Design Session Plan

Session Plan

In our last tutorials, we had talked about the development of Trainee Characteristic Gathering and Training Needs Analysis Tools. for this next tutorial, I will be taking up the topic of Session Plan.

What you will need:

1. A Copy of the Plan Training Session-Competency Based Learning Materials (PTS-CBLM) released by the National TVET Trainers Academy (NTTA), which will serve as our primary source of information; 
2. a copy of your respective qualification's Training Regulations (TR)s that you can download at the download section of this blog;
3. a copy of your reference materials; and
4. a copy of the Session plan template that you can download individually here, or should you chose, you can download the entire PTS Zip file at the template section of this blog.

Introduction

The Trainers Methodology Level 1 Core competency Plan Training Session-Competency Based Learning Materials (PTS-CBLM) on page 101, states that the

"Session Plan is a simply stated, clearly written and flexible trainer aid for conducting a session or module." That is "based on the curriculum of the unit of competency; and accomplished according to the suggested format."

Further it states that,

"Generally, the longer the program, the more often it is delivered, and the more complex the curriculum, the more detail is required in the training outline."

    

"It is important to make the outline as clear and complete as possible so that important points will not be overlooked during the preparation of the trainer guide and the participant materials."

   

"Regardless of the length and complexity of a training program, if other people will be involved in materials development and delivery, the outline must be written in sufficient detail to communicate to them the designer's intent."

From the same document, it also explains the benefits of a having a Session Plan, and these are:

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
5. with another learner or group of learners; and
6. Gives the trainers a firm base to review their performance.

Figure 1. Sample Session Plan Template

Before we proceed to the actual development of a Session Plan, let's talk about its different Elements as recommended and explained in pages 102-109. Referring to Figure 1, and to the PTS-CBLM, the different elements of a session plan are:

1. Industry Sector
2. Qualification Title and Level
3. Unit of Competency
4. Module Title
5. [Nominal Duration]
6. Learning Outcomes
7. Introduction
8. Learning Activities
9. Evaluation
10. Teacher’s Reflection

Industry Sector and Qualification Title and Level - All qualification that the TESDA have promulgated are grouped based on different industry sector.  To know the particular  sector of your qualification, look at the front page, bottom part of your respective Training Regulation, what follows after the Title of your qualification is its sector. (Figure 2)

Example:
Qualification Title - Computer Systems Servicing NC-II

Industry Sector - Electronics

Figure 2. Front Cover of a Training Regulations (TR).

Unit of Competency - The Units of Competencies comprise a Qualification and grouped into three, these are the: 1. Basic; 2. Common; and 3. Core Competencies.  These competencies can be found under section one of your respective Training Regulations. (Figure 3)

For this example, the basic competencies have four competencies, the Common have seven and finally the core competency have four.

Figure 3. Section 1-Units of Competencies

Module Title - as explained in the PTS-CBLM, "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."

Example:

Unit of Competency: Draft Plumbing Design

Module Title: Drafting Planning Design

Nominal Duration - the nominal duration referred here is the estimated total number of hours that it will need to complete the relative core competency, normally defined by the Competency Based Curriculum (CBC).  In the absence of a CBC, you as the Trainer should do the estimation of the nominal duration.

Learning Outcomes (LO)s - learning outcomes refers to the Elements under Section 2 : Competency Standards of your respective Training Regulations. 

One will notice that for each Competency, there is a corresponding set of Elements and performance Criteria. (Figure 4) For  this example, under the CSS NC-II Core competency Set-up Computer Networks. it's elements are but not limited to: 1. Install Network Cables and 2. Set network configuration, with the rest not shown to conserve on bandwidth.

As for this example, when developing our session plan, these elements are what we refer to as Learning Outcomes, orderly arranged in our session plan.

Note:

• In some instances, the arrangement of the elements in the TR does not coincide on how we intend to deliver the training session.  In my humble opinion, being the Certified Trainer who is to deliver the training session, there is nothing wrong if you change its arrangement, change its arrangement as deemed you see fit, just ensure that you will be able justify your design when asked.

More discussion will be provided on Performance criteria as we move further on Plan Training Session.

Figure 4. Elements and Performance Criteria

Introduction - the unit descriptor (Figure 4) can serve as you introduction in your session plan, you can add more information should you feel it wise to do so.

