MODULE I: LESSON 1: WHAT IS TRAINER AND
ASSESSOR
Session Objectives: At the end of the session, you should
be able to:
Distinguish a trainer from an assessor
Determine roles of trainer and/or assessor in assuring quality
technical-vocational courses
Introduction
Plan Training Session- is one of the six competencies to be
mastered in Trainers Methodology I (TM I). But before we
focus on planning, let us have an overview of the whole
training program. In this lesson, you will learn the role of
trainer or assessor. As a trainer or assessor, you need to
know what and how to teach, and how to work effectively
with others. We look forward to see you competent enough
as you study this course.
Trainee’s Entry Requirements
It is expected that you will be a Trainer and/or Assessor as
you finish this course, Trainers Methodology I (TM I).
What is a TVET Trainer?
TVET Trainer- is a professional who enables a learner or a
group of learners to develop competencies to
performing a particular trade or technical work. Towards this
end, a TVET Trainer may assume various roles such as
training facilitator, competency assessor, training designer,
developer or training supervisor.
What is a Trainer / Assessor?
From the Training Regulation, a Trainer is a person who
enables a group of learners to develop competencies toward
performing a particular trade or technical work while an
Assessor is an individual accredited and authorized to
evaluate or assess competencies of a candidate applying for
certification or any one of the purposes of assessment.
Trainer/Assessor- is at least NC II holder and who has
achieved all the required units of competency identified in
the Trainers Methodology Level I (TM Level I) under the
PTTQF. He is also a holder of National TVET Trainer
Certificate Level I (NTTC I)2 .
A Trainer is an Assessor; an Assessor is a Trainer.
To qualify for this course, a candidate or trainee must
satisfy the following requirements:
Graduate of baccalaureate degree or equivalent in training
or experience along the field of Technical Vocational
Education and Training
Certified at the same or higher NC Level in the qualification
that will be handled (for technical trainers)
Able to communicate orally and in writing
Physically fit and mentally healthy
Proficient in quantitative and qualitative analysis
Proficient in verbal reasoning
MODULE I: LESSON II: COMPETENCIES OF A TRAINER
AND/OR ASSESSOR
Session Objectives: At the end of the session, you should
be able to:
Determine the skills and knowledge that a trainer or
assessor should have
Explain required skills as a trainer and or assessor
Introduction
As you progress through this lesson, you should keep in
mind the skills and knowledge required to become a
competent trainer. Remember that awareness of your skills
and capabilities will help you make informed choices.
Basic and Core Competencies
Listed are the knowledge, skills, and attitudes required of
Trainers Methodology (TM) Level I:
Basic Competencies - (or skills and knowledge that
everyone needs for work):
Lead workplace Communication
Apply math and science principles in technical training
Apply environmental principles and advocate conservation
Utilize IT applications in technical training
Lead small teams
Apply work ethics, values and quality principles
Work effectively in vocational education and training
Foster and promote a learning culture
Ensure a healthy and safe learning environment
Maintain and enhance professional practice
Develop and promote appreciation for cost-benefits of
technical training
Develop and promote global understanding of labor market
Core Competencies (or specific skills and knowledge
needed in TM1):
Plan training sessions
Facilitate learning sessions
Supervise work-based learning
Conduct competency assessment
Maintain training facilities
Utilize electronic media in facilitating training
MODULE I: LESSON III Competency-Based Training

Session Objectives: At the end of the session, you should
be able to:
Define commonly used Competency-Based Training
terminologies
Explain ten principles of Competency-Based Training
Differentiate traditional education with Competency-Based
Training
Introduction
Getting the idea on structure and principles embedded in
training is important before designing a session
plan. Do you know how to teach a Technical-Vocational
Education and Training (TVET) program? That
will be the focus of today’s lesson.
The framework in teaching skill-based lessons is called
Competency Based Training (or CBT). It focuses on skills
development that is why its approach differs from traditional
education.
In traditional education, the teacher controls the environment
(or called teacher-centered approach); while in CBT, the
learners control and manipulate the tools and equipment
with the guidance of a teacher (also known as student-
centered approach).
In addition to that, learners are not compared among each
other, instead their skills are compared against
the norms or standards set by the industry. The training is
also self-paced; an example of this is when the
The trainer allows the students to study the materials &
practice the skill on their own. Lastly, the focus of
CBT is on the outcome or the end product.
CBT Terminologies
The need to understand commonly used terminologies is
important before starting this courseware. Comprehending
these terminologies will empower you to easily understand
the next lessons.
Knowledge- is the cognitive representation of ideas, events,
activities or tasks derived from practical or
professional experience as well as from formal instruction or
study, e.g. memory, understanding, analysis.
