TTCBP104: Competency-based Training Planning

LU 1: Interpret competency based curriculum

LO1.1: Explain competence concepts

Topic: Discuss competence concepts

Competency refers to:

 The behavior adopted in competent performance.

 The description of what has to be done and how well
  Specify the "how" of performing job tasks, or what the person needs to do the
job successfully.
 The description of performance of a task in industry, education, profession or
personal life in terms of
 Underpinning knowledge
 Skills what a person is required to do (performance), under what conditions it
is to be done (conditions) and how well it is to be done (standards)
 Attitude / values (personality)

Competency types

 Knowledge competencies (K): theoretical understanding of subjects

 Skill/ability competencies(S): natural or learned capacities to perform

actions/jobs/tasks

 Attitude/behavioral competencies (A): patterns of action or conduct.

Note about competency type: Competencies tend to be either general or technical.

General competencies reflect the cognitive and social capabilities (example., problem
solving, interpersonal skills) required for job performance in a variety of occupations.
On the other hand, technical competencies are more specific as they are tailored to
the particular knowledge and skill requirements necessary for a specific job.

Ways of describing competencies

Competencies are described in ways that are:
  Observable
 Measurable
 Linked to the workplace, academic environment and other life experiences
 Transferable
 Based on performance

Competence refers to:

 The ability to do the required things to the required standard

 Focus on describing what people need to do to perform a job with effect and
output rather than effort and input.
 Combination of practical and theoretical knowledge, cognitive skills, behavior and
values used to improve performance; or as the state or quality of being
adequately or well qualified, having the ability to perform a specific role.
 What people can do rather than what they know.

Competence has several implications:

 It is concerned with doing, then it must have a context
  It is an outcome: it describes what someone can do. It does not describe the
learning process which the individual has undergone.
 In order to measure reliably someone’s ability to do something, there must be
clearly defined and widely accessible standards through which performance is
measured and accredited;
 It is a measure of what someone can do at a particular point in time.

Four dimensions of competence:

1. Task Skills
• The requirement to perform tasks
Being competent means:

 Having the skills, knowledge and attitudes to do the job

 Example: Prepare the waste water treatment process for operation,
preparing salad, welding carbon steel plate or troubleshooting an engine
 Understanding why the job should be done in a certain way
Example:
 Prepare the waste water treatment process for operation to operationalize
the waste treatment system,
 Preparing a salad to complement a seafood dish, troubleshooting an engine
to run a car.
2. Task management skills
 The requirement to manage a number of different tasks

Being competent means:

 Being able to do different tasks at the same time

Example:
 Analysing and responding to abnormal performance while operating and
monitoring the waste water treatment process,
 preparing a salad while watching another dish cook
3. Contingency management skills
 The requirement to respond to irregularities and breakdowns in routine
Being competent means:

 Dealing with everyday problems as they arise

Example: what to do when materials are not in stock or managing an upset
client.
4. Job/Role environment skills
  The requirement to deal with the responsibilities & expectations of work
environment

Being competent means:

 Understanding workplace policies and procedures

Example:
 Reporting to the right person,
 Filling out paperwork
 Working with others in the workplace
 Cooperating and communicating well with co-workers, supervisors,
managers and customers

Competency vs competence
Though both having similar meanings, competence and competency are used in different
contexts:

Competence
 Description of work task or job
outputs
 The possession and application of
knowledge, skills and right attitudes
to perform work activities to the
standards expected in the
workplace
 A person’s ability or skills and
Competency
 Description of behavior
 Description of performance of a
task in an industry with its
elements such as knowledge, skills
and attitudes.
 description of how things have to
 knowledge that he possesses
 Ability to achieve a task
 Competence/ competences are
broad capacities
 Competence is the ability to do the
required things to the required
standard
be done and at what level
 Competency/ competencies is
narrower, more atomistic concept
used to label particular abilities or
episodes.

