THE TWO KINDS OF TEACHER OR TRAINER

One that is born to teach The other is the one who teach in order to live

the good trainer is one who has a good design and knows how to use it.
(Showers, Joyce, and Benette)

The Plan is guide not Law. (Carter Mcnamara, MBA, PhD)

A TVET TRAINER

TQ = NC + TM
Where:

TQ = Trainer Qualification NC = National Certification (Skills) (What to teach?) TM = Trainers Methodology (Methods) (How to teach?)

ROLE AND RESPONSIBILITY OF A TRAINER

Teacher Facilitator Negotiator Coordinator Curriculum Developer Instructional Materials Developer Counselor Actor Session Planner And many others

TRAINING DELIVERY STRATEGY

Student/Trainee Centered Delivery * Competency Based Training (CBT) * Training Cum Production * Project Based Instruction * Role Playing * Group Activity Subject Centered Delivery * Discussion Method * Lecture Method

WHY DO TRAINERS USE SESSION PLAN

Give the trainers an idea of where they are and where they are going Give the trainers and the learners a clear idea of what they are doing Record the training sessions the trainers have taken Give the trainers a starting point if they have to do the training again with another learner or group of learners Give the trainers a firm base to review their performance

EIGHT STEPS FOR DESIGNING EFFECTIVE SESSION PLAN

Step 1. Define purpose of the training and target audience Step 2. Determine Participants Needs Step 3. Define Training Goals and Objectives Step 4. Outline Training Content Step 5. Develop Instructional Activities Step 6. Prepare the written Training Design Step 7. Prepare Participants Evaluation Forms Step 8. Determine Follow-up Activities for the Event

Session Plan
a simply stated, clearly written, flexible, and individualized teacher aid for conducting a session or module. Based on the individual needs, interests and abilities of the students Formatted according to the goals, needs and style of the teacher

Elements of a Session Plan

Industry Sector Qualification Title and Level

Unit of Competency
Module Title Learning Outcomes Introduction Learning Activities Assessment Plan

Learning Outcomes
statements of what the student should be able to do after completing the module.

Learning Outcomes
It should be:

Expressed using action verbs so that they are measurable and observable.
Taken from the module of instructions in the competency-based curriculum.

Introduction
part of the session plan that intends to motivate the student to learn.

It will acquaint the student on what he/she is:

going to learn in the module, why it is important, how it relates to what has already been learned.

Introduction
The key points to be discussed are:

. How often the task is performed,

How critical it is to job performance,

How dangerous it may be if not done correctly, and

Other job-related reasons Keep it brief and to the point.

Learning Activities
actions the student will do to achieve the learning outcome stated in the module of instruction. gives the student his or her own individual teachers aide

Elements of the Learning Activities

Learning Content Essential Events Presentation

Practice
Feedback Learning Resources Time (optional)

Learning Content
the learning elements to be covered in the learning outcome. In identifying the learning contents: Summarize the knowledge, skills and/or attitudes to be covered. Present the learning content in small chunks of information. Arrange the learning contents logically.

Essential Events of the Learning Activities

The Learning Activities for Each LO Must Ensure That: First, The student is presented some instruction appropriate for the LO. Activities and Resources to Achieve This: Reading Textbooks, references, manuals Viewing slides, films, film strips Listening to tapes Observing an advanced students Solving typical problems Critiquing case studies Hands-on practice of a skill Answering questions

(Presentation)

Then, The student is provided an opportunity to practice or apply the same knowledge or skill that was presented.

(Practice)

Elements of the Learning Activities

(Cont.) The Learning Activities for Each LO Must Ensure That: Finally, Activities and Materials to Achieve This: Checking answers with answer key Checking finished product or procedure with detailed checklist. Having instructor or experienced student evaluate product or critique performance.

The student is given immediate feedback on the success of that practice and is helped in correcting it if needed.

(Feedback)

Sample Learning Activities

Two learning activities for presentation of instruction
Learning Outcome [ 2 ]: Grind valves
Learning Activities: 1. Read pages 214-217 in your textbook to identify steps required to grind valves. Presentation 2. Refer to manufacturers manual for specs of valves you are working on. 3. Grind the valves you have been assigned.

Practice Feedback

4. Have instructor check your work.

Sample Learning Activities

A single learning activity for presentation of instruction and practice
Learning Outcome [ 1 ]: Calibrate oscilloscope. 3. Grind the valves you have been assigned. Practice Learning Activities: 4. Have instructor check your work. A-16, 1. While Viewing slide-tape segment Feedback Presentation and calibrate oscilloscope at your station. Practice 2. Check your calibration using Self-Check 1, then have lab assistant check your calibration.

Feedback

Sample Learning Activities

A single learning activity for practice and feedback

Learning Outcome [ 3 ]: Spray vertical panel. 3. Grind the valves you have been assigned. Practice Learning Activities: Feedback Presentation 4. instructor check your 1. Have Carefully view and listen to work. video tape No. 14 to identify the procedure for spraying vertical panel.

Practice and Feedback

2. With your instructor present, practice spraying vertical panels 1 and 2 set up in shop.

Tips in Preparing the Learning Activities

Every learning outcome should have learning activities.

The learning activities must allow the student to be: presented with some instruction; provided with opportunity to practice; and provided with immediate feedback on the practice. The learning activities must be arranged in a sequential manner. The learning activities must be developed in a manner that would serve as an individual teachers aide for the student.

Learning Resources
the things the student will use when carrying out the instructions outlined in the learning activities.

Learning resources can be used to present instruction, and for practice and feedback.