The PTS-CBLM further explains on page 104,

"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; and
4. It is also termed as Module Descriptor in the CBC, [Unit Descriptor in the TR]."

Learning Activities - These refers to the different activities that you intend to use/perform for the delivery of your training program to achieve the desired Learning Outcome.

For the activities, TESDA recommends and follows the Nine Events of Instruction of Robert Gagnes, further explained in the PTS-CBLM on pages 104-105.

The Learning Activities comprises of the following parts (Refer to Figure 1):

1. Learning Content
2. Presentation
3. Practice
4. Feedback
5. Learning Resources
6. Time (optional)

Learning Contents - refers to the contents/topics that you intend to use in order to achieve the desired learning outcomes, normally predefined in a developed Competency Based Curriculum (CBC).

In the absence of a CBC however,  you can also utilized your respective Training Regulations for the possible topics/contents that you can use.  Worth nothing is that the CBC is a reflection of the Training Regulation, as utilized by the TVET Training Institution in achieving their respective Vision Mission and Objectives.

When using the TR as your guide for your contents,  you can refer to the following: 1. Performance Criteria; 2. Range of Variables; and 3. Evidence Guide.

Notes:

• When using the performance criteria, do note that performance criteria normally refers to the desired skills that the Trainee are expected to Perform in regards to the required Learning Outcome. Listed performance criteria is specific to a learning outcome.
• While the contents of the range of Variables and Evidence Guide refers to all the Learning Outcomes. Meaning, the listed possible topics under these two can be used to any Learning Outcomes under  that specific core competency.
• If you think that your desired topic cannot be found in any of the three areas, you can create your own topic if it is really needed to ensure that the desired learning outcome is achieved.

PTS-CBLM from pages 105-106 further states that,

"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."

Methods - the different CBT based Training Methods that a Trainer can use were discussed in full on pages 86-96 on the PTS-CBLM, these methods can be but not limited to the following:

1. Lecture
2. Role Playing
3. Debate
4. Group Discussion
5. Demonstration
6. Forum
7. Structured Learning Exercise (SLE)
8. Buzz Group
9. Practice
10. Brainstorming
11. Public Speaking
12. Case Study
13. Study Circle
14. Field Trip

Figure 5. Sample Session Plan

Whatever method that you decide to use for your training delivery it is worth noting of the following as the PTS-CBLM explains.

Guiding principles in method selection

A method suitable in one situation may not be appropriate in another. The value of a method and the quality of tools used depends on how it is applied.

Methods must complement one another.

As cited in the PTS-CBLM, James Bennett-Levy et.al. in their research entitled “Acquiring and Refining CBT Skills and Competencies: Which Training Methods are Perceived to be Most Effective?”[they] found that different training methods were perceived to be differentially effective.

For instance, reading, lectures/talks and modeling were perceived to be most useful for the acquisition of declarative knowledge, while en active learning strategies (role-play, self-experiential work), together with modeling and reflective practice, were perceived to be most effective in enhancing procedural skills.

Self-experiential work and reflective practice were seen as particularly helpful in improving reflective capability and interpersonal skills

Presentation -  The PTS-CBLM states that under this column, "the student is presented with ideas, concept or process appropriate for the LO." In other words this is where you write what you intend to do in order to present your lesson/s (selected contents) which refers to the different activities that the trainee needs to go through in order to achieve the desired learning outcome. These activities can be any but not limited to the following:

Reading information sheets, Textbook, references manuals, other on-line resources that can be browsed from the Internet;

Viewing / Watching / listening to Audio/Visual presentations; Observation / demonstration of skills; and or any other activity that you may see do fit that will allow you to properly present your selected topic/content/lesson in a very effective way.

Practice - as explained by the PTS-CBLM under this column, "the student is provided an opportunity to practice or apply the same knowledge or skill that was presented."  To simplify, this is where you state the kind of activity that a trainee can perform to practice what the student has recently learned. These activities can be any but not limited to the following:

1. Answering Self-checks for knowledge contents
2. Solving typical problems
3. Hands-on practice of a skill using the Task/job/operation Sheets
4. Critiquing case studies
5. Answering questions

Task/Job/Operation sheets what are these?