Competence types:

 Specific competence

 General competence

 Complementary competence

Activity

In small groups:

Question1. Choose a competency in your own vocational area and describe the
Knowledge -Skills-Attitude (K-S-A) component related to the choosen competency.
Question2. Read carefully the following scenario:
 Victor works for EX- Construction Company. He has good skills in construction and he
is able to handle different problems relate to hiswork. While working on a new
building, Victor’s supervisor, who was new to the job, made some suggestions on
how to cut some pieces of wood so they would provide more support to the floor
above. Victor had always cut the support beams in a certain way and thought his
supervisor must not know much about construction. Victor complained to his co-
workers but did not discuss the issue with his supervisor. When it came time to
cutting the wood, Victor did it his usual way. The supervisor saw him doing this and
asked him to do it the way he was told. Victor was embarrassed by being yelled at in
front of his co-workers. Consequently, he threw down his tools, yelled at his
supervisor and stormed away from the construction site.
Questions related to the scenario:
a) Do you think Victor is competent in cutting the wood? Yes or No
b) Basing on dimensions of competence, explain your answer.
Question3. With convincing arguments, discuss the difference between two concepts:
competence and competency
ANSWERS:
1. Answer_question1.(example a):
 Knowledge: How much oil? Which oil?
Skills: change the oil in the car engine, use the correct procedure
Attitude: works clean / observes health-safety rules / communicates with
customer

Answer_question1.(example b): Competency: Distinguish different types of

sand using the sieve analysis

Knowledge: To know the three different types of sand (fine sand, medium sand
and large sand), to know what a sieve analysis is

Skills: To do sieve analysis of different types of sand

Attitude: When doing sieve analysis follow company safety and health procedure

Answer question 2.
a) No,
b) Victor is not competent in cutting the wood. Because:
‘He has good skills in construction and he is able to handle different problems relate to his
work’: means that Victor is competent in task skills, task management skills and
 contingency management skills but he doesn’t know how to work with others especially
his supervisor. So, he is not competent in Job/Role environment skills.

Answer _question3.

Competency
• Description of behavior
• Description of how things have
to be done and at what level
• Competency/ competencies is
narrower, more atomistic
concept used to label particular
abilities or episodes.
Competence
• Ability to achieve a task
• Description of work task or job
outputs
• Competence/ competences are
broad capacities

LO1.2: Demonstrate the relationship between Occupation standards and training standards

Topic: Description of Occupation standard

Definition of Occupation standard

 Defines the competences that a person must possess to be able to perform and be
productive in the world of work
  It is composed of units of competence that define a particular scope of work resulting in
a product, service or decision It is developed by industry experts or practitioners who
are in the industry for so many years

Major components of Occupation standard

 Information about the work
 Describe what workers need to be able to do on the job
Work functions
Key activities of each work function
Performance indicators
 Delineate what task to be done or work roles in a certain occupation
 Information about the worker
 Describes the knowledge, skills and attitudes an individual needs - to perform
the work described by each work function, along with its key activities and
performance indicators.
Employability skills, attitudes and knowledge: broadly applicable
competences such as working in team, work planning, quality
application, etc.
Technical skills, attitudes and knowledge: competences that tend to be
specific to an industry concentration such as working process,
materials, use of tools and equipment, etc.
Relationship between Occupation standard and Competence
 Review of occupation standard (OS) and competence definition
 OS is a document that defines the competences that a person must possess to be
able to perform and be productive in the world of work.
  Competence describes the work that is performed, and focus on workplace
functions and activities rather than training or personal attributes.

 Relationship between occupation standard (OS) and competence

Occupational standard is composed of units of competence describing the work to be
performed and those units of competence are translated into competences
(employability and technical) to learn during training process in different RTQF Levels.

