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7/28/2019 1. Session Plan - Presentation
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PRESENTOR:
RICARDO J. MEJIA
TESDA-OTI-TESD
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THE TWO KINDS
OF TEACHER OR TRAINER
One that is born to teach
The other is the one who teach in order tolive
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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)
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A TVET TRAINER
TQ = NC + TM
Where:
TQ = Trainer Qualification
NC = National Certification (Skills)
(What to teach?)TM = Trainers Methodology (Methods)
(How to teach?)
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ROLE AND RESPONSIBILITY
OF A TRAINER
Teacher
Facilitator
Negotiator
Coordinator Curriculum Developer
Instructional Materials Developer
Counselor
Actor 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 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 orgroup of learners
Give the trainers a firm base to review theirperformance
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EIGHT STEPS FOR DESIGNING
EFFECTIVE SESSION PLAN
Step 1. Define purpose of the training andtarget 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 Design
Step 7. Prepare Participants Evaluation Forms
Step 8. Determine Follow-up Activities for theEvent
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Session Plan
Based on the
individual needs,
interests and abilities
of the students
Formatted 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 and
observable.
Taken from the module of
instructions in thecompetency-based
curriculum.
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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 thatintends to 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.
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Learning Activities
- actions the
student will do to
achieve the learning
outcome stated in themodule of instruction.
- 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 thelearning 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 o f the Learning Ac tiv i t ies
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 that
practice 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 o f the Learning A ct iv i t ies
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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 and
Feedback
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 studentwill use when carrying out the
instructions outlined in the
learning activities.
Learning resources can
be used to present instruction,and for practice and feedback.
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Types of Learning Resources for the
Present ing Instru ct ion
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 intechnology; career awareness.
Instructor-developed
Instruction Sheets
Anything for which other resources
cannot be located.
Print Materials
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Types of Learning Resources for
Presenting Ins truc t ion
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-upshots; 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
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Types of Learning Resources for
Presenting Ins truc t ion
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.
Human Resources
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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.
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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 forchecking work
Skill Learning Outcome
R U d f
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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.
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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 theirfunctions. Give students a diagram with eachpart 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 condition Type 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:
Facing
Cylindrical turning
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: