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LO 2 PREPARE SESSION PLAN.pptx

LO 2 PREPARE SESSION PLAN

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PREPARE SESSION PLAN Trainers Methodology I Planning Training Session
Training Design ● In this lesson, we will discuss the factors that we should consider when designing a training program so that we make our session plan ● Training: is a set of a systematic processes designed to meet learning objectives related to trainees' current or future jobs ● These processes can be grouped into the following phases; Needs analysis, design, development, implementation, and evaluation. The phases are sequential, with the outputs of the previous phases providing the inputs to those that follow.
Training design ● - systematic process that is employed to develop education and training programs in a consistent and reliable fashion ● Instructional Design : is the practice of creating "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing." ● There are many instructional design models but many are based on the ADDIE model with the five phases: 1. Analysis: analyze learner characteristics, task to be learned, etc. 2. Design: develop learning objectives, choose an instructional approach 3. Development: create instructional or training materials 4. Implementation: deliver or distribute the instructional materials 5. Evaluation: make sure the materials achieved the desired goals
The analysis The analysis of the CS is a very important step in the design of your training program. In the analysis you need to establish the following: 1. the main skill to be mastered; 2. the learning contents of the competencies including the underpinning knowledge and skills. 3. assessment criteria for the skill to be mastered. In the structure of the CS, each competency was divided into learning outcomes. Learning outcomes describe the task needed to complete the competency. You should always establish the main competency and the tasks involved.
Designing ● your training session would involve developing learning objectives, choosing an instructional approach, develop assessment instruments and develop instructional strategy ● In making your design you should consider the following: ○ 1. Characteristics of your trainees: basic characteristics that maybe potential barriers in training should be identified and addressed on a trainee per trainee basis when planning training sessions. ○ 2. Adult learning principles: adults learn differently from elementary and high school students. In choosing your methods and structuring the training materials therefore, you should consider how adult trainees learn. ○ 3. Learning styles of your trainees: varied learning styles would require variations in the methodologies to be employed with CBT.
Applying the Principles of Adult Learning ● Learner Motivation: Adults must want to learn ● Learner Orientation: Adults will learn only what they feel they need to learn ● Experience: Adults learn by comparing past experience with new experience ● Orientation to Learning: Adults need immediate feedback concerning their progress ● Orientation to Learning: Adults want their learning to be practical ● Dispositional Barrier: Adults try to avoid failure ● Learning Styles: Adults do not all learn the same way
Robert Gagné’s (1999) model - useful in providing a structured approach of learning. This provides a nine steps that can assist you in your plan 9 events of Instruction 1. Gain Attention – to orientate and motivate the learner 2. Inform Learners of Objectives – to guide learners and to assist them to organize their thoughts around what they are about to learn 3. Stimulate Recall of Prior Knowledge – because adults learn by establishing relationships with what they know and a new knowledge or skill 4. Present the material – in a way that appeals to the different learning preferences and is easy to digest 5. Provide guidance for learning – by providing opportunities to integrate new information into their existing knowledge base
6. Elicit performance by providing safe opportunities to practice 7. Provide feedback – to reinforce or correct learning 8. Assess performance – learners should be given the opportunity for assessment to gain recognition of their success in learning 9. Enhance retention and transfer – by encouraging learner to plan the application of what they have learnt The sequence of activities in the session plan is based on these 9 events of instruction.
Training Delivery Modes and Methods ● In designing your training program it is very important that you choose effective training delivery modes and methods. ● Training Delivery Modes ○ 1. The dualized mode training delivery is preferred and recommended. Thus, programs would comprise both, in-school and in-industry trainings or fieldwork components. ○ 2. Modular/self-paced learning is a competency-based training modality where the trainee is allowed to progress at his own pace. ○ 3. Peer teaching/mentoring is a training modality where fast learners are given the opportunity to assist the slow learners. ○ 4. Supervised-industry-training or on-the-job training is a training approach designed to enhance the knowledge and skills of the trainee through actual experience in the workplace. ○ 5. Distance Learning is a formal education process in which majority of the instruction occurs when the students and instructor are not in the same place.
Training delivery methods ● consist of the techniques and materials used by trainers to structure or design learning experiences Training Methods: ● Active Lecture (With questions and discussions): Used to present information and ensures that it is understood and remembered. ● Modular self-paced method requires a trainee to read and follow instructions on a Competency Based Learning Material and learns on his own pace. ● Debate - Used to examine alternative views on a contentious subject, to give practice in preparation and presentation of such views. ● Group Discussion: Uses active involvement of participants in the ● learning process.
● Forum : Used to present a range of expert’s opinion on a topic, and interaction between conflicting views ● Buzz Group : Usually used in conjunction with structure to sound out interest, views, opinions in any audiences ● Brainstorming: Used to develop creative thinking. Maybe used as part of a planning exercise or to get ideas in order to solve a problem. ● Case Study: Provides discussion and aids understanding of real issues, aids listening and discussions skills. Helps in problem analysis. ● Role Playing: It is the best-known way to help participants both experience certain feelings and practice certain skills.