UNITS OF
COMPETENCE

Relationship between Occupational Standards and training Standards

 Occupational Standards describe the work that is performed at the work place
 Training Standards describes the training that a person needs to take in order to
perform the work described in the Occupational Standards
  World of employment and World of education.
In world of employment, units competence described in occupation standard
are translated into competences to be achieved in the world of education during
the training. After training process, those competences give learning outcomes
which are transferred back in the world of employment as employment
outcomes as shown by the figure below:

Relationship between Occupational Standards and Curriculum

As Occupational Standard is composed of units of competence describing the work to be
performed and those units of competence are translated into competences to be achieved
during training, those competences are described in curriculum with their materials
needed(including resources and assessment guidelines) to be studied up to their
attainment which lead to the certification.
 Exercises
Encircle the letter of the correct answer

1. Occupation standardare document that defines the competences that a person must
possess to be able to perform and be productive in the world of work.
a) True
b) False
2. Occupation standard doesn’t describe key activities of each work function.
a) True
b) False
3. Knowledge, skills and attitudes an individual needs in training are described in
occupation standard.
a) True
b) False
4. Curriculum describes the training that a person needs to take in order to perform the
work described in the Occupational Standards.
a) True
b) False
5. Competence focus on workplace functions and activities as well as training or personal
attributes.
a) True
b) False

Question Answer
1 a
2 b
3 b
4 a
5 a
LO1.3: Describecompetency basedcurriculum

Topic: Description of competency based curriculum

Definitions
 Competence based training allows trainees to demonstrate their abilities to do
something under specific conditions.
  Curriculum is defined as an aggregate of courses of study given in a school, College or
University.
 Competency Based Curriculum, in Rwanda behaves that it has core modules and
specific modules, their description including performance criteria, content, learning
methodology, learning resources, and assessment(formative and summative)
guidelines.
 Competence Based Curriculum (CBC) 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 requirement of the
workplace.

Competency Based Curriculum is organized as follow:

Parts of a Competence Based Curriculum:
 Cover page & introductory part: contain the following information
 REQF LEVEL

RTQF Level

Occupation/ Job
Title

Place

Month & Year of

Release

COURSE Code

First 3 Letter is the pertaining to Sector

Second 3 letter is the subsector

First number is level in RTQF

Last 3 number is the number of Curriculum

 Half Title Page The half title page is the first page of the curriculum and contains
same information of cover page

Details of developing institution of the curriculum

 Copyright Page The copyright page contains the copyright notice

 Table of Contents A table of contents is the part of a book that is used to tell the
parts and sections of the curricula
 List of Abbreviations or Chronology if many abbreviations are used or if a few
are used frequently, a list is useful. Its location should always be given in the
table of contents. Alphabetize terms by the abbreviation, not by the spelled-out
form

 Acknowledgments An acknowledgments page includes your notes of

appreciation to people who provided support or help during the writing process.
 Section 1: describe general interest and shows the nature and goals of a program and
the key concepts and definitions used in the document.

Intended
occupation/Job
Title
  Section 2which presents the qualification, its level in the qualification framework, its
purpose, its rationale and the list of modules it comprises.

Description
of the
curriculum:

CREDIT
Learning
SECTOR
Outcome
SUB-
SECTOR

ISSUE DATE
 Pathway
Pathway after earning
entering the a TVET
qualification Certificate

Possible related Jobs to the

occupation
Employability Skills
and life skills
 List of Competencies:

Complementary and

Core
(General/Specific)

Code, Module Title

(Competencies),
Credit

Summary of
Competencies in
the curriculum

 Section 3 which deals with the training package. It includes the competencies chart, the
sequencing of module learning(Flowchart), the description of each module and the
course structure. The pages describing the modules are the heart of a curriculum.
 Competencies CHART shows the relationship between general competencies and
specific competencies that are particular to the occupation, as well as the key
stages of the work process. It shows the links between the elements in the
horizontal axis and those in the vertical axis. The symbol (ο) marks a relationship
between a general competency and specific competency. The symbol (∆)
indicates a relationship between a specific competency and a step in the process
of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
 Flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire
training program and shows the relationship between the modules. This type of
planning is to ensure consistency and progression of learning. For each module,
the flowchart shows the learning that is already in place, the learning that is to
take in parallel or later. The positions defined will have a decisive impact on all
subsequent pedagogical choices.
 SECTION 4 that contains the Assessment guidelines.
  Module specification contains following information:

Module Title

Module Competence
Code

Intended Learning Hours =

User of Credits X 10
the
module

Date of the issue

of the module

Purpose of the
Module
 Base on
FLOWCHART
(prerequisite)

PERFORMANCE CRITERIA
ELEMENTS OF COMPETENCY
 Are smaller unit of an element of
Are smaller unit of a competence
competency
  Course structure is a pedagogical guide to the trainer as it describes the learning
outcomes for each learning unit. These learning outcomes are the essential skills and
knowledge to be acquired.
In course structure:
The term ELEMENTS OF COMPETENCY becomes LEARNING UNIT
The term PERFORMANCE CRITERIA becomes LEARNING OUTCOME

Learnin
g Unity
title
Number of All
learning Learning
hours Outcomes
of the LU

Content: Resources:
determine Materials need
WHAT the to deliver the
learner will content
gain

Assessment
Learning activity: possible
facilitation technique to be
used by the trainer to deliver
the content

PERFORMANCE CRITERION = Performance Criteria

WHAT to be measured in the assessment

 Assessment
Evidence: Tools:
Proof that Type of
performance assessment
criteria is to evaluate
achieved the learners

Checklist:

Contents to
be included
inside the
assessment
tools

Note on course structure:

 LEARNING UNIT has the same number as Elements of Competency

 For each learning unit, they have itemized performance criteria that match the same
number items as learning outcome.
 Each learning outcome have an assessment that includes the possible type of evidence,
tools to be used, and the checklist of contents that are to be included in the
assessment.
 Summative Assessment are only for Core Modules (General and Specific): It has an
integrated situation, resources, four (4) assessment criterion (Quality of Process,
Quality of Product, Relevance, and Safety)
 REFERENCE: source of information – can be seen at the end of all module
Curriculum design and delivery cycle:

There are six (6) stages in curriculum design and delivery cycle:
Stage 1: Sector and occupational analysis
Sector analysis consists of:
• Identification of skills gaps in the industry
• Consideration of government's policies and initiatives
• Decision on the occupations for which training has to be reinforced
or initiated in priority
Occupational analysis consists of:
• Identification of duties and tasks performed in the occupation with the
expert workers and trainers
• Identification of tools, equipment, skills, knowledge, attitudes required to
perform the duties with the expert workers and trainers
Competency standards consist of:
• Translation of duties and tasks into competences with the expert workers
and trainers
• Identification of the elements of competence and performance criteria
• Identification of the context of realisation of the duties

Stage 2: Curriculum Design

During the curriculum design stage, the following activities are performed:
• Determine Qualifications
• Develop Training Organisation Guides : flow chart, trainers’ qualifications and
competencies, material resources, Instructional Materials
• Develop Modules : Learning Units, Performance Criteria and Course Structure
• Develop Assessment Guidelines

Stage 3Validation
During the validation stage, the following activities are performed:
• Finalize the developed curriculum materials
• Validate the curriculum materials
• Distribute the curriculum materials in training institutions.
Stage 4Piloting/experimentation
During the Piloting/experimentationstage, the following activities are performed:
• Experiment the curriculum in selected schools at least one year
• Collection of feedbacks

Stage 5 Implementation
During the Implementation stage, the following activities are performed:
• Conduct Training in TVET schools
• Conduct Assessment of learners in TVET Schools
• Document Assessment Results
• Certify learners

Stage 6 Evaluation
During the Evaluation stage, the following activities are performed:
• Conduct evaluation of curriculum materials
• Assess the impact of the curriculum (Are employers or self-employed
satisfied with the competences acquired from the TVET programs)
• Analyse information gathered
• Initiate corrective actions

Activity
Module Specification

Fill-out the table by referring to any given curriculum of your choice.

