MODULE I: LESSON 1: WHAT IS TRAINER AND Able to communicate orally and in writing

ASSESSOR
Physically fit and mentally healthy
Session Objectives: At the end of the session, you should
be able to: Proficient in quantitative and qualitative analysis

Distinguish a trainer from an assessor Proficient in verbal reasoning

Determine roles of trainer and/or assessor in assuring quality

technical-vocational courses MODULE I: LESSON II: COMPETENCIES OF A TRAINER
AND/OR ASSESSOR

Introduction Session Objectives: At the end of the session, you should

be able to:
Plan Training Session- is one of the six competencies to be
mastered in Trainers Methodology I (TM I). But before we Determine the skills and knowledge that a trainer or
assessor should have
focus on planning, let us have an overview of the whole
training program. In this lesson, you will learn the role of
Explain required skills as a trainer and or assessor
trainer or assessor. As a trainer or assessor, you need to
know what and how to teach, and how to work effectively Introduction
with others. We look forward to see you competent enough
as you study this course. As you progress through this lesson, you should keep in
mind the skills and knowledge required to become a
Trainee’s Entry Requirements competent trainer. Remember that awareness of your skills
It is expected that you will be a Trainer and/or Assessor as
and capabilities will help you make informed choices.
you finish this course, Trainers Methodology I (TM I).
Basic and Core Competencies
What is a TVET Trainer? Listed are the knowledge, skills, and attitudes required of
Trainers Methodology (TM) Level I:
TVET Trainer- is a professional who enables a learner or a
group of learners to develop competencies to
Basic Competencies - (or skills and knowledge that
performing a particular trade or technical work. Towards this everyone needs for work):
end, a TVET Trainer may assume various roles such as
training facilitator, competency assessor, training designer, Lead workplace Communication
developer or training supervisor.
Apply math and science principles in technical training
Apply environmental principles and advocate conservation
What is a Trainer / Assessor?
Utilize IT applications in technical training
From the Training Regulation, a Trainer is a person who Lead small teams
enables a group of learners to develop competencies toward
Apply work ethics, values and quality principles
performing a particular trade or technical work while an Work effectively in vocational education and training
Assessor is an individual accredited and authorized to
Foster and promote a learning culture
evaluate or assess competencies of a candidate applying for Ensure a healthy and safe learning environment
certification or any one of the purposes of assessment.
Maintain and enhance professional practice
Develop and promote appreciation for cost-benefits of
Trainer/Assessor- is at least NC II holder and who has
technical training
achieved all the required units of competency identified in Develop and promote global understanding of labor market
the Trainers Methodology Level I (TM Level I) under the
PTTQF. He is also a holder of National TVET Trainer Core Competencies (or specific skills and knowledge
Certificate Level I (NTTC I)2 .
needed in TM1):
Plan training sessions
A Trainer is an Assessor; an Assessor is a Trainer.
Facilitate learning sessions
Supervise work-based learning
To qualify for this course, a candidate or trainee must
Conduct competency assessment
satisfy the following requirements: Maintain training facilities
Utilize electronic media in facilitating training
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)
MODULE I: LESSON III Competency-Based Training
 III. Contingency Management Skills – responding to
Session Objectives: At the end of the session, you should problems, irregularities and breakdown in
be able to: routine when undertaking the work activity
IV. Job/Role Environment Skills – dealing with the
Define commonly used Competency-Based Training responsibilities and expectations of the work
terminologies environment when undertaking a work activity.

Explain ten principles of Competency-Based Training Competency Standard- are industry-determined

specifications of competencies required for effective work
Differentiate traditional education with Competency-Based performance. They are expressed as outcomes and they
Training focus on workplace activity rather than training or personal
attributes, and capture the ability to apply skills in new
situations and changing work organization.
Introduction

