PLAN TRAINING SESSION

1. What were the questions you asked yourself when you started to write
the session plan? (1)

2. Where did you get the answers to your questions? (1)

3. Describe the components of your session plan. (2)

The components of the session plan are the as follows:

1. Industry Sector – to know what sector a particular qualification
2. Qualification & Title – to know what particular title of qualification
belongs to
3. Unit of Competency – comprise a qualification basically grouped into 3:
Basic, Common, Core
4. Module Title – this is actually the unit of competency which the verb in
the module title is in the present participle ending in “ing ”
form.
5. Learning Outcomes – learning blocks/ units that comprise the module
and termed as Elements in the Training
Regulations.
6. Introduction – intends to motivate the student to learn
7. Learning Activities – are actions the student will do to achieve the
learning outcome stated in the module of instruction.
8. Evaluation- indicates the method of evaluating the achievement of the
learning outcome. The assessment maybe: Formative(progress
check written or practical test), Summative(module written or
practical test)
9. Teacher’s Reflection-documentation of the conduct of the training on a
unit of competency. CBLM must be
recorded/documented which consider in the
validation/improvement of the manual

4. What factors did you consider when you selected your training
methods? (1)

The factors I consider in selecting the training methods were the following:

1. Learning outcome/objectives-acquiring knowledge, enhancing skills

and changing attitude (SMART)
2. Trainers (instructors) - their capabilities using the method and
comfortability of doing it.
3. Content- the content is abstract or concrete as well as complexity and
comprehensiveness of such materials
4. Participants- the quantity of participant, characteristics and learning
technique
5. Training techniques- the realistic and difficult techniques use
6. Time- available period
 7. Cost- associated with realistic techniques
8. Space, equipment and material- readily available

5. How did you organize your learning events? (1)

1. Gain Attention – to orientate and motivate the learner.

Introduction of a topic

2. Inform Learners of Objectives – to guide learners and to assist

them to organize their thought around what they are about to
learn. Explaining the performance objectives of the Job Sheet

3. Stimulate Recall of Prior Knowledge – because adults learn by

establishing relationships with what they know and a new
knowledge or skill. Review of the previous topic

4. Present the stimulus/material – in a way that appeals to the

different learning preferences and is easy to digest. Video
presentation

5. Provide Guidance for Learning – by providing opportunities to

integrate new information into their existing knowledge base.
Trainer demonstration of a skill, Discussing the steps of a task

6. Elicit Performance – by providing safe opportunities to practice.

Self-Check

7. Provide Feedback – to reinforce or correct learning. Discussing the

result of the evaluation with the trainee.

8. Assess Performance – learners should be given the opportunity

for assessment to gain recognition of their success in learning.
Evaluation of the performance by the trainer

9. Enhance Retention and Transfer – by encouraging learner to

plan the application of what they have learnt. On the job training

6. What assessment method did you chose for that particular session
plan? Do you think you made a good choice? Explain (1)

1. Written Test- acquisition of knowledge

2. Performance Test – demonstrated skills
a) Demonstration Method- a trainee is ask to perform the task
for evaluation
b) Observation Method- observe the performance of the skill in
an actual jobsite
c) Portfolio evaluation-output or project is required to collect
evidence
 3. Interview/questioning- ask questions to verify Job/Role and
Environment Management Skills and Contingency Management Kills

Yes, base from the learning content and activity of the learning
outcome.

7. When preparing the assessment tools how did you consider validity and
cost effectiveness? (1)
Validity and Cost effectiveness-degree test that measures purpose or
functions
1. appropriateness of test items
2. directions
3. reading vocabulary and sentence structure
4. difficulty of items
5. construction of test items-no ambiguous items or leading items
6. length of the test-sufficient length
7. arrangement of items-from easy to difficult
8. pattern of answers

-if the competency standard is current based from the industry practice

8. Why was it necessary to prepare a table of specifications when you

prepared your written test? (1)
Table of Specification- a table that shows what will be tested (taught), for
in planning the contents or objectives covered
institutional evaluation purposes for the written test
- A two-way table that matches the objectives or
content that taught with the level at which is 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 order to identify the number of questions based on the blooms
taxonomy level which are knowledge, comprehension and application

9. Describe at least two adult learning principles that is always in your

mind when you are preparing a session plan. (1)

1. Adults learn by comparing past experience with new

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

1. Enumerate the activities you did before the arrival of the students.

Activities as a useful guides for facilitator:

1. Explain the objectives and the outcomes of the training

- the participants of your training activities should know where they are
going, what goals they need to achieve and what outcomes they are
supposed to attain
2. Explain the learning and assessment process
- as a part of the orientation process, the CBT process flow, the use of the
CBLM and other learning materials should be explained extensively to
the trainees
3. Ensure that presentation and training methods are appropriate
-the TNA forms you developed in the module Plan Training Sessions should
be used to know the learning style, capabilities and aptitudes of your
individual trainees.
4. Use training equipment and materials correctly
-training equipment when used correctly adds value and efficiency in the
learning experiences
5. Provide frequent advice and feedback to facilitate the learning
process
-facilitators should be in constant contact with the trainees, continuous
and immediate feedback is critical to the acquisition of knowledge and
skills.
6. Provide ample practice opportunities
-CBT is teaching what to do, how and why to do it and then being given
the opportunity for guided practice. The task sheets, job sheets and the
operation sheets provided in the CBLMs provide guides for the practice of
skill
7. Monitor trainee’s readiness for assessment
-monitoring achievements of trainees is a very important aspect of the
delivery training. Your role as a trainer here is to see to it that the activities
and requirements are properly sequenced and accomplished to achieve
outcomes desired.

2. Enumerate the events that happened in this particular session. Make your list
as a series of teacher and student activities. Do not elaborate on the content of
the lesson. Based on these events, was your lesson teacher centered or
student centered? Provide a reason for your answer.

Robert Gagne published “The Conditions of Learning, which identifies the

mental conditions for learning.
1. Gain Attention – to orientate and motivate the learner. Introduction of a
topic
 2. Inform Learners of Objectives – to guide learners and to assist them to
organize their thought around what they are about to learn. Explaining the
performance objectives of the Job Sheet

3. Stimulate Recall of Prior Knowledge – because adults learn by

establishing relationships with what they know and a new knowledge or
skill. Review of the previous topic

4. Present the Material – in a way that appeals to the different learning

preferences and is easy to digest. Video presentation

5. Provide Guidance for Learning – by providing opportunities to integrate

new information into their existing knowledge base. Trainer demonstration
of a skill, Discussing the steps of a task

6. Elicit Performance – by providing safe opportunities to practice. Self-

Check

7. Provide Feedback – to reinforce or correct learning. Discussing the result

of the evaluation with the trainee.

8. Assess Performance – learners should be given the opportunity for

assessment to gain recognition of their success in learning. Evaluation of
the performance by the trainer
9. Enhance Retention and Transfer – by encouraging learner to plan the
application of what they have learnt. On the job training

3. Evaluate your choice of learning materials. State whether you wish to change
it or not to change the next time you facilitate the same lesson. Provide a
reason for you action.

The learning materials is a plan for the whole qualification and for trainees with
different learning styles while the training activity matrix is a daily plan which
will show the activities of each trainees. It is a good indicator that the training
being implemented is using CBT approach
None, the only thing that would change is to update with ever changing trends.
some may require to integrate methods with retaining ones while other need to
replace some parts or the whole method for more beneficial ones accordingly.

4. Describe the type of questions to ask in this particular lesson. Why was it
necessary to ask those questions?

Underpinning Knowledge: extension/reflection questions (additional questions),

safety questions (to prevent accidents), Contingency questions, job/role
environment questions and rules & regulations (SOP)
Why, How to let the learner to analyze
5. How did you ensure participation from a student?
 -by using different training methods such (lecture, role playing, group
discussion, forum, buzz group, brainstorming, case study, field trip, modular
self-paced, debate, demonstration, SLE, practice, public speaking and study
circle
-to ensure participation is to use an assessment tool
1. Written Test- acquisition of knowledge
2. Performance Test – demonstrated skills
d) Demonstration Method- a trainee is ask to perform the task for
evaluation
e) Observation Method- observe the performance of the skill in an
actual jobsite
f) Portfolio evaluation-output or project is required to collect
evidence
3. Interview/questioning- ask questions to verify Job/Role and
Environment Management Skills and Contingency Management Skills

6. What document do you use to help you manage the class activities? Describe
the use of this document. Would you recommend other types of document that
can be used to manage the class?

1. Achievement Chart –is a chart monitor of the required projects and

activities usually in the job sheets of the CBLM. These requirements are
needed in the attainment of the skills of the competency
2. Progress chart – is a chart monitor the Learning Outcomes and
competencies achieved by each trainees. It is displayed on a place within
the training area frequented by the trainees.
7. Describe an adult learning principle you almost have in mind when you are
facilitating a session.