 Code:
Title:
RTQF Level:
Qualification REQF Level:
Sector:
Sub-sector:
Credits:
Code:
Title:
Module Competence:
Credit :
Learning Hours:
Learning assumed to be in place
(write the name of the module, if any)
Summative Assessment (Yes/No)
Give one Functional link application in
Process (Write the process)
Give one Functional link application in
General Competencies (write the
competence)
Give one Functional link existence
complementary Competencies(write the
competence)
Elements of Number:
Competence/ Learning Hour(s):
Unit Competency
Performance Criteria:
Learning Outcome:
Topic of the Session(Session Title):
How to facilitate the topic (methods to be used)
Assessment
Exercises

Part I: Encircle the letter corresponding to the correct answer

1. The following are part of introductory part except:

a) List of Abbreviations
b) Table of Contents
c) Acknowledgments
d) Key concepts
2. The following is contained in Section 1:
a) Intended occupation/Job Title
b) Pathway entering the qualification
c) Pathway after earning a TVET Certificate
d) All of them
3. Module specification contains the following information:
a) Competence
b) Intended User of the module
c) Purpose of the Module
d) All of them
4. Section 2 contains the following:
a) Course structure
b) Description of the curriculum
c) Module specification
d) None of them
5. Course structure contains the following information
a) Elements of competency
b) Learning activity
c) Assessment guidelines
d) All of them

Part II.Match column A with column B. Use each letter only once and write it in the blank
space provided.

Answe Colum A Colum B

 r
1. Identification of skills gaps in the industry A. Occupational analysis
2. Assess the impact of the curriculum B.Implementation
3. Conduct Training in TVET schools C.Sector analysis
4. Finalize the developed curriculum materials D.Evaluation
5. Collection of feedbacks E.Competency standards
F.Piloting
G.Validation
H.Curriculum Design

Answer:
Part I Part II
1.d 1.C
2.a 2.D
3.d 3.B
4.b 4.G
5.b 5.F

LU 2: Prepare a chronogram

LO 2.1. Illustrate a chronogram format

Topic 1: Definition and importance of planning

Definition of planning
During planning, the trainer should prepare all needed documents to provide an effective
training.
Planning is an advanced arrangement of doing things.
Planning includes
 Selecting and organizing subject matter to be taught
 Choosing the teaching method
 Prepare teaching resources
 Outline procedures to be followed
 Putting time available into consideration

Importance of planning
Importance of planning is to:

 Help in better organization in curriculum material

 Ensure that relevant material and procedures are considered in teaching
 Help to identify needs
 Allow the trainer to become resourceful
 Give opportunities for continuous personal growth

The following diagram shows steps to follow while planning:

 Topic 2: Description of a chronogram
Definition of chronogram
 Chronogramderives from the Greek words chronos ("time") and gramma
("letter")meaning "time writing“
 It is a calendar of modules sequence
Role of chronogram
 Guide teaching(scheme based)
 It is a school’s Timetable based
 Helps trainers and trainees to know the sequence of modules within a trade
 Inform trainers and trainees the period of integrated assessment
  Help school administration and stakeholders to know the duration of each module
within a trade

Parts of a chronogram Template

Activity

1. During planning, the trainer should prepare some of needed documents to provide an
effective training.
a) Correct b) Wrong
2. Planning includes putting time available into consideration.
a) Correct b) Wrong
3. Allow the trainer to become powerful and resourceful.
a) Correct b) Wrong
4. On chronogram, module name and code are contained in training time division.
a) Correct b) Wrong
5. Chronograminforms sequence of modules within a trade.
a) Correct b) Wrong

Question Answer
1 Wrong
2 Correct
3 Wrong
4 Wrong
5 Correct
LO 2.2.Prepare a chronogram in accordance with flowchart and school calendar

Topic: Producing a chronogram

Elements needed to produce an appropriate chronogram:

 Chronogram Template: to be completed
 CBC Flowchart: to check the sequence of modules.
 CBC List of modules: for module description (title, code and credits for each)and
module type (Specific or Generic competence)
 School Calendar & Events: to comply with the duration

Note on chronogram:
 A curriculum has one chronogram
 Competences (Specific and General) are written on a chronogram using their code
and credits.
 Module description must be on the back (list of module from the curriculum).
 Only Specific competences have integrated/summative assessment and this occupy
10% of total hours.

