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Training Methodology Reviewer PDF
Training Methodology Reviewer PDF
Session Objectives
Introduction
Plan Training Session is one of the six competencies to be mastered in Trainers Methodology I (TM I). But
before we focus on planning, let us have an overview of the whole training program. In this lesson, you will
learn the role as trainer or assessor. As a trainer or assessor, you need to know what and how to teach, and how
to work effectively with others. We look forward to see you competent enough as you study this course.
It is expected that you will be a Trainer and/or Assessor as you finish this course, Trainers Methodology I (TM
I).
TVET Trainer is a professional who enables a learner or a group of learners to develop competencies to
performing a particular trade or technical work. Towards this end, a TVET Trainer may assume various roles
such as training facilitator, competency assessor, training designer, developer or training supervisor 1.
From the Training Regulation, a Trainer is a person who enables group of learners to develop competencies
toward performing a particular trade or technical work while an Assessor is an individual accredited and
authorized to evaluate or assess competencies of a candidate applying for certification or any one of the purpose
of assessment.
Trainer/Assessor is at least NC II holder and who has achieved all the required units of competency identified
in the Trainers Methodology Level I (TM Level I) under the PTTQF. He is also a holder of National TVET
Trainer Certificate Level I (NTTC I) 2. A Trainer is an Assessor; an Assessor is a Trainer 3.
To qualify for this course, a candidate or trainee must satisfy the following requirements:
Graduate of baccalaureate degree or equivalent in training or experience along the field of Technical
Vocational Education and Training
Certified at the same or higher NC Level in the qualification that will be handled (for technical trainers)
Session Objectives
Introduction
Getting the idea on structure and principles embedded in training is important before designing a session
plan. Do you know how to teach a Technical-Vocational Education and Training (TVET) program? That
will be the focus of today’s lesson.
The framework in teaching skill-based lesson is called Competency Based Training (or CBT). It
focuses on skills development that is why its approach differs from the traditional education.
In traditional education, the teacher controls the environment (or called teacher-centered approach);
while in CBT, the learners control and manipulate the tools and equipments with the guide of a teacher
(also known as student-centered approach).
In addition to that, learners are not compared among each other, instead their skills are compared against
the norms or standard set by the industry. The training is also self-paced; an example of this is when the
trainer allows the students to study the materials & practice the skill on their own. Lastly, the focus of
CBT is on the outcome or the end product.
CBT Terminologies
The need to understand commonly used terminologies is important before starting this courseware.
Comprehending these terminologies will empower you to understand easily the next lessons.
Knowledge is the cognitive representation of ideas, events, activities or tasks derived from practical or
professional experience as well as from formal instruction or study, e.g. memory, understanding,
analysis 1.
Skill refers to the acquired and practiced ability to carry out a task or job 2.
II. Task Management Skills – managing a number of different tasks to complete the entire work
activity
IV. Job/Role Environment Skills – dealing with the responsibilities and expectations of the work
environment when undertaking a work activity
Recognition of Prior Learning (RPL) is the acknowledgement of an individual’s skills, knowledge and
attitudes gained from life and work experiences outside registered training programs 7.
Qualification is cluster of units of competency that meets job roles and is significant in the workplace.
It is also a certification awarded to a person on successful completion of a course and/or in recognition
of having demonstrated competencies relevant to an industry 7.
o Basic Competency – skills and knowledge that everyone needs for work
o Common Competency – skills and knowledge needed by people working in a particular
industry
o Core Competency – specific skills and knowledge needed in a particular area of work-industry
sector/occupation/job role
2 Competency-Based Training (CBT) is a system by which the student is trained on the basis of
demonstrated ability rather than on that of elapsed time 7.
CBT includes:
o Competency-Based Learning Material (CBLM) refers to the print and non-print instructional
media used as guide in learning workplace activities.
The flow of CBT differs from the traditional education approach. To see the big picture is important before
planning a session plan. Below is the CBT delivery framework:
1. Trainee enters the program. Trainer conducts pre-training assessment to identify learner’s training needs.
Orientation of CBT program on Recognition of Prior Learning (RPL) and roles of trainer & trainee
follows.
