LEARNING STYLES
Some students sit through hours of lectures and retain all the information
presented while others benefit more from hands-on lab classes. Reason? Students
have different learning styles, which present both teachers and students with a
problem when classes are taught in one set way that might only benefit one kind
of learner. Students can however, help themselves by finding out what kind of
learner style they belong to and customize their study habits to that particular
style.
There are three major groups of learners, which are Kinesthetic, Visual and
Auditory. These groups represent three very different kinds of students, who are all
presented with difficulties during their education.
I.
Visual Learner
The visual learner will often lose focus during long oral lectures, especially if
these are not accompanied by drawings and illustrations. The visual learner takes
mental pictures of information given, so in order for this kind of learner to retain
information, oral or written, presentations of new information must contain
diagrams and drawings, preferably in color. The visual learner can't concentrate
with a lot of activity around him and will focus better and learn faster in a quiet
study environment.
Visual learners are often:
Good spellers
Fast readers
Great at seeing the big picture but often forget smaller details
Color-coded notes
Outlining information
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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Kinesthetic learners are described as the students in the classroom, who have
problems sitting still and who often bounce their legs while tapping their fingers on
the desks. They are often referred to as hyperactive students with concentration
issues.
Kinesthetic learners are often:
Gifted performers
Naturally athletic
To get the most of an education the kinesthetic learner can:
Record lectures
Listen to audiotapes
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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Sit in the front of the class where the teacher can easily be seen and heard.
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QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
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QA
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Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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6. You have just entered a science museum, what will you do first?
A. look around and find a map showing the locations of the various
exhibits.
B. talk to a museum guide and ask about exhibits.
C. go into the first exhibit that looks interesting, and read directions
later.
7. What kind of restaurant would you rather not go to?
A. one with the lights too bright
B. one with the music too loud
C. one with uncomfortable chairs
8. Would you rather go to
A. an art class?
B. a music class?
C. an exercise class?
9. Which are you most likely to do when you are happy?
A. grin
B. shout with joy
C. jump for joy
10. If you were at a party, what would you be most likely to remember the next
day?
A. the faces of the people there, but not the names
B. the names but not the faces
C. the things you did and said while you were there
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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11. When you see the word "d - o - g", what do you do first?
A. think of a picture of a particular dog
B. say the word "dog" to yourself silently
C. sense the feeling of being with a dog (petting it, running with it,
etc.)
12. When you tell a story, would you rather
A. write it?
B. tell it out loud?
C. act it out?
13. What is most distracting for you when you are trying to concentrate?
A. visual distractions
B. noises
C. other sensations like, hunger, tight shoes, or worry
14. What are you most likely to do when you are angry?
A. scowl
B. shout or "blow up"
C. stomp off and slam doors
15. When you aren't sure how to spell a word, which of these are you most likely
to do?
A. write it out to see if it looks right
B. sound it out
C. write it out to see if it feels right
16. Which are you most likely to do when standing in a long line at the movies?
A. look at posters advertising other movies
B. talk to the person next to you
C. tap your foot or move around in some other way
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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The structured questionnaire below was prepared as a data gathering tool to help
the trainer collect data on trainees characteristics. This questionnaire maybe
filled up by each trainee and validated by the trainer from possible sources like
the Trainees Profile and through personal interview of each trainee.
Cultural and
language
background
English
Math
a. 95 and above
a. 95 and above
b. 90 to 94
b. 90 to 94
c. 85 to 89
c. 85 to 89
d. 80 to 84
d. 80 to 84
e. 75 to 79
e. 75 to 79
Ethnicity/culture:
a. Ifugao
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________
Education &
general knowledge
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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Characteristics of learners
m. Masteral Graduate
n. With units in Doctoral Level
o. Doctoral Graduate
Sex
a. Male
b. Female
Age
Your age: _____
1. Disabilities(if any)_____________________
Physical ability
TM Certificates
a. TQ certified
b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer ______
Previous learning
experience
Training Level
completed
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
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Issued by:
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Characteristics of learners
Special courses
Learning style
Other needs
a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
Page 19 of v
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Revision # ___
Instruction: Write the letter of the correct answer on your answer sheet.
1. Which of the following characteristics affect learning outcome?
A. educational attainment
B. learning styles
C. previous experiences
D. all of the above
2. What is the learning style of a learner who has a strong language skills?
A. auditory
B. kinesthetic
C. mixture of visual and auditory
D. visual
3. A learner who likes manipulating devices has a ___________ learning style.
A. auditory
B. kinesthetic
C. mixture of visual and auditory
D. visual
4. Which of the following is not important in planning a session?
A. ability level
B. learning preferences
C. Training method
D. none of the above
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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Revision # ___
Answer Key
Self Check 1.1-3
1. D
2. C
3. B
4. D
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QA
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Training
Methodology I
Planning Training
Session
Date
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Title
Performance Objective:
Given a blank form, identify completely
the characteristics of your trainees.
Supplies
Equipment
Steps/Procedure:
Using the Data Gathering Instrument for Trainees Characteristics
1. Identify the characteristics of each trainee.
2. Validate the data provided by trainees.
3. Make a data base of trainees characteristics using the table
below.
4. Keep a copy of this table for use in the next modules.
NTTA-TESDA
QA
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Training
Methodology I
Planning Training
Session
Date
Developed:
July 2010
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Revision # ___
Name of Trainee
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Methodology I
Planning Training
Session
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July 2010
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Other Needs
Learning Style
Special Courses
Previous Learning
experience
Previous experience
with the topic
Physical ability
Age
Sex
Characteristics of learners
Criteria
YES
NO
Comments/Suggestions:
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QA
SYSTEM
Training
Methodology I
Planning Training
Session
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Developed:
July 2010
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against
documents
source
and
Training
Methodology I
Planning Training
Session
Date
Developed:
July 2010
Document No.
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3. To identify which relevant skills the trainee possesses and does not possess,
so that the training program can be tailored accordingly.
This section presents sample methods and instruments in identifying
current competencies and training need of trainees.
Current Competencies are determined by using the following forms:
1. Self-assessment Check (Form 4.1)
2. Validation of Competency evidences(Form 4.2)
3. Summary of Current competencies versus required competencies(Form 4.3)
4. Training Needs(Form 4.4)
Trainers may use their ingenuity to develop other instruments that may
validate proofs/evidences of current competencies such as assessment
instruments.
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date
Developed:
July 2010
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YES NO
2.
3.
4.
5.
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QA
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Training
Methodology I
Planning Training
Session
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July 2010
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CORE COMPETENCIES
CAN I?
YES NO
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date
Developed:
July 2010
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Proof/Evidence
Means of validating
Prepare Session
Plan
Prepare basic
instructional
materials
Organize teaching
and learning
resources
Use Personal
Computer in
Educational
Technology
National Certificate in PC
Operations
Submitted an authenticated
copy of National Certificate
Projects such as
presentations, CBLM,
session plans, flyers and
other instructional materials
NTTA-TESDA
QA
SYSTEM
Training
Methodology I
Planning Training
Session
Date
Developed:
July 2010
Document No.
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Training
Methodology I
Planning Training
Session
Date
Developed:
July 2010
Document No.
Issued by:
Page 30 of 230
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SYSTEM
Training
Methodology I
Planning Training
Session
Date
Developed:
July 2010
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Current Competencies
Training
Gaps/Requirements
Determine trainees
training
requirements
Determine relevant
training methods,
training activities
and training delivery
modes
Prepare basic
instructional materials
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QA
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Training
Methodology I
Planning Training
Session
Date
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Current Competencies
Training
Gaps/Requirements
Assist trainers in
achieving learning
outcomes
Provide necessary
feedback to improve
trainers competence
Establish training
requirements for
trainees
Monitor work-based
training
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Required Units of
Competency/Learning
Outcomes based on CBC
Current Competencies
Training
Gaps/Requirements
Use appropriate
feedback mechanism
to inform trainee of
his progress
5.1 Implement
housekeeping activities
Inspect electronic
media equipment
Operate electronic
media equipment
Maintain electronic
media equipment
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Using Form No. 4.4, convert the Training Gaps into a Training
Needs/Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.