8 Principles of Adult Learning (Sullivan et al 1995)

1. Learning is most productive when the student is ready to learn
2. Learning is most effective when it builds on what the student already knows
or has experienced
3. Learning is most effective when students are aware of what they need to
learn
4. Learning is made easier by using a variety of training methods and
techniques
5. Opportunities to practice skills initially in controlled or stimulated situations
are essentials for skill acquisition and for development of skill competency
6. Repetition is necessary to become competent or proficient in skill
7. The more realistic the learning situation, the more effective the learning
8. To be effective, feedback should be immediate, positive and nonjudgmental
8. What assessment tools did you use in this particular session? Is there a need
to make improvement on the tools? Why or Why not?
4. Written Test- acquisition of knowledge
5. Performance Test – demonstrated skills
g) Demonstration Method- a trainee is ask to perform the task for
evaluation
h) Observation Method- observe the performance of the skill in an
actual jobsite
 i) Portfolio evaluation-output or project is required to collect
evidence
6. Interview/questioning- ask questions to verify Job/Role and
Environment Management Skills and Contingency Management Kills

None, because it is based from the learning content and activity of the
learning outcome.

9. How did you provide the feedback to your student? Is there a need to make
improvement on your method? Why or Why not?

Feedback- is a dialogue between people which reflects back how another

person sees someone else behavior or performance

Types of Feedback
1. Positive feedback – serves to sustain behavior that is appropriate and
effective
2. Negative or coercive Feedback – serves to change behavior that is
inappropriate or ineffective

Feedback Strategies:

Characteristics Purpose
1. Timing For students to get feedback while they are still
mindful of the learning target
2. Amount For students to get enough feedback so that they
understand what to do but not so much that the
work has been done for them (differs case by case)
3. Mode To communicate the feedback message in the most
appropriate
4. Audience To reach the appreciate students with specific
feedback
5. Focus To describe specific qualities of the work in relation
to the learning targets
6. Comparison Usually, to compare student work with established
criteria
7. Function To describe student work
8. Valence To use positive comments that describe what is
well done

10. Did you ask your students to evaluate the session? What did you learn from
their evaluation?

Yes. The session was brief and concise, it was compressive enough for the
trainees to absorb without further question; however, the only thing that would
change is to update with ever changing trends. Some may require to integrate
methods with retaining ones while other need to replace some parts or the
whole method for more beneficial ones accordingly.
Supervise Work Based Learning

1. How will you identify and establish relationship with potential

participating companies? (0.5)

First, send them a letter of request if they agree make a Memorandum

of Agreement (MOA)

2. Will you write a training plan for your students? Why? (1)

Yes, it is monitoring tool of trainee’s training requirements, activity,

mode of training, facilities, internship and assessment method for the
trainer.

3. Before you send your students to the participating company, what

preparatory activities should you do? Why? (0.5)

Orientation, so they will be aware of the company’s rules & regulations

and MOA

4. How will you monitor the performance of the students? Why is this
needed? When do you provide the feedback to the students? (1.75)
through Trainee’ Record Book (indicates Learning Outcome,
Task/Activity Requirement, Date accomplished and Trainers remark)
and Trainee’s Progress Chart (unit of Competency, training activity,
training duration, rating, trainee’s and supervisors initial

-Yes, it will build good relationship on both the company and the school
that the students they are sending for OJT are performing well. The
trust is very important. This is done through trainer visitation once a
week and through interview from the company manager or supervisor
or co-workers from the company.

5. If the participating company will make an unfavorable remark about

the performance of the students what will you do? (1)
As a coordinator, send a letter of appointment to discuss with the
supervisor the problem and personally discuss as well with the student
his/her weakness and points to be improved for better rapport.
6. How will you evaluable the effectiveness of the work based learning?
Why is there a need to perform such evaluation? (0.25)
It is effective when Training evaluation is conducted, because it is
designed to determine the effectiveness of the training in achieving its
objectives. Training Objective should be Smart, Measurable, Achievable,
Reliable and Time bound (SMART). It possess the “cause” and “effect ”.
The cause maybe one of the indicators of the input(budget),
activity(training) or output (trained staff) and the effort may be one of
the efforts like knowledge, attitude or skills.
MAINTAIN TRAINING FACILITIES

1. Sketch the layout of your classroom/ laboratory/ workshop.

2. Enumerate the training equipment and machines that are in your
classroom/ laboratory/ workshop. If there too many, write it as a set.