Recognition of Prior Learning (RPL)- is the

Getting the idea on structure and principles embedded in
acknowledgement of an individual’s skills, knowledge and
training is important before designing a session
attitudes gained from life and work experiences outside
plan. Do you know how to teach a Technical-Vocational
registered training programs.
Education and Training (TVET) program? That
will be the focus of today’s lesson.
Qualification- is a cluster of units of competency that meets
job roles and is significant in the workplace. It is also a
The framework in teaching skill-based lessons is called certification awarded to a person on successful completion
Competency Based Training (or CBT). It focuses on skills of a course and/or in recognition of having demonstrated
development that is why its approach differs from traditional competencies relevant to an industry.
education.
It has three components:
In traditional education, the teacher controls the environment
(or called teacher-centered approach); while in CBT, the
Basic Competency – skills and knowledge that everyone
learners control and manipulate the tools and equipment
needs for work
with the guidance of a teacher (also known as student-
centered approach).
Common Competency – skills and knowledge needed by
people working in a particular industry
In addition to that, learners are not compared among each
other, instead their skills are compared against
the norms or standards set by the industry. The training is Core Competency – specific skills and knowledge needed
also self-paced; an example of this is when the in a particular area of work-industry sector/occupation/job
role
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. 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.
CBT Terminologies
CBT includes:
The need to understand commonly used terminologies is
important before starting this courseware. Comprehending
these terminologies will empower you to easily understand Competency-Based Curriculum (CBC)- is the specification
the next lessons. 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
Knowledge- is the cognitive representation of ideas, events,
requirements of the workplace as agreed through industry or
activities or tasks derived from practical or
community consultations.
professional experience as well as from formal instruction or
study, e.g. memory, understanding, analysis.
Competency-Based Learning Material (CBLM)- refers to
the print and non-print instructional media used as guide in
Skill- refers to the acquired and practiced ability to carry out learning workplace activities.
a task or job.

Competency, as used in TESDA, - is a) the application of

Delivery of Competency-Based Training (CBT)
knowledge, skills and attitude required to complete a work
activities to the standard expected in the workplace; or b) the The flow of CBT differs from the traditional education
possession and application of knowledge, skills and attitudes approach. To see the big picture is important before
to the standard of performance required in the workplace. planning a session plan. Below is the CBT delivery
framework:
The 4 dimensions of competency that describes aspect of
work performance are: 1. Trainees enter the program. Trainer conducts pre-training
I.Task Skills – undertaking a specific workplace task assessment to identify learner’s training needs. Orientation
of CBT program on Recognition of Prior Learning (RPL) and
II.Task Management Skills– managing a number of
roles of trainer & trainee follows.
different tasks to complete the entire work activity
2.Trainee selects competency from the identified training Now it is your turn to refresh memory on how your teacher
needs and receives instruction from the trainer. The trainer taught you and compare it to how Competency- Based
administers learning contracts or agreements between him Training works. How will you teach skill-based sessions?
and his trainees, then provides CBLM materials and Does it have any difference? Will you make that change for
introduces the use of progress and achievement charts. the better? Get a paper and take down notes on its
differences.
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, MODULE II : LESSON I: Determining Trainees
use manuals, observe demonstration, practice skills in Characteristics
workshop, and receive assistance and advice.
Session Objectives: At the end of the session, you should
4. While the trainee practices the skill, the trainer observes be able to:
and records the performance on the Progress
Chart. Student will attempt the task until he masters the skill Identify learners’ characteristics and learning styles for
with the help of the trainer's immediate and constructive trainees’ profile
feedback.
Determine adult learners’ characteristics
5.Once the trainee determines by himself that he is
competent to do the skill, he will call the attention of Introduction
trainer. The trainer will observe and rate the performance
based on the Performance Criteria Checklist
Competency-Based Training without planning and without
and will record the result on the Achievement Chart. If the determining trainees’ characteristics will lead to an
skill is satisfactorily performed, he will then unsuccessful session plan. It is a must for us teachers to
select another unit of competency. If the skill is not know our students – their characteristics as adult learners,
satisfactorily performed, the trainee will study again their educational background, and their culture - not only
the module. because we need data for filing purposes, but for us to use
these data to analyze and determine their training needs.
6.To exit the training program, the trainee must satisfactorily Who are our learners? What are the characteristics we need
perform the skill and must have enough units of to include in their profile? What type of learners are they?
competencies (or has completed all the modules). If the Those are our highlight questions you might encounter as
trainee doesn’t have enough units of competencies, he will you proceed in this lesson.
then select another unit of competency, and repeat the
competency-based training process. Understanding Adult Learners

Before we determine trainees’ characteristics, we first need

Ten (10) Principles of CBT to understand our trainees as adult learners.