Activity
Preparation of chronogram in own trade.
i. Identify elements you will need to prepare an appropriate chronogram
ii. Having a curriculum and school calendar, elaborate an appropriate
chronogram in your own trade
Note to the facilitator/Lead trainer: Check the chronogram done by using the checklist bellow

LO 2.3. Interpret a chronogram in accordance to qualification and time frame.

Topic: Interpretation of a completed chronogram

Relate a completed chronogram with the curriculum (Flowchart, List of modules) and School
Calendar & School Events.

Activity
Present/interpret your chronogram prepared in LO2.2

LU 3: Prepare a scheme of work

LO 3.1.Illustrate a scheme of work format

Topic: Description of a scheme of work

Definition
  A scheme of workis a summarized forecast of work a trainer consider.
Role of a scheme of work
 Guide teaching(session plans based)
 Education authorities use scheme of work, to check the plan of logical sequence of
instructional delivery
 Ensures continuity in case of transfer of a trainer
 Helps in strategic for utilization of teaching aids&reference material(preparation in
advance)

Parts of a scheme of work template

Exercice
1. The following are contained in first part of a scheme of work except:
 a) Academic year
b) Module code
c) Learning hour
d) Number of classes
2. One of the following is not contained in the second part :
a) Learning units
b) Learning outcomes
c) Formative assessment
d) Integrated situation
3. Importance of a scheme of work is:
a) To help in school’s Timetable elaboration
b) Inform education authorities the logical sequence of learning unity
c) To helps education authorities to check the plan of logical sequence of
instructional delivery
d) Inform education authorities the logical sequence of module
4. All learning unity for a module are shown in a scheme of work
a) True
b) False
5. All performance criteria for all learning unity are shown in a scheme of work
a) True
b) False

Question Answer
1 b
2 c
3 c
4 a
 5 b

LO 3.2.Prepare a scheme of work

Elements needed when producing a scheme of work:

 Scheme of work Template: to be completed
 Module specification(from the curriculum): to check the module’s title, code, credits
and competence
 Module structure (course structure:from the curriculum): to check repartition of
learning hours for each learning unity, proposed learning activity, Resources,
Evidence
 Chronogram: to check the module duration (weeks and date)

NOTE on scheme of work:

 Every module has a scheme of work
 All learning units of a module are described with their all learning outcome
 Learning activities, learning resources and assessment tools are suggested in curriculum
but the trainer should choose or change referring to his/her class environment.
 Integrated situation (task and consumables)are applied only for specific modules

Activity
Prepare a scheme of work for one of your module own trade.
 i. Identify elements you will need to prepare a scheme of work
ii. Having all you need, elaborate a scheme of work for one of your module in own
trade.

Note to the facilitator/Lead trainer: Check the scheme of work done by using the checklist
below

LO 3.3.Interpret a scheme of work in accordance to the module

Topic: Interpretation of a completed scheme of work

Relate a completed scheme of work with the curriculum (Module specification, Module
structure) and chronogram.

Activity
Present/interpret your completed scheme of work prepared in LO2.3
LU 4: Prepare a session plan.

LO 4.1.Illustrate a session plan format

Topic: Description of session plan

Definition
 It is a detailed prior description of the learning session for a specified group of trainees
 Road map showing how to reach set objectives

Role of session plan

Session plan gives a clear sense of

 what you are trying to accomplish
 how you are going to accomplish it
 How you know you have accomplished it

Parts of session plan template

Exercise
1. Session plan is a road map showing how to teach set objectives. …………..
2. Session plan inform how you will check if objectives have been reached. ……….
3. Always facilitation techniques are provided in development stage. ………….
4. Facilitator activity is provided in introduction and development only. ………….
 5. All performance criteria of the learning unity are listed when making a session plan.
………

Question Answer
1 False
2 True
3 True
4 False
5 True

LO4.2.Prepare an inclusive session plan for a CBT session

Topic 1:Preparation of an inclusive session plan for a CBT session

 Administrative parts:
 Topic: this come from the content (in curriculum)
Example: use of question words

 Range: this is a part of topic you are going to teach.