Form No. 4.4: Training Needs
Training Needs
Module Title/Module of
Instruction
(Learning Outcomes)
Identify trainees training requirements
3. Supervise work-based
learning
4. Conduct Institutional
Assessment
5. Maintain Training
Facilities
Note: This Form 4.4 is just a sample instrument showing the training needs
in the core competencies
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Performance Objective:
In this job sheet, you will be using the data
collected from you during the orientation day. Given
the filled-out forms, you should be able to determine
the training gaps and training needs of the trainee
assigned to you.
Supplies
: Bond paper
Equipment
Steps/Procedure:
1. Secure the Self-Assessment Check (Form 4.1) and the evidences of
current competencies (Form 4.2) of the trainee assigned to you.
2. Validate the evidences of current competencies.
3. Determine the training gaps using Form No. 4.3
4. Convert the training gaps into training needs using Form 4.4.
Assessment Method:
Portfolio Assessment, Performance Criteria Checklist
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Criteria
YES
NO
Comments/Suggestions:
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Performance Objective:
Given the sample forms for Identifying Training
Needs Analysis, make Forms 4.1, 4.2, 4.3 and 4.4 for
the qualification you are assigned to.
Supplies
: Bond paper
Equipment
Steps/Procedure:
1.
Secure TR and CBC for the qualification you are assigned to.
2.
3.
4.
5.
Assessment Method:
Portfolio Assessment, Performance Criteria Checklist
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Criteria
YES
NO
Comments/Suggestions:
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Self-Check LO1.1-4
Trainees Current Requirement
On your answer sheet, answer the questions that follow.
1. Why is it necessary to determine the current competencies of your
trainee before preparing your Session Plan?
2. What are the three factors to be considered in using evidences
submitted by a prospective trainee as proof of his current
competencies?
3. What are the ways of determining current competencies of a
trainee?
4. What is a training gap?
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Answer Key
Self-Check 1.1-4
1. to ensure that the current competencies of the trainee are no
longer included in the plan
2. a. authenticity of the document
b. date when the competencies were acquired
c. standing of the company/employer who issued the certificate
3. a. Self-Assessment Checklist
b. Proof of competencies such as employment certificates,
projects personally done by the trainee, awards and other related
proofs
c. Pre-assessment result
4. A training gap is the difference between the current competencies
and those required.
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LEARNING OUTCOME # 2
CONTENTS:
1. Identifying Training Delivery Modes
2. Sequencing Training Activities
3. Identifying Learning Resources
4. Preparing Session Plan According to Given Format
ASSESSMENT CRITERIA:
1. Identify training delivery modes.
2. Identify training methods that address the required competencies.
3. Determine sequence of training activities.
4. Identify resources to support learning
5. Prepared session Plan according to required format.
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
-
Computer
LCD
White board
CD
Tapes
4. TRAINING MATERIALS
-
Learning Packages
Bond Paper
Ball pens
Whiteboard markers
Manuals
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Competency Standards
Training Regulations
ASSESSMENT METHOD:
1. Demonstration and Portfolio
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Learning Experiences
Learning Outcome 2
PREPARE SESSION PLAN
Learning Activities
Special Instructions
6. Read
1.2-3
Information
Sheet
8. Read
1.2-4
Information
Sheet
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Learning Activities
10. Perform
Sheet 1.2-4
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Special Instructions
Training
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Training Need
Analysis
Training Design
Training
Development
Plan
Training Delivery
Training Program
Evaluation
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Lecture
- Role Playing
Debate
- Field Trip
Group Discussion
Forum
- SLE
Buzz Group
- Practice
Brainstorming
Public Speaking
Case Study
Study Circle
Field Trip
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- Demonstration
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Training
Methodology I
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Session
Date
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* Discussion Method
* Lecture Method
Guiding principles in method selection
o A method suitable in one situation may not be appropriate in another.
o The value of a method and the quality of tools used depends on how it is
applied.
o 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.
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Advantages
Limitations
Is time-efficient
for addressing
a subject and
imparting a
large amount
of information
quickly
Lack of
active
participation
Facilitates
structuring the
presentation of
ideas and
information
Allows the
facilitator to
control the
classroom by
directing
timing of
questions
Is ideal for
factual topics
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Training
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Facilitation
centered,
essentially
one-way
learning
No way to
use
experience of
group
members
Can be
limited by
facilitators
perception of
experience
Can
sometimes
cause
frustration,
discontent,
and
alienation
within the
group,
especially
when
participants
cannot
express their
own
experience
Date
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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.
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Training
Method
Advantages
Limitations
Strong
personalities
can
dominate the
group.
Some group
members
can divert
the group
from its
goals.
Some
participants
may try to
pursue their
own agenda.
Conflicts can
arise and be
left
unresolved.
Ideas can be
limited by
participants
experience
and
prejudices.
Can produce a
strong sense of
sharing or
camaraderie
Training
Methodology I
Planning Training
Session
Challenges
participants to
think, learn, and
solve problems
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Training
Method
Role-play is
an imitation
of a specific
life situation
that involves
giving
participants
with details
of the
person
they are
asked to play
Advantages
Limitations
Helps start a
discussion
Possibility of
misinterpretati
on
Is lively and
participatory,
breaking down
barriers and
encouraging
interaction
Reliance on
goodwill and
trust among
group members
Tendency to
oversimplify or
complicate
situations
Can help
participants
improve skills,
attitudes, and
perceptions in real
situations
Is informal and
flexible and requires
few resources
Tips for
Improvement
Structure the
role-play well,
keeping it brief
and clear in
focus.
Give clear and
concise
instructions to
participants.
Carefully
facilitate to deal
with emotions
that arise in the
follow-up
discussion.
Make
participation
voluntary.
Is creative
Can be used with
all kinds of groups,
regardless of their
education levels
Case study
Pairs or
small groups
are given,
orally or in
writing, a
specific
situation,
event, or
incident and
asked to
analyze and
solve.
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Allows rapid
evaluation of
trainees knowledge
and skills
Sometimes not
all trainees
participate.
Provides immediate
feedback
Increases analytical
and thinking skills
Is the best realistic
alternative to field
practice
Training
Methodology I
Planning Training
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Date
Developed:
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Make the
situation, event
or incident real
and focused on
the topic.
Initiate with
simple case
studies and
gradually add
more complex
situations.
Speak or write
simply.
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Training
Method
Advantages
Demonstration
The trainer
performs a
specific
operation or job,
showing others
how to do it. The
participants,
then, practice
the task.
Limitations
Provides a
step-by-step
process to
participants
Tips for
Improvement
Explain different
steps of the
procedure.
Demonstrate an
inappropriate
skill, then an
appropriate skill,
and discuss the
differences.
Allows
immediate
practice and
feedback
Checklist can
be developed
to observe
participants
progress in
acquiring the
skill
Return
appropriate
demonstration
by participants
and give
feedback.
Practice.
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Learning outcomes/objectives
2. Trainers (instructors)
3. Content
4. Participants
5. Training techniques
6. Time
7. Cost
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RETENTION
Results Indicated
By Tests on
Retention
Senses Used
Instructional
Methods
Possible Loss
Sight
Reading
90%
Hearing
Classroom with
Labs/exercises
80%
Demonstration
70%
Practice by
doing
25%
Teaching
others
10%
Touch
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Self-Check 1.2-1
Written Test
Multiple Choice
Instructions: Choose the letter of the best answer. Write the letter of your
choice on your answer sheet
1. This method allows immediate practice and feedback.
a. case study
b. equipment simulation
c. demonstration
d. role play
2. This is one of the trainers concerns when selecting training methods.
a. Ready availability
b. Trainers capability
c. Level of difficulty of the techniques to be used
d. Number of participants
3. A training method that is used for presenting factual topics is ___.
a. demonstration method
b. discussion method
c. lecture method
d. role playing
4. A training method wherein pairs or small groups are given, orally or in
writing, a specific situation, event, or incident and are asked to analyze
and solve it.
a. case study
b. demonstration method
c. discussion method
d. lecture method
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Answer Key
Self-Check 1.2-1
1. c
2. c
3. c
4. a
5. d
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Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to sequence training
activities.
I. What is Training Content and how is it selected?
Training content is the subject matter which participants must know to
accomplish the objectives.
There are three general principles that govern the selection of training
content:
First, the content should be directly relevant to the objectives. If the
subject matter will not help participants accomplish the objectives, it should be
omitted.
Second, the content should be appropriate to the experience levels of the
intended audience. Different participants will have different capacities to learn the
same material.
