Plan Training Session

1. What were the questions you asked yourself when you started to write the session plan?
- The questions I asked when I started to write my session plan are:
 What are the training needs?
 Trainees’ characteristics?
 Learning outcomes
 Time
 Resources

2. Where did you get the answers to your questions?

- I got all answers from:
 TNA/Pre-assessment checklist
 CBC
 TR

3. Describe the components of your session plan?

-The components of my session plan are:
 Sector
 Qualification
 Unit of competency
 Learning outcomes
 Introduction
 Learning activities (Content, Method, Presentation, Practice, Feedback, Resources, Time)
 Assessment plan
 Trainer’s reflection

4. What factors did you consider when you selected your training methods?
- the factors I considered in selecting my training methods are the ff:
 Content
 Objective
 Cost
 Target audience
 Time
 Resources

5. How did you organize your learning events?

- I organized my learning events using:
 Robert Gagne’s Theory, from simple to complex and Hierarchy of learning.

6. What assessment method did you chose for that particular session plan? Do you think you made a
good choice? Explain.
- My assessment methods are:
 Written test to measure underpinning knowledge.
 Demonstration to measure the underpinning skills.
 Oral questioning to probe breadth of underpinning knowledge and skills.
-I made a good choice because it is in accordance with the TR and Competency Standard.

7. When preparing the assessment tools how did you consider validity and cost effectiveness?
- In preparing my assessment tools, I consider validity in relevant to:
 Competency Standard
 4 Dimensions of competency (task skills, task management skills, contingency management
skills, job/role environment.) For cost effectiveness, assessment activity maximizes used of
resources.
8. Why was it necessary to prepare table of specifications(TOS) when you prepared the written test?
 To decide how many questions are needed to measure learning and if it is sufficient to
measure competency.
9. Describe at least two adult learning principles that is always in your mind when you are preparing
session plan?
 Practical
 Demands respect
 Uses of past experience.

FACILITATE TRAINING SESSION

1. Enumerate the activities you did before the arrival of your students.
-As a trainer of Machining NC II, I will prepare:
Tools, equipment and learning materials.
 Setup the 9 CBT Components according to learning activities
o Practical work area
o Institutional Assessment area
o Support area
o Contextual learning area
o Learning resource area
o Computer laboratory area
o Distance learning area
o Trainers resource area
o Quality control area
 Projector and laptop.
 Progress chart, achievement chart, supplies and materials
 Practical work area is simulated.

2. Enumerate the events that happened in this particular session. Make your list as a series of
teacher and student activities. Do not elaborate on the content of the lesson. Based on these events
was your lesson teacher centered or student centered? Provide a reason for your answer.
- The events that will happen in my session:
 Explain and administer Pre-training Assessment test using self-assessment guide
 Pre-test (quiz)
 Collect portfolio
 Interview
-I will gather the ff. data:
 Self-assessment checklist
 Learning style questionnaire
 Trainees’ characteristics
 Discuss their current competency, RCC/RPL
 Orient the trainees and provide all the information about Machining NC II
 Discuss CBT process flow, principles of CBT.
 Explain the result of their Pre-test and assign task according to their needs.
 My session is student-centered because it focuses on performance based output.
3. Evaluate your choice of learning material. State whether your like to change it or not to change it
the next time you facilitate the same session. Provide a reason for your action.
 In my methods of teaching which are demonstration, self-paced/modular, role playing and
per teaching, the choice of my learning materials are information sheets, self-checks, job
sheet, task sheet, operation sheet and power point presentation.
 I will not change it because it is accordance with the TR and competency standard.

4. Describe the type of questions you asked in this particular session. Why was it necessary to ask
these questions?
 Is it doable and achievable?

5. How did you ensure participation from you students?

 By giving them group activities like demonstration, role-playing, simulation and peer
teaching.

6. What document do you use to help manage the class activities? Describe the use of this
document. Would you recommend other types of document that can be used to manage the class?
 The training activity matrix.
 To monitor the performance of my trainees, I will use progress chart and achievement chart.
and TRB.

7. Describe a adult learning principle you always have in mind when you are facilitating a session.
 Adults are goal oriented and needs immediate feedback.

8. What assessment tools did you use in this particular session? Is there a need to make
improvement on the tools? Why or why not?
 Written test
 Demonstration
 Observation with oral questioning
 There is no need for improvement because it is in the assessment plan and I based it on the
CBC or TR.

9. How did you provide the feedback to your students? Is there a need to make improvement on
your method? Why or why not?
 I will do face to face feedbacking and I start with positive remarks, mention the areas for
improvement.
 Use strong points then weak points and suggest activities for improvement.
 I will only based my feedbacking upon observable behavior.

