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
