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PLAN TRAINING SESSION

1. What is the purpose of knowing the individual characteristics of your trainees?  To know the suited learning characteristics of the trainee, their ability level,

learning style and preferences, motivation and interest.

2. What is current competency?

  The skills and knowledge obtained thru formal training, work experience or life

experience.

3. How will you determine the training needs of your trainees?

  Identifying the training gaps (the gap between the required competencies andcurrent competencies.

4. What is a session plan?

  A simply stated, clearly written and flexible trainer aid for conducting a session or

module.

5. What is the main basis of your session plan?

  TR – CS- CBC

6. What training delivery mode is most appropriate for your qualification?

  CBT

7. What training methods are appropriate for your competency?

  Discussion, observation/ demonstration

8. What training methods are appropriate for the skills training requirement of

your curriculum?

  Demonstration/ Observation

9. How do you plan for your skills practice of your trainees?

  Establishing industry linkages

10. How will you make sure that your session plan captures the assessment

criteria in your CS?

  Transfer criteria to session plan/ assess performance using performance criteria

checklist on the institutional competency evaluation tools.

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11. What are the characteristics of a good information sheets?

  Free from violation of copy right law;

  Contains information essential to the attainment of the learning outcome;

  Has a title that gives some idea of the coverage of the sheet

  Approach in terms of content and presentation is appropriate to the interest and

reading level of the learning

  The layout, text and drawings are attractive in appearance and legible

  Has in common terms marked for further defining

  Has acknowledgement per copied part of the sheet

12. When do you say that an objective is smart?

  Specific – very clear and detailed

  Measurable – always use verifiable verb and describe an action that can be seen

and measured

  Attainable – 

  Relevant – 

  Time bound – 

13. What are the elements of a good performance objective?

  Condition

  Performance

  Criterion

14. When can you conclude that a trainee is competent?

  When he/ she achieve the knowledge, skills and attitude needed in thequalification

15. What is the purpose of preparing an evaluation plan?

  Serve as a planning tool/ guide in making evaluation tools

  Basis that conform from the performance criteria

16. What is the basis of your evidence requirements in your evidence plan?

  Competency Standards/ Performance Criteria

17. When is observation with questioning most appropriate as an assessment

method? How is observation different from demonstration?

  Observation – done in the actual job in the actual site

  Demonstration – when we do structured learning exercise/ can be done actual in

the shop or field

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18. What are the components or areas of a CBT facility or laboratory?

  Practical work area, Learning Resource Area, Institutional Assessment Area,

Contextual Learning Laboratory, Quality Control Area, Trainers Resource

 Area, Distance Learning Area, Computer Laboratory and Support Service

 Area

19. How do you characterize a good CBT lab?

  Safe

  Accessible

  Complete components

  Aligned with the competencies of the qualification

  Well sequence

20. How do you ensure the validity of evaluation tool?

  Make a table of specification

21. How do you increase the reliability of your written test?

  Do item – analysis that is analyzing the degree of difficulty and index of

discrimination of the test items

22. What is weakened when the answer key of your written test got into the hands

of your students, reliability or validity?

  Reliability

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FACILITATE LEARNING SESSION

1. What are the means of recognizing Prior Learning?

  Refers to the acknowledgement of skills and knowledge held as a result of

formal training, work experience and or life experience.

  Portfolio, self- assessment check, interview, demonstration, written test

2. In your trainees complain about the ineffectively of the methods you are using,

what would you do?

  Change the training method

  Review the trainees training requirements

3. How would you manage limited training resources?

  Distribute trainees in each Unit of Competencies

  Scheduling

4. In case the training materials for the session did not arrive on time, what

remedies can you suggest?

  Do substitution, example: hand tractor is under repair/damage, do carabao

plow manually

5. If the pre- test/ post test analysis revealed that there are no significant

difference between pre- test and post test scores, What does this means?

  Null hypothesis – no increase of knowledge, no additional learned by the

trainee, repeat the training if necessary

6. Why is there a need to evaluate training session?

  To know if the training objectives are met, which is the basis to make

adjustment/ improvement

7. Why is there a need to do institutional competency evaluation instead?

  To check whether the objectives in the TR are met in the training

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SUPERVISED WORK BASED LEARNING

1. What are the goals or objectives of work- based learning? Give at least three.

  To expand and enhance the trainee’s learning thru planned career experiences

in an actual work setting

  To help the trainees make the transition from school to work and career.