• Task - refers to a single specific activity that a candidate needs to perform.
• Job - refers to a combination or needed multiple task to complete a job.
• Operation - refers to the procedural requirement to operate an equipment.
• Sheet - refers to a required written instructions to perform a task, job or an operation.

Thus a task sheet can be defined as the needed instruction in performing a task, a job sheet is a written instructions on  how to accomplish a job, while an operation sheet are the written instructions on how to operate an equipment.

Feedback - under this column, PTS-CBLM states that this where "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." In short, this is where you state the activities that the Trainee needs to undergo to receive an immediate feedback in regards to what the student had recently practiced. These activities can be any but not limited to:

• Checking answers with answer key
• Checking finished product or procedure with detailed checklist.
• Having instructor critique product or performance

Most of the time as per PTS-CBLM,

"This activity is supported with Answers Keys , Procedural Checklist and Performance Criteria Checklist"

Time - time in this regard refers to a nominal time, an estimate on how long an activity is to be accomplished by the trainee. PTS-CBLM also explains that,

"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."

For this particular output, it is highly advisable that you as a TM Trainee, to include the estimated nominal duration for each activity so that you can fully estimate if the overall activity that you have designed for a particular training meets the stated Nominal Duration for the entire core competency.

Figure 5. Sample Session Plan, with complete learning activities

Referring to Figure 5, the provided sample was designed for CSS NC II, worth noting is that the Learning Outcomes were limited to two, and the entire learning activity, although sequenced and complete per activity were insufficient to cover the entire requirements of this core competency.  this particular session plan was specifically designed as a working sample for this topic and for explanatory purposes only.

To summarized the learning activities for the sample session plan in fig. 5.

There are two learning contents for this sample, these are Content No.1 network basics and Content No. 2 Peer Networks. 

Content No 1 is to be taught using Lecture / Discussion method. To present this topic, the Trainees will be required to read information sheet 1.1.1 Network basics from their CBLM. Lecture/Discussion shall follow immediately after the Trainees have read the info sheet. After the Lecture/discussion, the Trainees will be required to answer self check 1.1.1 Network Basics, immediate feedback follows after the self check by checking their answers with answer key 1.1.1 Network basics. This entire activity is expected to be finished within 30mins.

I will be leaving up to you to explain how content no 2 is to be taught, if you are the Trainer for this topic, how will you deliver the Training Session is something that you need to think about.  By the time that you can fully explain how to deliver content no 2, I certainly believe that you already understand what a Session plan is all about.

 Evaluation / Assessment Plan -  the PTS-CBLM explains,

"This indicates the method of evaluating the achievement of the Learning Outcome. Assessment [can] be: Formative - This is a form of progress checks for every Learning Outcome. Progress check can be conducted through written tests or practical test Summative - This is a form of evaluation given at the end of the module. This can also be conducted through written and practical tests"

Further it states that,

"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 test; and Type of evidence:  For written tests: answer sheets; For Practical Tests: Training outputs (project, products), etc."

Trainer / Teachers Reflections 

"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

Areas like sufficiency of learning content, appropriateness of learning and evaluation methodology, well-maintained training facilities, capacity of the Trainer to facilitate the training, sufficiency of learning resources and other factors related to the conduct of the training shall be recorded which shall serve as a basis for review, evaluation and improvement of the session plan"

This ends our brief for this particular output requirements, should you have further questions, feel free to comment below.

Cheers!

Develop Training Needs Analysis Forms

Training Needs Analysis

In my past blog tutorial, I had discussed the reason why a TVET Trainer needs to gather a Trainee's characteristics. For this second Plan Training Session requirement, you as a Trainers Methodology Level 1 (TM-1) trainee is required to develop and prepare Training Needs Analysis (TNA) Forms following a suggested format.

Tutorial Requirements:

1.  A Copy of the Plan Training Session-Competency Based Learning Materials (PTS-CBLM) released by the National TVET Trainers Academy (NTTA), which will serve as our primary source of information; and
2. a copy of the TNA Forms that you can download individually here, or should you chose, you can download the entire PTS Zip file at the template section of this blog.

Introduction

The Plan Training Session-Competency Based Learning Material (PTS-CBLM) on page 56 states the importance of Knowing the training needs of a prospective trainee, it states that,

"Trainee’s training needs is another important data that you need to collect as a trainer so that you will be able to identify the skills and competencies needed by individual trainees. In CBT, competencies or skills that are already previously acquired by the trainee will no longer be repeated in their learning activities."

