Lesson Plan Presenatation1

7/29/2019 Lesson Plan Presenatation1

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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 that intendsto 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 the module ofinstruction.

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 of the Learning Activities

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 of the Learning Activities


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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.


Practice

Feedback

Learning Outcome [ 1 ]: Calibrate oscilloscope.


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



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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.


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



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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 student willuse 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

Presenting Instruction

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 inoccupation; new advances in

technology; 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



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



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 containingquestions, problems, case

studies, situations, activities, or

other assignments

Review questions and

problems in books

Oral quizzes

Role playing

Answer key or solutions tocompare 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:


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A. Iden t i fy Learners Training Requ irements

1. Curricu lum documentis reviewed and

analysed

2. Current competenc ies of target group

are determined3. Competenc ies required to be at tained

are compared with the current

competencies of target group

4. Resul ts of compar isonis used todetermine training requirements

5. Training requirementsare validated with

the appropriate people


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B. Prepare Sess ion Plan

1. Training delivery nodes, program goals,

outcomes, performance andunderpinning knowledge requirements

are identified

2. Train ing methodsare designed that

address the required competencies

3. Sequence of training act iv i t iesis

determined the competencies to be

achieved4. Resourcesto support learning are

identified

5. Sess ion plan is f inal ised to required

format


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C. Prepare Basic Ins truct ional Materials

1. Basis instruct ional mater ialsare

prepared that are focused on a key

concept or idea related to the work

activity under consideration2. The text and i l lustrat ions are prepared

that are clear, legible and appropr iate

for the trainees

3. Language, sty le and format of the

materialsare appropriate to the

trainees characteristics and needs


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D. Organized Learning and Teach ing Resources

1. Resources requ ired fo r trainingare

checked for availability2. App rop r iate training locat ionsare

identified and arranged

3. Resource requ irementsare documented

and access is arranged in accordance with

organizations procedures and appropriate

staff

4. Training sessionsare designed tomeasure participants progress towards the

program goals

5. Sequence and t imingof the training

i d d

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