Skill- refers to the acquired and practiced ability to carry out
a task or job.
Competency, as used in TESDA, - is a) the application of
knowledge, skills and attitude required to complete a work
activities to the standard expected in the workplace; or b) the
possession and application of knowledge, skills and attitudes
to the standard of performance required in the workplace.
The 4 dimensions of competency that describes aspect of
work performance are:
I.Task Skills – undertaking a specific workplace task
II.Task Management Skills– managing a number of
different tasks to complete the entire work activity
III. Contingency Management Skills – responding to
problems, irregularities and breakdown in
routine when undertaking the work activity
IV. Job/Role Environment Skills – dealing with the
responsibilities and expectations of the work
environment when undertaking a work activity.
Competency Standard- are industry-determined
specifications of competencies required for effective work
performance. They are expressed as outcomes and they
focus on workplace activity rather than training or personal
attributes, and capture the ability to apply skills in new
situations and changing work organization.
Recognition of Prior Learning (RPL)- is the
acknowledgement of an individual’s skills, knowledge and
attitudes gained from life and work experiences outside
registered training programs.
Qualification- is a cluster of units of competency that meets
job roles and is significant in the workplace. It is also a
certification awarded to a person on successful completion
of a course and/or in recognition of having demonstrated
competencies relevant to an industry.
It has three components:
Basic Competency – skills and knowledge that everyone
needs for work
Common Competency – skills and knowledge needed by
people working in a particular industry
Core Competency – specific skills and knowledge needed
in a particular area of work-industry sector/occupation/job
role
Competency-Based Training (CBT)- is a system by which
the student is trained on the basis of demonstrated ability
rather than on that of elapsed time.
CBT includes:
Competency-Based Curriculum (CBC)- is the specification
for a course or subject (module) which describes all the
learning experience a student or learner undergoes. It
specifies outcomes which are consistent with the
requirements of the workplace as agreed through industry or
community consultations.
Competency-Based Learning Material (CBLM)- refers to
the print and non-print instructional media used as guide in
learning workplace activities.
Delivery of Competency-Based Training (CBT)
The flow of CBT differs from the traditional education
approach. To see the big picture is important before
planning a session plan. Below is the CBT delivery
framework:
1. Trainees enter the program. Trainer conducts pre-training
assessment to identify learner’s training needs. Orientation
of CBT program on Recognition of Prior Learning (RPL) and
roles of trainer & trainee follows.
2.Trainee selects competency from the identified training
needs and receives instruction from the trainer. The trainer
administers learning contracts or agreements between him
and his trainees, then provides CBLM materials and
introduces the use of progress and achievement charts.
3. With the selected competency, the trainee studies the
module by doing the following learning activities (in any
order): review learning package, view multimedia materials,
use manuals, observe demonstration, practice skills in
workshop, and receive assistance and advice.
4. While the trainee practices the skill, the trainer observes
and records the performance on the Progress
Chart. Student will attempt the task until he masters the skill
with the help of the trainer's immediate and constructive
feedback.
5.Once the trainee determines by himself that he is
competent to do the skill, he will call the attention of
trainer. The trainer will observe and rate the performance
based on the Performance Criteria Checklist
and will record the result on the Achievement Chart. If the
skill is satisfactorily performed, he will then
select another unit of competency. If the skill is not
satisfactorily performed, the trainee will study again
the module.
6.To exit the training program, the trainee must satisfactorily
perform the skill and must have enough units of
competencies (or has completed all the modules). If the
trainee doesn’t have enough units of competencies, he will
then select another unit of competency, and repeat the
competency-based training process.
Ten (10) Principles of CBT
Competency-Based Training delivery anchors in its
principles. These ten (10) principles of CBT serve as ground
rules for trainers and trainees. Memorize, apply and
promulgate the listed principles below:
Principle One: The training is based on curriculum (CBC)
developed from the competency standards (CS).
Principle Two: Learning is competency based or modular in
structure.
Principle Three: Training delivery is individualized and self-
paced.
Principle Four: Training is based on work that must be
performed.
Principle Five: Training materials are directly related to the
competency standards and the curriculum modules.
Principle Six: Assessment is based on the collection of
evidence of the performance of work to the industry required
standard.
Principle Seven: Training is based both on and off the job
components.
Principle Eight: The system allows Recognition of Prior
Learning (RPL) and or current competencies.
Principle Nine: Training allows multiple entry and exit in the
training program.
Principle Ten: Approved training programs are nationally
accredited. Programs of each institution or training center
are registered with UTPRAS (Unified TVET Program
Registration and Accreditation System).
