SECTOR

TVET
QUALIFICATION TITLE
TRAINERS METHODOLOGYTMC - LEVEL I
UNIT OF COMPETENCY
Plan Training Sessions
MODULE TITLE
PLANNING TRAINING SESSIONS
Technical Education And Skills Development Authority
Taguig City Philippines
 A WORD from the
AUTHOR

Welcome and congratulations. You are

about to start an intensive training
course at the end of which you will have
the knowledge and skills of a TRAINER
specifically in planning training session.

So READ ON, LEARN FAST and

ENJOY!!!

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 HOW TO USE THIS COMPETENCY-BASED
LEARNING MATERIAL

T
PLAN TRAINING SESSION; is one of the
competencies of TRAINERS
METHODOLOGY (TM) LEVEL I. It covers
the knowledge, skills and attitudes in
planning training session. It includes
he unit, identifying learner’s requirements,
preparing session plan, preparing
instructional materials and organizing
learning and teaching and assessment
resources.

I n this module

YOU are required to go through a series of learning activities in order to

complete each learning outcome. In each learning outcome are Information
Sheets, Self-Checks, Task Sheets/Work Related Projects and Job Sheets.
Follow and perform the activities on your own.

REMEMBER TO . . .
Work through all the information and complete the activities in each section.

1. Read information sheets and complete the self-check. Suggested

references are included to supplement the materials provided in this
module.

2. Most probably, your trainer will also be your supervisor or manager.

He is there to support you and show you the correct way to do things.

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3. You will be given plenty of opportunities to ask questions and practice
on the job. Make sure you practice your new skills during regular
work shifts. This way, you will improve your speed, memory and your
confidence.

4. Use the Self-Checks, Task/Job Sheets or Work Related Projects at the

end of each section to test your own progress. Use the Performance
Criteria Checklist or Procedural Checklist located after the sheet to
check your own performance.

5. When you feel confident that you have had sufficient practice, ask
your Trainer to evaluate you

6. You will be given a certificate of completion as proof that you met the
standard requirements (knowledge, skills and attitude) for this
module. The results of your assessment will be recorded in your
Trainees Record Book

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 The Recognition of Prior Learning (RPL) is being implemented in recognition of
competencies currently held regardless of how, when or where the learning
occurred.

THROUGH RECOGNITION OF
PRIOR LEARNING (RPL)
Learning a new skill set maybe a challenge for some people, especially those
who have been set in their ways in a profession. However, getting stuck in a
limbo of whether you should or should not upgrade your skills may eat up so
much valuable time and effort.

You may already have some of the knowledge and skills covered in this
module because you have:

 been working for some time

 already have completed training in this area
 If you can demonstrate to your TRAINER that you are competent in a
particular skill or skills, talk to him/her about having them formally
recognized so you don’t have to do the same training again.
 If you have a qualification or Certificate of Competency from previous
trainings, show it to your trainer. If the skills you acquired are valid, still
current and relevant to this module, they may become part of the evidence
you can present for RPL.

If you are not sure about the currency of your skills, discuss it with your
TRAINER.

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 Not all journeys are in a
straight line, you don’t have
to go from 1 to 6. You can
jump in at 2, move up, move
down, switch around
Depending on the
qualification, we can
recognize prior learning or
work experience to fast-rack
your study, completing your
qualifications even sooner!!

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 LEARNING EXPERIENCES

LEARNING OUTCOME 2
PREPARE SESSION PLAN

Learning Activities Special Instructions

1. Read Information Sheet 1.2-1: Components of Do not hesitate to see your

a Session Plan Trainer for clarification and
2. Do Self Check 1.2-1: Components of a Session assistance
Plan
You must get 100% correct
3. Compare your answers with Answer Key 1.2-1 before doing your next task

4. Read Information Sheet 1.2-2: Different Types Do not hesitate to see your
of Training Delivery Modes and Training Trainer for clarification and
Methodologies assistance
5. Do Self Check 1.2-2: Different Types of
Training Delivery Modes and Training
Methodologies
You must get 100% correct
6. Compare your answers with Answer Key 1.2-2 before doing your next task

Do not hesitate to see your

7. Read Information Sheet 1.2-3: Preparing
Trainer for clarification and
Session Plan
assistance

8. Do Work Related Project 1.2-1: Preparing Analyze and Interpret your

Session Plan Competency Standard and
Competency Based
Curriculum before
attempting this task

Submit the project to your trainer by the date agreed to

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 Information Sheet 1.2-1
COMPONENTS OF A SESSION PLAN

LEARNING OBJECTIVES

After reading this INFORMATION SHEET, YOU MUST be able to:

1. Describe the components of a Session Plan

INTRODUCTION

SESSION PLAN is a simply stated, clearly written and flexible

trainer aid for conducting a session or module
It is:
 Based on the curriculum of the unit of competency
 Accomplished according to the suggested format

A session plan is the notes used by the

trainer during training. The session plan
includes all of the information needed by
the trainer including content, resources
and timing

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 Components of a Session Plan

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1

Essential Events - actions the trainees will do to achieve the learning outcome stated
3 in the module of instruction

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 ESSENTIAL EVENTS OF THE LEARNING ACTIVITIES

TIPS IN PREPARING THE LEARNING ACTIVITIES

 Every learning outcome should have learning activities
 The learning activities must allow the student to be:
 presented with some instruction;
 provided with opportunity to practice; and
 provided with immediate feedback on the practice
 The learning activities must be arranged in a sequential manner
 The learning activities must be developed in a manner that would serve as
an individual teacher’s aide for the student.