Competency-Based Training delivery anchors in its Our training is learner-centered; hence, it is essential to
principles. These ten (10) principles of CBT serve as ground know them first. Our training enables adult learners to attain
rules for trainers and trainees. Memorize, apply and skills for them to land a job. Teaching them requires different
promulgate the listed principles below: teaching approaches and methodologies; thus,
understanding them will surely help in preparing an effective
Principle One: The training is based on curriculum (CBC) session plan.
developed from the competency standards (CS).
Principle Two: Learning is competency based or modular in Understanding how adults learn will also enable the trainer
structure. to think of teaching strategies that focus on adults. This is
Principle Three: Training delivery is individualized and self- based on the theory called Andragogy (Knowles) , also
paced. known as adult education. The study came up with the
Principle Four: Training is based on work that must be characteristics of adult learner, and they are the following:
performed.
Principle Five: Training materials are directly related to the Adults are autonomous & self-directed.
competency standards and the curriculum modules. Adults bring life experiences & knowledge to learning
Principle Six: Assessment is based on the collection of experiences.
evidence of the performance of work to the industry required Adults are goal-oriented.
standard. Adults are relevancy-oriented.
Principle Seven: Training is based both on and off the job Adults are practical.
components. Adults like to be respected.
Principle Eight: The system allows Recognition of Prior
Learning (RPL) and or current competencies. Here is a best scenario on how to apply this theory: The
Principle Nine: Training allows multiple entry and exit in the trainer enters a class consisting of adult learners. They are
training program. all different in terms of age, educational background, gender
Principle Ten: Approved training programs are nationally etc., but they all have one thing in common - they are all
accredited. Programs of each institution or training center adult learners. A trainer, in his conscious state, will then use
are registered with UTPRAS (Unified TVET Program strategies to meet the needs of adult learners. A best
Registration and Accreditation System). 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 Reflectors- ‘reflecting on it’ or ’needs time to think over
explore solutions and course of actions to attain it. information’ Reflectors integrate or put together experience
within oneself as they perceive information concretely and
An example is the creation of a tallest tower using a limited process it reflectively. They learn by listening and sharing
supply of materials. In this SLE, the goal is to make the ideas.
highest tower. The devising of strategies and trying it out—
gives adult learners autonomy and direct their own learning, Theorists- ‘drawing out their own conclusion’ or ’needs to
and it also allows the students to bring in their previous know theory behind information’ Theorists put together
experiences and knowledge. When participants are asked to observations into complex but logically sound theory as they
give their insights on their SLE experience, this allows perceive information abstractly and process it reflectively.
learners to give respect to their classmates, as the They learn by thinking through ideas.
application of insights becomes practical and self-motivating.
Note that the methods and strategies we construct,
consciously and unconsciously, should meet the needs of MODULE II: LESSON II: PRE-TRAINING AND ANALYSIS
our adult learners, and will surely make an effective transfer
of learning.
Session Objectives: At the end of the session, you should
be able to:
How Learners Learn?
Describe pre-training assessment and training needs
A trainer is about to teach a group of students. Then he has analysis
collected data for trainee’s characteristics but the problem is
he hasn’t assessed the students learning style to complete
the trainee’s profile. Realize the importance of having pre-training assessment
before starting the session
What is learning style?
Disengage current competency from the skills required to
determine training gap
Learning style is one’s own way of learning new information
and ideas. It will give us an idea on how a person receives
and transfers information. Suggested learning styles are Introduction
VARK Learning Style Model and PART Learning Styles.
“In differentiated classrooms, teachers begin where students
Feel free to choose between the two in determining trainees’ are, not the front of a curriculum guide”. – Carol Ann
learning style/s. Tomlinson, 1999. As quoted by Tomlinson, we start our
session based on our pre-assessment, not in Competency
Based Curriculum. Pre-assessment evaluates trainee’s
Visual, Auditory, Read/Write and Kinesthetic (VARK) knowledge, skills, strengths and weaknesses prior to
Learning Style Model- Everyone learns differently since we teaching.
all have a preferred way to absorb, comprehend and retain
new information.
Pre-Training Assessment
VARK Learning styles, as proposed by Fleming and Mills
(1992),- is a model that describes how a person takes-in Pre-Training Assessment is conducted to recognize
and gives-out information while learning. These learning current competency (RCC) and recognition of prior learning
styles are visual (learns best by seeing graphs, charts, and (RPL). This assessment is done before the training starts.
other symbols), auditory (learns best by listening), read/write Listed are reasons why it is needed:
(learns best by reading text-based information) and
kinesthetic (learns best by doing). It allows us to see their mastered competencies.
It serves as a point of reference in assessing our trainees.
PART Learning Styles It gives students a quick look at future lessons.

