Session Plan Presentation

8/4/2019 Session Plan Presentation

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the good trainer is one whohas a good design and knows how

to use it.

(Showers, Joyce, and Benette)


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A TVET TRAINER

TQ = NC + TM

Where:

TQ = Trainer QualificationNC = National Certification (Skills)

(What to teach?)TM = Trainers Methodology (Methods)

(How to teach?)


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A TVET ASSESSOR

AQ = NC + AM

Where:

AQ = Assessor QualificationNC = National Certification (Skills)

(What to assess?)AM = Assessors Methodology (Methods)

(How to assess?)


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ROLE AND RESPONSIBILITY

OF A TRAINER

TeacherFacilitatorNegotiator

CoordinatorCurriculum DeveloperInstructional Materials DeveloperCounselor

ActorSession 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 goingGive the trainers and the learners a clear idea of

what they are doingRecord the training sessions the trainers havetakenGive the trainers a starting point if they have to

do the training again with another learner orgroup of learnersGive 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 ContentStep 5. Develop Instructional ActivitiesStep 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 theindividual needs,interests and abilities

of the studentsFormatted according tothe goals, needs and

style of the teacher

a simply stated, clearly written,flexible, and individualized teacheraid for conducting a session or module.


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Elements of a Session PlanIndustry Sector

Qualification Title and Level

Unit of Competency

Module Title Learning Outcomes

Introduction

Learning Activities

Evaluation

Teachers/ Trainers Reflection
http://cardona-sample%20lesson%20plan.doc/http://cardona-sample%20lesson%20plan.doc/


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Learning Outcomes

statements ofwhat the student shouldbe able to do aftercompleting the module.


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Learning Outcomes

It should be:

Expressed using actionverbs so that they aremeasurable andobservable.

Taken from the module ofinstructions in thecompetency-basedcurriculum.
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Introduction

going to learn in themodule,why it is important,how it relates towhat has alreadybeen learned.

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

It will acquaint the student onwhat 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 reasonsKeep it brief and to the point.
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Learning Activities

actions the studentwill do to achieve thelearning outcome statedin the module ofinstruction.

gives the studenthis or her own individualteachers aide


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Elements of the LearningActivities

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 contentslogically.

In identifying the learning contents:


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Essential Events of the Learning Activities

First,

The student is presented someinstruction appropriate for the LO.

(Presentation)

Reading Textbooks, references,manuals

Viewing slides, films, film strips

Listening to tapes

Observing an advancedstudents

Then,

The student is provided anopportunity to practice or applythe same knowledge or skill thatwas presented.

(Practice)

Solving typical problems

Critiquing case studies

Hands-on practice of a skill

Answering questions

The Learning Activities for EachLO Must Ensure That:

Activities and Resources toAchieve This:


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Finally,

The student is given immediatefeedback on the success of thatpractice and is helped incorrecting it if needed.

(Feedback)

Checking answers withanswer key

Checking finished product orprocedure with detailedchecklist.

Having instructor orexperienced student evaluateproduct or critiqueperformance.

The Learning Activities for EachLO Must Ensure That:

Activities and Materials toAchieve This:

(Cont.)

Elements of the Learning Activities


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Sample Learning ActivitiesTwo learning activities for presentation ofinstruction

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 ofinstruction and practice

3. Grind the valves you have been assigned.


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-Check1, then have lab assistant check yourcalibration.

Presentation andPractice

Feedback

Sample Learning Activities


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A single learning activity for practice and feedback

3. Grind the valves you have been assigned.


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 sprayingvertical panel.

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

Presentation

Practice andFeedback

Sample Learning Activities


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Tips in Preparing the Learning Activities

Every learning outcome should have learningactivities.

The learning activities must be arranged in asequential manner.

The learning activities must be developed in amanner that would serve as an individual teachersaide for the student.

presented with some instruction;provided with opportunity to practice; andprovided 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 theinstructions outlined in thelearning activities.

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


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Types of Learning Resources for thePresenting Instruction

Resources Used to Present

Textbooks, references,etc.

Facts, concepts, terms, backgroundinformation, principles, and actualsteps in performing tasks if written welland illustrated.

Technical, shop, andmanufacturers manuals

Step-by-step procedure for performingtask using specific make or model of aproduct, tool or equipment.