The learners information gathered in LO 1 should be reviewed carefully to
isolate any special participant characteristics or needs which may affect the
nature of the content selected. For example, if participants have little knowledge
about how to conduct screening interviews or what screening instruments to use,
the content can focus heavily on these subjects.
Third, the trainer should review existing literature and training materials
since developing new content can be time consuming and expensive.
As a result of the review, already developed material may be identified which
can be used as is or adapted with proper clearances from the copyright holders.
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2.
3.
Present skills and knowledge in the same sequence as required for use on
the job.
4.
5.
6.
7.
Organize the content in such a manner that the content presented for
each learning task builds on what participants have learned already.
Given these principles, there are several methods for organizing content
which can be used alone or in combination with others.
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Logical order - This is most appropriate when the subject matter dictates
that one unit or topic is to be presented before another. If the subject
matter involves a major classification of learning and several subtopics,
then the major classification should be discussed before any of its
components. For example, an overview of drug classifications would be
presented before information on the effects of a particular drug within the
classification.
In summary:
Training objectives are used to identify the training content or subject
matter which participants must know in order to achieve the objectives.
When appropriate content has been selected, it is sequenced. Training
content can be sequenced according to the way in which the content:
-
the way in which the subject matter is most easily learned (ease of
learning or psychological order);
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Sequencing the training content and learning methods defines the order in
which the curriculum will be presented. Pacing and scheduling entail determining
how much time will be spent on a particular method and at what point during the
day it will occur. Setting time limits for each method prevents the trainer from
having to rush through activities or from running out of time before the training
has been completely delivered. An unfinished training event means that neither
training objectives nor goals have been achieved.
4. Activities are paced.
The activities involve building logical breaks into the curriculum depending
on what can best be accomplished at different points during the day.
Pacing the delivery is important because participants' readiness to learn
does not remain constant throughout the day and because an appropriate learning
climate must be created before activities can be conducted effectively. For
example, a film should not open a training session, as neither the trainer nor the
participants have had the opportunity to interact and establish a positive learning
climate by introducing themselves, sharing their expectations, and discussing the
purpose and content of the training event.
Once the learning climate has been established, activities should be
scheduled so that they have a positive, energizing effect on participants
throughout the training event. Times of the day during which participants' energy
levels tend to be low include: early in the morning on all days except the first day
of training; immediately before the mid-morning and mid-afternoon breaks; and
immediately after lunch. Typically, interactive activities, such as role plays and
group discussions can increase participants' energy levels, whereas relatively
passive activities, such as traditional lectures and audiovisual presentations are
much less energizing. When feasible, interactive exercises should occur when
participants' energy levels are low, as passive activities sometimes can have an
anesthetizing effect on the training group. In addition, trainers can conduct a brief
exercise to raise participants' energy levels. These exercises, usually physical in
nature are called "energizers."
They provide a refreshing change of pace in the training activities.
Energizers are discussed more fully in the chapter on delivering training.
Finally, activities such as case studies and in-basket exercises should be
scheduled so they can be completed the same day they were initiated whenever
possible, as they require that participants assimilate and apply detailed
information to perform a series of interdependent tasks. Pacing the training
delivery appropriately according to the time of day and type of method helps
ensure that learning occurs effectively and efficiently through the training event.
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Training
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Self-Check 1.2-3
Written Test
Matching Type
Instructions: Match Column A with Column B. Write the letter only.
Column A
Column B
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Answer Key
Self-check 1.2-3
1. c
2. e
3. b
4. f
5. a
6. d
7. h
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Performance Objective:
Given a Competency-Based Learning
Material for a competency, outline the learning
activities of your trainee.
Supplies
Equipment
Bond paper
:
Steps/Procedure:
1. Select one competency of training from the qualification
assigned to you.
2. Identify instructional materials, tools and equipment which are
available in your workshop.
3. Using the template below, make an outline of learning activities
for your trainee.
Assessment Method:
Portfolio Assessment, Performance Criteria Checklist
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Special Instructions
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CRITERIA
Yes
No
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I.
Learning resources are the things the student will use when carrying out
the instructions outlined in the learning activities.
1. Print Materials
TYPE
INFORMATION/CONTENT
Instructor-developed
Instruction Sheets
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2. Non-Print Materials
TYPE
Still visuals (with & without
sound), slides, film strips, flip
charts, photograph
INFORMATION/CONTENT
Step-by-step procedure in
performing task; interior parts or
construction of devices, close-up
shots; color.
Motion visuals (with & without Complex tasks where motion and
sound)- 16mm, 8mm, film
sequence are critical; speed up or
loops & cartridges, video
slow down time.
tape, video discs
Cassette tapes, reel-to-reel
tapes, records, and language
machines
3.
Human Resources
TYPE
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Training
Methodology I
Planning Training
Session
INFORMATION/CONTENT
Live demonstration of skills or
presentation of knowledge for
which no learning resource is yet
available.
Date
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PRACTICE
EVALUATION
Non-Print Materials
Tools and Instrument
Materials and Supplies
Equipment
Customers
Patrons
Projects
Trainers
Simulators
Mock-ups
Field assignment
Print Materials
Self-Checks containing
questions, problems, case
studies, situations,
activities, or other
assignments
Oral quizzes
Operation Sheets
Job Sheets
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Training
Methodology I
Planning Training
Session
Procedural Checklist
Performance Criteria Checklist
Date
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o In evaluating learning, both the Trainer and the Trainees will be provided
immediate feedback on how the Learners (Trainees) are doing. Evaluation,
like Practice can be used to measure the knowledge or skill gained by the
learner.
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Self-Check 1.2-3
Written Test
Multiple Choice
Instruction: Encircle the letter of the correct answer.
1. Type of human resource for presenting instruction.
A. Customer
B. Instructor
C. Patrons
D. All of the above
2. Example of a print material as resource used fro practice and feedback.
A. Mock-ups
B. Cassette tape
C. Job sheet
D. None of the above
3. A flip chart is what type of a non-print material?
A. Still visuals
B. Language machine
C. Motion visuals
D. All of the above
4. Contains a step-by-step for performing task using specific make or model of
a product tool or equipment.
A. Journal
B. References
C. Manufacturers manual
D. None of the above
5. Contains a recording of specialized sounds or noises.
A. Film strip
B. Records
C. Simulations
D. All of the above
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Answer Key
Self Check 1.2-3
1. b
2. a
3. a
4. c
5. b
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Performance Objective:
Given
the
competencies
of
the
qualification assigned to you, you should be able
to identify learning resources for each
competency.
Supplies
Bond paper
Equipment
Steps/Procedure:
1. List down all competencies of your qualification.
2. Using the template below, list down the learning resources
available in your workshop.
3. Present the template to your trainer.
Assessment Method:
Portfolio Assessment
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Competency Print
Materials
BASIC
Non-print
materials
Tools
Equipment
COMMON
CORE
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Yes
No
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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
Gives the trainers a starting point if they have to do the training again with
another learner or group of learners
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Industry Sector
2.
3.
Unit of Competency
4.
Module Title
5.
Learning Outcomes
6.
Introduction
7.
Learning Activities
8.
Evaluation
9.
Teachers Reflection
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1.
Construction
Qualification: Plumbing
Level:
2.
NC III
Unit of Competency:
Module Title
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
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5.
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
6. 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:
why it is important,
This module covers the knowledge, skills and attitudes in drafting of various
plumbing designs and/or working drawings taken from the approved plumbing
design.
7. Learning Activities
These are actions the student will do to achieve the learning outcome stated
in the module of instruction.
Tips in Preparing Learning Activities:
Every learning outcome should have learning activities.
The learning activities must allow the student to be:
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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.
Learning Contents for Determine location/layout of plumbing facilities:
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Mensuration
Blueprint reading
Plumbing code
5 S implementation
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Listening to tapes
Answering questions
Having
instructor
product or performance
to
(Presentation)
resources
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c. Learning Resources
These are materials that will be needed to support and facilitate
learning of the students/trainees.
Example:
o
Pattern paper
Eraser
Drawing instruments
Drawing table
Orthographic drawing
Isometric drawing
d. Time (optional)
Since the approach of the learning is self-based, 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 (Trainers reflection), it is advisable
to indicate how long it took for each trainee to finish and successfully apply
the process or idea presented.
8. Trainees 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.
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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 - service delivered, project/
products etc.,
* Record of Achievement signed both by the Trainer and
the Trainee.
9. Trainers/Teachers 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 will be determined in the conduct of a series of
evaluation.