● Field Trip: Field work, site work, outside visit ● Demonstration: Used to explain and demonstrate a process or skills, so that each group member can understand and reproduce the action. ● Structured Learning Exercise: Exercises are used to simulate real-life situations or incidents in order to highlight interaction and group process or to focus on problem solving ● Practice: Used to provide learners with an opportunity to demonstrate their mastery of new skills or knowledge in a real life situation ● Public Speaking: very time a participant is called to present or offer to say something in front of the other participants, it is actually public speaking. ● Study Circle: When a group of workers decide that they want to study or learn from each other’s experience, they form a study circle
Guiding principles in method selection o A method suitable in one situation may not be appropriate in another. o The value of a method and the quality of tools used depends on how it is applied. o Methods must complement one another Selecting training methods (instructional techniques) • Take these 8 factors into consideration when choosing training methodology/instructional techniques (Robinson 1979; Apps 1991; 1. Learning outcomes/objectives 2. Trainers (instructors) 3. Content 4. Participants 5. Training techniques 6. Time 7. Cost 8. Space, equipment, and materials
Session Plan What is a Session Plan? ● Session Plan is a simply stated, clearly written and flexible trainer aid for conducting a session or module. It is: ○ based on the curriculum of the unit of competency. ○ accomplished according to the suggested format . ● Benefits of a Session Plan 1. Gives the trainers an idea of where they are and where they are going 2. Gives the trainers and the learners a clear idea of what they are doing 3. Records the training sessions the trainers have taken 4. Gives the trainers a starting point if they have to do the training again with another learner or group of learners 5. Gives the trainers a firm base to review their performance
Eight Steps For Designing an Effective Session Plan Step 1. Define the purpose of the training and target audience Step 2. Determine participants’ characteristics and training needs Step 3. Define training goals and objectives Step 4. Outline training content Step 5. Develop instructional activities Step 6. Prepare the written session plan Step 7. Prepare participants’ evaluation forms Step 8. Determine follow-up activities for the event ELEMENTS OF A SESSION PLAN 1. Industry Sector 2. Qualification Title and Level 3. Unit of Competency 4. Module Title 5. Learning Outcomes 6. Introduction 7. Learning Activities 8. Evaluation 9. Teacher’s Reflection
1. Industry Sector/Qualification & Title Every qualification belongs to a sector. To know what sector a particular qualification belongs to, refer to the Training Regulation 2. Unit of Competency: The Units of Competencies comprise a Qualification. Basically they are grouped into three: Basic Competencies, Common Competencies, and Core Competencies 3. Module Title This is actually the unit of competency. The difference of the Unit of Competency and the Module Title is, the verb in the module title is in the present participle (ending in –ing) form. 4. Learning Outcomes Are the learning blocks/units that comprise the module. In the Training Regulation, they are termed as Elements while in the CBC they are termed as Learning Outcomes.
5. Introduction This is the part of the session plan that intends to motivate the student to learn. It will acquaint the student to what he/she is: 1. going to learn in the module, 2. why it is important, 3. how it relates to what has already been learned 6. Learning Activities These are actions the student will do to achieve the learning outcome stated in the module of instruction The session plan template recommended by TESDA follows Robert Gagne’s nine events of instruction. Let us discuss these steps in relation to the parts of the session plan.