2. Trainee selects competency from the identified training needs and receives instruction from the trainer.
The trainer administers learning contract or agreement between him and his trainees, then provides
CBLM materials and introduces the use of progress and achievement chart.
3. With the selected competency, the trainee studies the module by doing the following learning activities
(in any order): review learning package, view multimedia materials, use manuals, observe
demonstration, practice skills in workshop, and receive assistance and advice.
4. While the trainee practices the skill, the trainer observes and records the performance on the Progress
Chart. Student will attempt the task until he masters the skill with the help of trainer’s immediate and
constructive feedback.
5. Once the trainee determines by himself that he is competent to do the skill, he will call the attention of
trainer. The trainer will observe and rate the performance based on the Performance Criteria Checklist
and will record the result on the Achievement Chart. If the skill is satisfactorily performed, he will then
select another unit of competency. If the skill is not satisfactorily performed, the trainee will study again
the module.
6. To exit the training program, trainee must satisfactorily perform the skill and must have enough units of
competencies (or has completed all the modules). If the trainee doesn’t have enough units of
competencies, he will then select another unit of competency, and repeat the competency-based training
process.
Competency-Based Training delivery anchors in its principles. These ten (10) principles of CBT serves as
ground rules for trainers and trainees. Memorize, apply and promulgate the listed principles below:
Principle One: The training is based on curriculum (CBC) developed from the competency standards
(CS).
Principle Five: Training materials are directly related to the competency standards and the curriculum
modules.
Principle Six: Assessment is based in the collection of evidences of the performance of work to the
industry required standard.
Principle Seven: Training is based both on and off the job components.
Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current competencies.
Principle Nine: Training allows multiple entry and exit in the training program.
Principle Ten: Approved training programs are nationally accredited. Programs of each institution or
training center are registered with UTPRAS (Unified TVET Program Registration and Accreditation
System).
Now it is your turn to refresh memory on how your teacher taught you and compare it on how Competency-
Based Training works. How will you teach skill-based session? Does it have any difference? Will you make that
change for the better? Get a paper and take down notes on its differences.
Session Objectives
Introduction
Competency-Based Training without planning and without determining trainees’ characteristics will lead
to an unsuccessful session plan.
It is a must for us teachers to know our students – their characteristics as adult learners, their educational
background, and their culture - not only because we need data for filing purposes, but for us to use these
data to analyze and determine their training needs.
Who are our learners? What are the characteristics we need to include in their profile? What type of
learners are they? Those are our some highlight questions you might encounter as you proceed in this
lesson.
Our training enables adult learners attain skills for them to land a job. Teaching them requires different teaching
approaches and methodologies; thus, understanding them will surely help in preparing an effective session plan.
Understanding how adults learn will also enable the trainer to think of teaching strategies that focused on adults.
This is based on the theory called Andragogy (Knowles), also known as adult education. The study came up
with the characteristics of adult learner, and they are the following:
Here is a best scenario on how to apply this theory: The trainer enters a class consisting of adult learners. They
are all different in terms of age, educational background, gender etc., but they all have one thing in common -
they are all adult learners. A trainer, on his conscious state, will then use strategies to meet the needs of adult
learners.
A best example of strategy especially in developing working with teams is the use of Situated Learning
Experience (SLE). It would be a very good application of adult learning principles since they are given specific
instruction to achieve and explore solution and course of actions to attain it.
An example is the creation of a tallest tower using limited supply of materials. In this SLE, the goal is to make
the highest tower. The devising of strategies and trying it out—gives adult learners autonomy and direct their
own learning, and it also allows the students to bring in their previous experiences and knowledge. When
participants are asked to give their insights on their SLE experience, this allows learners to give respect to their
classmates, as the application of insights becomes practical and self-motivating.
Note that the methods and strategies we construct, consciously and unconsciously, should meet the needs of our
adult learners, and will surely make an effective transfer of learning.