Now it is your turn to refresh memory on how your teacher
taught you and compare it to how Competency- Based
Training works. How will you teach skill-based sessions?
Does it have any difference? Will you make that change for
the better? Get a paper and take down notes on its
differences.
MODULE II : LESSON I: Determining Trainees
Characteristics
Session Objectives: At the end of the session, you should
be able to:
Identify learners’ characteristics and learning styles for
trainees’ profile
Determine adult learners’ characteristics
Introduction
Competency-Based Training without planning and without
determining trainees’ characteristics will lead to an
unsuccessful session plan. It is a must for us teachers to
know our students – their characteristics as adult learners,
their educational background, and their culture - not only
because we need data for filing purposes, but for us to use
these data to analyze and determine their training needs.
Who are our learners? What are the characteristics we need
to include in their profile? What type of learners are they?
Those are our highlight questions you might encounter as
you proceed in this lesson.
Understanding Adult Learners
Before we determine trainees’ characteristics, we first need
to understand our trainees as adult learners.
Our training is learner-centered; hence, it is essential to
know them first. Our training enables adult learners to attain
skills for them to land a job. Teaching them requires different
teaching approaches and methodologies; thus,
understanding them will surely help in preparing an effective
session plan.
Understanding how adults learn will also enable the trainer
to think of teaching strategies that focus on adults. This is
based on the theory called Andragogy (Knowles) , also
known as adult education. The study came up with the
characteristics of adult learner, and they are the following:
Adults are autonomous & self-directed.
Adults bring life experiences & knowledge to learning
experiences.
Adults are goal-oriented.
Adults are relevancy-oriented.
Adults are practical.
Adults like to be respected.
Here is a best scenario on how to apply this theory: The
trainer enters a class consisting of adult learners. They are
all different in terms of age, educational background, gender
etc., but they all have one thing in common - they are all
adult learners. A trainer, in his conscious state, will then use
strategies to meet the needs of adult learners. A best
example of strategy especially in developing working with
teams is the use of Situated Learning Experience (SLE). It
would be a very good application of adult learning principles
since they are given specific instruction to achieve and
explore solutions and course of actions to attain it.
An example is the creation of a tallest tower using a limited
supply of materials. In this SLE, the goal is to make the
highest tower. The devising of strategies and trying it out—
gives adult learners autonomy and direct their own learning,
and it also allows the students to bring in their previous
experiences and knowledge. When participants are asked to
give their insights on their SLE experience, this allows
learners to give respect to their classmates, as the
application of insights becomes practical and self-motivating.
Note that the methods and strategies we construct,
consciously and unconsciously, should meet the needs of
our adult learners, and will surely make an effective transfer
of learning.
How Learners Learn?
A trainer is about to teach a group of students. Then he has
collected data for trainee’s characteristics but the problem is
he hasn’t assessed the students learning style to complete
the trainee’s profile.
What is learning style?
Learning style is one’s own way of learning new information
and ideas. It will give us an idea on how a person receives
and transfers information. Suggested learning styles are
VARK Learning Style Model and PART Learning Styles.
Feel free to choose between the two in determining trainees’
learning style/s.
Visual, Auditory, Read/Write and Kinesthetic (VARK)
Learning Style Model- Everyone learns differently since we
all have a preferred way to absorb, comprehend and retain
new information.
VARK Learning styles, as proposed by Fleming and Mills
(1992),- is a model that describes how a person takes-in
and gives-out information while learning. These learning
styles are visual (learns best by seeing graphs, charts, and
other symbols), auditory (learns best by listening), read/write
(learns best by reading text-based information) and
kinesthetic (learns best by doing).
PART Learning Styles
Another model is PART Learning Styles. It is developed by
Honey & Mumford but the idea originated from Kolb’s
Learning Style Model.
The four learning styles are:
Pragmatists- ‘putting theory into practice’ or ’needs to know
how to apply the information in real world’ Pragmatists tend
to integrate or put together theory and practice as they
perceive information abstractly and process it actively. They
always think of problems and opportunities as challenges.
Activists- ‘having an experience’ or ’needs to do’ Activists
put together experience and application as they perceive
information concretely and process it actively. They would
likely tackle problems by brainstorming. Activists learn by
trial and error, & by self-discovery method.
Reflectors- ‘reflecting on it’ or ’needs time to think over
information’ Reflectors integrate or put together experience
within oneself as they perceive information concretely and
process it reflectively. They learn by listening and sharing
ideas.
Theorists- ‘drawing out their own conclusion’ or ’needs to
know theory behind information’ Theorists put together
observations into complex but logically sound theory as they
perceive information abstractly and process it reflectively.
They learn by thinking through ideas.
MODULE II: LESSON II: PRE-TRAINING AND ANALYSIS
Session Objectives: At the end of the session, you should
be able to:
Describe pre-training assessment and training needs
analysis
Realize the importance of having pre-training assessment
before starting the session
Disengage current competency from the skills required to
determine training gap
Introduction
“In differentiated classrooms, teachers begin where students
are, not the front of a curriculum guide”. – Carol Ann
Tomlinson, 1999. As quoted by Tomlinson, we start our
session based on our pre-assessment, not in Competency
Based Curriculum. Pre-assessment evaluates trainee’s
knowledge, skills, strengths and weaknesses prior to
teaching.
Pre-Training Assessment
Pre-Training Assessment is conducted to recognize
current competency (RCC) and recognition of prior learning
(RPL). This assessment is done before the training starts.
Listed are reasons why it is needed:
It allows us to see their mastered competencies.
It serves as a point of reference in assessing our trainees.
It gives students a quick look at future lessons.
Pre-Training Assessment can be done either of the
following:
Learners’ assess themselves using the self-assessment
guide
Trainer assesses learners’ previous experience through
portfolio assessment
Trainer assesses learners’ skills and knowledge through pre-
test or diagnostic test
Self-Assessment Guide- is a pre-assessment tool to help
the candidate and assessor determine what evidence is
available, when gaps exist, including readiness for
assessment.
Portfolio Assessment- refers to the process of determining
whether an applicant is competent through evaluation of his
or her records of achievement.
You can confirm authenticity of evidence of competency
by:
Calling or asking personally the signatories and confirm the
information listed in certificate of
award/employment.
Calling or visiting the workplace where projects are done.
Pre-Test or Diagnostic Test- is a type of formative
assessment that involves collecting evidence to diagnose or
identify a training need or performance problem. (NVSC
Handbook) Prepare the pre-test/diagnostic test according to
the guidelines written in the lesson ‘Preparing Assessment
Instruments’. An assessor can use the portfolio assessment
and pre-test results as a source of evidence and a tool in
verifying the learner's current competency and prior learning.
Pre-training assessment and analysis is done prior to the
actual training program.
Determining Training Gap
Determining Training Gap through Training Needs
Analysis (TNA)
Under the CBT approach, each learner is assessed to find
the gap between the skills they need (as described in the
Training Package) and the skills they already have. The
difference between the two is called the training gap.
Skills Required* – Current Skills** = Training Gap =
Training Needs
‘Skills Required’ - refers to the competencies listed in the
competency standards and specified by the industry; On the
other hand, ‘Current Skills’- referred to as validated
competencies gathered in the pre-training assessment.
A training program is then developed to help the learner
acquire the skill deficiency. Therefore, Self-Assessment
Guide (SAG) with Training Needs Analysis (TNA) Tool is an
important tool to use in determining training gap.
Self Assessment Guide
Self-Assessment Guide (SAG) – a pre-assessment tool to
help the candidate and the assessor determine what
evidence is available, where gaps exist, including readiness
for assessment. This document can identify the candidate’s
skills and knowledge; highlight gaps in the candidate’s skills
and knowledge; provide critical guidance to the assessor n
the evidence that needs to be presented;
provide guidance to the candidate on the evidence that
needs to be presented; and assist the candidate to identify
key areas in which practice is needed or additional
information or skills should be gained prior to the
assessment.
MODULE III: LESSON I Understanding the Training
Regulation
Session Objectives: At the end of the session, you should
be able to:
Describe the sections of Training Regulations
Describe components of Competency Standards
Explain importance of Competency Standard in planning a
training session
Introduction
Now that you have established the training gap of the
learner, you are now ready to prepare the session plan. In
preparing a session plan, it is essential to understand the
structure of Training Regulation.
Training Regulations contain the prescribed minimum
program standards. It is developed by experts and
practitioners from public or private sector (or called as
Experts Panel) and is promulgated by the TESDA Board
after national validation.
Training Regulation
Training Regulation (TR)- is a TESDA promulgated
document that serves as the basis for which the
competency- based curriculum, instructional materials and
competency assessment tools are developed. This
document represents specific qualifications. How the
competencies in this qualification can be gained, assessed
and be given recognition is detailed in this promulgated
document.
All training institutions who want to offer TVET programs are
required to register under Unified TVET Program
Registration and Accreditation System (UTPRAS) either
With Training Regulation (WTR) or No Training Regulation
(NTR) to adhere to competency-based training
requirements. With Training Regulation (WTR) is described
as programs that have appropriate promulgated Training
Regulations; examples of WTR program are Computer
System Servicing, Food and Beverage Service to name
some. No Training Regulations (NTR) refers to the programs
that include skills which are not covered yet by any
promulgated Training Regulations; example of NTR program
is those of interior designing.
