TRAINERs METHODOLOGY

COURSE Level 1

How will I Do This . . ?

R O M M E L A . L I B R I A r l i b r i a @ y a h o o . c o m 0 9 1 5 7 2 8 0 3 1 3
TRAINING SESSION
PLAN TRAINING SESSION
PORTFOLIO WRITTEN DEMONSTRATION INTERVIEW
ASSESSMENT REPORT WITH
QUESTIONING
Sample 8
Session Plan
Sample
5
learning
Materials
Sample 5
Assessment
Tools with
Evidence Plan
Training 2
Activity Matrix

Total Score 20 10
Self-assessment Check
Training Regulations
Data Gathering
Instrument for Trainee’s Competency Based
Characteristics Curriculum

Adult Learning Robert Gagne’s Nine

Principles Events Of Instructions
 1. State learning objectives
in behavioral terms

4. Use sound principles of

learning in identifying learning
events

2. Identify the topics are 3. Identify appropriate

within the requirements learning methods
of the competency based on learning
standard and the objectives
curriculum
 9. Identify resources to support
learning

6. Prepare appropriate Learning activities

8. Estimate nominal period to

complete the activities

7. Provide sufficient time for

student practice
PLAN TRAINING SESSION - PORTFOLIO ASSESSMENT
Sample Session Plan 8

1. State learning objectives in behavioral terms

2. Identify the topics are within the requirements of the competency
standard and the curriculum

3. Identify appropriate learning methods based on learning objectives

4. Use sound principles of learning in identifying learning events
5. Prepare appropriate Learning activities
6. Provide sufficient time for student practice
7. Identify resources to support learning
8. Estimate nominal period to complete the activities
9. Prepare a session plan according to required format.
4.Use sound principles of learning in identifying
learning events

HIERARCHY OF LEARNING

• From easy to hard or simple to complex activities

ADULT LEARNING PRINCIPLES

ROBERT GAGNE’S NINE EVENTS OF INSTRUCTIONS

Principles
of ADULT
LEARNING
and Retention
R ECENCY
Things that are learned last are best
remembered
 Summarize frequently
 Plan review sections
 Divide subject into mini-topics of
about 20 minutes in length
A P P R O P R I AT E N E S S

All information, training aids, case studies,

etc. must be appropriate to participant’s
needs
 Clearly identify a need
 Use descriptions, examples or
illustrations that the participants are
familiar with
M O T I VAT I O N
Participants must want to learn, must
be ready to learn, must have some
reason to learn
 Presenter must also be motivated
 Identify a need for the participants
 Move from the known to the unknown
P RIMACY
Things learned first are learnt best
 Short presentations
 Interesting beginning
 Updates on direction and progress
of learning
 Get things right the first time
2
2
- WAY C O M M U N I C AT I O N
Communicate with participants

 Include interactive activities in

sessions plan
 Match body language with verbal
message

D E S I G N E D a n d D E V E L O P E D B Y :
B O J I E S M . H I Z O N TESDA Central Office Taguig City Phils.
F EEDBACK
Trainer and trainee need information
from each other
 Include feedback activities (e.g., questions;
tests) in sessions plan
 Give feedback on performance immediately
 Positive and negative feedback
 Acknowledge good work (positive
reinforcement)
 CTIVE LEARNING
Participants learn more when they are
actively involved in the learning process
 Use practical exercises
 Use questions
 Get the participants to DO it
 U LT I P L E - S E N S E
LEARNING
Learning is more effective if participants
use more than one of five senses
 TELL and SHOW
when two or more senses are used; Confucius
says - I hear and I forget I see and I remember
I do and I truly understand
 XERCISE
Things that are repeated are best
remembered
 Hear, see, practice, practice
 Frequent questions
 Frequent recall
 Give exercises
Robert Gagné's Nine
Events of Instruction
ONE Gain Attention
Capture the learners attention at the start of
each topic or learning activity by using such
things as:

• A thought provoking question

• Storytelling
• Interesting facts
• Case studies
TWO Inform Learners of Objectives
Providing the learner with specific, measurable
objectives that guide them in the learning process
and assist the learner to organize their thoughts
around what they are about to learn.
A good objective is not a description of the course
contents rather they inform learners of what they
will be able to do under what conditions and to
what standards.
WELL FRAMED OBJECTIVES USE SPECIFIC VERBS LIKE:
STATE DESCRIBE DEFINE SOLVE COMPARE CONTRAST
LIST IDENTIFY OPERATE
THREE
Stimulate Recall of Prior
Knowledge
This allows the learners to build on their previous
knowledge or skills. It is easier for learners to encode and
store information in long term memory when they can make
linkages to their previous experiences and
knowledge.

FOUR
Present the material
Chunk the information and organize it to appeal to
the different learning styles. Where possible use a
variety of media.
FIVE
Provide guidance for learning
This is not the presentation of content. It is
assistance to facilitate the long term storage of the
new knowledge.
Approaches include use of examples, case studies,
graphical representations and analogies.
SIX
Elicit performance
Provide the opportunity to practice by providing an
opportunity for the learner do something with the
newly acquired behavior, skills, or knowledge.
Repetition increases retention
SEVEN
Provide feedback
As learners practice it is important to provide
timely feedback on their performance. This
feedback needs to be specific, not, "you are doing a
good job" Tell them "why“ they are doing a good job
or provide specific guidance on how they can
improve.
EIGHT
Assess performance
On completion of learning activities learners should
be given the opportunity for assessment.
(Formative/ summative assessment)
NINE
Enhance retention and
transfer
Learners should be encouraged to plan the
application of the learning and to consider how to
maintain competence into the future. They may
also be encouraged to review the learning process
they have just completed.
Self-assessment Check
Data Gathering
Instrument for Trainee’s Session Plan
Characteristics

LEARNING

MATERIALS
Adult Learning Robert Gagne’s Nine
Principles Events Of Instructions
PLAN TRAINING SESSION - PORTFOLIO ASSESSMENT

Sample learning Materials 5

Select instructional materials that are focused on a key concept or idea

related to the work activity under consideration

1. Information sheet covers the key concepts

2. Job sheets appropriate for the activity

3. Language, style and format of materials appropriate to the level of

trainees
Self-assessment Check
Data Gathering
Instrument for Trainee’s Session Plan
Characteristics

ASSESSMENT

TOOLS
Training Regulation Competency Based
(CS) Curriculum (CBC)
PLAN TRAINING SESSION - PORTFOLIO ASSESSMENT

Sample Assessment Tools with Evidence Plan 5

1. Determine evidence requirements which show full coverage of the

training module to be assessed (evidence plan)
2. Identify and select suitable assessment methods appropriate with
the learning outcome of a module of instruction
Select assessment tools that is appropriate with the content and learning
outcome specified under the assessment criteria of the module of instruction
3. Table of specification is prepared for written test

4. Interview questions include assessment of higher order thinking

skills
5. Task for demonstration is appropriate for the training module and
allows for observation of the evidence requirements
PLAN TRAINING SESSION - PORTFOLIO ASSESSMENT

Training Activity Matrix??? 2

1. Prepare complete list of resources for each activity based on session

plan

2. Identify appropriate training location according to the training needs*

3. Document resource requirements and arrange access in accordance

with the organization, procedures and appropriate staff
T R A I N I N G A C T I V I T Y M AT R I X
• The session plan is a plan for the whole qualification
and for trainees with different learning styles while
the TRAINING ACTIVITY MATRIX IS A DAILY PLAN
WHICH WILL SHOW THE ACTIVITIES OF EACH
TRAINEE

• The Trainer may keep a copy of this plan or he may

keep it to his computer

• It is recommended that the matrix is updated daily

 ORGANIZING
LEARNING AND
TEACHING
RESOURCES ??

