plan training session-hpp

7/27/2019 Plan Training Session-hpp

1/55

PLAN TRAININGSESSION

Presentor:

Rhodora S. BrillantesAsst. Prof TESDA NLPC


2/55

PLAN TRAINING SESSION

Identifying learners

training

requirements

Curriculum document is

reviewed and analyzed.

ELEMENTS PERFORMANCE

CRITERIA

Current competencies of

target groupare determined.

Competencies required to be

attained are compared with

current competence

Results of comparison is used

to determine training

requirements.

Training requirements are

validated with appropr iate

people.


3/55


Prepare session

plans Training del ivery modesare

identified.


CRITERIA

Training m ethodsthat

address the required

competencies are addressed.

Sequence of training activities

is determined.

Resourcesto support learningare identified.

Sessionplan is finalized

according to required format.


4/55


Prepare basic

instructional

materials

Basic instruct ional

materialsthat are focused on

a key concept or idea related

to work activity under

consideration are prepared.


CRITERIA

The text and illustrations that

are clear, legible and

appropriate to the trainees are

prepared.

Language, style and format of

the materials are appropriate

on the trainees characteristics

and needs.


5/55


Organize learning

and teaching

resources

Resources required for

training are checked for

availability.


CRITERIA

Appropriate t raining

locat ionsare identified and

arranged according to the

training needs.

Resource requirements are

documented and access isarranged in accordance with

the organization, procedures

and appropriate staff.


6/55


Target group Students

VARIABLES RANGE

Workers

Community members


7/55


Training delivery

modes

Dualized training

VARIABLES RANGE

On-the-job training

Distance delivery

Self-paced individualized

delivery

Community training


8/55


Training methods Oral presentations

VARIABLES RANGE

Simulation activities

Group work

Demonstration

Laboratory work

Assignments

Computer-based learning

Group discussion

On-the-job learning

Lecture/discussion


9/55


Resources Staff

VARIABLES RANGE

Facilities Plant and equipment

Tools

Audio-visual materials

(multi-media)

Learning aids

(instructional materials)


10/55


Session plan

Session objectives

VARIABLES RANGE

Subject content

Training

Resources and materials

Delivery modes and

assessment methods

Session plan format may

include:


11/55


Instructional

materials and

equipment Print-based materials

VARIABLES RANGE

Models

Trainees guide

Trainers guide

OHP Transparencies

Includes but is not limited

to:


12/55


Trainees

Characteristics

Prior learning

VARIABLES RANGE

Age

Gender

Learning styles

Special needs

Includes but is not limited

to:


13/55


Training locations School enterprise

VARIABLES RANGE

Training center

Workplace

Community


14/55


Appropriate people LGU

VARIABLES RANGE

NGO

Enterprise

Industry Organizations

Peoples Organizations

Trade union

Employer

Government agency


15/55


16/55

the good trainer is one who

has a good design and knows how to

use it.

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

(Showers, Joyce, and Benette)


17/55

A TVET TRAINER

TM = Trainers Methodology (Methods)

(How to teach?)

TQ = NC + TM

Where:

TQ = Trainer Qualification

NC = National Certification (Skills)

(What to teach?)


18/55

ROLE AND RESPONSIBILITY

OF A TRAINERTeacher

Facilitator

Negotiator

Coordinator

Curriculum Developer

Instructional Materials Developer

CounselorActor

Session Planner

And many others


19/55

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


20/55

WHY DO TRAINERS USE

SESSION PLAN

Give the trainers an idea of where they are andwhere they are going

Give the trainers and the learners a clear idea ofwhat 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 oflearners

Give the trainers a firm base to review their

performance


21/55

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 ObjectivesStep 4. Outline Training Content

Step 5. Develop Instructional Activities

Step 6. Prepare the written Training DesignStep 7. Prepare Participants Evaluation Forms

Step 8. Determine Follow-up Activities for the Event


22/55

Session Plan

Based on the

individual needs,

interests and abilities

of the studentsFormatted according to

the goals, needs and

style of the teacher

a simply stated, clearly written,flexible, and individualized teacher

aid for conducting a session or module.


23/55

Elements of a Session Plan

Industry Sector

Qualification Title and Level

Unit of Competency

Module Title

Learning Outcomes

Introduction

Learning Activities

Assessment Plan


24/55

Learning Outcomes

statements of

what the student should

be able to do aftercompleting the module.


25/55

Learning Outcomes

It should be:

Expressed using action

verbs so that they are

measurable andobservable.