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10. Time
Although an optional requirement for self-paced training, time is still
considered as one of the essential factors in identifying effectiveness of the
training delivery and the design of learning materials.
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Qualification Title
Unit of Competency
Module Title
Learning Outcomes:
A. INTRODUCTION
B. LEARNING ACTIVITIES
LO 1:
Learning Content
Methods
Presentation
C. ASSESSMENT PLAN
Written Test
Performance Test
D. TEACHERS SELF-REFLECTION OF THE SESSION
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Practice
Feedback
Resources
Time
Performance Objective:
Given one Learning Outcome of the
qualification assigned to you, you should be able
to draft a session plan.
Supplies/Materials
Equipment
TR and CBC
PC, printer with ink
Steps/Procedure:
1. Identify the contents of your Learning Outcome based on its
performance criteria.
2. Using the template for the session plan, draft a session plan for
a Learning Outcome.
3. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Performance Criteria Checklist
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YES NO
1. Is the qualification title in the session plan the same with the
qualification title of the modules of instruction?
2. Is the module title indicated the same with the title of the modules
of instruction?
3. Is the nominal duration of the session plan the same with
duration indicated in the modules of instruction?
4. Does the introduction provide information on what is to be learned
in the module?
5. Does the introduction give emphasis to the importance of the
module?
6. Does the learning introduction provide information that relates to
the current module the learners should learn?
7. Are the learning outcomes in the session plan the same with the
modules of instruction?
8. Are the learning contents in the session plan the same with the
contents indicated in the modules of instruction
9. Are the learning contents according to the sequence of delivery?
10. Do the learning activities cover the delivery of the required
learning content?
11. Is the selected mode of delivery of presentation appropriate for
the learners need?
12. Is the selected activity to practice appropriate for the learners
need?
13. Does the feedback provide immediate monitoring of the
learners performance?
14.
15. Are the resources listed sufficient for the presentation, practice
and feedback activities?
16.
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Criteria
YES NO
Comments/Suggestions:
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Steps/Procedure:
1. Download the TR and CBC of the qualification assigned to you from the
TESDA website, www.tesda.gov.ph.
2. Make a complete session plan for your qualification.
3. Present your completed session plan on __________________________ .
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Criteria
YES NO
1. Is the qualification title in the session plan the same with the
qualification title of the modules of instruction?
2. Is the module title indicated the same with the title of the modules
of instruction?
3. Is the nominal duration of the session plan the same with
duration indicated in the modules of instruction?
4. Does the introduction provide information on what is to be learned
in the module?
5. Does the introduction give emphasis to the importance of the
module?
6. Does the learning introduction provide information that relates to
the current module the learners should learn?
7. Are the learning outcomes in the session plan the same with the
modules of instruction?
8. Are the learning contents in the session plan the same with the
contents indicated in the modules of instruction
9. Are the learning contents according to the sequence of delivery?
10. Do the learning activities cover the delivery of the required
learning content?
11. Is the selected mode of delivery of presentation appropriate for
the learners need?
12. Is the selected activity to practice appropriate for the learners
need?
13. Does the feedback provide immediate monitoring of the
learners performance?
14.
15.
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Criteria
YES NO
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LEARNING OUTCOME # 3
CONTENTS:
1. Introduction to preparing basic instructional materials
2. Preparing Information Sheet
3. Preparing Task Sheet.
PERFORMANCE CRITERIA:
1. Prepare basic instructional materials that are focused on a key
concept or idea related to the work activity under consideration.
2. Prepare the text and illustrations that are clear, legible and
appropriate to the trainees.
3. Ensure appropriateness of language, style and format of the
materials to the trainees characteristics and needs.
4. Identify resources to support learning.
5. Finalize Session Plan according to required format.
CONDITION:
Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
Computer, LCD
3. TOOLS, ACCESSORIES AND SUPPLIES
White board, CD, Tapes
4. TRAINING MATERIALS
Learning Packages, Bond Paper, Ball pens
Competency Standards, Training Regulations
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ASSESSMENT METHOD:
Portfolio
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Learning Experiences
Learning Outcome 3
PREPARE BASIC INSTRUCTIONAL MATERIALS
Learning Activities
1. Read information Sheet 1.3-1
Basic Instructional materials
Special Instructions
Read information sheet. After reading the
learner is encourage to answer the self
check.
Front Matter
4. Answer self-check 1. 3-2
Operation Sheet
10.
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Assessment uses
requirement.
actual
performance
or
evidence
related
to
work
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Learning guides,
Assessment materials,
Within the learning materials there are likely to be activities and tasks that
allow the trainee to process and practice new skills and knowledge. The activities
and tasks can also take a number of different forms and are structured to suit the
trainees, the environment and the training outcomes.
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This may be
Providing learning materials that are available when trainees need them
and that they can use those at their own pace.
Ensuring that initially each student receives the same instruction as the
rest of the class.
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The design and use of participant materials depend upon the nature of the
training objectives; the nature and size of the participant group; and the trainer's
preferences.
In competency-based training, Competency-Based Learning Materials
(CBLM) is used.
What is a CBLM?
Guidelines in developing CBLM Package
or
to
distinguish
between
heading,
Components of a CBLM:
CBLM is a compilation of:
1. Trainees Materials that provide background information include:
reprints of articles,
glossaries, and
appendices.
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worksheets;
schedules; and
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Competency
Summary
Module Content
Module
Module
Content
Content
List
of Competency
Module
Content
Module Content
Front Page
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1.
2.
3.
4.
5.
TRUE
TRUE
TRUE
TRUE
FALSE
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Logo:
Sector:
Qualification Title
Unit of Competency:
Module Titl
Name of the School: The school that developed the CBLM should be reflected in
the front or cover page
Footer
g. Page number
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Note: The whole row of the module should be bold-faced and italicized to emphasize
that it is the competency discussed in the module.
2. Module Content This page reflects the contents and the skills
discussed in the module particularly stated in the unit descriptor. In the
unit descriptor, you may include the underpinning attitudes, knowledge
and skills. The nominal duration is optional. The learning outcomes are
listed in chronological order as they are listed in the TR and the CBC
although the learning outcomes maybe learned in no particular order
unless pre-requisites are needed.
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e.
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Front cover
List of competencies
Learning outcome summary
Module content
Unit of competencies
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ANSWER KEY
Self- Check of 1.3-2
1.
2.
3.
4.
A
B
B
D
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Supplement the words with illustrations, pictures and diagrams for greater
clarity.
Give specific directions that are clear and concise. Carefully think through
the sequence of directions.
Limit each instruction sheet to one to two sheets of paper if possible, but
avoid overcrowding the page.
Develop a uniform format for all instruction sheets so trainees can easily
find the desired information. Space the various divisions of the sheet such
as title, purpose, illustrations and text to produce an easily to read and
attractive documents.
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Include only relevant information. Avoid filling the sheet with irrelevant or
unnecessary information, no matter how fascinating it may seem.
Has a title that gives some idea of the coverage of the sheet
The layout, text and drawings are attractive in appearance and legible
Make sure that the reading level matches that of your trainees
Position illustrations to the side or just below the sentences referring to the
illustrations
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Learning Objectives
Body/Text
Learning Objectives:
Statements about what a trainee will gain from a course or activity. These
are specific statements about exactly what a trainee should know, be able to do, or
value as a result of accomplishing a learning goal. ...
Guidelines for preparing Learning Objectives:
The following guidelines are provided to assist in the development of appropriate
learning objectives for a proposed educational experience:
Step 1.
Step 2.
Step 3.
Write the learning objectives that relate to these outcomes and that
reflect the content of the session. Objectives describe the behavior of
the trainee, and:
frequency.
Example of Measurable Action Words:
Explain, Compare, Evaluate, Demonstrate, Differentiate, Identify,
Analyze, Describe, Design, Formulate, Name, Define, Discuss, Assess,
List
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AGREE
DISAGREE
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Agree
Agree
Agree
Agree
Disagree
Agree
Agree
Agree
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Performance Objective:
Given one Learning Outcome of the
qualification assigned to you, you should be able
to develop an Information Sheet for at least one
learning content.
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Identify the contents of your Learning Outcome.
2. Choose one content to develop into an Information Sheet.
3. Present your work to your trainer.
Assessment Method:
Portfolio Assessment using the Performance Criteria Checklist
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CRITERIA
Yes NO
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Identify the tools, equipment, supplies and materials the trainer will need.