Another model is PART Learning Styles. It is developed by Pre-Training Assessment can be done either of the
Honey & Mumford but the idea originated from Kolb’s following:
Learning Style Model.
Learners’ assess themselves using the self-assessment
The four learning styles are: guide
Trainer assesses learners’ previous experience through
Pragmatists- ‘putting theory into practice’ or ’needs to know portfolio assessment
how to apply the information in real world’ Pragmatists tend Trainer assesses learners’ skills and knowledge through pre-
to integrate or put together theory and practice as they test or diagnostic test
perceive information abstractly and process it actively. They
always think of problems and opportunities as challenges. Self-Assessment Guide- is a pre-assessment tool to help
the candidate and assessor determine what evidence is
Activists- ‘having an experience’ or ’needs to do’ Activists available, when gaps exist, including readiness for
put together experience and application as they perceive assessment.
information concretely and process it actively. They would
likely tackle problems by brainstorming. Activists learn by
trial and error, & by self-discovery method.
Portfolio Assessment- refers to the process of determining Describe the sections of Training Regulations
whether an applicant is competent through evaluation of his
or her records of achievement. Describe components of Competency Standards

You can confirm authenticity of evidence of competency Explain importance of Competency Standard in planning a
by: training session

Calling or asking personally the signatories and confirm the Introduction

information listed in certificate of
award/employment. Now that you have established the training gap of the
Calling or visiting the workplace where projects are done. learner, you are now ready to prepare the session plan. In
preparing a session plan, it is essential to understand the
Pre-Test or Diagnostic Test- is a type of formative structure of Training Regulation.
assessment that involves collecting evidence to diagnose or
identify a training need or performance problem. (NVSC Training Regulations contain the prescribed minimum
Handbook) Prepare the pre-test/diagnostic test according to program standards. It is developed by experts and
the guidelines written in the lesson ‘Preparing Assessment practitioners from public or private sector (or called as
Instruments’. An assessor can use the portfolio assessment Experts Panel) and is promulgated by the TESDA Board
and pre-test results as a source of evidence and a tool in after national validation.
verifying the learner's current competency and prior learning.
Pre-training assessment and analysis is done prior to the Training Regulation
actual training program.
Training Regulation (TR)- is a TESDA promulgated
document that serves as the basis for which the
Determining Training Gap competency- based curriculum, instructional materials and
competency assessment tools are developed. This
Determining Training Gap through Training Needs document represents specific qualifications. How the
Analysis (TNA) competencies in this qualification can be gained, assessed
Under the CBT approach, each learner is assessed to find and be given recognition is detailed in this promulgated
the gap between the skills they need (as described in the document.
Training Package) and the skills they already have. The
difference between the two is called the training gap. All training institutions who want to offer TVET programs are
required to register under Unified TVET Program
Skills Required* – Current Skills** = Training Gap = Registration and Accreditation System (UTPRAS) either
Training Needs With Training Regulation (WTR) or No Training Regulation
(NTR) to adhere to competency-based training
‘Skills Required’ - refers to the competencies listed in the requirements. With Training Regulation (WTR) is described
competency standards and specified by the industry; On the as programs that have appropriate promulgated Training
other hand, ‘Current Skills’- referred to as validated Regulations; examples of WTR program are Computer
competencies gathered in the pre-training assessment. 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
A training program is then developed to help the learner
promulgated Training Regulations; example of NTR program
acquire the skill deficiency. Therefore, Self-Assessment
is those of interior designing.
Guide (SAG) with Training Needs Analysis (TNA) Tool is an
important tool to use in determining training gap.
It has four sections:
Self Assessment Guide Section 1 –Definition of Qualification- refers to the group
of competencies that describes the different
Self-Assessment Guide (SAG) – a pre-assessment tool to
help the candidate and the assessor determine what functions of the qualification. It enumerates the job titles of
evidence is available, where gaps exist, including readiness workers who are qualified.
for assessment. This document can identify the candidate’s Section 2 -Competency Standards (CS)- gives the
skills and knowledge; highlight gaps in the candidate’s skills specifications of competencies required for effective
and knowledge; provide critical guidance to the assessor n work performance.
the evidence that needs to be presented; Section 3 -Training Standard (TS)- contains information
provide guidance to the candidate on the evidence that and requirements in designing training programs for certain
needs to be presented; and assist the candidate to identify Qualification. It includes curriculum design, training delivery;
key areas in which practice is needed or additional trainee entry requirements; tools equipment and materials;
information or skills should be gained prior to the training facilities; trainer’s qualification and institutional
assessment. assessment.
Section 4 – National Assessment & Certification
Arrangement- describes the policies governing assessment
MODULE III: LESSON I Understanding the Training and certification procedure.
Regulation
Training Regulations (TR) – a TESDA-promulgated
Session Objectives: At the end of the session, you should document that serves as the basis for which the
be able to: competency- based curriculum and instructional materials
and competency assessment tools are developed. This
document represents a specific qualification. It defines the ● Context of Assessment- refers to the place
competency standards for a national qualification and how where assessment is to be conducted or carried
such qualification can be gained, assessed and be given out.
recognition.

