Lesson 1: Who is Trainer and/or

Assessor?
Objectives
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

Lesson 1: Who is Trainer and/or

Assessor?
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 as 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.

Lesson 1: Who is Trainer and/or

Assessor?
Trainees 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 1.
What is a Trainer / Assessor?

From the Training Regulation, a Trainer is a person who enables 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 purpose 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 3.
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
1
TESDA Circular No. 14 Series of 20112 TESDA Circular No. 14 Series of 20113 TESDA
Circular No. 13 Series of 2011

Lesson 1: Who is Trainer and/or

Assessor?
Congratulations - end of lesson reached
Well done!

Lesson 2: Competencies of a Trainer

and/or Assessor
Objective
 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

Lesson 2: Competencies of 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.

Lesson 2: Competencies of a Trainer

and/or Assessor
Basic and Core Competencies
Listed are the knowledge, skills, and attitudes required of Trainers Methodology (TM) Level I 1:
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
1
Training Regulation Framework

Lesson 2: Competencies of a Trainer

and/or Assessor
Congratulations - end of lesson reached
Well done!

Lesson 3: Competency-Based Training

(CBT)
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

Lesson 3: Competency-Based Training

(CBT)
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 todays lesson.
 The framework in teaching skill-based lesson is called Competency Based Training (or CBT).
It focuses on skills development that is why its approach differs from the 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 equipments with the
guide 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 standard set by the industry. The training is also self-paced; an
example of this is when 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.

Lesson 3: Competency-Based Training

(CBT)
CBT Terminologies
The need to understand commonly used terminologies is important before starting this
courseware. Comprehending these terminologies will empower you to understand easily 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 1.

Skill refers to the acquired and practiced ability to carry out a task or job 2.

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 3; or b) the
possession and application of knowledge, skills and attitudes to the standard of performance
required in the workplace 4.

The 4 dimensions of competency that describes aspect of work performance are 5:

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 specification of competencies required

for effective work performance. They are expressed as outcomes and they focus on work
place activity rather than training or personal attributes, and capture the ability to apply skills
in new situations and changing work organization 6.

Recognition of Prior Learning (RPL) is the acknowledgement of an individuals skills,

knowledge and attitudes gained from life and work experiences outside registered training
programs 7.

Qualification is 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 7.

It has three components:

I. Basic Competency skills and knowledge that everyone needs for work

II. Common Competency skills and knowledge needed by people working in a

particular industry

III. Core Competency specific skills and knowledge needed in a particular area of
work-industry sector/occupation/job role

o 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 7.

CBT includes:
I. 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.8

II. Competency-Based Learning Material (CBLM)refers to the print and non-print

instructional media used as guide in learning workplace activities.
1
CEDEFOP 2008, Europe2 RA 7796/TESDA Law3 Procedures Manual on TR
 Development4 Guidelines on Assessment and Certification under the Philippine TVET
Competency Assessment and Certification System PTCACS5 CBT Primer6 Training
Regulations Framework7 ILO8 Quality Procedures Manual CBC Development

Lesson 3: Competency-Based Training

(CBT)
Delivery of Competency-Based Training (CBT)
https://youtu.be/vGrHIDDfCCE
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. Trainee enters the program. Trainer conducts pre-training assessment to identify

learners 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 contract or agreement between him and his
trainees, then provides CBLM materials and introduces the use of progress and achievement
chart.

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
trainers 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, trainee must satisfactorily perform the skill and must have
enough units of competencies (or has completed all the modules). If the trainee doesnt have
enough units of competencies, he will then select another unit of competency, and repeat the
competency-based training process.

Lesson 3: Competency-Based
Training (CBT)
Ten (10) Principles of CBT

Competency-Based Training delivery anchors in its principles. These ten

(10) principles of CBT serves 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 in the collection of evidences 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 on how Competency-Based Training works. How will you teach
skill-based session? Does it have any difference? Will you make that
change for the better? Get a paper and take down notes on its differences.

Unit 2: Identifying Learners' Training Requirements

Lesson 1: Determining Trainees

Characteristics
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

Lesson 1: Determining Trainees

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 some highlight
questions you might encounter as you proceed in this lesson.

Lesson 1: Determining Trainees

Characteristics
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 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 focused 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, on 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 solution and course of actions to attain it.