In completing the trainee’s profile, we need to know the characteristics essential in individualizing the session
plan. Below are the essential trainee’s characteristics the trainer needs to gather:
A trainer is about to teach a group of students. Then he has collected data for trainee’s characteristics but the
problem is he hasn’t assessed the students learning style to complete the trainee’s profile.
What is learning style? Learning style is one’s own way of learning new information and ideas. It will give us
an idea on how a person receive and transfer information.
Suggested learning styles are VARK Learning Style Model and PART Learning Styles. Feel free to choose
between the two in determining trainees’ learning style/s.
Everyone learn differently since we all have preferred way to absorb, comprehend and retain new
information.
VARK Learning styles, as proposed by Fleming and Mills (1992), is a model that describes how a
person takes-in and gives-out information while learning. These learning styles are visual (learns best by
seeing graphs, charts, and other symbols), auditory (learns best by listening), read/write (learns best by
reading text-based information) and kinesthetic (learns best by doing).
Another model is PART Learning Styles. It is developed by Honey & Mumford but the idea originated
from Kolb’s Learning Style Model.
o Pragmatists ‘putting theory into practice’ or ’needs to know how to apply the information in real
world’ Pragmatist tends to integrate or put together theory and practice as they perceive
information abstractly and process it actively. They always think problems and opportunities as
challenges.
o Activists ‘having an experience’ or ’needs to do’ Activists put together experience and
application as they perceive information concretely and process it actively. They would likely
tackle problems by brainstorming. Activists learn by trial and error, & by self-discovery method.
o Reflectors ‘reflecting on it’ or ’needs time to think over information’ Reflectors integrate or put
together experience within oneself as they perceive information concretely and process it
reflectively. They learn by listening and sharing ideas.
o Theorists ‘drawing out own conclusion’ or ’needs to know theory behind information’ Theorists
put together observations into complex but logically sound theory as they perceive information
abstractly and process it reflectively. They learn by thinking through ideas.
Session Objectives
Realize the importance of having pre-training assessment before starting the session
Disengage current competency from the skills required to determine training gap
Introduction
“In differentiated classroom, teachers begin where students are, not the front of a curriculum guide”. – Carol
Ann Tomlinson, 1999. As quoted by Tomlinson, we start our session based on our pre-assessment, not in
Competency Based Curriculum. Pre-assessment evaluates trainee’s knowledge, skills, strengths and weaknesses
prior to teaching.
Pre-Training Assessment
Pre-Training Assessment is conducted to recognize current competency (RCC) and recognition of prior learning
(RPL). This assessment is done before the training starts. Listed are reasons why it is needed:
Trainer assesses learners’ skills and knowledge through pre-test or diagnostic test
Self-Assessment Guide is a pre-assessment tool to help the candidate and assessor determine what evidence is
available, when gaps exist, including readiness for assessment 1.
Portfolio Assessment refers to the process of determining whether an applicant is competent through evaluation
of his or her records of achievement 2.
Calling or asking personally the signatories and confirm the information listed in certificate of
award/employment.
Pre-Test or Diagnostic Test is a type of formative assessment that involves collecting evidence to diagnose or
identify a training need or performance problem. (NVSC Handbook) Prepare the pre-test/diagnostic test
according to the guidelines written in the lesson ‘Preparing Assessment Instruments’.
An assessor can use the portfolio assessment and pre-test results as source of evidences and a tool in verifying
learner’s current competency and prior learning. Pre-training assessment and analysis is done prior to actual
training program.
Under the CBT approach, each learner is assessed to find the gap between the skills they need (as described in
the Training Package) and the skills they already have. The difference between the two is called the training
gap.
Skills Required* – Current Skills** = Training Gap = Training Needs
‘Skills Required’ refers to the competencies listed in the competency standards and specified by the industry;
On the other hand, ‘Current Skills’ referred to as validated competencies gathered in the pre-training
assessment.