MODULE III: LESSON II: Understanding Competency-

Based Curriculum
Competency Standards
Session Objectives: At the end of the session, you should
Competency Standard (CS)- , as used in TESDA, is an be able to:
industry-determined specification of competencies required
for effective work performance. They are expressed as Determine elements of Course Design and Module of
outcomes and they focus on workplace activity rather than Instruction
training or personal attributes and capture the ability to apply
skills in new situations and changing work organization. Analyze importance of Module of Instruction in constructing
Refer to Section 2 of Training Regulations. session plan

Defined below are the components of CS:

Introduction
Unit of Competency (or Unit Title)- is a component of the
competency standards stating a specific key function or role What is Competency-Based Curriculum (CBC)?
in a particular job or occupation; it is the smallest component
of achievement that can be assessed and certified under the
PTQF. A competency-based curriculum is a framework or guide for
the subsequent detailed development of competencies,
associated methodologies, training and assessment
Unit Descriptor- outlines what is done in the workplace. It resources. The CBC specifies the outcomes which are
clarifies scope and intent of the unit. consistent with the requirements of the workplace as agreed
through industry or community consultations. CBC can be
Elements- are the building blocks of a unit of competency. developed immediately when competency standards exist.
They describe, in outcome terms, the functions that a person When competency standards do not exist, curriculum
performs in the workplace. developers need to clearly define the learning outcomes to
be attained. The standard of performance required must be
Performance Criteria- are evaluative statements that appropriate to industry and occupational needs through the
specify what is to be assessed and the required level of industry/enterprise or specified client group consultations. \
performance.
Understanding the Course Design
Required Knowledge (formerly known as Underpinning
Knowledge) - refers to the competency that Competency-Based Curriculum consists of Course
involves applying knowledge to perform work activities. It Design and Module of Instruction. Course Design serves
includes specific knowledge that is essential to the as the blueprint and sets the structure in delivering the
performance of the competency. training program, while Module of Instruction serves as the
course outline, and is derived from the course design, and
Required Skills(formerly known as Underpinning Skills) contains detailed information on what and how to teach each
- refers to the list of the skills needed to achieve the unit of competency.
elements and performance criteria in the unit of competency.
It includes generic and industry specific skills. Course Design- is based on competency standards set by
the industry or recognized industry sector. Learning system
Range of Variables- describes the circumstances or context is driven by competencies written to the industry standards.
in which the work is to be performed. .
The first page includes the following:
Evidence Guide- is a component of the unit of competency
that defines or identifies the evidence required to determine 1. Course Title- refers to the name of the program to
the competence of the individual. It provides information on: be offered. It is usually derived from the
qualification title of the training regulations or it
● Critical Aspects of Competency- refers to the takes the qualification title of the training
evidence that is essential for successful regulations if the program is designed to cover the
performance of the unit of competency. entire qualification.
● Resource Implications- refers to the resources 2. Nominal Duration- refers to the estimated training
needed for the successful performance of the work period usually expressed in hours wherein the
activity described in the unit of competency. It learner is expected to complete the whole training
includes work environment and conditions, program.
materials, tools and equipment. 3. Course Description- refers to the brief statement
● Assessment Methods- refers to the ways of of scope, coverage and delimitation of the course.
collecting evidence and when evidence should be 4. Entry Requirements- refers to the minimum and
collected. “must” qualifications of a trainee to a training
program that will ensure effective and efficient
training.
 5. Course Structure- is a course matrix, and
includes details on module title, learning outcomes ● Assessment Criteria- is the standards used to
and nominal hours per unit of competency. guide learning and to assess learner achievement
and/or to evaluate and certify competence.
Unit of Competency- is a component of the competency ● Contents- are the topics and activities which
standard stating a specific key function or role in a particular make up what is learned by an individual or group
job or occupation serving as a basis for training an individual of learners during a learning process.
to gain specific knowledge, skills and attitude needed to ● Condition- outlines the situation and context
satisfy the special demands or requirements of a particular under which learners will be assessed.
situation. ● Methodologies- refer to the list of methods to be
used in a particular session.
Module Title- is the name of the module derived from the ● Assessment Method- refers to the technique/s
unit of competency. used to gather different types of evidences.

