PTS

Objectives

At the end of the session, you should be able to:

• Describe the sections of Training Regulations

• Describe components of Competency Standards

• Explain importance of Competency Standard in planning a training session

Introduction

Now that you have established the training gap of the learner, you are now ready to prepare the session plan. In preparing session plan, it is essential to understand the structure of Training Regulation.

Training Regulations contains the prescribed minimum program standards. It is developed by experts and practitioners from public or private sector (or called as Experts Panel) and is promulgated by the TESDA Board after national validation

Training Regulation

Training Regulation (TR) is a TESDA promulgated document that serves as basis for which the competency-based curriculum, instructional materials and competency assessment tools are developed. This document represents specific qualification. How the competencies in this qualification can be gained, assessed and be given recognition is detailed in this promulgated document.

All training institution who wants to offer TVET program are required to register under Unified TVET Program Registration and Accreditation System (UTPRAS) either With Training Regulation (WTR) or No Training Regulation (NTR) to adhere in competency-based training requirements.

With Training Regulation (WTR) is described as programs that have appropriate promulgated Training Regulations; examples of WTR program are Computer System Servicing, Food and Beverage Service to name some. No Training Regulations (NTR) refers to the programs that include skills which are not covered yet by any promulgated Training Regulations; example of NTR program is those of interior designing.

It has four sections:

• Section 1 – Definition of Qualification refers to the group of competencies that describes the different functions of the qualification. It enumerates the job titles of workers who are qualified.

• Section 2 - Competency Standards (CS) gives the specifications of competencies required for effective work performance.

• Section 3 - Training Standard (TS) contains information and requirements in designing training program for certain Qualification. In includes curriculum design, training delivery; trainee entry requirements; tools equipment and materials; training facilities; trainer’s qualification and institutional assessment.

• Section 4 – National Assessment & Certification Arrangement describes the policies governing assessment and certification procedure.

Competency Standards

Competency Standard (CS), as used in TESDA, is industry-determined specification of competencies required for effective work performance. They are expressed as outcomes and they focus on work place activity rather than training or personal attributes and capture the ability to apply skills in new situations and changing work organization1. Refer to Section 2 of Training Regulations.

Defined below are the components of CS:

• Unit of Competency (or Unit Title) is a component of the competency standards stating a specific key function or role in a particular job or occupation; it is the smallest component of achievement that can be assessed and certified under the PTQF.

• Unit Descriptor outlines what is done in the workplace. It clarifies scope and intent of unit.

• Elements are the building blocks of a unit of competency. They describe, in outcome terms, the functions that a person performs in the workplace.

• Performance Criteria are evaluative statements that specify what is to be assessed and the required level of performance.

• Required Knowledge (formerly known as Underpinning Knowledge) refers to the competency that involves in applying knowledge to perform work activities. It includes specific knowledge that is essential to the performance of the competency.

• Required Skills (formerly known as Underpinning Skills) refers to the list of the skills needed to achieve the elements and performance criteria in the unit of competency. It includes generic and industry specific skills.

• Range of Variables describes the circumstances or context in which the work is to be performed.

• Evidence Guide is a component of the unit of competency that defines or identifies the evidences required to determine the competence of the individual. It provides information on:

  1. Critical Aspects of Competency refers to the evidence that is essential for successful performance of the unit of competency.

  2. Resource Implications refers to the resources needed for the successful performance of the work activity described in the unit of competency. It includes work environment and conditions, materials, tools and equipment.

  3. Assessment Method refers to the ways of collecting evidence and when evidence should be collected.

  4. Context of Assessment refers to the place where assessment is to be conducted or carried out.

Objective

At the end of the session, you should be able to:

• Determine elements of Course Design and Module of Instruction

• Analyze importance of Module of Instruction in constructing session plan

Introduction

What is Competency-Based Curriculum (CBC)?

A competency-based curriculum is a framework or guide for the subsequent detailed development of competencies, associated methodologies, training and assessment resources.