It has four sections:
Section 1 –Definition of Qualification- refers to the group
of competencies that describes the different
functions of the qualification. It enumerates the job titles of
workers who are qualified.
Section 2 -Competency Standards (CS)- gives the
specifications of competencies required for effective
work performance.
Section 3 -Training Standard (TS)- contains information
and requirements in designing training programs for certain
Qualification. It includes curriculum design, training delivery;
trainee entry requirements; tools equipment and materials;
training facilities; trainer’s qualification and institutional
assessment.
Section 4 – National Assessment & Certification
Arrangement- describes the policies governing assessment
and certification procedure.
Training Regulations (TR) – a TESDA-promulgated
document that serves as the basis for which the
competency- based curriculum and instructional materials
and competency assessment tools are developed. This
document represents a specific qualification. It defines the
competency standards for a national qualification and how
such qualification can be gained, assessed and be given
recognition.
Competency Standards
Competency Standard (CS)- , as used in TESDA, is an
industry-determined specification of competencies required
for effective work performance. They are expressed as
outcomes and they focus on workplace activity rather than
training or personal attributes and capture the ability to apply
skills in new situations and changing work organization.
Refer to Section 2 of Training Regulations.
Defined below are the components of CS:
Unit of Competency (or Unit Title)- is a component of the
competency standards stating a specific key function or role
in a particular job or occupation; it is the smallest component
of achievement that can be assessed and certified under the
PTQF.
Unit Descriptor- outlines what is done in the workplace. It
clarifies scope and intent of the unit.
Elements- are the building blocks of a unit of competency.
They describe, in outcome terms, the functions that a person
performs in the workplace.
Performance Criteria- are evaluative statements that
specify what is to be assessed and the required level of
performance.
Required Knowledge (formerly known as Underpinning
Knowledge) - refers to the competency that
involves applying knowledge to perform work activities. It
includes specific knowledge that is essential to the
performance of the competency.
Required Skills(formerly known as Underpinning Skills)
- refers to the list of the skills needed to achieve the
elements and performance criteria in the unit of competency.
It includes generic and industry specific skills.
Range of Variables- describes the circumstances or context
in which the work is to be performed.
Evidence Guide- is a component of the unit of competency
that defines or identifies the evidence required to determine
the competence of the individual. It provides information on:
● Critical Aspects of Competency- refers to the
evidence that is essential for successful
performance of the unit of competency.
● Resource Implications- refers to the resources
needed for the successful performance of the work
activity described in the unit of competency. It
includes work environment and conditions,
materials, tools and equipment.
● Assessment Methods- refers to the ways of
collecting evidence and when evidence should be
collected.
● Context of Assessment- refers to the place
where assessment is to be conducted or carried
out.
MODULE III: LESSON II: Understanding Competency-
Based Curriculum
Session Objectives: At the end of the session, you should
be able to:
Determine elements of Course Design and Module of
Instruction
Analyze importance of Module of Instruction in constructing
session plan
Introduction
What is Competency-Based Curriculum (CBC)?
A competency-based curriculum is a framework or guide for
the subsequent detailed development of competencies,
associated methodologies, training and assessment
resources. The CBC specifies the outcomes which are
consistent with the requirements of the workplace as agreed
through industry or community consultations. CBC can be
developed immediately when competency standards exist.
When competency standards do not exist, curriculum
developers need to clearly define the learning outcomes to
be attained. The standard of performance required must be
appropriate to industry and occupational needs through the
industry/enterprise or specified client group consultations. \
Understanding the Course Design
Competency-Based Curriculum consists of Course
Design and Module of Instruction. Course Design serves
as the blueprint and sets the structure in delivering the
training program, while Module of Instruction serves as the
course outline, and is derived from the course design, and
contains detailed information on what and how to teach each
unit of competency.
Course Design- is based on competency standards set by
the industry or recognized industry sector. Learning system
is driven by competencies written to the industry standards.
.
The first page includes the following:
1. Course Title- refers to the name of the program to
be offered. It is usually derived from the
qualification title of the training regulations or it
takes the qualification title of the training
regulations if the program is designed to cover the
entire qualification.
2. Nominal Duration- refers to the estimated training
period usually expressed in hours wherein the
learner is expected to complete the whole training
program.
3. Course Description- refers to the brief statement
of scope, coverage and delimitation of the course.
4. Entry Requirements- refers to the minimum and
“must” qualifications of a trainee to a training
program that will ensure effective and efficient
training.
 5. Course Structure- is a course matrix, and
includes details on module title, learning outcomes
and nominal hours per unit of competency.
