Republic of the Philippines

Don Honorio Ventura State University

Villa de Bacolor, Pampanga

COLLEGE OF EDUCATION

SEMI DETAILED LESSON PLAN IN CURRICULUM DEVELOPMENT

AND EVALUATION WITH EMPHASIS ON TM II

I. Objectives

At the end of the lesson, the students should be able to:

1. define Competency-Based Training (CBT);
2. explain the principles of Competency-Based Training and Adult Learning; and
3. cite the important activities that a trainer should do to make facilitation of
learning effective.

II. Subject Matter

Topic: Facilitate Learning Session
Reference:
a. TESDA Training Regulations. Trainers Methodology (TM) Level I
(Trainer/Assessor)
b. TESDA Trainers Methodology I Competency-Based Learning Material
c. https://www.tesda.gov.ph
Materials: PowerPoint Presentation
Values Integrated: Cooperation

III.Procedure
A. Preliminary Activities
Greet the students, pray, check their attendance and review.
B. Motivation
I prepared jumbled words here. When the jumbled letters are flashed, all you have to
do is arrange them so you can form a word. Raise your hand if you know the answer.
Those who can answer them all correctly will receive a prize.
C. Developmental Activities
1. The Principles of Competency Based Training

Competency Based Training (CBT) is a training delivery approach that focuses on

the competency development of the learner as a result of the training.
CBT is based on the following basic principles:
1. The training is based on curriculum developed from the competency standards;
2. Learning is modular in its structure;
3. Training delivery is learner-centered and should accommodate individualized and self-
paced learning strategies;
4. Training is based on work that must be performed;
 5. Training materials are directly related to the competency standards and curriculum
modules;
6. Assessment is based in the collection of evidence of the performance of work to the
industry required standard;
7. Training is based both on and off the job components;
8. Training program allows for recognition of prior learning (RPL) or current competencies;
9. Training allows for multiple entry and exit;
10. Training programs are registered with the UTPRAS.

Types of Delivery Modes

1. Dualized mode of training delivery

2. Modular/self – paced learning
3. Peer teaching / mentoring
4. Supervised industry training or on – the – job training
5. Distance learning
6. Project – based instruction

2. Principles of Adult Learning

Key Characteristics of Adult Learner
Adult learners desire that learning be:
 relevant;
 task-oriented;
 participatory (two-way communication);
 friendly (controlled stress, positive feedback);
 varied (demonstrations, case-studies, role play; not just lectures); and
 built on past experience.

These characteristics are based on the following eight principles of adult learning (Sullivan et al
1995):

 Learning is most productive when the student is ready to learn.

 Learning is most effective when it builds on what the student already knows or has
experienced.
 Learning is most effective when students are aware of what they need to learn.
 Learning is made easier by using a variety of training methods and techniques.
 Opportunities to practice skills initially in controlled or simulated situations (e.g., through
role play or use of anatomic models) are essential for skill acquisition and for
development of skill competency.
 Repetition is necessary to become competent or proficient in a skill.
 The more realistic the learning situation, the more effective the learning.
 To be effective, feedback should be immediate, positive and non-judgmental

3. Delivery Plans
The following activities will serve as useful guides for a facilitator:
1. Explain the objectives and the outcomes of the training
2. Explain the learning and assessment process
3. Ensure the presentation and training methods are appropriate
4. Use training equipment and materials correctly
5. Provide frequent advice and feedback to facilitate the learning process
6. Provide ample practice opportunities
7. Monitor trainees’ readiness for assessment

As a guide, the nine events of instruction should be considered when planning for delivery of
training.

The Nine Events of Instruction

1. Gain Attention
2. Inform learner of objectives
3. Stimulate recall of prior leaning
4. Present stimulus material
5. Provide learner guidance
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer

D. Generalization

We have discussed the knowledge, skills and attitude required in facilitating learning
session in trainer’s methodology level 1. In our lesson, it includes the principles in
conducting a competency-based training, the different types in delivering CBT,
principles of adult learner and how a trainer should deliver CBT. CBT focuses on the
competency development of the learner as a result of the training. Learning in the
CBT is modular in structure and these training programs are registered with the
UPTRAS (Unified TVET Program Registration and Accreditation System). Learners
in the CBT are adults. The trainer should prepare the training in order to meet the
needs of adult learners. The trainer serves as a facilitator and should be prepared in
delivering the CBT.

E. Application

True or False. Write True if the statement is true and False if it is incorrect.

____________1. In CBT, the trainer is a facilitator.

____________2. Multiple entry and multiple exit mean a trainee can enter a class in
any time he wishes and learns in his own pace.
____________3. In CBT, learning is self-paced.
 ____________4. Adult learners do not like feedback coming from the trainer.
____________5. Simulation area is the learning station used when the use of a
machine is necessary.

IV. Evaluation

Ordering: Arrange the following events in its correct sequence by rewriting them on your
answer sheet.

___________1. Gaining attention

___________2. Stimulating recall of prior learning
___________3. Informing the learner of the objective
___________4. Providing learner guidance
___________5. Providing Feedback
___________6. Assessing performance
___________7. Eliciting performance
___________8. Presenting the stimulus
___________9. Enhancing retention and transfer

V. Assignment June 17, 2021

Learning Stations
1. Identify the different learning stations.
2. Explain the importance of learning stations.
3. Illustrate learning stations in the classroom.

Prepared By:

MARICYRENE KANICIA M. CAYANAN

Student Teacher

Checked by:

ANABELLE S. FLORES, Ph.D.

Cooperating Teacher