Templates for Inventory of Training Resources

Resources for presenting instruction
Print Resources As per TR As per Remarks
Inventory
CBLM 25 pcs. Additional
 Instructional
Materials
Books 10 pcs. Additional
Instructional
Materials
Journals 20 pcs. Additional
Instructional
Materials
Magazines 15 pcs. Additional
Instructional
Materials
manuals 5 pcs. Additional
Instructional
Materials
Non Print Resources As per TR As per Remarks
Inventory
Slides 20 pcs. Additional
Instructional
Materials
Films 25 pcs. Additional
Instructional
Materials
Video tapes 20 pcs. Additional
Instructional
Materials
Audio video 10 pcs. Additional
Instructional
Materials
Whiteboard 5 pcs. Additional
Instructional
Materials
Resources for Skills practice of Competency
Equipment As per TR As per Remarks
Inventory
Computer with internet connection 5 units 5 units Complied as
per TR
LCD projector 1 unit 1 unit Complied as
per TR
Two-way radio 2 units 2 units Complied as
per TR
Mobile phone 2 units 2 units Complied as
per TR
Telephone 1 unit 1 unit Complied as
per TR
Fax machine 1 unit 1 unit Complied as
per TR
Digital camera 1 unit 1 unit Complied as
per TR
Video camera 1 unit 1 unit Complied as
per TR
Microphone 1 unit 1 unit Complied as
per TR
Sound system 1 unit 1 unit Complied as
per TR
Megaphone 1 unit 1 unit Complied as
per TR
First aid kit 5 sets 5 sets Complied as
per TR
Materials As per TR As per Remarks
Inventory
Complied as
Telephone Directory 1 set 1 set
per TR

3. Enumerate the major maintenance and housekeeping activities

performed by all personnel involved in the maintenance of your
classroom/ laboratory/ workshop. What improvement will you
recommend?
In terms of maintenance:
a. The equipment have their scheduled checks every week by the
maintenance staff. Follow the maintenance schedule strictly.
In terms of housekeeping:
a. The priority is segregating the waste products according to
their kinds and we always follow the color coding for each
kind of waste like : GREEN: for biodegradable wastes
YELLOW for non-biodegradable
RED for toxic wastes
All of which upon properly disposed are ready for collection by the
municipal garbage collector for proper disposal.

4. What procedure do you follow to request the purchase of additional

tools, equipment/ machines for your classroom/ laboratory/
workshop? What improvement would you recommend for this
procedure?

-make a letter of request for an additional tools, equipment to your

immediate superior and endorsed it to the quality controller. Once
approved, fill-up a request form for the request tools and equipment.

None, that is SOP which is very efficient and effective method in

purchasing additional request tools.

5. What is the SOP of your institution when equipment found to be out of

order? Would you recommend an improvement to this procedure? Why or
Why not?
 -If the equipment is out of order, we have to secure that it will no longer be
used by the students. Report it to the maintenance department for repair
or disposal and for replacement.

Equipment should conduct a weekly maintenance to update and continue

its length of usefulness. However, equipment in particular last only for 5
years beyond does not give guaranty for services given.

6. Describe your institutions waste-disposal system. If none what can you

recommend?
- Waste Disposal Plan is a schedule on the proper way disposing the
garbage or waste of the institution. We use 3Rs refers to the proper way of
disposing the wastes products according to each kind.

7. Describe your institutions recording and documentation of equipment/

machine maintenance and repair. If none, what can you recommend?

- The best procedure in monitoring the repairs of equipment is to keep the

list and have a checklist of what needs to repaired and have been
repaired.

- we have the list of equipment stored in hard and soft bound copy. We
monitor the in and out of the equipment and tools through logbook. To
make sure that we secure the safety and maintenance of the equipment
we conduct monthly inventory.

ORAL QUESTIONING
CONDUCT COMPETENCY ASSESSMENT
1. What is it that you should do prior to the assessment activity?
Context of Assessment
 The context of assessment is the environment or setting in which the
assessment activity takes place. A combination of circumstance may be
prepared and established prior to the assessment as this will ensure
that the assessment process will take place as expected. 
 The context of assessment includes the following: 
 Physical setting- this maybe the workplace, an assessment center,
community project or online set-up. A venue for assessment should be
made accessible to the candidates for their convenience. The assessor
should also ensure that the assessment site is conducive for
assessment.
 Tools, equipment and facilities- The assessor should introduce to
the candidate the different tools, equipment and facilities that will be
used in the assessment process.
 Materials - The assessor should also introduce to the candidate the
 perishable and consumables materials required during the assessment.
The assessor must also ensure that all documents pertinent to the
assessment are ready and available prior to assessment.
 Purpose of assessment-The assessor should have an understanding
of the purpose of assessment such as certification, licensing, OH&S,
skills audit.
 Employment status of candidate - the assessor can ask questions to
the candidate to know if the assessment is directly related to the
candidate's work.
 Access to support personnel - one of the things that the assessors
should do in preparing the candidate is to introduce the support staff
that will be a part of the assessment process. It can be a tool keeper or
the one who will issue to you the needed supplies or materials.