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 Spending the time to write a session plan gives you a lot more
confidence when you are standing in front of a group of
trainees. There is nothing better than being prepared

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 SELF CHECK 1.2-1
COMPONENTS OF A SESSION PLAN

Column A describes the components of Session Plan. Write the letter which fits
the statement from Column B

COLUMN A COLUMN B
1 consists of the techniques A Assessment Methods
used by trainers to structure
or design learning experiences
2 the results of training that the B Feedback
student must be able to
perform after completing a
module

3 part of the session plan that C Introduction

intends to motivate the
student to learn
4 actions the trainees will do to D Learning Activities
achieve the learning outcome
stated in the module of
instruction

5 indicates the method/s of E Learning Outcome

assessing the learning
outcome or module
6 materials that will be needed F Module title
to support and facilitate the
learning of the student/trainee

7 duration of training G Presentation

H Resources

I Time

J Training Delivery Methods

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 ANSWER KEY 1.2-1
COMPONENTS OF A SESSION PLAN

1 J
2 E
3 C
4 D
5 A
6 H
7 I

Remember that this self check is not a foolproof. It will just give you an
idea on how a competent individual must possess

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 Information Sheet 1.2-2
TRAINING DELIVERY MODES AND TRAINING METHODOLOGIES

LEARNING OBJECTIVES

After reading this INFORMATION SHEET, YOU MUST be able to:

1. Identify training delivery modes and training methodologies

2. Address training methods that pertains to the required competencies

INTRODUCTION

In the design of training program, there are 5 steps:

 Analysis
 Design
 Development
 Implementation
 Evaluation

In designing your training program

it is very important that you choose
effective training delivery modes
and methods appropriate for the
knowledge content and skills to be
trained in your competencies

In Philippine TVET, competency

based training approach is
recommended.

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 TRAINING DELIVERY APPROACH

Dualized in the sense that the training is conducted both on the job and off the job
location.(competencies, skills and other practices that cannot be achieved in the
institution will be conducted in the industry. DUALIZED TRAINING is being done both in-
school and industry, this training delivery mode is being employed if an institution have
no equipment for the trainees to achieved the needed competencies. The trainer should
close coordinate to the industry trainer to achieved the required competency.

Training is modular in structure (SELF-INSTRUCTION SYSTEM)

Training is conducted in the Industry (INDUSTRY-BASED). The training achieved in the

school is enhanced through actual immersion of the trainee to the actual work in the
industry.

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 4. Training is conducted in the school (SCHOOL-BASED). Trainees gained
more experience when learning is applied in a simulated/actual job
(example: work in canteen in waitering)
5. Training is conducted using varied learning materials and media,
Resources and techniques. (Computer with internet connection,
telecommunication system, print and non-print materials)
6. Training conducted in the community as an outreach program using
project based instruction.

TRAINING DELIVERY TECHNIQUES

Learners have different learning preferences and styles on how

they will receive learning. Following are methods that a trainer
may use

The competency based TVET System recognizes various types of delivery modes
both on and off-the-job as the learning is driven by the competency standards
specified by the industry.

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18 Trainers Methodology Date Developed: Document No.
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19 Trainers Methodology Date Developed: Document No.
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FACTORS TO CONSIDER when SELECTING Training Methods

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 SELF CHECK 1.2-2
TRAINING DELIVERY MODES AND TRAINING METHODOLOGIES

MULTIPLE CHOICE
Instructions: Choose the letter of the best answer. Write the letter of your
choice on your answer sheet

1 This method allows immediate practice and feedback

A Case study
B Demonstration
C Equipment simulation
D Role play

2 This method is one of the trainer’s concerns when selecting

training methods
A Ready availability
B Trainer’s capability
C Level of difficulty of the techniques to be used
D Number of participants

3 A training method that is used for presenting factual topics

A Demonstration method
B Lecture/discussion method
C Role playing
D Simulation method

4 A training method wherein pairs or small groups are given,

usually or in writing, a specific situation, event, or incident
and are ask to analyze and solve it
A Case study
B Demonstration method
C Discussion method
D Lecture method

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 5 A training method that can help participants improve skills,
attitudes, and perceptions inn real situation

A Demonstration method
B Discussion method
C Lecture method
D Role playing

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 ANSWER KEY 1.2-2
TRAINING DELIVERY MODES AND TRAINING METHODOLOGIES

1 B

2 G

3 B

4 A

5 D

Remember that this self check is not a foolproof. It will just give you an
idea on how a competent individual must possess

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 Information Sheet 1.2-3
PREPARING SESSION PLAN

LEARNING OBJECTIVES

After reading this INFORMATION SHEET, YOU MUST be able to:

 Prepare plan for a series of training sessions

INTRODUCTION

Sound planning and preparation are the keys to

successful delivery
Luck of planning and preparation may result to
failure of delivery and trainee’s failure in the
assessment.
Planning is the hardest way because you may not
able to predict what will happen during the delivery of
the Training Session

WHY DO TRAINERS
USED SESSION
PLAN?