Nine Events of Instruction 1. Gain Attention 2. Inform Learners of Objectives 3. Stimulate Recall of Prior Knowledge 4. Present the stimulus/material 5. Provide guidance for learning 6. Elicit performance 7. Provide feedback 8. Assess performance 9. Enhance retention and transfer
Parts of the Learning Activities: a. Learning Content b. Presentation c. Practice ● Learning Content ● comprises of the learning elements to be covered in the learning outcome In identifying the learning contents: 1. Summarize the knowledge, skills and/or attitudes to be covered. 2. Present the learning content in small ‘chunks’ of information. 3. Arrange the learning contents logically. d. Feedback e. Learning Resources f. Time (optional)
● In sequencing contents, the hierarchy of learning should be taken into consideration. Always arrange your contents from simple to complex. Gagne’s hierarchy of learning shows how these skills are arranged from simple to complex: ● Verbal information: Reciting something from memory ● Intellectual skills: ○ Discrimination: Recognizing that two classes of things differ ○ Concrete concept: Classifying things by their physical features alone ○ Defined concept: Classifying things by their abstract (and possibly physical) features ○ Rule: Applying a simple procedure to solve a problem or accomplish a task ○ Higher-order rule: Applying a complex procedure (or multiple simple procedures) to solve a problem or accomplish a task ● Cognitive strategies: Inventing or selecting a particular mental process to solve a problem or accomplish a task ● Attitudes: Choosing to behave in a way that reflects a newly-acquired value or belief ● Motor skills: Performing a physical task to some specified standard
b. Presentation, Practice and Feedback ● The learning activities for each LO must ensure that: ○ First - The student is presented with ideas, concept or process appropriate for the LO. ■ (Presentation) ○ Then - The student is provided an opportunity to practice or apply the same knowledge or skill that was presented. ■ (Application of concept or methods learned) ■ This activity is supported with ■ TASK/JOB SHEETS ○ Finally - The student is given immediate feedback on the result of the application of the concept or methods performed is receive coaching from the Trainer/ Facilitator if needed. ■ (Evaluation/Feedback)
7. Learning Resources These are materials that will be needed to support and facilitate learning of the students/trainees. Example: ● CBLM ● Pattern paper ● Pen and pencil ● Eraser 8. Time (optional) Since the approach of the learning is self-paced, time or duration of the training is not a MUST. However, a Trainer/facilitator can opt to identify the time or duration of the training as a basis to identify whether the trainee is a slow or fast learner. ● Drawing instruments ● Drawing table ● Orthographic drawing ● Isometric drawing ● Elevation and section plan
9. Trainee’s Evaluation This indicates the method of evaluating the achievement of the Learning Outcome ● In preparing the ASSESSMENT PLAN, indicate the: ○ Testing condition - what are the tools, equipment and supplies and materials that will be needed ○ Venue of the evaluation ○ Type of assessment -written test -practical tests etc. ● Type of evidence For written tests: answer sheets For Practical Tests: * Training outputs – training outputs, project, products * Result of performance test based on criteria
10. Trainer’s/Teacher’s Reflection This part of the Session Plan serves as the documentation of the conduct of the training on a unit of competency. Highlights of the use of the CBLM must be recorded/documented and must be considered in the validation/improvement of the manual. Factors to be considered in the documentation: - Successful moments or events experienced throughout the learning process - Feedback from the learners/trainees regarding the use of the CBLM - Result of the Evaluation 11. Time Although an optional requirement for self-paced training, time is still considered as one of the essential factors in identifying effectiveness of the training delivery and the design of learning materials.
Learning Resources ● Learning resources are the things the student will use when carrying out the instructions outlined in the learning activities. ● Learning resources can be used to present instruction, and for practice and feedback ● I. Types of Learning Resources for Presenting Instruction 1. Print Materials • Textbooks, references, etc. • Technical, shop, and manufacturer’s manuals • Magazines, journals, trade publications, pamphlets, and periodicals • Instructor-developed “Instruction Sheets” 2. Non-Print Materials • Still visuals (with & without sound), slides, film strips, flip charts, photograph • Motion visuals (with & without sound)- 16mm, 8mm, film loops & cartridges, video tape, video discs • Cassette tapes, reel-to-reel tapes, records, and language machines
3. Human Resources • Instructor, aide, tutor or advanced student II. Resources Used for Practice and Feedback PRACTICE FEEDBACK Non-Print Materials • 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 student’s own work • Checklist or rating scale in books or other sources for checking work
PRACTICE FEEDBACK Print Materials • Self-Checks containing questions, problems, case studies, situations, activities, or other assignments • Review questions and problems in books • Oral quizzes • Operation Sheets • Task Sheets • Job Sheets • Answer key or solutions to compare answers with • Instructor checking answers or assignment • Instructor quizzing student or critiquing report • Procedural Checklist • Performance Criteria Checklist
III. Evaluation Instruments Institutional Competency Evaluation Tools are packaged by competency. These materials will serve as both formative and summative evaluation tools that will give feedback on the progress of the trainee.
YOU CAN NOW PROCEED ANSWERING YOUR SELF-ASSESSMENT CHECK. IN ORDER FOR YOU TO ACCESS THE QUIZ 1, CLICK THE LINK BELOW https://forms.gle/b8PGfxWD7WoG8oGE8 IF YOU WERE NOT ABLE TO GET AT LEAST 80% YOU CAN GO BACK TO YOUR PRESENTATION AND TAKE ANOTHER ATTEMPT. ONCE YOU HAVE ACCOMPLISH YOU CAN PROCEED WITH THE NEXT LEARNING OUTCOME. HAPPY LEARNING!
YOU CAN NOW PROCEED IN PREPARING YOUR SESSION PLAN IN ORDER FOR YOU TO ACCESS THE JOB SHEET CLICK THE LINK BELOW https://drive.google.com/file/d/1lZAqNwWBxq3hWKg9TPPR 0oS2yVXVMnDA/view?usp=drive_link SAMPLE TEMPLATE https://drive.google.com/drive/folders/15jZs4wavuHUsnhf Bi3FgTKruWAcz5Vdl?usp=sharing HAPPY LEARNING!
LO 2 PREPARE SESSION PLAN.pptx