List the operation that covers the manipulative skills needed to perform the
job.
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2. Title:
o
o
Condition
Conditions are external factors, prerequisites, or other
requirements for completing the action described in a
performance objective.
o
The conditions clause of a performance objective typically starts
with the word Given, as in the example below:
Example: Given a 3/4 torque wrench, tighten a spark plug
o
Criterion
The accuracy level assigned to the activity. It typically refers to
time or quality.
Ex. Given a 3/4 torque wrench, tighten a spark plug until the crush
gasket makes contact with the head or the plug is tightened to the
manufacturer's recommended torque value.
o
4. Supplies/Materials :
Equipment
5. Steps/Procedure:
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II
1. It is an extension of an
operation sheet
A.
Performance
B.
Performance
Objectives
C.
Task/job sheet
D.
Supplies/materials
E.
Condition
F.
Criterion
G.
Steps/Procedure
H.
Assessment method
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Training
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1) C
2) A
3) B
4) E
5) H
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Performance Objective:
Given one Learning Outcome of the
qualification assigned to you, you should be able
to develop a Task/Job Sheet for at least one
learning content.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Choose one Learning Outcome of the qualification assigned to
you.
2. Make a Job Sheet to practice your learning outcome based on
the recommended format.
3. Develop a Performance Criteria Checklist that will assess the
performance of the trainee.
4. Check your work against the Performance Criteria Checklist
below.
5. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Performance Criteria Checklist
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Yes
No
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This is used for teaching a single basic task, operation or process in a job.
This sheet is used when a basic task, operation or process needs to be mastered
first before doing the job. It usually involves the operation of tools, machine or
equipment in doing a task or job which involves following correct procedures and
sequence. (e.g. the job is creating different kind of wire joints, the operation is the
procedure in joining wires).
It is a set of instructions on how to perform a specific operation or process
that is required to attain the learning outcome.
Guidelines in Operation Sheet Development
List in proper order all the steps involved in performing the operation.
Indicate any critical points that are essential to the success of the
operation.
State the accepted criteria for evaluating the quality of the operation.
The format follows the format of a Job Sheet.
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Performance Objective:
Given one Learning Outcome of the
qualification assigned to you, you should be
able to make an Operation Sheet with
Procedural Checklist for at least one learning
content.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Choose one Learning Outcome of the qualification assigned to
you.
2. Make an Operation Sheet to practice the operation of a tool or
equipment involved in your learning outcome based on the
recommended format.
3. Develop a Procedural Checklist that will assess the
performance of the trainee.
4. Check your work against the Performance Criteria Checklist
below.
5. Present your work to your trainer.
Assessment Method:
Portfolio Assessment using Performance Criteria Checklist
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CRITERIA
Yes
No
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Information 1.3-6
Other Instruction Sheet
Aside from the instructional sheets considered in the previous discussions,
the following instructional sheets maybe used to further practice the learning
contents or skills. These instructional sheets, although not required, maybe used
to enhance the attainment of required competencies or to allow trainees to acquire
knowledge, skills and attitudes beyond the required competencies.
1. ASSIGNMENT SHEET
This instruction sheet guides the trainee with respect to what additional
activity needs to be performed in order to master what has been learned in the
information, operation, or job sheet. The assignment may include problems to be
solved, questions to be answered, observations to be made, readings to be done, or
duties to be performed. This may include jobs that cannot be completed within the
training duration but when done, greatly improves the skills of the trainees (e.g.
research on consequences of improperly joined wires).
2. EXPERIMENT SHEET
This is used to aid the trainee in performing tests or trial problems to
demonstrate scientific principles.
3. PROJECT PLANNING SHEET
This instruction sheet is prepared by the trainee himself before the project is
built or put into operation. It contains the purpose, background, and specification
of the project and sometimes short term and long term plans (e.g. install wiring in
a residential area)
WORKSHEET
This is a printed form that is filled out by the trainee in the process of
gathering data or solving problems.
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to make a
complete CBLM Package.
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Based on your session plan prepared in the previous LO,
prepare a complete CBLM Package.
2. Use the suggested format either for a self-contained or
resource-based CBLM.
3. Present your work to your trainer.
Assessment Method:
Portfolio Assessment using Performance Criteria Checklist
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Name
Title
Material
of
Date
No
Yes
d.
clear, complete explanations of the activities to be
completed in order to achieve each learning outcomes
e.
instructions sheet or reference to other resource
references containing the needed information
f.
g.
a performance checklist designed to measure actual
trainee performance of the competency
2. The learning material also contains the following
components:
a.
a listing of prerequisites
b.
definition of terms
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d. Self-Checks
d. assessment instrument
3. The learning material either includes all necessary
materials or clearly specifies what outside materials are
needed
4. The learning material contains a variety of activities
to suit a range of learning abilities and style
5. The learning materials provide opportunities for
trainees to interact with peers, trainer, and others
6. Supplementary enrichment activities are provided to
meet the needs and interest of the trainees.
Comments/Suggestions:
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LEARNING EXPERIENCES
LEARNING OUTCOME 4
PREPARE ASSESSMENT INSTRUMENTS (Institutional)
Activities
Special Instructions
to
your
1.4-2
to
your
6. Read Information
(Written Test)
Sheet
1.4-3
7. Read information
(True-False)
Sheet
1.4-4
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Sheet
1.4-5
to
your
to
your
to
your
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to
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20.
to
your
23.
Present
trainer
your
work
to
your
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Methods of Assessment
In the Evidence Guide portion of the competency standard (CS) can be found
a list of recommended methods of assessment for that particular unit of
competency (refer to Info Sheet on Analyzing Competency Standards). This list
provides advice on:
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Inform the learners of what is expected of them before they begin the
assessment
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Evidence Plan
Competency
standard:
Written
Portfolio
Observation &
Questioning
Demonstration &
Questioning
Unit of
competency:
Date:
Checked
by:
Date:
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to Prepare
an Evidence Plan using the required template.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Follow the steps in making an evidence plan from the previous
information sheet.
2. Use the suggested format prepared above.
3. Present your work to your trainer.
4. Keep a copy of this table for use in the next task sheet.
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist
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July 2010
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YES NO
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Training Session
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July 2010
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are to be made for the learning contents which are more emphasized in the
training. The trainer should decide which contents should have more questions.
A table of specifications is a two-way table that matches the objectives or
content you have taught with the level at which you expect students to perform. It
contains an estimate of the percentage of the test to be allocated to each topic at
each level at which it is to be measured. In effect we have established how much
emphasis to give to each objective or topic.
Table of Specifications
Objectives/Content
Knowledge Comprehension Application
area/Topics
# of
items/
% of test
Determine learners
training
requirements
20%
Prepare Session
Plan
20%
Prepare assessment
instruments
(Institutional)
20%
Prepare basic
instructional
materials
30%
Organize learning
and teaching
resources
10%
TOTAL
100%
We also have to take into account the type of thinking skills we wish to
assess. Whether you use Bloom's taxonomy or another structure, the levels of
learning can help you identify the types of questions (or other type of assessment)
that are appropriate. For ease of use we have used only three levels: knowledge
(recall or recognition), comprehension (or understanding) and application (or skill),
and labeled the columns accordingly. The important thing is to use levels of
thinking that are relevant for your students and have been incorporated in your
instruction. At this stage it can be helpful to mark an "x" or make a check mark in
the cells to show the levels at which each objective will be measured, as shown in
the example below.
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TABLE OF SPECIFICATION
# of
Objectives/Content
items/
Knowledge Comprehension Application
area/Topics
% of
test
Determine learners
training
requirements
Prepare Session
Plan
x (10%)
x (5%)
x (5%)
20%
x(5%)
x(5%)
x (10%)
20%
x(10%)
x(10%)
20%
x(10%)
x(10%)
30%
x(5%)
x(5%)
10%
35%
40%
100%
Prepare assessment
instruments
(Institutional)
Prepare basic
instructional
materials
x(10%)
Organize learning
and teaching
resources
TOTAL
25%
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number of questions increases the probability that we will have a good estimate of
what the learner knows and can do.
The number of questions and the type(s) of questions used both
affect the amount of time needed for completion of the test. Nitko (2001, p. 117),
provides some estimates of time to complete various types of questions for junior
and senior high school students.
