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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
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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.
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-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.
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 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
Resources Used to Present
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
Resources Used to Present
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