Example: using of how, why and when
 Learning Place/Room Setting: when preparing a session plan, room arrangement
should be show.
Example: U-shape, V-shape,…
 Length of Session (Time): when prepare a session plan; you always provide time
of the whole session.
  SMART Objectives: each session plan must have at least three objectives and
they must be SMART (Specific, Measurable, Achievable, Realistic, Time-bound).
Example: By the end of the lesson the Learner should be able to: Name
appropriately seven types of lines used in domestic electrical drawing.
 Stages of delivery of a SP
 Introduction: in this stage, you describe how you will introduce the session, including
greetings, taking roll call, warm up, introducing topic, set objectives, setting ground rules…
 Development: this is the main stage as you describe how you will develop the session
step by step, including facilitation techniques, formation of groups(if applicable), distributing
tasks, monitoring way, work presentation, way of providing expert view…
 Conclusion (Summary & Evaluation): in this stage, you describe how you will conclude
the session, including summarizing the session, assessing way, evaluation of the session
delivery process...
 Reference: all used documents should be listed in reference format

TEXT BOOK: [Authors, initials] [Year of Publication] [Title] [Edition] [Place of Publication:
Publisher]
Example: Habash, R.W.Y (2000) Electromagnetic Fields and Radiation 2nd Edition New
York: Pearson
WEB PAGE: [Authors, initials] [Year] [Title] [On-line] Available from [ URL/www(website]
[Access Date]
Example: Hawking, S (2000) Professor Stephen Hawking’s website Available from
http://www.hawking.org/home/hindex.html (Access 9 February 2009)

 Remark: after session delivery, you can write down the session plan your remarks
referring on how the session was.
 NOTE on session plan:
 In all those stages, you always allocate time to each of them, show the facilitator’s
activity and the learner’s activity, key point of the content and mention resources you
will use in delivery.
 All materials to be used in the session (worksheets/task sheets/information
sheets/notes for the facilitator....) must be attached as appendices.

Activity
Using one module in your own trade, take at least one topic and prepare an inclusive session
plan for a CBT session to deriver in 50 or 60 minutes.

Note to the facilitator/Lead trainer: Check the session plan done by using the checklist below
LO4.3.Adapt learning resources in line with the module specifications
 Topic: Adaptation on learning resources
Definition:
 Adaptation is the altering of materials to improve or make them more suitable for a
particular type of learner or group of learners.
 It is a process of modifying the received learning resources so as to reach readiness for
the intended classroom usage
 It is a method for accommodating diverse learner needs in a classroom.

The purpose of adapting learning materials is:

 To promote learning
 To suit the trainees and learning session
 Ensure that materials are suitable to learners.

Important points to consider when preparing materials/resources for learners

Materials used to teach learners in the classroom should be conceptualized to include and
reflect on the learner‟s experiences, knowledge, background and interests.
The materials used in teaching learners should be:
 Relevant: reflect the learners‟ needs and are in line with the session‟s aims
 Authentic: that is accurate information
 Interesting: make connections with learners‟ experience
 Captivating: have attractive and interesting pictures and text
 Informative: offer new facts or ideas
Preparation of most commonly used instructional material

 Trainees' Training Manual

These are materials specially designed for use in the classroom and home. They should not
be a transcript of your session but a summary of the important points.