A training program is then developed to help the learner acquire the skill deficiency. Therefore, Self-Assessment
Guide (SAG) with Training Needs Analysis (TNA) Tool is an important tool to use in determining training gap.
Self-Assessment Guide (SAG) – a pre-assessment tool to help the candidate and the assessor determine what
evidence is available, where gaps exist, including readiness for assessment. This document can
identify the candidate’s skills and knowledge;
highlight gaps in the candidate’s skills and knowledge;
provide critical guidance to the assessor n the evidence that needs to be presented;
provide guidance to the candidate on the evidence that needs to be presented; and
assist the candidate to identify key areas in which practice is needed or additional information or skills
should be gained prior to the assessment.
Session Objectives
Introduction
Now that you have established the training gap of the learner, you are now ready to prepare the session plan. In
preparing session plan, it is essential to understand the structure of Training Regulation.
Training Regulations contains the prescribed minimum program standards. It is developed by experts and
practitioners from public or private sector (or called as Experts Panel) and is promulgated by the TESDA Board
after national validation1.
Training Regulation
Training Regulation (TR) is a TESDA promulgated document that serves as basis for which the competency-
based curriculum, instructional materials and competency assessment tools are developed. This document
represents specific qualification. How the competencies in this qualification can be gained, assessed and be
given recognition is detailed in this promulgated document 1.
All training institution who wants to offer TVET program are required to register under Unified TVET Program
Registration and Accreditation System (UTPRAS) either With Training Regulation (WTR) or No Training
Regulation (NTR) to adhere in competency-based training requirements.
With Training Regulation (WTR) is described as programs that have appropriate promulgated Training
Regulations; examples of WTR program are Computer System Servicing, Food and Beverage Service to name
some. No Training Regulations (NTR) refers to the programs that include skills which are not covered yet by
any promulgated Training Regulations; example of NTR program is those of interior designing 2.
Section 1 – Definition of Qualification refers to the group of competencies that describes the different
functions of the qualification. It enumerates the job titles of workers who are qualified.
Section 2 - Competency Standards (CS) gives the specifications of competencies required for effective
work performance.
Section 3 - Training Standard (TS) contains information and requirements in designing training
program for certain Qualification. In includes curriculum design, training delivery; trainee entry
requirements; tools equipment and materials; training facilities; trainer’s qualification and institutional
assessment.
Section 4 – National Assessment & Certification Arrangement describes the policies governing
assessment and certification procedure.
Download #4:
Training Regulations
Training Regulations
Training Regulations (TR) – a TESDA-promulgated document that serves as basis for which the competency-
based curriculum and instructional materials and competency assessment tools are developed. This
document represents a specific qualification. It defines the competency standards for a national
qualification and how such qualification can be gained, assessed and be given recognition.
Competency Standards
Competency Standard (CS), as used in TESDA, is industry-determined specification of competencies
required for effective work performance. They are expressed as outcomes and they focus on work place
activity rather than training or personal attributes and capture the ability to apply skills in new situations and
changing work organization1. Refer to Section 2 of Training Regulations.
Session Objectives
Introduction
The CBC specifies the outcomes which are consistent with the requirements of the workplace as agreed
through the industry or community consultations.
When competency standards do not exist, curriculum developers need to clearly define the learning outcomes
to be attained. The standard of performance required must be appropriate to industry and occupational needs
through the industry/enterprise or specified client group consultations1.
Course Design is based on competency standards set by the industry or recognized industry sector. Learning
system is driven by competencies written to the industry standards1.
Course Title refers to the name of the program to be offered. It is usually derived from the qualification title
of the training regulations or it takes the qualification title of the training regulations if the program is
designed to cover the entire qualification2.
Nominal Duration refers to the estimated training period usually expressed in hours wherein the learner is
expected to complete the whole training program.
Course Description refers to the brief statement of scope, coverage and delimitation of the course.
Entry Requirements refers to the minimum and “must” qualifications of a trainee to a training program that
will ensure effective and efficient training.
Course Structure is a course matrix, and includes details on module title, learning outcomes and nominal
hours per unit of competency.
