Republic of the Philippines

Department of Education
Region VII – Central Visayas
SCHOOLS DIVISION OF TOLEDO CITY

TITLE OF TRAINING: ______________________________________________________

Session No.: ____ Session Title: ____________________________________________
Name of Resource Person: _________________________________________________

Duration of
Session _____ minutes

Key Placed here are the important understandings and generalizations

Understandings for each objective. The concepts, understanding and
to be Developed generalizations placed herein correspond to the terminal and
enabling objectives

Learning Terminal Learning Objectives (TLOs) :

Objectives
__________________________________________________________
_________
__________________________________________________________
_________

Enabling Learning Objectives (ELOs in KSAVs)

By the end of this session, the participants are able to:

a. _______________________________________
b. _______________________________________
c. _______________________________________

Materials/ Place here the learning materials that will be used in the
Resources learning activities

Learning A. Introductory Activity ( ___ minutes)

Activities
 This part introduces the session content and objectives.
( ___ min)
 Although at times optional, it is usually included to serve as a
warm-up activity to give the learners/participants zest for the
incoming session and an idea about what it to follow.

 One principle in learning is that learning occurs

when it is conducted in a pleasurable and
comfortable atmosphere.

 What may be written here:

1. what the participants are asked to do;
 2. the questions asked by the facilitator/resource person

B. Activity/ies ( minutes)

 This is an interactive strategy to elicit adults’ prior learning

experience. It serves as a springboard for new learning. It
illustrates the principle that learning starts where the learners
are.

 Carefully structured activities such as individual or group

reflective exercises, group discussion, self-or group
assessment, dyadic or triadic interactions, puzzles,
simulations or role-play, cybernetics exercise, gallery walk
and the like may be created.

 Clear instructions should be considered in this part of the

session.

Example:

C. Analysis ( ___ min)

 Essential questions are included to serve as a guide for the

facilitator in clarifying key understandings about the topic at
hand.

 Critical points are organized to structure the discussions

allowing the trainees to maximize interactions and sharing of
ideas and opinions about expected issues.

 Affective questions are included to elicit the feelings of the

learners about the activity or the topic.

 The last questions or points taken should lead the trainees to

understand the new concepts or skills that are to be
presented in the next part of the session.

Example:
 D. Abstraction (___ min)

 This outlines the key concepts, important skills that should

be enhanced, the proper attitude that should be emphasized,
and ways to improve one’s professional competencies.

 This is organized as a lecturette that summarizes the

learning emphasized from the activity, analysis and new
inputs in this part of the session (All the Key Understandings
should be captured here)

Example:

Application (__ min)

 This part is structured to ensure the commitment of the

trainees to do something to apply their new learning in their
own environment.

Example:

Concluding  Wrap up for summary and Clearinghouse time may be

Activity provided for further clarification.
20 min  This is usually a brief but affective closing activity such as a
 strong quotation, a short song, an anecdote, parable or a
letter that inspires the participants to do something to
practice their new learning.

Prepared by: Reviewed by:

Signature Signature
Name of Resource Person JEFFREY C. LACSON
Station SEPS - HRD

Approved:

Signature
Name of Program Manager (in DO, the Chiefs/ASDS; for Schools, the PSDS)
Station