- PTS CBLM page 56, emphasis mine

One of the 10 CBT principles as discussed from pages 8-10 of the PTS-CBLM is that the CBT System "allows Recognition of Prior Learning (RPL)."

The PTS-CBLM Offering an explanation also states that,

"CBT focuses on the competencies that are not yet acquired by the trainee in any learning situation. Competencies acquired as a result of previous training, employment and life experiences should be recognized so that trainees will not waste time doing the learning activities of the competencies that they already have. It is one of your task to identify these prior learning of your trainees and plan for the training of each trainee based on this data."

- PTS-CBLM page 10, emphasis mine

aside from this it also hinted that it is the task of the  Technical-Vocational Education and Training (TVET) Trainer to identify these prior learning/s of a prospective trainee, and then use this information in planning the training program.

The suggested tool to perform this task is through the development and utilization of a TNA tool that would identify what the prospective Trainee already knows through his/her life long learning experiences.

Going to the true gist of this blog, allow me to give you some advise on how to use the suggested TNA forms as explained by PTS-CBLM, under INFORMATION SHEET 1.1-6, of the  Trainees’ Current Competencies. (pages 56-67)

TNA Form 1 - for this form, using the TR or the CBC as reference you are required to encode all the required competencies of your respective qualification, from Basic to Core Competencies and its corresponding Learning Outcomes (LO)s as shown in figure 1.

Figure 1. TNA Form 1

TNA Form 2 - for this form, using Form 1 as reference, copy all competencies and Learning Outcomes marked as yes by the prospective Trainee in Column 1. In column 2, indicate the submitted documents or proof by the prospective Trainee, while in column 3, indicate the methods that you intend to use in validating the submitted documents. Figure 2.

Pages 57-59 of the PTS-CBLM, provide more details in regards to the type of proof or evidence that can be submitted by the prospective candidate and the different ways of validation. 

Figure 2. TNA Form 2

TNA Form 3 - This form is utilized to match up the validated current competencies of the prospective candidate, against competencies that the candidate do not know yet and needs to know, based on the accomplished form 1 and validated competencies of form 2. Figure 3.

Figure 3. TNA Form 3

TNA Form 4 - using form 3 as reference and utilizing the gap that came out after the comparison, you can now determine the needed competencies that the prospective candidate needs to learn during his/her training.

Figure 4. TNA Form 4

I hope this brief discussion in how to utilize the suggested TNA Forms helps. The provided examples were self explanatory, but should you have any questions, do not hesitate to post your question/s in the comment below.

Cheers!

Develop Data Gathering Tool

Your Data Gathering Tools

The first task under the Plan Training Session (PTS), the first Core Competency of the Trainers Methodology Level 1 (TM-1) requires a candidate to develop  a data gathering tool to determine the Trainees Characteristics.

The Competency Based Learning Material Developed (CBLM) for this Competency describes the importance of determining the trainees characteristics as such that,

"One of the most important data that you must have when planning training sessions is the characteristics of your trainees. In Competency Based Training (CBT), we consider individual differences in training because CBT is self-paced. The design of training and instructional materials should therefore suit [the] characteristics of each trainee."

- PTS CBLM page 37, emphasis mine

Tutorial Requirements:

1.  A Copy of the Plan Training Session-Competency Based Learning Materials (PTS-CBLM) released by the National TVET Trainers Academy (NTTA), which will serve as our primary source of information; and
2. a copy of the data gathering tool that you can download individually here, or should you chose, you can download the entire PTS Zip file at the template section of this blog.

Introduction

Individualize learning, is one of the methods that Competency Based Learning (CBT) promotes and being Trainee Centered is one of its strength, because of this, it is therefore necessary that the Trainer learns to adopt his/her selected Training Method/s based on some important Trainee characteristics that would ensure that Trainee will truly learn or at least will perform their best to learn.

The provided template and format to the Trainees while undergoing TM-1 Training and even the sample as provided in the (PTS-CBLM) on page 53 to 55, I believe is suitable enough for the development of a data gathering tool tor this purpose.

Worth noting however is that there are some information that needs to be edited to conform to the geographical location and Qualification that will be taught by the Trainer.