  To teach the environment of work

2. What are components of training plan? Explain.

 Trainee’s training requirement – these are the competencies or learning outcome

that the trainees need to learn based on the results of the training needs

assessment.

 Training activity/ task – these are the activities/ task that the trainees need to

perform to learn the competencies or learning outcome.

 Mode of training – this refers to the medium used to deliver the training/ facilitate

the learning

 Staff – the personnel involved in the training (trainer, training coordinator,

supervisor)

 Facilities/ tools and equipment – the resources that would be needed during the

conduct of the program.

3. How do you ensure that the training arrangement are met before conducting

the work- based training?

 Build the correct range of resources

 Check with the person concerned the availability of these resources Identify the required tools, equipment, materials and facilities that the trainees

would use to attain the required competency based on training plan.

4. How do you differentiate job shadowing from internship?

 Job Shadowing – a school- supervised career exploration activity where in

trainees visit work sites and ‘’shadow’’ employees as they perform their jobs.

It emphasizes the workplace, not participating as a productive worker.

 Internship – help trainees move from school to the workplace by offering ‘’hands

on’’ learning, in real work settings, over a relatively long period of time.  

5. What are the guidelines in providing constructive feedback? Give at least 3 andexplain each one.

 Relates performance to the standards – shows how the performance comparesto the standard, exemplar or goal

 Relates performance to strategies – Give trainees feedback about how well they

apply specific strategies or steps

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 Indicates progress - by placing the feedback in the context of previous expected

performance.

6. What is the difference between the trainee’s progress chart and the trainee’s

record book?

  TRAINEES PROGRESS CHART – Can be for individual trainee, for a group of

trainee, more appropriately used in a workshop where all trainees train. This is a

record and monitor of the learning outcomes accomplished by the trainees.

  TRAINEES RECORD BOOK – To record achievement of competencies agreed

within the training plan while in the industry.

7. What is the important to observe safety practices in work- based training?

  To ensure them that they are free from any incidents that might be happen while

the training is ongoing.

8. How do you analyze the performance and learning achievements of trainee?

  Evaluate thru trainee’s progress report 

9. How do you evaluate the effectiveness of the work- based the stated

objectives?

  Review of the training plan

  Evaluate trainee’s progress report 

  Feedback from the trainees

  Self evaluation

10. If majority of the trainees rated the trainer under the item ‘’  training

methodologies are effective to be poor, what recommendation can you suggest,

why?

  Change training method/ mode of delivery

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MAINTAIN TRAINING FACILITIES

1. Why do we need to maintain training facilities?

  To ensure that facilities, equipment, and tools are adequate, available and in

operating condition.

  This is premised that a healthy, safe and worry- free working environment

promotes good performance and well being of the students and the whole school

community.

  Ensure safe environment, improved morale of human resources, reduced

operational cost, increased production, prolonged life of facilities.

2. What is the rationale in reporting and documenting the maintenance facilities?

  Collecting data shall be the 1st job – data collected shall be used as reference for

technical information or as a basis to structure the equipment and facilitiesinventory.

  To collect data that can be use to optimize efficiency and enable cost effective

decisions and actions.

3. As a CBT facilitator, how will you prepare your plan in the competency

MAINTAIN TRAINING FACILITIES?

  By preparing a maintenance program

4. In your respective schools/center, how do you maintain your facilities?

  Keep it in safe places, be sure that the tools, materials, and equipment are clean,free from rust, dust before you keep in proper places.

  Implement the 5 S ( seiri- sort, seiton- systematize, seizo- sweep, seiketzu – 

standardize, shitsuke- self discipline) always,

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UTILIZE ELECTRONIC MEDIA

1. What must you do if the equipment breaks down or if the equipment breaks

down or if there are irregularities in its operation?

  Stop, If you cannot remedy it bring to the technicians

2. If the computer hanged during the operation, what are you going to do? What

key combination should be pressed in the key board?