An example is the creation of a tallest tower using limited supply of

materials. In this SLE, the goal is to make the highest tower. The devising
of strategies and trying it outgives 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.

Lesson 1: Determining Trainees

Characteristics
Establishing Trainees Characteristics
https://youtu.be/uFc0GrLJgq4
In completing the trainees profile, we need to know the characteristics
essential in individualizing the session plan. Below are the essential
trainees characteristics the trainer needs to gather:

Characteristics of What does it mean to the plan?

Learners

Language, literacy and These greatly affect the training method you can use, as
numeracy (LLN) level well as activities and task suitable for each session. You
 should be prepared for different LLN levels and must have
different resources.

Cultural and language Be aware of different cultural background and language

background abilities. You should take into account inappropriate activities
because of culture and language.

Education and general It is used as one of the basis to gauge learners cognitive
knowledge capacity. It can also be of help in deciding what speaking
pitch and rate of voice to use for each session.

Gender It can influence your plan if there are activities that have
demonstration, role play and so on.

Age Age can alter the plan depending on what is being delivered,
how and at what pace.

Learning style Awareness on their learning style could aid on what training
method/s to use. You could classify them as auditory, visual,
kinesthetic, pragmatist, activist, reflector and theorist
learners.

Download #1:
Trainees Profile Template

Lesson 1: Determining Trainees

Characteristics
How Learners Learn?
https://youtu.be/FO02Tdct7Q0
A trainer is about to teach a group of students. Then he has collected data
for trainees characteristics but the problem is he hasnt assessed the
students learning style to complete the trainees profile.

What is learning style? Learning style is ones own way of learning new
information and ideas. It will give us an idea on how a person receive and
transfer 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 learn differently since we all have 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).

Use VARK Learning Style self-assessment questionnaire as a tool in

determining your trainees learning style/s. Note that a trainee can have
one or more learning styles.

PART Learning Styles

Another model is PART Learning Styles. It is developed by Honey &

Mumford but the idea originated from Kolbs Learning Style Model.
 The four learning styles are:

o Pragmatists putting theory into practice or needs to know

how to apply the information in real world Pragmatist tends to
integrate or put together theory and practice as they perceive
information abstractly and process it actively. They always think
problems and opportunities as challenges.

o 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.

o 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.

o Theorists drawing out 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.

Use PART Learning Styles questionnaire to find out your trainees approach
in learning.

Download #2:

VARK Learning Style self-assessment questionnaire

PART Learning Styles questionnaire
Lesson 2: Pre-Training Assessment
and Analysis
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

Lesson 2: Pre-Training Assessment

and Analysis
Introduction
In differentiated classroom, 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 trainees knowledge, skills, strengths and weaknesses prior to
teaching.

Lesson 2: Pre-Training Assessment

and Analysis
Pre-Training Assessment
https://youtu.be/4zN9SbfRIhQ
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 point of reference in assessing our trainees.
It gives student quick look of future lesson.

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 1.
Portfolio Assessment refers to the process of determining whether an applicant is
competent through evaluation of his or her records of achievement 2.
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 source of
evidences and a tool in verifying learners current competency and prior learning. Pre-
training assessment and analysis is done prior to actual training program.

1
www.tesda.gov.ph2 TESDA Circular no. 23, s. 2008 Implementing Guidelines on
PTQCS
Lesson 2: Pre-Training Assessment
and Analysis
Determining Training Gap
https://youtu.be/-cJwnsAhJs8
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.

Download #3:
Self-Assessment Guide (SAG) with Training Needs Analysis (TNA) Tool

Unit 3: Preparing Session Plans

Lesson 1: Understanding the Training

Regulations
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

Lesson 1: Understanding the Training

Regulations
Introduction
Now that you have established the training gap of the learner, you are now ready to
prepare the session plan. In preparing session plan, it is essential to understand the
structure of Training Regulation.

Training Regulations contains 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 1.

Lesson 1: Understanding the Training

Regulations
Training Regulation
Training Regulation (TR) is a TESDA promulgated document that serves as basis for
which the competency-based curriculum, instructional materials and competency
assessment tools are developed. This document represents specific qualification. How
the competencies in this qualification can be gained, assessed and be given recognition
is detailed in this promulgated document 1.
All training institution who wants to offer TVET program 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 in 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 2.
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 program for certain Qualification. In includes curriculum design,
training delivery; trainee entry requirements; tools equipment and materials; training
facilities; trainers qualification and institutional assessment.