Referring to the sample in the PTS-CBLM, these information are:

1. Cultural and Language Background - Ethnicity / Culture;
2. Education and General Knowledge which lacks reference to TEch/Voc Training;
3. Previous experience with the topic - which should refer specifically to the Qualification to be taught;
4. Previous Learning Experience - which I believe should include other forms of learning re: non-formal and in-formal forms of learning;
5. Special Courses.

TIP:

Given that this is a form that the prospective trainee needs to fill up, it is therefore required to get the trainees confirmation on the truthfulness of provided information. This can be easily achieved by asking the signature of the Prospective Trainee above his name.

It is my believe that by simply changing these information as mentioned above and tailor fitting to the Trainers Qualification is suitable enough for this gathering tool.

NOTE:

1. The Trainee Data Gathering Tool is not part of the TM Assessment Portfolio Requirements;
2. It will be used by the candidate during his/her demonstration under Core 2 Facilitate Training Session;
3. The TM Trainee can utilized this gathering tool when he/she do facilitate a Competency Based Training; and
4. No specific formating is required, but it is highly recommended that the formatting conforms to to requirements of the institution where the Trainers Methodology Candidate works for. (Ex. inclusion of the institutions Logo, additional signatories, etc.)

This wraps up our tutorial for this topic, for our next topic, I will be walking you through the development and utilization/processing of information for Training Needs Analysis.

Should you have further questions regarding this topic feel free to post in the comment section.  To continuously have an update, feel free to subscribe. 

Cheers!

Trainers Methodology Level 1 Trainee Requirements

Trainers Methodology - Trainee Requirements

According to the Trainers Methodology Level 1 Training Regulations (TR), the prospective Trainers Methodology Level 1 Trainee must meet the following requirements:

1. A  Graduate of baccalaureate degree or equivalent in training/experience along the field of Technical -Vocational Education  and Training (TVET);
2. Certified at the same or higher NC Level in the qualification that will be handled (for technical trainers);
3. Able to communicate orally and in writing;
4. Physically fit and mentally healthy;
5. Proficient in quantitative and qualitative analysis; and
6. Proficient in verbal reasoning.

In 2013, during the time when I first started as a Facilitator for Trainers Methodology Level 1, what we Facilitators normally debated upon is in regards to the stated Trainee requirement that says “equivalence of a baccalaureate degree," which the TR states as,

 "...equivalent in training/experience along the field of Technical -Vocational Education  and Training."

This is so, given that the equivalence were never defined properly which causes debates among ourselves, since there are some Facilitators who keeps on insisting that only College Graduates are allowed to undergo the Trainers Methodology Level 1 Training Seminar.

In my own experience, being a former two-year TVET graduate in Electronics my self, I really find it hard to accept this definition from my fellow Facilitators since my simple stand is “ If I can make this far, what makes them not being able to?”

Although I had already finished my degree in IT and have already taken units in Masters in Education Major in Education Management and was about to complete my Academic Requirements for a Masters Degree in Business Administration at that time, the same stand remains, even to date.

Given this, and with the frequent discussion that my fellow facilitators and I keeps on debating,  the one that always prevails is the one that our team had predefined earlier which allowed the group to accept for TM Training even those who have not competed a baccalaureate Degree until such a time that it was formally defined by the TESDA Board.

Given that this problem keeps on coming out every time we are to conduct a Trainers Methodology Level 1 training, what the team did was to notify the TEDA  Central Office through the TVET-TVI Organization President regarding this matter, thus last year after a public consultation was conducted by the Regional TESDA Office, the TESDA Board was able to release a board approved resolution that defines the equivalence of a baccalaureate degree.

To our surprise however, not only did the TESDA Board allowed two-year TVET graduates and two-year College undergrad  to take the TM-1 training, but it even included, graduates of the 10-year  Basic Education program to undergo the Trainers Methodology Training provided that they meet the required Industry Experience and they accept the limitation of where they can eventually teach/train, as clearly shown in the the TESDA board approved resolution which I here to include.

Figure 1. TESDA Board Resolution Defining the baccalaureate degree equivalence. 

To with I believe is self explanatory, which I will no longer discuss on this blog, but should you have further questions to ask, feel free to ask at the comments section bellow.


Cheers!