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PLAN TRAININGSESSION
Presentor:
Rhodora S. BrillantesAsst. Prof TESDA NLPC
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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.
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PLAN TRAINING SESSION
Prepare session
plans Training del ivery modesare
identified.
ELEMENTS PERFORMANCE
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.
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PLAN TRAINING SESSION
Prepare basic
instructional
materials
Basic instruct ional
materialsthat are focused on
a key concept or idea related
to work activity under
consideration are prepared.
ELEMENTS PERFORMANCE
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.
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PLAN TRAINING SESSION
Organize learning
and teaching
resources
Resources required for
training are checked for
availability.
ELEMENTS PERFORMANCE
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.
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PLAN TRAINING SESSION
Target group Students
VARIABLES RANGE
Workers
Community members
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PLAN TRAINING SESSION
Training delivery
modes
Dualized training
VARIABLES RANGE
On-the-job training
Distance delivery
Self-paced individualized
delivery
Community training
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PLAN TRAINING SESSION
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
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PLAN TRAINING SESSION
Resources Staff
VARIABLES RANGE
Facilities Plant and equipment
Tools
Audio-visual materials
(multi-media)
Learning aids
(instructional materials)
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PLAN TRAINING SESSION
Session plan
Session objectives
VARIABLES RANGE
Subject content
Training
Resources and materials
Delivery modes and
assessment methods
Session plan format may
include:
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PLAN TRAINING SESSION
Instructional
materials and
equipment Print-based materials
VARIABLES RANGE
Models
Trainees guide
Trainers guide
OHP Transparencies
Includes but is not limited
to:
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PLAN TRAINING SESSION
Trainees
Characteristics
Prior learning
VARIABLES RANGE
Age
Gender
Learning styles
Special needs
Includes but is not limited
to:
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PLAN TRAINING SESSION
Training locations School enterprise
VARIABLES RANGE
Training center
Workplace
Community
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PLAN TRAINING SESSION
Appropriate people LGU
VARIABLES RANGE
NGO
Enterprise
Industry Organizations
Peoples Organizations
Trade union
Employer
Government agency
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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)
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A TVET TRAINER
TM = Trainers Methodology (Methods)
(How to teach?)
TQ = NC + TM
Where:
TQ = Trainer Qualification
NC = National Certification (Skills)
(What to teach?)
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ROLE AND RESPONSIBILITY
OF A TRAINERTeacher
Facilitator
Negotiator
Coordinator
Curriculum Developer
Instructional Materials Developer
CounselorActor
Session Planner
And many others
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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
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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
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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
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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.
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Elements of a Session Plan
Industry Sector
Qualification Title and Level
Unit of Competency
Module Title
Learning Outcomes
Introduction
Learning Activities
Assessment Plan
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Learning Outcomes
statements of
what the student should
be able to do aftercompleting the module.
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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.doc7/27/2019 Plan Training Session-hpp
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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:
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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.doc7/27/2019 Plan Training Session-hpp
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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
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Elements of the Learning
Activities
Learning Content
Essential Events
Presentation
Practice
Feedback
Learning Resources
Time (optional)
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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:
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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:
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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
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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
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A single learning activity for presentation of
instruction and practice
3. Grind the valves you have been assigned.
4. Have instructor check your work.
Practice
Feedback
Learning Outcome [ 1 ]: Calibrate oscilloscope.
Learning Activities:
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
Sample Learning Activities
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A single learning activity for practice and feedback
3. Grind the valves you have been assigned.
4. Have instructor check your work.
Practice
Feedback
Learning Outcome [ 3 ]: Spray vertical panel.
Learning Activities:
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
Sample Learning Activities
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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:
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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
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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
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Types of Learning Resources for
Presenting Instruction
Resources Used to Present
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
Types of Learning Resources for
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Types of Learning Resources for
Presenting Instruction
Resources Used to Present
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
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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.
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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.
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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
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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
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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
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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
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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.
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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.
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Assessment Plan
Testing conditionType of assessment
Type of evidence
In preparing the assessment
task, indicate the:
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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
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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
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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
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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.
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Thank You!
End of Presentation
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