• Shop Layout
• Inventory of Training Resources

SESSION PLAN
PLAN TRAINING SESSION
- WRITTEN REPORT 10
EVIDENCE REQUIREMENTS GUIDE IN PREPARING YOUR
REPORT
• Review and analyze relevant 1. What were the questions you
curriculum documents asked yourself when you
• Identify, read and interpret started to write the session
relevant modules of instruction plan?
to meet the required knowledge 2. Where did you get the answers
evidence to your questions?
• Finalize session plan according 3. Describe the components of
to required format your session plan

Your task is to prepare a written report on the steps you follow when preparing a
session plan. Recall your experience in preparing the session plan you submitted as
part of your portfolio. Use the following statements/questions as your guide in preparing
your report. Provide a Title of your report
 ANALYZE, THEN
PREPARE A
WRITTEN REPORT
 TRAINERs METHODOLOGY
COURSE Level 1

MAINTAIN TRAINING FACILITIES

MAINTAIN TRAINING FACILITIES
PORTFOLIO WRITTEN DEMONSTRATION INTERVIEW
ASSESSMENT REPORT WITH
QUESTIONING
Shop Lay-out 1
Maintenance
1
Schedule
Inspection 1
Checklist
Waste 1
Segregation
Plan
Sample 1
equipment
purchase
request
Total Score 5 5
MAINTAIN TRAINING FACILITIES - PORTFOLIO ASSESSMENT
Inspection Checklist 1
• Carry out regular inspections in the work area according to workplace
procedures and standards
• Prepare inspection checklist with relevant criteria

Waste Segregation Plan 1

• Dispose waste and dangerous chemicals in accordance with
Occupational Health and Safety, regulations and organizational
policies and other regulations
• Segregate waste
• Identify action for every waste in the classroom

Sample equipment purchase request 1

• Prepare justification for purchase
• Identify Approximate cost
RECORDING AND DOCUMENTATION OF EQUIPMENT/
MACHINE MAINTENANCE & REPAIR

EQUIPMENT RECORD W/ CODE AND DRAWING

No. Location EQPT Qty. Title Description PO Drawing

No. No. Ref.
1 Learning LRA001 1 ACU 220V, TMC LRA001-
Resource window type 1- 2016
Area 001-
2016
2 Practical PWA001 1 LCD Sony, 220V TMC PWA001
Work Area Projector 1- -2016
002-
2016
3 Institutional IAA001 1 Laptop Accer, TMC IAA001-
Assessment 1- 2016
Area 003-
2016
WORK REQUEST
Unit No. Description:
LRA001 ACU, 220V, window type
Observation/s: Date Reported:
Stop operation June 11, 2016
Activity: Reported by:
Testing and inspection John W. Smith, Trainer
Date completed:
June 11, 2016
Signature: Signature:
John W. Smith
Spare parts used:
none
TAG-OUT INDEX CARD
LOG DATE TYPE DESCRIPTION
SERIAL ISSUED (Danger/Caution) (System
Components, Test
Reference, etc.
2016-003 6/11/2016 CAUTION: ACU, 220V, window
DO NOT OPERATE type
EQUIPMENT
UNDER REPAIR
2016-002 4/4/2016 DANGER: HIGH Circuit breaker
VOLTAGE
ON-GOING
TESTING
2016-001 2/12/2016 CAUTION: LCD Projector
MACHINE UNDER
REPAIR/ DO NOT
OPERATE
INSPECTION REPORT
Area/ Section Learning Resource Area
In-Charge John W. Smith, Trainer
FACILITY INCIDENT ACTION TAKEN PROGRESS/
TYPE REMARKS
ACU, 220V, Stop operation Testing and completed
window type inspection

Reported by: Date:

Leo Mendoza, MNT Technician June 11, 2016
BREAKDOWN / REPAIR REPORT
Property ID Number LRA001
Property Name ACU, 220V, window type
Location Learning Resource Area
Findings Recommendation
Burnt motor/non repairable For purchase/replace
Inspected by: Reported to:
Leo Mendoza, MNT Technician Ramon Z. Sayson, MNT Supervisor
Date: June 12, 2016 Date: June 12, 2016
Subsequent Action Taken: Recommendation:
Inspection/testing/repair For purchase/replace/dispose
By Technician Reported to:
Leo Mendoza, MNT Technician Ramon Z. Sayson, MNT Supervisor
Date: June 12, 2016 Date: June 12, 2016
SALVAGE REPORT