True-False questions
Multiple choice (recall questions that are brief) 30-60 seconds per question
More complex multiple choice questions
Short essays
Data analyses/graphing
Drawing models/labelling
Extended essays
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TABLE OF SPECIFICATIONS
TEST ITEM DISTRIBUTION
Content/Objecti
ves
TOTAL
NUMBE PERCEN
R OF
TAGE (%)
ITEMS
Factual
Knowledg
e
Comprehensi
on
Applicati
on
Determine
learners
training
requirements
20%
Prepare Session
Plan
20%
20%
12
30%
10%
14
16
40
100%
Prepare
assessment
instruments
Prepare basic
instructional
materials
Organize
learning and
teaching
resources
Total
10
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to prepare a
table of specification.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Based on your evidence plan, prepare a table of specification.
2. Use the suggested format prepared above.
3. Present your work to your trainer.
4. Keep a copy of this table for use in the next task sheet.
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist
NTTA-TESDA
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Training
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Training Session
Date
Developed:
July 2010
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YES NO
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July 2010
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to prepare a
table of specifications for the competency
assessments of each of the competency of the
qualification.
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Based on your evidence plan, prepare a table of specification for
each of the competencies of the qualification assigned to you.
2. Use the suggested format prepared above.
3. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning
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Training
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July 2010
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YES NO
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Methodology I
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Training Session
Date
Developed:
July 2010
Document No.
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July 2010
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Knowledge Level
Matching
True-False
Multiple Choice
Completion
Essay
Application Level
True-False
Completion
Multiple Choice
Essay
Written Simulations
Problem-solving Level
Multiple Choice
Essay
Written Simulations
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B. In developing test items always consider the five (5) characteristics of good
test validity, reliability, objectivity, discrimination and ease of
administration and scoring.
As in the construction of a workable and functional project in shop work, test
construction should follow the same steps. In the construction of a competency
assessment instrument, the following steps are recommended:
1. Examine the established Training Regulations and determine your
objectives. This will help in the analysis of the basic skills and
knowledge requirements of the trade.
2. Construct the table of specifications. This will be your blue print in
constructing individual test items, it will serve as a guide in the
preparation of a set of competency assessment methodology for a
certain trade. The following table shows the format of the suggested
competency assessment specification table.
3. Construct test items more than the number required for a set of
Competency Assessment Instrument. This will facilitate item banking
and will give an allowance for correction when the test items will be
deliberated whereby some items might be deleted.
4. Assemble the items for the test. After grouping the items by type,
arrange them such that related items are together. The reason for this
is obvious, it saves examinee time as the test is taken and it will be
easier to point out where the examinee had failed. In assembling items
for the test the speciation table should be followed.
5. Write clear and concise directions for each type of questions. The
direction should tell the examinee what to do, how to do it and where
to place the responses. They should also contain an example taken
from the subject matter being tested.
6. Study every aspect of the assembled test. After the test is assembled
and directions are written, it is a good policy to lay it aside for several
days, then pick it up again and review each part critically. Consider
each item from the point of view of the workers who will take the
competency assessment.
Try to determine those items that are
ambiguous. Check the grammar and be sure that the words used will
be understood by the workers who will take the competency
assessment.
7. Let the instructors or some skilled workers criticize and if possible
actually take the test. This procedure will ensure the validity of the
test in which some test items might be reworded to ensure its
consistency.
8. After the test has been administered to one or two groups of
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examinees, analyze and improve it. Every item in the test should be
analyzed to find out the performance of the distracters, discrimination
indices and other relevant information that could pave way to the
improvement of the test and will facilitate item banking.
The test items are classified into three categories: Type I designates a
factual knowledge, this particular type, tests the recall of an important piece of
factual knowledge: Type II calls for comprehension; and, Type III denotes the
application of certain principles or skills.
Of these three types of test item categories, Type III is the highest type of
knowledge test which requires a more thorough understanding on the part of the
examinee.
Test developers often find that allocation of a type of knowledge to a
particular item is a difficult stage. It may be helpful to remember that:
1. One should concentrate on deciding what needs to be tested.
2. The knowledge categories are hierarchical, if an item is testing the
application category, it will at the same time be testing the two lower
categories, factual knowledge and comprehension (Types I and II)
A key consideration in test development is the construction of test items
that are reflective of all level or categories. To assist the test items that are
reflective of all levels or categories.
Type I(Factual/Knowledge) recognition and recall of facts
Type II (Comprehension)
given information
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TYPES OF QUESTIONS
Straight Pick:
Simple Choice one response is correct, the others are wrong
Best Choice All responses are correct to some degree; one response is more
correct than others.
Comparative Statements:
Two distinct statement in one question. Typical form is Technician
A/Technician B, or pick the true statement (I or II). Examinee analyze each
statement separately to determine if it is correct or incorrect (True or False) and/or
compares whether one or both or neither statement is correct (or True0
Except Questions
All choices are correct but one. Examinee chooses the response that could
not cause the described situation.
Preferably the written/knowledge test items should be of the multiplechoice or matching type or combination of both.
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YES NO
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July 2010
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YES NO
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to construct
True-False Items
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Choose a competency of your assigned qualification and acquire
the Information Sheet.
2. Construct at least five (5) True-False Items based on the
Performance Criteria of the competency.
3. Use the Performance Criteria Checklist for True-False Items to
check your work.
4. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist
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Methodology I
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Date
Developed:
July 2010
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YES NO
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to construct
Completion Items
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Choose a competency of your assigned qualification and
acquire the Information Sheet.
2. Construct at least five (5) Completion Items based on the
Performance Criteria of the competency.
3. Use the Performance Criteria Checklist for Completion Items to
check your work.
4. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning
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Training
Methodology I
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Training Session
Date
Developed:
July 2010
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Developed:
July 2010
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YES NO
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to construct
Matching Items
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Choose a competency of your assigned qualification and
acquire the Information Sheet.
2. Construct at least five (5) Matching Items based on the
Performance Criteria of the competency.
3. Use the Performance Criteria Checklist for Matching Items to
check your work.
4. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning
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Methodology I
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July 2010
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July 2010
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YES
NO
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to construct
Multiple Choice Items
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Choose a competency of your assigned qualification and acquire
the Information Sheet.
2. Construct at least five (5) Multiple Choice Items based on the
Performance Criteria of the competency.
3. Use the Performance Criteria Checklist for Multiple Choice Items
to check your work.
4. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning
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CRITERIA
1. Are all questions restricted to objective not readily
measured by other types of questions?
2. Does each question pose a specific problem adequately
delimited in scope?
3. In most cases, do you use several brief essay questions,
rather than one or two long ones?
4. Does each essay question indicate clearly and
accurately the desired extent and depth of each answer?
5. Does the question indicate how many reasons,
examples, or arguments are expected for full credit?
6. Do the directions indicate the type of answer that will
receive full credit?
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to construct
Essay Items
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Choose a competency of your assigned qualification and
acquire the Information Sheet.
2. Construct at least five (3) Essay Items based on the
Performance Criteria of the competency.
3. Use the Performance Criteria Checklist for Essay Items to
check your work.
4. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning
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Performance Objective:
Given one competency of the qualification
assigned to you, you should be able to construct
a Performance Test.
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Choose a competency of your assigned qualification and
acquire the Information Sheet.
2. Construct a Performance Test for the competency.
3. Use the Performance Criteria Checklist below to check your
work.
4. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning
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YES NO
Comments/Suggestions:
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SELF-CHECK 1.4-9
DIRECTIONS: FOR EACH QUESTION BELOW, WRITE THE LETTER
CORRESPONDING TO YOUR ANSWER ON A SHEET OF PAPER.
1. When is it appropriate to construct a table of specifications?
A. Before you write the test questions
B. After you write the test questions
C. After the students have taken the test
D. ONLY when you have to create the test
2. Are tests from book publishers better than those you develop?
A. Yes, because they wrote the textbook
B. Yes, because they have professionals who write the questions
C. No, because they don't know what you have taught and what has
been emphasized
D. No, because they dont know your teaching style
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R NR
R NR
R NR
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Answer Key
1. a
2. c
3. d
4. b
5. c
6. R
7. NR
8. R
9. R
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Performance Objective:
Given one table of specification prepared in
Job Sheet 1.4-1, you should be able to construct
a set of test questions for a Competency
Assessment.