Unit of Competency is a component of the competency standard stating a specific key function or role in a
particular job or occupation serving as a basis for training an individual to gain specific knowledge, skills
and attitude needed to satisfy the special demands or requirements of a particular situation1.
Module Title is the name of the module derived from the unit of competency.
Learning Outcomes are the set of knowledge, skills and/or competencies an individual has acquired and/or
is able to demonstrate after completion of a learning process – either formal, non-formal or informal 3.
Nominal Hours refers to the estimated training period usually expressed in hours wherein the learner is
expected to complete a particular training module of program 2.
Resource is the part where recommended tools, equipment and materials to be used are listed.
Assessment Methods refers to the ways of collecting evidence and when evidence should be collected1.
Course Delivery refers to the classroom teaching methodologies that can be applied for the entire module
instruction.
Trainer’s Qualification refers to the identified minimum experience and competencies the trainer for the
course must possess.
READING # 1:
Competency-Based Curriculum
Sample: Competency Based Curriculum
Session Objectives
Derive learning outcomes using Competency Standard (CS) and Module of Instruction (MOI)
Distinguish training method and approaches according to learning activities, purpose, learning style, and
practice-based learning
Introduction
An organized training session is the key to meaningful learning; thus, a prepared session plan is needed to make
every lesson a success. Each session plan is derived on Competency-Based Curriculum, and anchored on
Competency Standard to ensure that the training provided is world-class, high-quality skills education.
Listed below are the guide questions that we need to address at the end of the lesson:
How to select appropriate training method according to learning activities? Purpose? Learning styles?
Practice-Based Learning?
Grab your pen as we study the most important module in this competency. We assure that it will empower you
to prepare an effective session plan that efficiently addresses training gap.
Session Plan, same as Training Plan or Lesson Plan, is a written document prepared by the trainer that shows
logical order of activities that he wants to happen in a training session.
It gives trainer and his learners an overview on where they are and where they are going. It serves as record of
training sessions and as a starting point for additional training. It is also extremely helpful for a trainer who
takes over another session.
1. Industry Sector identifies the industry where the job is classified (e.g. Information and Communication
Technology).
b. Qualification Level refers to the category of skills and knowledge required to do a job1.
3. Unit of Competency is a component of the competency standards stating a specific key function or role
in a particular job or occupation; it is the smallest component of achievement that can be assessed and
certified under the PTQF1.
4. Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g. Maintaining
Computer Systems)
5. Learning Outcomes are the set of knowledge, skills and/or competencies an individual has acquired
and/or is able to demonstrate after completion of a learning process – formal, non-formal or informal 2.
Each learning outcomes has its own set of learning activities.
6. Introduction contains information meant to motivate, and orient the student on the objective and what
will be expected of them. It also includes the correlation of the current lesson to the previous session,
and its relevance to the training program.
7. Learning Activities is used to support learning. It conveys content, create meaning, and support
development and transfer of skills/knowledge through practice and experience 3.
o Learning Content refers to the topics and activities which make up what is learned by an
individual or group of learners during a learning process 4.
o Teaching Methodology refers to the list of methods to be used in a particular learning content.
o Presentation shows instructional materials and or methods to be used in introducing the content.
o Practice shows instruction sheets and self-check test to be used by the learner in applying and
concretizing learning.
o Resources includes list of tools, materials and equipment to be used per learning content.
o Time refers to the estimated minimum training period usually expressed in hours wherein the
learner is expected to complete a particular learning activity.
2 Assessment Plan is the overall planning document for the assessment process and includes a
range of information to guide trainer on the method of assessment to use and its
scope.3
3 Teacher’s Reflection is the part where the trainer documents or records what has occurred
during training and includes notes on sufficiency of learning content, training
method, instructional material and evaluation methodology to improve
session plan. It may also consist of observed skills performed outstandingly,
learners’ feedback while using Competency-Based Learning Materials
(CBLM), and teacher’s feedback regarding results of evaluation.