  Ctrl Alt Delete

3. What should be done when the computer cannot detect the LCD projector?

  Check the connections

4. What are the causes of running sound when using the microphone?

  Defective microphone

  Broken cords

  The speaker is very near

5. Why do you have to let the LCD projector to cool down before you have to

unplug it?

  To protect the projector lamp

  To prolong the life of lamp

6. What are the safety handling procedures for a digital video camera recorder?

  Avoid wetness  Do not focus lens in direct sunlight

  Do not handle it with spare parts/ do proper handling

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CONDUCT COMPETENCY ASSESSMENT

1. How could you prove that the evidence you collected is reliable?

  Proceed/ review the rules of the evidence

2. Why is confidentiality important in the evaluation process?

  Protect the integrity and validity of the test package

3. What would you do if the trainee cannot understand the language used in the

evaluation documents?

  Translate language that is understandable

  simplify

4. How do you ensure the confidentiality of the evaluation?

  Secure the test package

  Whatever result should kept it secret

5. What would you do if the workplace is unsafe for evaluation?

  Stop the assessment immediately to avoid accident

  Re- schedule

6. What would you do if the trainee exhibit unsafe practices during evaluation?

  Same in no. 5

7. How did you know that the evidence you collected was valid?  Basing from the competency standard

  When it conform with the requirement of the unit of competency thru performance

criteria

  When it reflects current industry standards

8. How did you know that the evidence collected was valid?

  When all the aspect of competency has been satisfied as to its quality and

quantity of evidence assessed.

9. How did you know that the evidence collected is sufficient to make an

evaluation decision?

  Same in no. 8

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10. How did you ensure that all elements in the unit of competency were covered

in the evaluation?

  Prepare evaluation/ evidence plan

11. How did you evaluate task management skills in the evaluation activity?

(dimension of competency)

  When the candidates perform the task/ manage multiple task To achieve/

complete the whole activity

12. Did the evidence gathered cover all the dimensions of competency?

  Yes, using the different assessment method and it covers all the 4 dimension of

competency

13. What evidence did you use to evaluate the underpinning knowledge of the

trainee?  Written test

  Oral questioning

14. How did you gather evidence on each of the critical aspect of competency

identified in the evidenced guide?

  By using performance criteria checklist

15. How did you ensure that the evaluation decision is correct?

  There are corroboration of evidences, rules of evidence, covers the dimension of

competency

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9 EVENTS OF INSTRUCTION BY ROBERT GAGNE

1. Gain attention

2. Inform learners of objectives

3. Stimulate recall of prior learning

4. Present the material

5. Provide guidance for learning

6. Elicit performance

7. Provide feedback

8. Assess performance

9. Enhance retention and transfer

4 DIMENSION OF COMPETENCY

1. Task Skills  – performance of the task (s) to the required standard.

2. Task Management Skills  – captures the skills used as people plan and integrate a

number of potentially different tasks to achieve a complete work outcome.

3. Contingency Management Skills  – the requirement to respond to irregularities and

breakdowns in routines.

4. Job/Role Management  – the requirement to deal with the responsibilities and

expectations of the work environment.

PRINCIPLES OF ADULT LEARNING

Learner Motivation

  Adults must want to learn

  Adults have a concept of being responsible for their own decisions

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

  Adults want their learning to be practical

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Disposition barrier

  Adults try to avoid failure

Learning styles

  Adults do not learn the same way

  Adult have their own style of learning

KEY CHARACTERISTICS OF ADULT LEARNERS

1. Relevant

2. Task oriented

3. Participatory (two way communication)

4. Friendly

5. Varied

6. Built on past experience

Factors to be considered when developing CBLM

1. Principles of CBT

2. Training regulations

3. Trainees characteristics

4. Characteristics of adult learners

5. Learning styles

- nine events of instruction

- dimension of competency

PART OF A CBLM

1. Front page

2. List of competencies

3. Module content

4. Learning outcome summary

5. Learning experiences

6. Information sheet

7. Self check

8. Self check answer key

9. Operation/ task/ job sheet

10. Performance criteria checklist

11. Reference/ further reading

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ELEMENTS OF A SESION 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