Learning Outcomes- are the set of knowledge, skills and/or

competencies an individual has acquired and/or is able to MODULE III: LESSON III: THE SESSION PLAN
demonstrate after completion of a learning process – either
formal, non-formal or informal. Session Objectives

Nominal Hours- refers to the estimated training period At the end of the session, you should be able to:
usually expressed in hours wherein the learner is expected
to complete a particular training module of the program. Identify parts of a session plan

Resource- is the part where recommended tools, equipment Derive learning outcomes using Competency Standard (CS)
and materials to be used are listed. and Module of Instruction (MOI)

Assessment Methods- refers to the ways of collecting Determine guidelines in organizing learning content
evidence and when evidence should be collected.
Distinguish training method and approaches according to
Course Delivery- refers to the classroom teaching learning activities, purpose, learning style, and
methodologies that can be applied for the entire module practice-based learning
instruction.
Organize learning activities using Present-Practice-
Trainer’s Qualification- refers to the identified minimum Feedback and Nine Events of Instruction
experience and competencies the trainer for the course must
possess.
Identify formative and summative assessment methods or
tools

Module III: LESSON II UNDERSTANDING CBC Enumerate steps in preparing session plan

Module of Instruction Prepare an effective session plan

Module of Instruction- is the description of training Introduction

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 a point of reference in preparing a An organized training session is the key to meaningful
session plan. The document consists of the following: 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
● Unit Title- is a learning outcome statement which Competency Standard to ensure that the training provided is
describes the area of competency related to the world-class, high-quality skills education. Listed below are
content of work. (e.g. Maintain Computer the guide questions that we need to address at the end of
Systems) the lesson:
● Module Title- describes the outcome of a unit of
competency. Gerund is used as a subject. (e.g.
Maintaining Computer Systems) What are the elements or parts of a session plan?
● Module Descriptor- refers to the brief statement
of scope, coverage and delimitation of the module. How to derive learning outcomes from MOI & CS?
● Nominal Duration- refers to the estimated training
period wherein the learner is expected to complete How to organize learning content?
a particular training module of the program.
(Procedures Manual on Program Registration)\ How to select appropriate training methods according to
● Summary of Learning Outcomes- refers to the learning activities? Purpose? Learning styles?
consolidated statements of desired end result to Practice-Based Learning?
be attained after each session.
How do we transfer knowledge and skills?
The succeeding pages of Module of Instruction are the
following:
What learning activities are recommended in skills 4. Teaching Methodology- refers to the list of
acquisition? methods to be used in a particular learning
content.
What evidence will we use in assessment? 5. Presentation- shows instructional materials and
or methods to be used in introducing the content.
6. Practice- shows instruction sheets and self-check
Grab your pen as we study the most important module in this
test to be used by the learner in applying and
competency. We assure that it will empower you to prepare
concretizing learning.
an effective session plan that efficiently addresses training
7. Feedback- includes evaluation of performance
gap.
and reference to the answer key.
8. Resources - includes a list of tools, materials and
equipment to be used per learning content.
MODULE II: LESSON III: THE SESSION PLAN 9. Time- refers to the estimated minimum training
period usually expressed in hours wherein the
ELEMENTS OF A LESSON PLAN learner is expected to complete a particular
learning activity.
Session Plan- same as Training Plan or Lesson Plan, is a
written document prepared by the trainer that shows logical Assessment Plan- is the overall planning document for the
order of activities that he wants to happen in a training assessment process and includes a range of information to
session. It gives the trainer and his learners an overview on guide trainers on the method of assessment to use and its
where they are and where they are going. It serves as a scope.
record of training sessions and as a starting point for
additional training. It is also extremely helpful for a trainer Teacher’s Reflection- is the part where the trainer
who takes over another session. documents or records what has occurred during training and
includes notes on sufficiency of learning content, training
● Industry Sector- identifies the industry where the method, instructional material and evaluation methodology to
job is classified (e.g. Information and improve session plan. It may also consist of observed skills
Communication Technology). performed outstandingly, learners’ feedback while using
● Qualification Title and Level Competency-Based Learning Materials (CBLM), and
a.Qualification Title- refers to the name of the teacher’s feedback regarding results of evaluation.
formal certification or recognition.
b.Qualification Level- refers to the category of
skills and knowledge required to do a job. Derive Learning Outcome