Types of Learning Resources for the

Presenting Instruction
Print Materials

Resources
Textbooks, references, etc.

Used to Present
Facts, concepts, terms, background information, principles, and actual steps in performing tasks if written well and illustrated. Step-by-step procedure for performing task using specific make or model of a product, tool or equipment. Leaders, current issues, and trends in occupation; new advances in technology; career awareness. Anything for which other resources cannot be located.

Technical, shop, and manufacturers manuals Magazines, journals, trade publications, pamphlets, and periodicals Instructor-developed Instruction Sheets

Types of Learning Resources for

Presenting Instruction
Non-Print Materials

Resources

Used to Present

Still visuals (with & without Step-by-step procedure in sound), slides, film strips, flip performing task; interior parts or charts, photograph construction of devices, close-up shots; color. Motion visuals (with & without sound)- 16mm, 8mm, film loops & cartridges, video tape, video discs Complex tasks where motion and sequence are critical; speed up or slow down time.

Cassette tapes, reel-to-reel Recordings of specialized sounds tapes, records, and language or noises; pronunciation of words. machines

Types of Learning Resources for

Presenting Instruction
Human Resources

Resources

Used to Present

Instructor, aide, tutor or advanced student

Live demonstration of skills or presentation of knowledge for which no learning resource is yet available.

Selecting and Referring the Student to

Print Materials

Refer to the exact page, sections, or paragraph to read. Have the students read only what is essential to the LO.
Read Pressing Issues in Nursing on page 101 in Nursing Magazine (Vol. XXI, No. 2) to identify some of the major issues facing nurses today.

If particularly important, tell the students in the learning activity to pay particular attention to certain paragraphs, terms, figures, tables,.
Read pages 72-74 (Begin with section on Installing Hinges) in Carpentry Today, to identify the specific steps in installing hinges on interior doors. Pay close attention to Figure 17-2 through 17-9.

Selecting and Referring the Student to

Print Materials

Tell the student where to find the resource if it is an out-of-the-way place.

Read the following describing attitudes important in handling complaints:

a. Textbook paragraphs 23.2-23.5.

b. Your Future in Retailing, pp. 89-91, on reserve in the library.

Presenting More Than One Resources for the Same Instruction When more than one resources is available that present basically the same instruction, give the student a choice. Use or instead of and in the learning guide.
Read Instruction Sheet 2 or view filmstrip B-06, describing how to pull wire through conduit. Read one of the following to find out how to compute missing values of resistance: a. Textbook, pp. 183-194, or b. Workbook, Section E-12

View film Completing Log Book or read FTC Bulletin 1248, describing how to complete your daily log book.

Practice and Feedback

Resources for Practice Resources for Feedback Skill Learning Outcome
Tools and Instrument Materials and Supplies Equipment Customers Patrons Projects Trainers Simulators Mock-ups Field assignment Instructor, advanced students, or aid to observe performance or evaluate finished product Self-Check for evaluating students own work Checklist or rating scale in books or other sources for checking work

Resources Used for

Practice and Feedback

Resources for Practice Resources for Feedback

Resources Used for

Knowledge Learning Outcome

Self-Checks containing Answer key or solutions to questions, problems, case compare answers with studies, situations, activities, or Instructor checking answers or other assignments assignment Review questions and Instructor quizzing student or problems in books critiquing report Oral quizzes Role playing

Self-Checks
Learning resources that: help student practice the instructions presented provide immediate feedback on how they are doing without having to wait for the instructor. Self-checks can be knowledge or skill.

Knowledge Self-Check
Learning Outcomes
Compute tax on purchases. Explain operation of four-stroke engine. Identify parts and their functions.

Examples of

Self-Check Problems or Questions

List totals of typical purchases and various tax rates and have students compute the tax. Give students a series of questions on the operation of the engine. Give students a diagram with each part numbered and a list of part names and functions for them to match up.

Assessment Plan
- Indicates the method of assessing the achievement of the learning outcome.

- Assessment may be: Formative progress checks for every learning outcome of the module. Summative progress checks given at the end of a module.

Assessment Plan
In preparing the assessment task, indicate the: Testing condition Type of assessment Type of evidence

Assessment Plan
Example:

Project Method: Given a blue print, fabricate a step shaft. The performance will include: Facing Cylindrical turning
Before commencing with the project, prepare a work plan using the form provided to be checked by the instructor. The finished project will be submitted for assessment.

A. Identify Learners Training Requirements 1. Curriculum document is reviewed and analysed 2. Current competencies of target group are determined 3. Competencies required to be attained are compared with the current competencies of target group 4. Results of comparison is used to determine training requirements 5. Training requirements are validated with the appropriate people

B. Prepare Session Plan 1. Training delivery nodes, program goals, outcomes, performance and underpinning knowledge requirements are identified 2. Training methods are designed that address the required competencies 3. Sequence of training activities is determined the competencies to be achieved 4. Resources to support learning are identified 5. Session plan is finalised to required format

C. Prepare Basic Instructional Materials 1. Basis instructional materials are prepared that are focused on a key concept or idea related to the work activity under consideration 2. The text and illustrations are prepared that are clear, legible and appropriate for the trainees 3. Language, style and format of the materials are appropriate to the trainees characteristics and needs

D. Organized Learning and Teaching Resources 1. Resources required for training are checked for availability 2. Appropriate training locations are identified and arranged 3. Resource requirements are documented and access is arranged in accordance with organizations procedures and appropriate staff 4. Training sessions are designed to measure participants progress towards the program goals 5. Sequence and timing of the training sessions are documented.