2. What will you explain during the orientation of the candidates?

Prepare candidate for assessment following the steps listed below  
 Explain the context and purpose of assessment to candidates in line
with the requirements of the relevant Assessment Guidelines.
 Determine the needs of the candidates to establish any allowable
adjustments in the assessment procedures.
 Convey information using verbal and non-verbal language to promote a
supportive assessment environment.
 Explain the legal and ethical responsibilities associated with the
assessment to the candidates in line with the relevant Assessment
Guidelines.
  Explain the competency standards to be assessed and the evidence to
be collected to the candidate as contained in the assessment
guidelines.

3. What is the purpose of giving an orientation to the candidates?

PURPOSE OF ASSESSMENT ORIENTATION
 The purpose of the assessment orientation is to check candidate ’s
readiness for assessment.
 The assessment orientation usually being done at Assessment Centers.
The candidates must be equip with the following information on;
 Qualification for assessment
 Assessment and certification arrangements

4. How do you make sure that the candidate understands the task to be
performed?
-By giving them a specific instruction
-Specific Instructions -This informs the assessor on the qualification
title, unit if competency, time allotment, condition and
feedback. Suggested Questions and Answers for Demonstration
with Oral Questioning This enumerates the question to be asked
after the performance of candidates demonstration of the required task
and its corresponding answers.
-The specific instruction for the candidate must follow of your evidence
plan

5. What are the dos and don’ts of an assessor while observing the candidate
performing tasks and why?
DON’T’S
 time questions so that the candidate is not interrupted while carrying
out a task that requires full concentration
 Don’t intervene candidate to perform task except for safety reasons
DO’S
 use observation as an opportunity to observe practical skills as well as
attitudes, underpinning knowledge, key competencies and dimensions
of competency
 include a range of work activities
 remember that the candidate might feel nervous while being observed
 use a checklist to record that the candidate has performed all required
tasks.
 Stop candidate if accident is imminent
 Inhibit self from providing any assistance during candidate performing
task

6. During interview or oral questioning, when the candidate answers wrong,

do you provide the correct answer immediately? Why or why not?
- Remember that the feedback is the part of assessment. The feedback is after
all perform task has been done if the candidate answer the oral question
wrong you don’t correct it immediately you must ask the candidate to clarify
an answer because candidate that will lower self-esteem and confidence of
the candidate.

7. What should be the basis of your assessment decision? If you are in

doubt, what would you do?
-The evidence is evaluated in terms of the rules of evidence
-The evidence is evaluated in accordance with the dimension of
competency
-The assessment decision is made based on evaluation of the evidence
the requirements of the relevant unit(S) of competency
-Evidences are judged in terms of validity, consistency, currency,
recent, authenticity and sufficiency
-Evidences are judged in terms of the four dimensions of competency
-Evidences are analyzed in compatibility to the elements. Performance
criteria, range of variables and evidence guide in the relevant units of
competency.
 If you have difficulty making your decision based on evidence that the
candidate has provided, this may be due to the type of evidence you
decided on. If you cannot make a decision about competency you
should ask the candidate to submit further evidence. If after submission
you can now make decision, do so, but recommend for the revision of
the assessment activities.

8. How should you provide the feedback? In case the candidate does not
agree with your decision, what would you do?
-Ask the candidate to judge how well he or she performed, Reinforce
positive aspects of the assessment, asks the candidate to suggest
areas for improvement and Give feedback as soon as possible
-If in case the candidate does not agree with the decision of assessor.
Candidate has the right to appeal
-Appeal Process - appeal for reassessment to gain an independent
second opinion will apply in cases where a candidate is judged as "Not
yet competent" and believes they have been incorrectly assessed. The
underlying principles of an appeal process include:  
a. a natural justice for a candidate, to avoid unfair treatment or an
assessors' error of judgment;
b. an incentive to quality and consistent performance by assessors;
c. Assurance to employers and candidates of the objectivity of the
assessment system.