Section 4 National Assessment & Certification Arrangement describes the

policies governing assessment and certification procedure.

Download #4:
Training Regulations
1
TESDA Board Resolution No.2004-13 and Procedures Manual on TR
Development2 Omnibus Guidelines on Program Registration under UTPRAS

Lesson 1: Understanding the Training

Regulations
Competency Standards
Competency Standard (CS), as used in TESDA, is industry-determined specification of
competencies required for effective work performance. They are expressed as
outcomes and they focus on work place activity rather than training or personal
attributes and capture the ability to apply skills in new situations and changing work
organization1. 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 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 in 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 evidences required to determine the competence of the individual. It
provides information on:

o Critical Aspects of Competency refers to the evidence that is essential

for successful performance of the unit of competency.

o 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.

o Assessment Method refers to the ways of collecting evidence and when

evidence should be collected.
 o Context of Assessment refers to the place where assessment is to be
conducted or carried out.
1
Descriptions are lifted from Training Regulations Framework

Lesson 2: Understanding
Competency-Based Curriculum
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

Lesson 2: Understanding
Competency-Based Curriculum
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 the 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 1.
1
Information listed are lifted from Training Regulations Framework
Lesson 2: Understanding
Competency-Based Curriculum
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
standards1.
The first page includes the following:

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 qualification2.
Nominal Duration refers to the estimated training period usually expressed in
hours wherein the learner is expected to complete the whole training program.
Course Description refers to the brief statement of scope, coverage and
delimitation of the course.
Entry Requirements refers to the minimum and must qualifications of a trainee
to a training program that will ensure effective and efficient training.

The following are listed on its next page:

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 1.
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 3.
Nominal Hours refers to the estimated training period usually expressed in
hours wherein the learner is expected to complete a particular training module of
program 2.

The following are listed on its next page:

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 collected1.
Course Delivery refers to the classroom teaching methodologies that can be
applied for the entire module instruction.
Trainers Qualification refers to the identified minimum experience and
competencies the trainer for the course must possess.

http://www.tesda.gov.ph/Download?SearchTitle=&Searchcat=Regular+-
+Competency+Based+Curriculum+%28CBC%29

Lesson 2: Understanding
Competency-Based Curriculum
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 point of reference in preparing 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 unit of competency. Gerund is used as
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 program 1. (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 2.

Contents are the topics and activities which make up what is learned by an
individual or group of learners during a learning process 3.

Condition outlines 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.
1
Procedures Manual on Program Registration2 SAQA 20133 CEDEFOP 2008

Lesson 3: The Session Plan

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

Lesson 3: The 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 method 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 evidences 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.

Lesson 3: The Session

Plan
Elements of a Session 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 trainer and his learners an overview on where
they are and where they are going. It serves as 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.

1. Industry Sector identifies the industry where the

job is classified (e.g. Information and
Communication Technology).

2. 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 job1.

3. 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 PTQF1.
4. Module Title describes the outcome of unit of
competency. Gerund is used as subject. (e.g.
Maintaining Computer Systems)

5. 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 2. Each learning outcomes has its
own set of learning activities.

6. 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.

7. Learning Activities is used to support learning. It

conveys content, create meaning, and support
development and transfer of skills/knowledge
through practice and experience 3.
a. 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.

b. Teaching Methodology refers to the list of

methods to be used in a particular learning
content.

c. Presentation shows instructional materials

and or methods to be used in introducing the
content.

d. Practice shows instruction sheets and self-

check test to be used by the learner in applying
and concretizing learning.

e. Feedback includes evaluation of

performance and reference to the answer key.

f. Resources includes list of tools, materials

and equipment to be used per learning content.
 g. Time refers to the estimated minimum
training period usually expressed in hours
wherein the learner is expected to complete a
particular learning activity.

o Assessment Plan is the overall planning

document for the assessment process and includes
a range of information to guide trainer on the
method of assessment to use and its scope.3

o Teachers 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 teachers feedback regarding results
of evaluation.