Unit of Competency- is a component of the competency Learning Outcome- is the set of knowledge, skills and/or
standards stating a specific key function or role in a competencies an individual has acquired and/or is able to
particular job or occupation; it is the smallest component of demonstrate after completion of a learning process, either
achievement that can be assessed and certified under the formal, non-formal or informal.
PTQF.
Where do we get these learning outcomes?
Module Title- describes the outcome of a unit of
competency. Gerund is used as a subject. (e.g. Maintaining The learning outcomes are lifted from the Module of
Computer Systems) Instruction, derived from the Course Design, which are all
anchored from the Competency Standards. As a whole, we
Learning Outcomes- are the set of knowledge, skills and/or could infer that each unit of competency has numerous
competencies an individual has acquired and/or is able to learning outcomes, and every outcome has its own learning
demonstrate after completion of a learning process – formal, activities.
non-formal or informal.

Each learning outcome has its own set of learning

activities.

1. Introduction- contains information meant to Determine and Organize Learning Content

motivate, and orient the student on the objective
and what will be expected of them. It also includes
Learning Content- refers to the topics and activities which
the correlation of the current lesson to the
make up what is learned by an individual or group of
previous session, and its relevance to the training
learners during a learning process.
program.
2. Learning Activities- is used to support learning. It
conveys content, creates meaning, and supports Listed are guidelines in determining and organizing Course
development and transfer of skills/knowledge Content:
through practice and experience.
3. Learning Content- refers to the topics and Review Competency-Based Curriculum and determine
activities which make up what is learned by an essential topics and activities.
individual or group of learners during a learning Review required knowledge or skills and range of variables
process. 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. Most useful for acquisition of declarative knowledge
Sort content or topics according to:
o ● Reading
simple to complex task ● lecture/talks
o ● modelling
known to unknown
o Most effective in enhancing procedural skills
whole to part and back to whole
o ● enactive learning like role-play, self-experiential
concrete to abstract work
o ● Modelling
● reflective practice
particular to general
o
Helpful in improving reflective capability and
observations to reasoning
interpersonal skills
o
point to point in logical order (or in sequential order)
● self-experiential work
● reflective practice
Sorting the content will help learners store information in
their long-term memory. It needs to be in manageable
Rules of Evidence
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 It is not good enough to just collect any evidence. Just as the
learners could understand the big picture together with its way we collect evidence is guided by the principles of
specific parts. assessment, the way we collect evidence is guided by the
rules of evidence.
Identify Appropriate Training Methodology and .
Techniques Rule Evidence must be:

It is essential to identify appropriate training methodology Valid

after determining the learning outcome and content. - Address the elements and performance criteria
- Reflect the skills, knowledge and context described in the
Training Methodology- refers to how subject matter is competency standard
going to be dealt with in a broad sense (e.g. lecture, group - Demonstrate the skills and knowledge are applied in real or
discussion, role play, demonstration, etc.), while Techniques simulated workplace situations
are the variation of the method (e.g. under Small Group
Discussion (SGDs), the methods could be fish bowl, Current
brainstorming, plenary, etc.). - Demonstrate the candidate's current skills and knowledge
- Comply with current standards
To select appropriate teaching method, a trainer should
consider the following: Sufficient
- Demonstrate competence over a period of time
learning outcomes is the primary basis for selection - Demonstrate competence that is able to be repeated
- Comply with language, literacy and numeracy levels which
nature of the subject and types of performance specified match
- those required by the work task (not beyond)
needs, interests, abilities and level of maturity of the learner
Authentic
available time and resources - Be the work of the candidate
- Be able to be verified as genuine
capacity of the trainer
5S is a system for instilling order and cleanliness in the
A trainer knows well that a single method will not be workplace. The S’s stand for:
sufficient to make each adult learning session successful. 1.Seiri or sort
2. Seiton or straighten
A skilful teacher must use various methods and techniques 3. Seiso or shine
necessary to hold the attention of adult learners to improve 4. Seiketsu or standardize
their learning efficiency. 5. Shitsuke or sustain