Taken from the module of

instructions in thecompetency-based

curriculum.
http://e/TMTP_Batch%202/Lead%20Trainers%20Presentations/Day%201/R%20Mejia/Cardona-Sample%20Lesson%20Plan.dochttp://e/TMTP_Batch%202/Lead%20Trainers%20Presentations/Day%201/R%20Mejia/Cardona-Sample%20Lesson%20Plan.dochttp://e/TMTP_Batch%202/Lead%20Trainers%20Presentations/Day%201/R%20Mejia/Cardona-Sample%20Lesson%20Plan.dochttp://e/TMTP_Batch%202/Lead%20Trainers%20Presentations/Day%201/R%20Mejia/Cardona-Sample%20Lesson%20Plan.dochttp://e/TMTP_Batch%202/Lead%20Trainers%20Presentations/Day%201/R%20Mejia/Cardona-Sample%20Lesson%20Plan.doc


26/55

Introduction

going to learn in the

module,

why it is important,

how it relates towhat has already

been learned.

part of the session plan that intendsto motivate the student to learn.

It will acquaint the student on

what he/she is:


27/55

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.
http://e/Guest/Desktop/LESSON%20PLAN%20CARDONA/PRESENTATION-LESSON%20PLAN/Cardona-Sample%20Lesson%20Plan.dochttp://e/Guest/Desktop/LESSON%20PLAN%20CARDONA/PRESENTATION-LESSON%20PLAN/Cardona-Sample%20Lesson%20Plan.doc


28/55

Learning Activities

actions the student

will do to achieve the

learning outcome stated

in the module ofinstruction.

gives the student

his or her own individualteachers aide


29/55

Elements of the Learning

Activities

Learning Content

Essential Events

Presentation

Practice

Feedback

Learning Resources

Time (optional)


30/55

Learning Content

the learning elements to be covered in the

learning outcome.

Summarize the knowledge, skillsand/or attitudes to be covered.

Present the learning content in

small chunks of information.Arrange the learning contents

logically.

In identifying the learning contents:
http://e/TMTP_Batch%202/Lead%20Trainers%20Presentations/Day%201/R%20Mejia/Cardona-Sample%20Lesson%20Plan.dochttp://e/TMTP_Batch%202/Lead%20Trainers%20Presentations/Day%201/R%20Mejia/Cardona-Sample%20Lesson%20Plan.doc


31/55

Essential Events of the Learning Activities

First,

The student is presented some

instruction appropriate for the LO.

(Presentation)

Reading Textbooks, references,

manuals

Viewing slides, films, film strips

Listening to tapes

Observing an advanced

students

Then,

The student is provided anopportunity to practice or apply

the same knowledge or skill that

was presented.

(Practice)

Solving typical problems

Critiquing case studies

Hands-on practice of a skill

Answering questions

The Learning Activities for Each

LO Must Ensure That:

Activities and Resources to

Achieve This:


32/55

Finally,

The student is given immediate

feedbackon the success of thatpractice and is helped in

correcting it if needed.

(Feedback)

Checking answers with

answer key

Checking finished product orprocedure with detailed

checklist.

Having instructor or

experienced student evaluate

product or critiqueperformance.

The Learning Activities for EachLO Must Ensure That:

Activities and Materials toAchieve This:

(Cont.)

Elements of the Learning Activities

S l i i i i


33/55

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 toidentify steps required to grind valves.

2. Refer to manufacturers manual for

specs of valves you are working on.

Presentation

3. Grind the valves you have beenassigned.

4. Have instructor check your work.

Practice

Feedback


34/55

A single learning activity for presentation of

instruction and practice

3. Grind the valves you have been assigned.


Practice

Feedback

Learning Outcome [ 1 ]: Calibrate oscilloscope.


1. While Viewing slide-tape segment A-16,

calibrate oscilloscope at your station.

2. Check your calibration using Self-Check

1, then have lab assistant check your

calibration.

Presentation and

Practice

Feedback



35/55

A single learning activity for practice and feedback

3. Grind the valves you have been assigned.


Practice

Feedback

Learning Outcome [ 3 ]: Spray vertical panel.


1. Carefully view and listen to video tape No.

14 to identify the procedure for spraying

vertical panel.

2. With your instructor present, practicespraying vertical panels 1 and 2 set up in

shop.

Presentation

Practice andFeedback



36/55

Tips in Preparing the Learning Activities

Every learning outcome should have learning

activities.

The learning activities must be arranged in a

sequential manner.

The learning activities must be developed in amanner that would serve as an individual teachers

aide for the student.

presented with some instruction;

provided with opportunity to practice; and

provided with immediate feedback on the practice.

The learning activities must allow the student to be:


37/55

Learning Resources

the things the student willuse when carrying out the

instructions outlined in the

learning activities.