Supplies/Materials
Equipment
Steps/Procedure:
1. Based on your prepared table of specification from the previous
activity, construct a set of Test Questions of the following types:
a. True or False
b. Completion Type
c. Matching Type
d. Multiple Choice
e. Essay Type
2. Use the guidelines found in the information sheet above as your
guide.
3. Refer to the performance checklists for each test type to check
your work.
4. Submit a copy of your written competency assessment
instrument to your trainer.
5. Keep a copy of your assessment instrument for evaluation in
LO1.4-8(Item Analysis).
Assessment Method:
Portfolio Assessment, Questioning
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Yes
No
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ASSESSMENT TOOL
Yes
No
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P-values above 0.90 are very easy items and should not be reused again for
subsequent tests. If almost all of the students can get the item correct, it is
a concept probably not worth testing.
P-values below 0.20 are very difficult items and should be reviewed for
possible confusing language, removed from subsequent tests, and/or
highlighted for an area for re-instruction. If almost all of the students get the
item wrong there is either a problem with the item or students did not get
the concept.
To maximize item discrimination, desirable difficulty levels are slightly higher than
midway between chance (1.00 divided by the number of choices) and perfect
scores (1.00) for the item. Ideal difficulty levels for multiple-choice items in terms
of discrimination potential are:
Format
Ideal Difficulty
Five-response multiple-choice
.60
Four-response multiple-choice
.62
Three-response multiple-choice
.66
.75
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0.76 0.90
Easy Item
0.25 0.75
average
0.10 0.24
difficult item
0.00 0.09
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The higher the value, the more discriminating the item. A highly
discriminating item indicates that the students who had high tests scores
got the item correct whereas students who had low test scores got the item
incorrect.
Items with discrimination values near or less than zero should be removed
from the test. This indicates that students who overall did poorly on the test
did better on that item than students who overall did well. The item may be
confusing for your better scoring students in some way.
0.30 to 0.39
good items
0.20 to 0.29
0.19 or less
poor items
The higher the value, the more reliable the overall test score.
High reliability indicates that the items are all measuring the same thing, or
general construct (e.g. knowledge of how to calculate integrals for a Calculus
course).
Two ways to improve the reliability of the test are to 1) increase the number
of questions in the test or 2) use items that have high discrimination values
in the test
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Reliability Interpretation
.90 and above
.80 - .90
.70 - .80
.60 - .70
.50 - .60
.50 or below
Distractor Evaluation
Another useful item review technique to use is distractor evaluation.
The distractor should be considered an important part of the item. Nearly 50
years of research shows that there is a relationship between the distractors
students choose and total test score. The quality of the distractors influences
student performance on a test item. Although the correct answer must be truly
correct, it is just as important that the distractors be incorrect. Distractors should
appeal to low scorers who have not mastered the material whereas high scorers
should infrequently select the distractors. Reviewing the options can reveal
potential errors of judgment and inadequate performance of distractors. These
poor distractors can be revised, replaced, or removed. One way to study responses
to distractors is with a frequency table. This table tells you the number and/or
percent of students that selected a given distractor. Distractors that are selected
by a few or no students should be removed or replaced. These kinds of distractors
are likely to be so implausible to students that hardly anyone selects them.
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Item analysis data are not synonymous with item validity. An external
criterion is required to accurately judge the validity of test items. By using
the internal criterion of total test score, item analyses reflect internal
consistency of items rather than validity.
Item analysis data are tentative. Such data are influenced by the type and
number of students being tested, instructional procedures employed, and
chance errors. If repeated use of items is possible, statistics should be
recorded for each administration of each item.
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References:
DeVellis, R. F. (1991). Scale development: Theory and applications. Newbury Park:
Sage Publications.
Santos, Z.C. and Pastor, G.N. (2009). Psychological Measurement and
Evaluation. Rex Bookstore.
PU
PL
(Upper
27%)
(Lower
27%)
Difficulty
Index (DF)
Descriptive
Interpretation
Discriminatory
Index
Descriptive
interpretation
Decision
(D)
1
76
20
0.47
AVERAGE
0.69
VERY GOOD
retain
Computations:
Number of takers of the upper group (PU) & Number of takers of the lower
group (PL)
300 * .27 = 81
therefore
nPU = nPL = 81
Difficulty Index
DF = PU/nPU + PL/nPU
2
DF = (76/81) + (20/81) = 0.59 - AVERAGE
2
Discriminatory Index
D = PU PL
or
D = (U-L)/N
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SELF-CHECK 1.4-10
1. Given the following hypothetical data compute the corresponding difficulty
index, discrimination index and decide whether to retain, revise or discard
the item. Fill in the table for your final answers.
Item
PU
PL
(Upper
27%)
(Lower
27%)
76
20
50
25
40
40
62
42
33
56
60
40
NTTA-TESDA
QA
SYSTEM
Difficulty
Index (DF)
Descriptive
Interpretation
Discriminatory
Index
Descriptive
interpretation
(D)
0.47
Training
Methodology I
Planning
Training Session
AVERAGE
Date
Developed:
July 2010
0.69
VERY
GOOD
Decis
ion
retai
n
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Answer Key
Item
PU
PL
(Upper
27%)
(Lower
27%)
76
20
50
25
40
40
0.49
62
42
33
60
NTTA-TESDA
QA
SYSTEM
Difficulty
Index
(DF)
Descriptive
Interpretati
on
Discriminatory Index
0.47
AVERAGE
0.69
(D)
Descriptive
interpretation
Decision
VERY
GOOD
retain
0.31
Reasonably
good
Retain
AVERAGE
Poor
Discard
0.64
AVERAGE
0.25
Marginal
Revise
56
0.55
AVERAGE
-0.28
Poor
Discard
40
0.62
AVERAGE
0.25
marginal
revise
0.46
AVERAGE
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Performance Objective:
Given one 5 test items from the Trainers
Methodology Pre-assessment Instrument and the result
of the pre-assessment, you should be able to conduct
item analysis and finalize the test items assigned to you.
Supplies/Materials
Equipment
Steps/Procedure:
1. Your trainer will assign five (5) test items of the Pre-assessment
instrument to you.
2. A record of the answers will also be provided as your basis for item
analysis.
3. Check the items for format using the guidelines above.
4. Solve for the difficulty index. Follow the steps below:
Steps for solving Item Difficulty
After checking and scoring for each examinees,
a. Arrange the scores from highest to lowest.
b. Identify and separate the upper 27% counting from the top.
Example: 25 students x 0.27 = 7
c. Identify and separate the lower 27% counting from the bottom.
d. Find the 27% upper by dividing the total frequency for the right
answers by 0.27 which is 7.
For our example: if : there are 5 trainees who got correct
answer
1. Then: 5/7 = 0.714 or 0.71
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e. Find the 27% lower by dividing the total frequency for the right
answer by 0.27.
For our example: If there are 2 trainees in the lower group
who got the correct answer,
Then: 2/7 = 0.285 = 0.29
f. Add the result in the upper and lower group then divide by 2.
For our example: (0.71 + 0.29)/2 = 0.5. The result, 0.5, is the
item difficulty index.
The interpretation for item difficulty index:
0.91 1.0
0.76 0.90
Easy Item
0.25 0.75
average
0.10 0.24
difficult item
0.00 0.09
For this example 0.50 is within the range 0.50-0.75 the item, therefore is
an averagely difficult item.
5. Compute for the discriminatory index.
Subtract the percentage of correct answers for the lower group from
the percentage of correct answers for the upper group. This is the
discriminatory index.
In our example above: 0.71-0.21 = 0.5 - discriminatory index
6. Compare the result to the following table.
A guideline for classroom test discrimination values is shown below:
0.40 or higher
0.30 to 0.39
good items
0.20 to 0.29
0.19 or less
poor items
In our example, 0.50 is higher than 0.40 which means that our item is a
very good test item.
7. Decide whether to retain, revise or discard the items based on the
result.