Magazines, journals,trade publications,pamphlets, andperiodicals

Leaders, current issues, and trends inoccupation; 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 forPresenting Instruction


Still visuals (with & withoutsound), slides, film strips, flip

charts, photograph

Step-by-step procedure inperforming task; interior parts or

construction of devices, close-upshots; color.

Motion visuals (with &without sound)- 16mm,8mm, film loops &cartridges, video tape,video discs

Complex tasks where motion andsequence are critical; speed up orslow down time.

Cassette tapes, reel-to-reeltapes, records, and language

machines

Recordings of specialized soundsor noises; pronunciation of words.

Non-Print Materials


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Types of Learning Resources forPresenting Instruction


Instructor, aide, tutor oradvanced student

Live demonstration of skills orpresentation of knowledge forwhich no learning resource is yetavailable.

Human Resources


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Selecting and Referring the Student toPrint 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 NursingMagazine (Vol. XXI, No. 2) to identify some of the major

issues facing nurses today.

If particularly important, tell the students in thelearning activity to pay particular attention to certainparagraphs, terms, figures, tables,.

Read pages 72- 74 (Begin with section on InstallingHinges) in Carpentry Today, to identify the specific steps ininstalling hinges on interior doors. Pay close attention toFigure 17-2 through 17-9.


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Selecting and Referring the Student toPrint Materials

Tell the student where to find the resource if it is anout-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 thelibrary.


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Presenting More Than One Resourcesfor the Same Instruction

Read Instruction Sheet 2 or view filmstrip B-06, describing how topull wire through conduit.

Read one of the following to find out how to compute missingvalues 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 studenta choice. Use or instead of and in the learningguide.


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Resources Used forPractice 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


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Resources Used forPractice and Feedback

Resources for Practice Resources for Feedback

Self-Checks containingquestions, problems, casestudies, situations, activities, orother assignments

Review questions and

problems in books Oral quizzes

Role playing

Answer key or solutions tocompare answers with

Instructor checking answers orassignment

Instructor quizzing student orcritiquing report

Knowledge Learning Outcome


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Self-Checks

Learning resources that:

help student practice theinstructions presented

provide immediate feedback on howthey are doing without having towait for the instructor.

Self-checks can beknowledge or skill .


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Examples of

Knowledge Self-Check

Learning Outcomes Self-Check Problems orQuestions

Compute tax onpurchases.

List totals of typical purchases andvarious tax rates and have studentscompute the tax.

Explain operation offour-stroke engine.

Give students a series of questionson the operation of the engine.

Identify parts and theirfunctions. Give students a diagram with eachpart numbered and a list of partnames and functions for them tomatch up.


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Assessment Plan

- Assessment may be:

- Indicates themethod of assessing theachievement of thelearning outcome.

Formative progress checks forevery learning outcome of themodule.Summative progress checks givenat the end of a module.
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Assessment Plan

Testing conditionType of assessment

Type of evidence

In preparing the assessmenttask, indicate the:


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Assessment Plan

Project Method: Given a blue print, fabricate astep shaft. The performance will include:

FacingCylindrical 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 :


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A. Identify Learners Training Requirements

1. Curriculum document is reviewed andanalysed

2. Current competencies of target group

are determined3. Competencies required to be attained are compared with the currentcompetencies of target group

4. Results of comparison is used todetermine training requirements5. Training requirements are validated with

the appropriate people


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B. Prepare Session Plan

1. Training delivery nodes, program goals,outcomes, performance andunderpinning knowledge requirementsare identified

2. Training methods are designed thataddress the required competencies

3. Sequence of training activities isdetermined the competencies to be

achieved4. Resources to support learning areidentified

5. Session plan is finalised to required

format


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C. Prepare Basic Instructional Materials

1. Basis instructional materials areprepared that are focused on a keyconcept or idea related to the workactivity under consideration

2. The text and illustrations are prepared that are clear, legible and appropriate for the trainees

3. Language, style and format of the materials are appropriate to thetrainees characteristics and needs


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D. Organized Learning and Teaching Resources

1. Resources required for training arechecked for availability

2. Appropriate training locations areidentified and arranged

3. Resource requirements are documentedand access is arranged in accordance withorganizations procedures and appropriatestaff

4. Training sessions are designed tomeasure participants progress towards theprogram goals

5. Sequence and timing of the training

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Session Plan Presentation

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