AREA/ SECTION Learning Resource Area

IN-CHARGE John W. Smith, Trainer
FACILITY TYPE PART ID RECOMMENDATION
ACU, 220V, window LRA001-001mtr For purchase/replace
type To dispose in
accordance with
property disposing
policy and guidelines
 NAME OF INSTITUTION

REQUISITION AND PURCHASE REQUEST

Date: June 12, 2016

ITEM DESCRIPTION UNIT QTY UNIT PRICE TOTAL PRICE

NO
01 ACU, 220V, window type UNIT 1 Php25000 Php25000

Total Php25000

Justification:
Needed to replace as per attached breakdown/repair report

Prepared By: Approved By: Noted By:

John W. Smith Peter C. Cortez Julia M. Varga
Trainer Training Supervisor Center Administrator
Check disposal of waste and dangerous chemicals in accordance
with Occupational Health and Safety, regulations and
organizational policies and other regulations

WASTE SEGREGATION PLAN

WASTE SEGREGATION LIST

QUALIFICATION
AREA/ SECTION Learning Resource Area
IN-CHARGE John W. Smith, Trainer
General/Accumulated Waste Segregation Method
Wastes Recycle Compose Dispose
MAINTAIN TRAINING FACILITIES - PORTFOLIO ASSESSMENT
Shop Lay-out 1
• Prepare a shop lay-out with all the components of CBT delivery system
• Prepare a shop lay out based on the flow of learning activities
• Arrange training facilities and equipment based on learning activities

Maintenance Schedule 1
• Identify areas /equipment to be maintained
• Identify and prepare maintenance activities, resources and schedule
according to job requirements
• Execute regular maintenance activities and routine servicing/repair
according to scheduled plan
• Maintain facilities in accordance with Occupational Health and Safety
• Document and report maintenance activities according to procedures
• Follow maintenance procedures in accordance with the
manufacturers manual and organization policies
 TRAINERs METHODOLOGY
COURSE Level 1

SUPERVISE WORK-BASED LEARNING

SUPERVISE WORK-BASED LEARNING
PORTFOLIO WRITTEN DEMONSTRATION INTERVIEW
ASSESSMENT REPORT WITH
QUESTIONING
Sample 2
Training Plan
Sample
Monitoring
2
Report with
action taken
Sample 1
Evaluation
Form and
action taken

Total Score 5 5
Training Regulation
(CS) Competency Based
Curriculum (CBC)

TRAINING

PLAN
Monitoring Report
Evaluation Form
SUPERVISE WORK BASED LEARNING - PORTFOLIO
ASSESSMENT
Sample Training Plan 2
Access and interpret relevant policies and guidelines to guide the
development of work-based arrangements*
Identify and discuss with relevant personnel the goals of learning for the
trainees*
Prepare training plan in accordance with agreed outcomes*
Develop, discuss, and agree with relevant personnel on the training schedule

Sample Monitoring Report with action taken 2

Conduct in accordance with requirements visits to work-based training
venue to ensure training arrangements are implemented
Monitor and record trainee progress against the training plan and
addresses contingencies
Monitor OHS requirements to ensure health, safety, and welfare of trainees
Encourage trainees to provide feedback on their learning experience
SUPERVISE WORK-BASED LEARNING- PORTFOLIO
ASSESSMENT
Facilitate group discussion and interaction
Handle difficult trainees and situations
Manage conflict

Sample Evaluation Form and action taken 1

Analyze work performance and learning achievement in accordance with
requirements
Provide feedback about work performance to trainees
Recommend improvements and changes to work-based learning based
on the review process*
TRAINERs METHODOLOGY
COURSE Level 1

FACILITATING TRAINING SESSION

FACILITATING TRAINING SESSION
PORTFOLIO WRITTEN DEMONSTRATION INTERVIEW
ASSESSMENT REPORT WITH
QUESTIONING

Total Score 24 6

Utilize Electronic Media In Facilitating Training

PORTFOLIO WRITTEN DEMONSTRATION INTERVIEW
ASSESSMENT REPORT WITH
QUESTIONING

6.5
1.5
Total Score 8 2