Download #5:
Sample Session Plan
Learning Outcome is the set of knowledge, skills and/or competencies an individual has acquire and/or
is able to demonstrate after completion of a learning process, either formal, non-formal or informal 1.
Where do we get these learning outcomes? The learning outcomes are lifted from the Module of
Instruction, derived from the Course Design, which are all anchored from the Competency Standards.
As a whole, we could infer that each unit of competency has numerous learning outcomes, and every
outcome has its own learning activities.
Learning Content refers to the topics and activities which make up what is learned by an individual or
group of learners during a learning process 1.
Listed are guidelines in determining and organizing Course Content:
Review Competency-Based Curriculum and determine essential topics and activities.
Review required knowledge or skills and range of variables from the Competency Standards.
List the content or topics gathered from CBC and CS. Include additional topics if necessary.
Organize the content. This will help learners store information in their long-term memory.
o known to unknown
o concrete to abstract
o particular to general
o observations to reasoning
Sorting the content will help learners store information in their long-term memory. It needs to be in manageable
chunks to let the learner process new information easily. It also needs to be progressive leading down to a
learning pathway. It is also important to link information so that learners could understand the big picture
together with its specific parts 2.
It is essential to identify appropriate training methodology after determining the learning outcome and content.
Training Methodology refers to how subject matter is going to be dealt with in a broad sense (e.g. lecture,
group discussion, role play, demonstration, etc.), while Techniques are the variation of the method (e.g. under
Small Group Discussion (SGDs), the methods could be fish bowl, brainstorming, plenary, etc.)1
Listed below are training methods according to learning activities, purpose, learning styles, and practice-based
learning:
According to Purpose:
Purpose Methods & Techniques
To give information and knowledge lectures, readings, written and oral instruction
To give examples, To show task &
demonstrations, slides, pictures, video, film, case study, discussion
attitudes
To enhance skills, To provide
role play, return demonstration, supervised practice, writeshop
practice
Rules of Evidence
It is not good enough to just collect any evidence. Just as the way we collect evidence is guided by the
principles of assessment, the way we collect evidence is guided by the rules of evidence.
DOWNLOADS
5S is a system for instilling order and cleanliness in the workplace. The S’s stand
for:
1. Seiri or sort
2. Seiton or straighten
3. Seiso or shine
4. Seiketsu or standardize
5. Shitsuke or sustain
1. Seiri – Put things in order (Remove what is not needed and keep what is needed)
2. Seiton – Proper arrangement (Place things in such a way that they can be easily reached whenever they
are needed)
3. Seiso – Clean (Keep things clean and polished; no trash or dirt in the workplace)
5. Shitsuke – Commitment (A typical teaching and attitude toward any undertaking to inspire pride and
adherence to standards)
An alternative translation and meaning of these terms may be found in The Improvement Book by Tomo
Sugiyama:
3. Spic and span – Keep arranged things always ready-to-use, dirt-free and tidy
4. Standardize – Make a process for the above three stages, create measures and review them
Qualification –refers to the group of competencies that describes the different functions of the qualification
Competency standards- gives the specifications of the competencies required for effective work performance
Training standards- contains information and requirements in designing training program for certain
Qualification\
1. Curriculum design
2. Training delivery
3. Trainee entry requirements
4. Tools & equipment & materials
5. Training facilities
6. Trainer’s qualification
7. Institutional assesment
Training design- a systematic process that is employed to develop education and training programs in a
consistent and reliable fashion.
Instructional design or instructional Systems design
Time to finish a
Types of Test
question
ROBERT GAGNE:
1. GAIN ATTENTION
2. INFORM LEARNER OBJECTIVES
3. STIMULATE RECALL OF PRIOR LEARNING
4. PRESENT STIMULUS MATERIAL
5. PROVIDE LEARNER GUIDANCE
6. ELICIT PERFORMANCE
7. PROVIDE FEEDBACK
8. ASSESS PERFORMANCE
9. ENHANCE RETENTION AND TRANSFER