As translated, the Japanese terms mean the following:

Recommendation in choosing appropriate training 1. Seiri – Put things in order (Remove what is not
method: needed and keep what is needed)
2. Seiton– Proper arrangement (Place things in such
Listed are methods in teaching CBT skills and a way that they can be easily reached whenever
competencies: they are needed)
 3. Seiso – Clean (Keep things clean and polished;
no trash or dirt in the workplace) 1. Curriculum design
4. Seiketsu– Purity (Maintain cleanliness after 2. Training delivery
cleaning – perpetual cleaning) 3. Trainee entry requirements
5. Shitsuke– Commitment (A typical teaching and 4. Tools & equipment & materials
attitude toward any undertaking to inspire pride 5. Training facilities
and adherence to standards) 6. Trainer’s qualification
7. Institutional assessment
An alternative translation and meaning of these terms may
be found in The Improvement Book by Tomo Sugiyama: Training design- a systematic process that is employed to
develop education and training programs in a consistent and
1. Sorting – Good and bad, usable and non-useable. reliable fashion.
2. Systematic arrangement – Once sorted, keep
systematically to have traceability Instructional design or instructional Systems design
3. Spic and span – Keep arranged things always
ready-to-use, dirt-free and tidy 1.Practical Work Area - This area is where the learner
4. Standardize – Make a process for the above acquires the skills and knowledge components of the
three stages, create measures and review them competencies prescribed by the standard. This area must be
5. Self-discipline – Individual commitment subdivided into work stations, which are arranged in order
according to hierarchy of competencies, such as work
stations for auto electrical, for engine overhauling, etc.
TVET-Technical and Vocational Education and Training
(TVET) 2.Learning resource area - This area is proximate to the
heart - the practical work area. This area provides the
SKILL- Ask or group of tasks performed to a specific level learner with the knowledge requirements in the various
of competency or modules responding to the competencies. It is a place where
proficiency which often use motor function and typically projects can be planned and self- paced learning is based.
require the manipulation of This area has an array of learning materials in print or soft-
instruments & equipments copies for a multimedia environment.

Competency –a skill performed to a specific standard 3.Institutional assessment area - It is located very close to
under specific condition the practical work area. This is where Recognition of Prior
Learning is done by the trainer. This component also
TM 1 --training program for TVET Trainers in using the provides the mechanism of assessing the completion of
COMPETENCY BASED TRAINING DELIVERY APPROACH competencies of a learner. Upon completion of all modules
for training assessment/ Dimensions of competency within a competency, the trainee is handed a Certificate of
Achievement by the institution. This facility is provided with a
computer system that houses and manages learners'
Task skills- requires performance of a task to the required
individual records. The skills assessment is conducted at the
standard as described by the unit of competency and
practical work area.
expected in the workplace.

Task management skills – captures skills used as people 4.Contextual Learning Laboratory - This facility ensures
plan that the underpinning knowledge, science, mathematics and
communication principles as applied to the technology are
provided to the learner.
Contingency Management Skills – REQUIREMENT TO
RESPOND to irregularities and breakdown in routines
5.Quality Control Area - Various tests aside from metrology
Job/Role Environment Skills- requirement to deal with the and calibration are conducted in this area including in-
responsibilities and expectations of the works environment process quality control.

UTPRAS- UNIFIED TVET TRAINING PROGRAM 6.Trainers Resource Center - This area houses the
REGISTRATION SYSTEM learning materials, the training regulations and curriculum
exemplars. This is, also, the place where instructors produce
Ra 7796- establishment and administration of the National courseware or training materials.
Trade skills Standards TESDA
7.Distance Learning - One major issue of TVET is
Qualification –refers to the group of competencies that accessibility. This is the major objective of this component -
describes the different functions of the qualification enhance accessibility of TVET. This is to enable the
learning provision outside and away from the training
institution in terms of print and non-print media.
Competency standards- gives the specifications of the
competencies required for effective work performance
8.Computer Laboratory - This area depicts the major
Training standards- contains information and requirements physical change in the delivery - the use of Information
in designing training program for certain Technology. This laboratory has an array of computer units
of which learners are provided for them to learn and gain
appropriate IT competencies.
Qualification
9. Support Area-

Training Methodology Reviewer - Copy -

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Trainor's Methodology 1 Reviewer | PDF | Vocational

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