Unit of Competency- is a component of the competency
standard stating a specific key function or role in a particular
job or occupation serving as a basis for training an individual
to gain specific knowledge, skills and attitude needed to
satisfy the special demands or requirements of a particular
situation.
Module Title- is the name of the module derived from the
unit of competency.
Learning Outcomes- are the set of knowledge, skills and/or
competencies an individual has acquired and/or is able to
demonstrate after completion of a learning process – either
formal, non-formal or informal.
Nominal Hours- refers to the estimated training period
usually expressed in hours wherein the learner is expected
to complete a particular training module of the program.
Resource- is the part where recommended tools, equipment
and materials to be used are listed.
Assessment Methods- refers to the ways of collecting
evidence and when evidence should be collected.
Course Delivery- refers to the classroom teaching
methodologies that can be applied for the entire module
instruction.
Trainer’s Qualification- refers to the identified minimum
experience and competencies the trainer for the course must
possess.
Module III: LESSON II UNDERSTANDING CBC
Module of Instruction
Module of Instruction- is the description of training
requirements for every unit of competency. A unit of
competency can make one or more modules of training. This
part of the CBC is used as a point of reference in preparing a
session plan. The document consists of the following:
● Unit Title- is a learning outcome statement which
describes the area of competency related to the
content of work. (e.g. Maintain Computer
Systems)
● Module Title- describes the outcome of a unit of
competency. Gerund is used as a subject. (e.g.
Maintaining Computer Systems)
● Module Descriptor- refers to the brief statement
of scope, coverage and delimitation of the module.
● Nominal Duration- refers to the estimated training
period wherein the learner is expected to complete
a particular training module of the program.
(Procedures Manual on Program Registration)\
● Summary of Learning Outcomes- refers to the
consolidated statements of desired end result to
be attained after each session.
The succeeding pages of Module of Instruction are the
following:
● Assessment Criteria- is the standards used to
guide learning and to assess learner achievement
and/or to evaluate and certify competence.
● Contents- are the topics and activities which
make up what is learned by an individual or group
of learners during a learning process.
● Condition- outlines the situation and context
under which learners will be assessed.
● Methodologies- refer to the list of methods to be
used in a particular session.
● Assessment Method- refers to the technique/s
used to gather different types of evidences.
MODULE III: LESSON III: THE SESSION PLAN
Session Objectives
At the end of the session, you should be able to:
Identify parts of a session plan
Derive learning outcomes using Competency Standard (CS)
and Module of Instruction (MOI)
Determine guidelines in organizing learning content
Distinguish training method and approaches according to
learning activities, purpose, learning style, and
practice-based learning
Organize learning activities using Present-Practice-
Feedback and Nine Events of Instruction
Identify formative and summative assessment methods or
tools
Enumerate steps in preparing session plan
Prepare an effective session plan
Introduction
An organized training session is the key to meaningful
learning; thus, a prepared session plan is needed to make
every lesson a success. Each session plan is derived on
Competency-Based Curriculum, and anchored on
Competency Standard to ensure that the training provided is
world-class, high-quality skills education. Listed below are
the guide questions that we need to address at the end of
the lesson:
What are the elements or parts of a session plan?
How to derive learning outcomes from MOI & CS?
How to organize learning content?
How to select appropriate training methods according to
learning activities? Purpose? Learning styles?
Practice-Based Learning?
How do we transfer knowledge and skills?
What learning activities are recommended in skills
acquisition?
What evidence will we use in assessment?
Grab your pen as we study the most important module in this
competency. We assure that it will empower you to prepare
an effective session plan that efficiently addresses training
gap.
MODULE II: LESSON III: THE SESSION PLAN
ELEMENTS OF A LESSON PLAN
Session Plan- same as Training Plan or Lesson Plan, is a
written document prepared by the trainer that shows logical
order of activities that he wants to happen in a training
session. It gives the trainer and his learners an overview on
where they are and where they are going. It serves as a
record of training sessions and as a starting point for
additional training. It is also extremely helpful for a trainer
who takes over another session.
● Industry Sector- identifies the industry where the
job is classified (e.g. Information and
Communication Technology).
● Qualification Title and Level
a.Qualification Title- refers to the name of the
formal certification or recognition.
b.Qualification Level- refers to the category of
skills and knowledge required to do a job.
Unit of Competency- is a component of the competency
standards stating a specific key function or role in a
particular job or occupation; it is the smallest component of
achievement that can be assessed and certified under the
PTQF.
Module Title- describes the outcome of a unit of
competency. Gerund is used as a subject. (e.g. Maintaining
Computer Systems)
Learning Outcomes- are the set of knowledge, skills and/or
competencies an individual has acquired and/or is able to
demonstrate after completion of a learning process – formal,
non-formal or informal.