 Give the trainers an idea of where they are and where they are going
 Give the trainers and the learners a clear idea of what they are doing
 Record the training sessions the trainers have taken
 Give the trainers a starting point if they have to do the training again
with another learner or group of learners
 Give the trainers a firm base to review their performance

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 Writing a Session Plan

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26 Trainers Methodology Date Developed: Document No.
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The way you present information in a training session is referred to as the
‘structure’ of the training session. The structure of a training session is like the
framework for a house; it makes it strong and gives it shape.

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29 Trainers Methodology Date Developed: Document No.
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How We Learn
Much of our traditional learning experience leads us to a believe that we learn best by listening
to experts. Fortunately there has been considerable research into adult learning and this
provides much better understandings of the factors influencing adult learning.
Training that actively engages an adult in the learning process achieves significantly greater
results in learner self-awareness, changed behavior, and the acquisition of new skills

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Know Where Your Learners are
Knowing where your learners are helps contextualize the learning activities to
match their needs. Consider ‘Self Assessments’ to ensure learners are aware of
their learning needs.

Adult Learners
There are a range of factors that assist people to learn more effectively

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Gagne (1985) provides a reliable model for instructional design
Robert Gagne’s Nine Steps of Instruction

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33 Trainers Methodology Date Developed: Document No.
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APPLYING THE PRINCIPLES OF ADULT LEARNING AND
ROBERT GAGNE’S NINE STEPS OF INSTRUCTION

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35 Trainers Methodology Date Developed: Document No.
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36 Trainers Methodology Date Developed: Document No.
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37 Trainers Methodology Date Developed: Document No.
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38 Trainers Methodology Date Developed: Document No.
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39 Trainers Methodology Date Developed: Document No.
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40 Trainers Methodology Date Developed: Document No.
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This module was designed to help you to write a session plan for a short
training course. We have seen how a session plan is an important guide for
trainers who need to cover the right information in the right order within the
allocated time frames. To write a session plan you need to know the learning
outcome for the training course. If you don’t have a learning outcome you will
need to write one first.
To write a session plan follow these steps:

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 Work Related Project 1.2-1:
Preparing Session Plan

It is a requirement of this Unit you complete Work Projects as advised by your

Trainer. You must submit documentation, suitable evidence or other relevant
proof of completion of the project to your Trainer by the date agreed to.

1.1 To fulfill the requirements of this Work Project you are asked to submit an
evidence on how you prepare your session plan

The evidence/s showed your ability to:

 Prepare instructional blueprint and learning-engagement plan

 Identify training delivery modes
 Address training methods that pertains to the required competencies
 Determine sequence of training activities
 Identify resources to support learning
 Finalize session plan according to required format

1.2. Present your work to your Trainer

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You should now be able to complete a session plan using the format provided in this
module. The following checklist can be used to assess the session plan.

State learning objectives in behavioral terms

Identify the topics are within the requirements of the competency

standard and the curriculum

Identify appropriate learning methods based on learning objectives

Use sound principles of learning in identifying learning events

Prepare appropriate Learning activities

Provide sufficient time for student practice

Identify resources to support learning

Estimate nominal period to complete the activities

Prepare a session plan

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44 Trainers Methodology Date Developed: Document No.
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 INTENTIONALLY LEFT BLANK

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 Users are free to produce and adapt
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of the learner.
No user is allowed to sell this
material whatsoever.

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There are only two exceptions for using this material:

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References/ Further Reading/ Work Cited
PNG EOSDP
Produced by: Uramina and Nelson Ltd.
National Library Service of Papua New Guinea

DEVELOPING A COMPETENCY BASED CURRICULUM, BOJIE SM. HIZON,

Trainer/Assessor, Trainers Methodology Course

DEVELOPING A COMPETENCY BASED LEARNING MATERIAL, BOJIE SM. HIZON,

Trainer/ Assessor, Trainers Methodology Course
Training Regulation, TESDA www.tesda.gov.ph

Planning A Training Session, NTTA TESDA

Training Regulation – Trainers/Assessors

www.tesda.gov.ph

Developing A Competency Assessment Tools leading to TM Level II

NTTA TESDA

A Guide to Facilitating Adult Learning

The Rural Health Education Foundation and the Australian Government Department of Health
and Ageing

Guidelines for assessing competence in VET

www.google.com

www.yahoo.com

bojie.hizon@yahoo.com

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