Download #5:
Sample Session Plan
1
Training Regulations Framework2 Terminology of
European Education and Training Policy, Cedefop,
2008.3 VET Glossary 20124 CEDEFOP 2008

Lesson 3: The Session

Plan
https://youtu.be/hN0h6
zSugfQ
Derive Learning Outcome

Learning Outcome is the set of knowledge, skills

and/or competencies an individual has acquire and/or
is able to demonstrate after completion of a learning
process, either formal, non-formal or informal 1.
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.
1
European Education and Training Policy, Cedefop,
2008

Lesson 3: The Session

Plan
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 1.
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.

Sort content or topics according to:

o simple to complex task

o known to unknown

o whole to part and back to whole

o concrete to abstract

o particular to general

o observations to reasoning
 o point to point in logical order (or in sequential
order)

Sorting the content will help learners store information

in their long-term memory. It needs to be in
manageable 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 learners could
understand the big picture together with its specific
parts 2.
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CEDEFOP 20082 NVSC Handbook

Lesson 3: The Session

Plan
Identify Appropriate Training Methodology and
Techniques

It is essential to identify appropriate training

methodology after determining the learning outcome
and content.
Training Methodology refers to how subject matter is
going to be dealt with in a broad sense (e.g. lecture,
group discussion, role play, demonstration, etc.), while
Techniques are the variation of the method (e.g.
under Small Group Discussion (SGDs), the methods
could be fish bowl, brainstorming, plenary, etc.)1
To select appropriate teaching method, a trainer
should consider the following:

learning outcomes is the primary basis for

selection
nature of the subject and types of performance
specified
needs, interests, abilities and level of maturity of
the learner
available time and resources
capacity of the trainer

A trainer knows well that a single method will not be

sufficient to make each adult learning session
successful. A skilful teacher must use various
methods and techniques necessary to hold the
attention of adult learners to improve their learning
efficiency.
Listed below are training methods according to
learning activities, purpose, learning styles, and
practice-based learning:

According to Learning Activities

Learning Activities Methods & Techniques

Individual self-assessment, hands-on experience, self-paced hand-

out or modules

Group Activities simulation, role play, games, small group discussion (no

more than 7 participants), brainstorming, buzz group (2-3

participants), debate, group dynamics, group reporting,

focus group discussion

Either Individual or case study, projects, demonstration, laboratory work, direct

Group Activities observation

According to Purpose:

Purpose Methods & Techniques

To give information and lectures, readings, written and oral instruction

knowledge

To give examples, To demonstrations, slides, pictures, video, film, case study,

show task & attitudes discussion

To enhance skills, To role play, return demonstration, supervised practice,

provide practice writeshop

According to Learning Styles:

Learning Style Methods & Techniques

Visual Learns by picture pages, film viewing, lecture packed with flowcharts,

seeing the big picture diagrams, pictures or graphs

AuditoryLearns by read notes aloud, discussion pairs or groups, question and

listening answer, recorded lectures and stories

Read/WriteLearns by lecture packed with list, glossaries and its definitions,

seeing words and lists learning activity that requires transcribing diagrams or

pictures into writing

lecture, analogies, group activities, hands-on experience, note taking, write

statistics, stories shop

Learns by doing

PragmatistPutting laboratory work, case study, field work, problem solving

theory into practice

ActivistHaving an assimilation, role playing, small group discussion, problem

experience solving, brainstorming, puzzle competition

ReflectorReflecting on time out, observing activities, paired discussion, feedback

it from others, coaching, interviews

TheoristDrawing out lecture, analogies, statistics, stories

own conclusion

According to Practice-Based Learning:

Practice-Based Methods & Techniques

Learning

On-the Job Training job instruction training, job rotation, apprenticeship,

coaching, internship

Off-the Job Training active lecture, laboratory training, role playing, case study,

simulation

Recommendation in choosing appropriate training

method:

Listed are methods in teaching CBT skills and

competencies:2
 Most useful for acquisition of declarative
knowledge

o reading

o lecture/talks

o modelling

Most effective in enhancing procedural skills

o enactive learning like role-play, self-

experiential work

o modelling

o reflective practice

Helpful in improving reflective capability and

interpersonal skills

o self-experiential work
 o reflective practice

READING # 2
Training Guide and Teaching Techniques, pp. 29 -
47
1
Participatory Training Methodology & Materials,
UNESCO2 Bennett-Levy et.al.