Each learning outcome has its own set of learning
activities.
1. Introduction- contains information meant to
motivate, and orient the student on the objective
and what will be expected of them. It also includes
the correlation of the current lesson to the
previous session, and its relevance to the training
program.
2. Learning Activities- is used to support learning. It
conveys content, creates meaning, and supports
development and transfer of skills/knowledge
through practice and experience.
3. Learning Content- refers to the topics and
activities which make up what is learned by an
individual or group of learners during a learning
process.
4. Teaching Methodology- refers to the list of
methods to be used in a particular learning
content.
5. Presentation- shows instructional materials and
or methods to be used in introducing the content.
6. Practice- shows instruction sheets and self-check
test to be used by the learner in applying and
concretizing learning.
7. Feedback- includes evaluation of performance
and reference to the answer key.
8. Resources - includes a list of tools, materials and
equipment to be used per learning content.
9. Time- refers to the estimated minimum training
period usually expressed in hours wherein the
learner is expected to complete a particular
learning activity.
Assessment Plan- is the overall planning document for the
assessment process and includes a range of information to
guide trainers on the method of assessment to use and its
scope.
Teacher’s Reflection- is the part where the trainer
documents or records what has occurred during training and
includes notes on sufficiency of learning content, training
method, instructional material and evaluation methodology to
improve session plan. It may also consist of observed skills
performed outstandingly, learners’ feedback while using
Competency-Based Learning Materials (CBLM), and
teacher’s feedback regarding results of evaluation.
Derive Learning Outcome
Learning Outcome- is the set of knowledge, skills and/or
competencies an individual has acquired and/or is able to
demonstrate after completion of a learning process, either
formal, non-formal or informal.
Where do we get these learning outcomes?
The learning outcomes are lifted from the Module of
Instruction, derived from the Course Design, which are all
anchored from the Competency Standards. As a whole, we
could infer that each unit of competency has numerous
learning outcomes, and every outcome has its own learning
activities.
Determine and Organize Learning Content
Learning Content- refers to the topics and activities which
make up what is learned by an individual or group of
learners during a learning process.
Listed are guidelines in determining and organizing Course
Content:
Review Competency-Based Curriculum and determine
essential topics and activities.
Review required knowledge or skills and range of variables
from the Competency Standards.
List the content or topics gathered from CBC and CS.
Include additional topics if necessary.
Organize the content. This will help learners store
information in their long-term memory. Most useful for acquisition of declarative knowledge
Sort content or topics according to:
o ● Reading
simple to complex task ● lecture/talks
o ● modelling
known to unknown
o Most effective in enhancing procedural skills
whole to part and back to whole
o ● enactive learning like role-play, self-experiential
concrete to abstract work
o ● Modelling
● reflective practice
particular to general
o
Helpful in improving reflective capability and
observations to reasoning
interpersonal skills
o
point to point in logical order (or in sequential order)
● self-experiential work
● reflective practice
Sorting the content will help learners store information in
their long-term memory. It needs to be in manageable
Rules of Evidence
chunks to let the learner process new information easily. It
also needs to be progressive leading down to a learning
pathway. It is also important to link information so that It is not good enough to just collect any evidence. Just as the
learners could understand the big picture together with its way we collect evidence is guided by the principles of
specific parts. assessment, the way we collect evidence is guided by the
rules of evidence.
Identify Appropriate Training Methodology and .
Techniques Rule Evidence must be:

It is essential to identify appropriate training methodology Valid

after determining the learning outcome and content. - Address the elements and performance criteria
- Reflect the skills, knowledge and context described in the
Training Methodology- refers to how subject matter is competency standard
going to be dealt with in a broad sense (e.g. lecture, group - Demonstrate the skills and knowledge are applied in real or
discussion, role play, demonstration, etc.), while Techniques simulated workplace situations
are the variation of the method (e.g. under Small Group
Discussion (SGDs), the methods could be fish bowl, Current
brainstorming, plenary, etc.). - Demonstrate the candidate's current skills and knowledge
- Comply with current standards
To select appropriate teaching method, a trainer should
consider the following: Sufficient
- Demonstrate competence over a period of time
learning outcomes is the primary basis for selection - Demonstrate competence that is able to be repeated
- Comply with language, literacy and numeracy levels which
nature of the subject and types of performance specified match
- those required by the work task (not beyond)
needs, interests, abilities and level of maturity of the learner
Authentic
available time and resources - Be the work of the candidate
- Be able to be verified as genuine
capacity of the trainer
5S is a system for instilling order and cleanliness in the
A trainer knows well that a single method will not be workplace. The S’s stand for:
sufficient to make each adult learning session successful. 1.Seiri or sort
2. Seiton or straighten
A skilful teacher must use various methods and techniques 3. Seiso or shine
necessary to hold the attention of adult learners to improve 4. Seiketsu or standardize
their learning efficiency. 5. Shitsuke or sustain

As translated, the Japanese terms mean the following:

Recommendation in choosing appropriate training 1. Seiri – Put things in order (Remove what is not
method: needed and keep what is needed)
2. Seiton– Proper arrangement (Place things in such
Listed are methods in teaching CBT skills and a way that they can be easily reached whenever
competencies: they are needed)
 3. Seiso – Clean (Keep things clean and polished;
no trash or dirt in the workplace)
4. Seiketsu– Purity (Maintain cleanliness after
cleaning – perpetual cleaning)
5. Shitsuke– Commitment (A typical teaching and
attitude toward any undertaking to inspire pride
and adherence to standards)
An alternative translation and meaning of these terms may
be found in The Improvement Book by Tomo Sugiyama:
1. Sorting – Good and bad, usable and non-useable.
2. Systematic arrangement – Once sorted, keep
systematically to have traceability
3. Spic and span – Keep arranged things always
ready-to-use, dirt-free and tidy
4. Standardize – Make a process for the above
three stages, create measures and review them
5. Self-discipline – Individual commitment
TVET-Technical and Vocational Education and Training
(TVET)
SKILL- Ask or group of tasks performed to a specific level
of competency or
proficiency which often use motor function and typically
require the manipulation of
instruments & equipments
Competency –a skill performed to a specific standard
under specific condition
TM 1 --training program for TVET Trainers in using the
COMPETENCY BASED TRAINING DELIVERY APPROACH
for training assessment/ Dimensions of competency
Task skills- requires performance of a task to the required
standard as described by the unit of competency and
expected in the workplace.
Task management skills – captures skills used as people
plan
Contingency Management Skills – REQUIREMENT TO
RESPOND to irregularities and breakdown in routines
Job/Role Environment Skills- requirement to deal with the
responsibilities and expectations of the works environment
UTPRAS- UNIFIED TVET TRAINING PROGRAM
REGISTRATION SYSTEM
Ra 7796- establishment and administration of the National
Trade skills Standards TESDA
Qualification –refers to the group of competencies that
describes the different functions of the qualification
Competency standards- gives the specifications of the
competencies required for effective work performance
Training standards- contains information and requirements
in designing training program for certain
Qualification
1. Curriculum design
2. Training delivery
3. Trainee entry requirements
4. Tools & equipment & materials
5. Training facilities
6. Trainer’s qualification
7. Institutional assessment
Training design- a systematic process that is employed to
develop education and training programs in a consistent and
reliable fashion.
Instructional design or instructional Systems design
1.Practical Work Area - This area is where the learner
acquires the skills and knowledge components of the
competencies prescribed by the standard. This area must be
subdivided into work stations, which are arranged in order
according to hierarchy of competencies, such as work
stations for auto electrical, for engine overhauling, etc.
2.Learning resource area - This area is proximate to the
heart - the practical work area. This area provides the
learner with the knowledge requirements in the various
modules responding to the competencies. It is a place where
projects can be planned and self- paced learning is based.
This area has an array of learning materials in print or soft-
copies for a multimedia environment.
3.Institutional assessment area - It is located very close to
the practical work area. This is where Recognition of Prior
Learning is done by the trainer. This component also
provides the mechanism of assessing the completion of
competencies of a learner. Upon completion of all modules
within a competency, the trainee is handed a Certificate of
Achievement by the institution. This facility is provided with a
computer system that houses and manages learners'
individual records. The skills assessment is conducted at the
practical work area.
4.Contextual Learning Laboratory - This facility ensures
that the underpinning knowledge, science, mathematics and
communication principles as applied to the technology are
provided to the learner.
5.Quality Control Area - Various tests aside from metrology
and calibration are conducted in this area including in-
process quality control.
6.Trainers Resource Center - This area houses the
learning materials, the training regulations and curriculum
exemplars. This is, also, the place where instructors produce
courseware or training materials.
7.Distance Learning - One major issue of TVET is
accessibility. This is the major objective of this component -
enhance accessibility of TVET. This is to enable the
learning provision outside and away from the training
institution in terms of print and non-print media.
8.Computer Laboratory - This area depicts the major
physical change in the delivery - the use of Information
Technology. This laboratory has an array of computer units
of which learners are provided for them to learn and gain
appropriate IT competencies.
9. Support Area-

Training Methodology Reviewer - Copy -

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