Learning resources can be

used to present instruction,and for practice and feedback.

T f L i R f th


38/55

Types of Learning Resources for the

Presenting Instruction

Resources Used to Present

Textbooks, references,

etc.

Facts, concepts, terms, background

information, principles, and actual

steps in performing tasks if written well

and illustrated. Technical, shop, and

manufacturers manuals

Step-by-step procedure for performing

task using specific make or model of a

product, tool or equipment.

Magazines, journals,

trade publications,

pamphlets, and

periodicals

Leaders, current issues, and trends in

occupation; new advances in

technology; career awareness.

Instructor-developed

Instruction Sheets

Anything for which other resources

cannot be located.

Print Materials

Types of Learning Resources for


39/55




Sti l lvisuals (with & without

sound), slides, film strips, flip

charts, photograph

Step-by-step procedure in

performing task; interior parts or

construction of devices, close-up

shots; color.

Motionvisuals (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

tapes, records, and language

machines

Recordings of specialized sounds

or noises; pronunciation of words.

Non-Print Materials



40/55




Instructor, aide, tutor or

advanced student

Live demonstration of skills or

presentation of knowledge for

which no learning resource is yetavailable.

Human Resources

S l ti d R f i th St d t t


41/55

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.


42/55

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 handlingcomplaints:

a. Textbook paragraphs 23.2-23.5.

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

library.


43/55

Presenting More Than One Resources

for the Same Instruction

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.

When more than one resources is available thatpresent basically the same instruction, give the student

a choice. Use orinstead of and in the learning

guide.

Resources Used for


44/55

Resources Used for

Practice and Feedback

Resources for Practice Resources for Feedback

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

Skill Learning Outcome

Resources Used for


45/55

Resources Used for

Practice and Feedback

Resources for Practice Resources for Feedback

Self-Checks containing

questions, problems, case

studies, situations, activities, or

other assignments

Review questions and

problems in books Oral quizzes

Role playing

Answer key or solutions to

compare answers with

Instructor checking answers or

assignment

Instructor quizzing student or

critiquing report

Knowledge Learning Outcome


46/55

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

knowledgeorski l l.

E l f


47/55

Examples of

Knowledge Self-Check

Learning Outcomes Self-Check Problems orQuestions

Compute tax on

purchases.

List totals of typical purchases and

various tax rates and have students

compute the tax.

Explain operation of

four-stroke engine.

Give students a series of questions

on the operation of the engine.

Identify parts and their

functions.

Give students a diagram with each

part numbered and a list of part

names and functions for them to

match up.


48/55

Assessment Plan

-Assessment may be:

- Indicates themethod of assessing the

achievement of the

learning outcome.

Formative progress checks for

every learning outcome of the

module.

Summative progress checks given

at the end of a module.
http://e/Guest/Desktop/LESSON%20PLAN%20CARDONA/PRESENTATION-LESSON%20PLAN/Cardona-Sample%20Lesson%20Plan.dochttp://e/Guest/Desktop/LESSON%20PLAN%20CARDONA/PRESENTATION-LESSON%20PLAN/Cardona-Sample%20Lesson%20Plan.doc


49/55

Assessment Plan

Testing conditionType of assessment

Type of evidence

In preparing the assessment

task, indicate the:


50/55

Assessment Plan

Project Method :Given a blue print, fabricate a

step shaft. The performance will include:

Before commencing with the project,

prepare a work plan using the form provided tobe checked by the instructor. The finished project

will be submitted for assessment.

Example:

FacingCylindrical turning


51/55

A.I dentify Learners Training Requirements

1. Curr iculum documentis reviewed andanalysed

2. Current competencies of target groupare

determined

3. Competencies required to be attainedare compared

with the current competencies of target group

4. Results of comparisonis used to determine

training requirements

5. Training requirementsare validated with the

appropriate people


52/55


53/55

C.Prepare Basic Instructional Mater ials

1. Basis instructional mater ialsare preparedthat are focused on a key concept or idea

related to the work activity under

consideration

2. The text and il lustrations are prepared that are

clear, legible and appropr iate for the trainees

3. Language, style and format of the mater ialsareappropriate to the trainees characteristics and

needs


54/55

D.Organized Learning and Teaching Resources

1. Resources requi red for trainingare checked foravailability

2. Appropriate training locationsare identified and

arranged

3. Resource requirementsare documented and access

is arranged in accordance with organizations

procedures and appropriate staff

4. Training sessionsare designed to measureparticipants progress towards the program goals

5. Sequence and timingof the training sessions

are documented.


55/55

Thank You!

End of Presentation

plan training session-hpp

Documents