8. Complete the table below:
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Item
PU
PL
(Upper
27%)
Difficult
Descripy Index
tive
(Lower
(DF)
Interpretati
27%)
on
Discriminatory Index
(D)
Descriptive
interpretation
Decision
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist
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YES
N
O
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LEARNING EXPERIENCES
LEARNING OUTCOME 5
ORGANIZE LEARNING AND TEACHING RESOURCES
Learning Activities
Special Instructions
1. Read Information
Sheet 1.5-1:
Competency-Based
Training Facilities
3. Read Information
Sheet 1.5-2: Materials
and Resources needed
for the Session
4. Answer Self-Check
1.5-2:
6. Read Information
Sheet 1.5-3: Shop Layout
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Screen
Whiteboard
Trainers
Trainers
Area
Projector
Area
Equipment
Lecture
Area
Roll-up
Whiteboard
Practice
Tool
Supply
Room
Room
Door
Bulletin Board
Table
For competency-based
training, your trainees have to master all the required
competencies of their training qualification. For this
reason, TESDA has identified the different components of competency-based
training facilities.
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________Waste Segregation_________________
Progress Chart
White Board
Supply
Room
PRACTICAL
WORK AREA
Work Station 1
Tool
Room
Work Station 2
W
o
r
k
i
n
g
W
o
r
k
i
n
g
t
a
b
l
e
t
a
b
l
e
Equipment
Equipment
Work Station 3
Work Station 4
W
o
r
k
i
n
g
W
o
r
k
i
n
g
t
a
t
a
b
l
e
b
l
e
Equipment
Learning
Resource Center
and Distance
Learning
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Contextual
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Equipment
Computer
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Training
Resource Area
Quality
Control
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These different CBT areas are being presented to you, in order for you to
convert and prepare your traditional workshops into CBT workshops. This is one
of the requirements before introducing CBT in your institution.
On the other hand, you must have a good grasp of the different activities to
be undertaken in each area, for you must orient your learners on these different
areas before their formal training starts or they will be at a loss.
Planning for Resources
It is very important to plan for all the resources you will need during
training, the location, access to everything, any other personnel who might have
been involved, and the time required for the learners or other personnel.
Resources to consider during planning include:
Some resources may require approval from other people or special access in
certain circumstances, especially if there are OH&S regulations attached to
the resource. Plan for these situations, as well.
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SELF-CHECK 1.5-1
Directions:
Select the correct answer from the choices listed below each
item. Write your answer on your answer sheet.
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5. This area ensures that the underpinning knowledge, the science, mathematics
and communication principles as applied to the technology are
provided to the learner.
A. Contextual Learning Area
B. Learning Resource Area
C. Trainers Resource Area
D. Support Service Area
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1. b
2. c
3. d
4. b
5. a
If you got 100% correct answers in this progress check, you can now move
to the next information sheet. If not, review the information sheet and go over the
progress check again.
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2. Non-Print Materials
Still visuals (with & without sound), slides, film strips, flip charts,
photograph
Motion visuals (with & without sound) video tape, video discs
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8. Simulators
9. Mock-ups
10. Field assignment
C. Resources used for skills feedback
11. Instructor, advanced students, or aid to observe performance or
evaluate finished product.
12. Self-Check for evaluating students own work
13. Checklist or rating scale for checking work
D. Resources used for knowledge practice
1. Progress check containing questions,
situations, activities, or other assignments
problems,
case
studies,
2. Review questions
3. Oral quizzes
4. Role playing
E. Resources used for knowledge feedback
1. Answer key or solutions to compare answers with
2. Model answer
How will you gather and consolidate materials?
When gathering the needed materials and resources, it will be better if you
can prepare beforehand a list of all the needed resources that you will use for a
certain session or unit of competency. The list surely will identify the specific
resources, how many are available, how many are required for the session and
remarks.
Each group of resources should have a separate list; let us say for print
materials, it should have a checklist different from list for non-print and so with
the other types of resources. This system will ensure that all the resources will be
available when you conduct the training program.
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Sample Listing
Qualification
Training Methodology I
Institution
Print Materials
Print Materials
Quantity Quantity
Available Required
25
25
25
25
Module 3: Plan
Competency
Assessment
25
25
12
25
25
25
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Remarks
For reproduction
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Sample Listing
Qualification
Institution
Tools
Tools
Quantity Quantity
Available Required
20
15
20
10
Ball
20
15
20
15
20
15
20
15
20
15
peen
hammer, 15 oz
wooden handle
Remarks
For purchase
After preparing the entire list, you can already identify which do need some
attention; there might be some resources that you will need to purchase, repair or
if its a print material that needs some revision. You can be sure now that you will
not be missing the necessary resources that you will need before you run your
competency-based training.
You can now gather these resources and place them on their proper places.
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Performance Objective:
Given the TR of the qualification assigned
to you, you should be able to make an Inventory
of Training Resources per competency in your
workshop.
Supplies/Materials
Equipment
TR and CBC
PC, printer with ink
Steps/Procedure:
1. Based on your prepared session plan and the TR of the
qualification assigned to you, make a list of the Training
Resources in your workshop.
2. Use the suggested format given below.
3. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist
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Print Resources
Available
Not
available
Remarks
Available
Not
available
Remarks
Resources
for
Skills
______________________________
practice
of
Competency
#1
Available
Not
available
Remarks
Tools
Available
Not
available
Remarks
Equipment
Available
Not
available
Remarks
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Operation Sheets
Available
Not available
Remarks
Task/Job Sheets
Available
Not available
Remarks
Self-Checks
Available
Not available
Remarks
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Procedural Checklists
(specify Procedural
numbers)
Available
Not
available
Remarks
checklist
Performance
Checklist
Criteria Available
Not
available
Remarks
Self-Checks
Keys
Answer Available
Not
available
Remarks
Note: In the remarks section, remarks may include for repair, for replenishment,
for reproduction, for maintenance etc.
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Training
Methodology I
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YES
NO
A.
12.
Comments/Suggestions:
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Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be
able to prepare a lay out of your workshop.
Content:
Equipment is defined as a particular piece of machine, apparatus,
components or any other articles intended for use in the works or training. These
equipment are just some of the important resources for learning, we can see a lot
of them in every workshop. A good trainer need not only know how to use them,
but it is also important to know how to arrange them for training purposes.
One factor that can affect the training program is the shop layout. How can
it affect the training program? Remember in competency-based training, trainees
acquire competencies by themselves; they can work on different competencies at
the same time and become clogged while training is in progress. Here are some
tips and then maybe some re-arrangements of your equipment and work stations
will make your training more efficient.
Lets begin with the basics. Do you have all the square footage you need to
work comfortable in your practical work area? Some trainers and administrators
make mistakes of preparing space for the practical work area and find out very
quickly that their space requirements are double their original estimates.
Steps to a good layout
Training
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One of the most important things that we can look for is the adequate
electrical service needed. Make sure you use a licensed electrician to assess your
situation.
Setting of work stations
Group equipment according to work stations, this will make it easier for you
to layout since you have the knowledge of what equipment will be together in a
certain unit of competency.
Next, lets take look at the sequence of work stations. The movement of the
trainees should be introduced in a way that they progress according to hierarchy
of the competency, from simple going to a much complex competency.
Developing a floor plan
Now that you have figured out the different work stations, it is time to make
a scale floor plan of your practical work area. You can make a scale cutout of your
equipment and place them on the plan. Leave enough space around the equipment
for the trainees to move about freely.
Keep arranging and rearranging the plan until you have the best layout. You
can ask inputs from your peer, you training supervisor or your administrator: they
may pick up on something you missed.
Trying it out
After you have thought that you have the best plan, go to the practical work
area and measure the location and space requirements for each of the equipment.
Paint the borders of the spaces on the floor. Do a trial walk-through of the
different work stations. If all seem alright, you can now place the equipment into
their proper places. If not, take time to fix them, then.
You can also apply this simple way of preparing the different competencybased areas. Once youre used to it, everything will be easy.
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Self-Check 1.5-3
Directions: On your answer sheet, write true if the statement is correct and false
if the statement is not.
1. The floor plan is unnecessary in developing a shop layout.
2. Shop layout is a replica of the practical workshop area.
3. A good layout needs a list of tools and equipment which should have a scale
drawing.
4. Whenever there is additional equipment, the shop layout should be reviewed
and revised.
5. Dry run is not necessary for a good layout.
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Shop Layout
Performance Objective:
Given the qualification assigned to you and
the Inventory of Training Materials in the previous
activity, you should be able to make a shop layout
that conforms to the principles of CBT.
Supplies/Materials
Equipment
Steps/Procedure:
1. Based on the Inventory of Training Resources made in the
previous activity, make a layout of your workshop. Consider the
following:
List of equipment
Assessment Method:
Portfolio Assessment, Questioning
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Criteria
YES
NO
Comments/Suggestions:
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