10. Did you ask your students to evaluate the session? What did you learn from the evaluation?
 I asked my student to evaluate my session using the evaluation instruments so that I can
make adjustments and improvements on the session particularly on my training
methods/presentation, time and resources.
 MAINTAIN TRAINING FACILITIES

1. Sketch the layout of your classroom/laboratory/workshop.

2. Enumerate the training equipment, and machines that are in your

classroom/laboratory/workshop? If there are to many, write it as a set.
 Lathe machine
 Milling machine
 Grinding machine
 Compressor
 Portable grinder
 Drill press
 Welding machine

3. Enumerate the major maintenance and housekeeping activities performed by all personnel
involved in the maintenance of your classroom/laboratory/workshop. What improvement would you
recommend? Why?
 Sorting
 sweeping
 dusting
 sanitizing
 synthesizing
 Use 7s in cleaning the facilities, tools, equipment and use the housekeeping schedule and
maintenance checklist to strictly implement occupational health and safety.

4. What procedure do you follow to request for the purchased of additional tools, equipment and
machine for your classroom/laboratory/workshop? What improvement would you recommend for
this procedure?
 Used the standard purchase request form containing the purpose of requisition.

5. What is the SOP of your institution when equipment is found to be out of order? Would you
recommend an improvement to this procedure? Why and why not?
 Used tagging out, make a breakdown/repair report, work request, and salvage report.
6. Describe your institutions waste disposal system, if none, what can you recommend?
 In our institution we have our wastes management program.
 We strictly implement waste segregation method; recycle, compose and dispose.
 In order to reduce waste, we segregate the biodegradable from non-biodegradable.

7. Describe your institutions recording and documentation of equipment/machine maintenance and

repair. If none, what can you recommend?
 We are using the equipment record with code and drawing with each document must have a
title and control internal number and inspection report.

CONDUCT COMPETENCY ASSESSMENT

1. What is it that you do prior to the conduct of the competency assessment?

- As an accredited competency assessor, prior to the assessment activity, I will:
 Review the assessment guidelines
 Check the schedule of assessment activity
 Availability of assessment center
 The supplies, tools, and equipment
 The candidate
 Coordinate with the assessment center manager
 Prepare oneself, punctuality, and grooming
 Confirm assessment record keeping and reporting
 Conduct site inspection
 Check the completeness of assessment resources
 Check and ensure safety and accessibility
 Check readiness of assessment package

2. What will you explain during the orientation of the candidates?

- On the day of the assessment, I will:
 Have a orientation of the candidates
 Explain the context and purpose of assessment and certification
 Established allowable adjustments such as language, religion, culture, health and condition,
and disability
 Ethical responsibilities like right to appeal, confidentiality, free consent of candidates,
transparent reporting
 Explain OHS and adheres to quality system and policies.
 Explain qualification to be assessed, unit of competency, task to be performed, evidence to
be collected and methods of assessment.
 Explain how the evidence will be collected for record keeping and reporting
 Provide feedback and make judgement on my assessment decision

3. What is the purpose of giving an orientation to the candidates?

 It is part of preparing the candidates for assessment,
 It means to make the candidate relax and not apprehensive and it means providing the
candidate a supportive environment by allowing candidate to be clarified on the process of
assessment.

4. How do you make sure that the candidate taking the assessment is the same person in the
application form?
  I will ask him/her to submit the admission slip with ID picture
 Present valid ID and le the candidate sign the attendance sheet
 Compare with signature in application form/admission slip.

5. How do you make sure that the candidate understands the tasks to be performed?
 Provide the candidate a copy of specific instruction and allows the candidate to read the task
to be performed
 Explain the specific instruction and provide time for candidate to clarify by asking question
6. What are the DO’s and DON’T’s of an assessor while observing the candidate performing the task?
Why?
- The do’s and dont’s as an assessor, I will:
 Not interrupt nor disturb the candidate while performing the task for them to have focus on
their performance
 Never leave the assessment room for me to record all observations to be used during the
feedbacking
 Strictly implement safety during assessment
 Stop the assessment ONLY if it will result to injury or loss of life or property

7. During the interview or oral questioning, when the candidate’s answer is wrong, do you provide
the correct answer immediately? Why?
- During interview and oral questioning, I will:
 Not provide the correct answer because it may pre amp the answer to the next question
 The candidate may think that the assessment is finished that me as an assessor is already
giving feedback.

8. What should be the bases pf your assessment decision? If you are in doubt, what should you do?
- The basis of my decisions are:
 The 4 dimensions of competency (task skills, task management skills, contingency
management skills, job/role environment skills)
 Rules of evidence
 Evidence requirements (authentic, current, recent, valid and consistent)
 If in doubt, I will go over with the rating sheets and made my decision based on the
evidence gathered in accordance to performance criteria.

9. How should you provide the feedback? In case the candidate does not agree with your decision,
what would you do?
- To provide feedback to my candidate, I:
 Reinforce good performance; explain specific areas for improvement and advised on further
training or practice to improve performance.
 Used the specific approach – kiss before you kick
 If judgement is not yet competent, advise for re-assessment and made suggestions on how
to improve performance.
-In case the candidate does not agree with my decision even after clear feedback:
 Ask the candidate to identify the area of disagreement and record it in rating sheet for both
of us to sign.
 Then prepare an incident report and submit to TESDA Rep.