When preparing your trainees’ training manual, remember the following:

 Give the title to your handout

 Keep it clear, short and include comprehensive information
 Visually differentiate different levels of information (main points, supports,
examples).
 The content should be accurate and current, with examples and case studies.
 Avoid very larger paragraph, divide them into small chunks.
 Proofread carefully! Take time to determine what information is relevant to your
trainees.
  Utilize "easy‐to‐read" fonts and “white space” so that your trainees’ training manual
is reader‐friendly.
 Use examples, illustrations if necessary to explain more,
 Make sure you coordinate well your trainees’ training manual and the other used
aids.
 Cite any sources where appropriate. Give a bibliography of works cited at the end of
the handout, using a standard bibliographical style.

 Charts and graphics

 Description :
Charts are useful in the learning process because they select only aspects of
the concept that are considered to be essential.
Charts can also be used to represent what would be practically impossible to
bring to the classroom example: machines, installation, designs e.t.c
Charts enlarge small objects to expose their details in a more clear way

 Points to note when making a chart

A standard chart is made from a sheet of Manila paper measuring at least
75cm*50cm or larger.
For a chart to be effective, it must be bold and visible.
Colors should be used to reinforce and clarify ideas. Colors tend to bring
confusion if they are used for the sake of it; avoid doing this
 Letters and captions must be large and bold

 The Slide

 Description :
The most basic element of a PowerPoint presentation is the slide.
Slides are comprised of a combination of textual and visual elements.
Text may be organized as captions, paragraphs, or bulleted points.

 Elements to consider while making slides

Keep it Simple(Avoid slides that are unnecessarily complicated, busy)
Limit bullet points & text: Your presentation is for the benefit of the
audience. But boring an audience with bullet point after bullet point is of
little benefit to them. Which brings us to the issue of text.
Please remember to never, ever turn your back on the audience and read
text from the slide word for word.
Limit transitions & builds (animation): Object builds (also called animations),
such as bullet points, should not be animated on every slide
Use high-quality graphics
Have a visual theme, but avoid using PowerPoint templates: You clearly need
a consistent visual theme throughout your presentation
Use appropriate chart: Always be asking yourself, “How much detail do I
need?”
 Use color well: The right color can help persuade and motivate; example. If
you will be presenting in a dark room (such as a large hall), then a dark
background (dark blue, grey, etc.) with white or light text will work fine.
Choose your fonts well:Use the same font set throughout your entire slide
presentation, and use no more than two complementary fonts (example.,
Arial and Arial Bold)
Use video or audio:Use video and audio when appropriate Using a video clip
not only will illustrate your point better, it will also serve as a change of pace
thereby increasing the interest of your audience.
Spend time in the slide sorter: people comprehend better when information
is presented in small chunks or segments.

 Video / audio clips

Video or audio clips can be a useful aid in a session.
When preparing audio-visual clips learning material, remember the following:
 Use only short clips.
 Be careful not to let them dominate your session.
 Make sure you've got all need equipment and you are confident using it.
 If you're projecting your presentation onto a screen behind you don't walk in front
of it while it's being used.

Activity (Adapting a learning resource)

In pair, Look at the photos below (Original form and Adapted form) and discuss about the
reason of change/adaptation:
N’ Original form Adapted form Why I changed
1.

2.
3.

Answer:

1. It is divided into a lot of slides because originally they were a lot of information
on one slide.
2. It is divided into small chunks because originally it was a large paragraph.
3. It is adapted to remove unnecessary objects/information.

Reference
Sherman, R, Dlott, M, McGovern, J. Cohn. 2000. Evaluating professional resources: selection
and development criteria. Building professional development partnership for adult educator.
United States

Freeman, R. 2005. Creating Learning Materials for Open and Distance Learning:
A Handbook for Authors and Instructional Designers. Vancouver, BC:
Commonwealth of Learning.

http://www.oerafrica.org/materialsdev/EvaluateLearningMaterioals/tabid/1288/Deefault
http//tanvirdhaka.blogspot.com/2009/10/materials adaptation. Html
https://www.mindtools.com/pages/article/planning-training-session.htm
https://k12teacherstaffdevelopment.com/tlb/how-can-teachers-build-a-quality-lesson-plan/
http://citl.illinois.edu/citl-101/teaching-learning/resources/teaching-strategies/planning-a-
class-session