The CBC specifies the outcomes which are consistent with the requirements of the workplace as agreed through the industry or community consultations.

CBC can be developed immediately when competency standards exist.

When competency standards do not exist, curriculum developers need to clearly define the learning outcomes to be attained. The standard of performance required must be appropriate to industry and occupational needs through the industry/enterprise or specified client group consultations.

Understanding the Course Design

Competency-Based Curriculum consists of Course Design and Module of Instruction. Course Design serves as the blueprint and sets the structure in delivering the training program, while Module of Instruction serves as the course outline, and is derived from the course design, and contains detailed information on what and how to teach each unit of competency.

Course Design is based on competency standards set by the industry or recognized industry sector. Learning system is driven by competencies written to the industry standards1.

The first page includes the following: 

• Course Title refers to the name of the program to be offered. It is usually derived from the qualification title of the training regulations or it takes the qualification title of the training regulations if the program is designed to cover the entire qualification2.

• Nominal Duration refers to the estimated training period usually expressed in hours wherein the learner is expected to complete the whole training program.

• Course Description refers to the brief statement of scope, coverage and delimitation of the course.

• Entry Requirements refers to the minimum and “must” qualifications of a trainee to a training program that will ensure effective and efficient training.

The following are listed on its next page: 

• Course Structure is a course matrix, and includes details on module title, learning outcomes and nominal hours per unit of competency.

• Unit of Competency is a component of the competency standard stating a specific key function or role in a particular job or occupation serving as a basis for training an individual to gain specific knowledge, skills and attitude needed to satisfy the special demands or requirements of a particular situation1.

• Module Title is the name of the module derived from the unit of competency.

• Learning Outcomes are the set of knowledge, skills and/or competencies an individual has acquired and/or is able to demonstrate after completion of a learning process – either formal, non-formal or informal 3.

• Nominal Hours refers to the estimated training period usually expressed in hours wherein the learner is expected to complete a particular training module of program 2.

The following are listed on its next page: 

• Resource is the part where recommended tools, equipment and materials to be used are listed.

• Assessment Methods refers to the ways of collecting evidence and when evidence should be collected1.

• Course Delivery refers to the classroom teaching methodologies that can be applied for the entire module instruction.

• Trainer’s Qualification refers to the identified minimum experience and competencies the trainer for the course must possess.

Module of Instruction

Module of Instruction is the description of training requirements for every unit of competency. A unit of competency can make one or more modules of training. This part of the CBC is used as point of reference in preparing session plan.

The document consists of the following: 

• Unit Title is a learning outcome statement which describes the area of competency related to the content of work. (e.g. Maintain Computer Systems)

• Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g. Maintaining Computer Systems)

• Module Descriptor refers to the brief statement of scope, coverage and delimitation of the module.

• Nominal Duration refers to the estimated training period wherein the learner is expected to complete a particular training module of program. (Procedures Manual on Program Registration)

• Summary of Learning Outcomes refers to the consolidated statements of desired end result to be attained after each session.

The succeeding pages of Module of Instruction are the following: 

• Assessment Criteria is the standards used to guide learning and to assess learner achievement and/or to evaluate and certify competence.

• Contents are the topics and activities which make up what is learned by an individual or group of learners during a learning process.

• Condition outlines situation and context under which learners will be assessed.

• Methodologies refer to the list of methods to be used in a particular session.

• Assessment Method refers to the technique/s used to gather different types of evidences.

Objectives

At the end of the session, you should be able to:

• Identify parts of a session plan

• Derive learning outcomes using Competency Standard (CS) and Module of Instruction (MOI)

• Determine guidelines in organizing learning content

• Distinguish training method and approaches according to learning activities, purpose, learning style, and practice-based learning

• Organize learning activities using Present-Practice-Feedback and Nine Events of Instruction

• Identify formative and summative assessment methods or tools

• Enumerate steps in preparing session plan

• Prepare an effective session plan

Introduction

An organized training session is the key to meaningful learning; thus, a prepared session plan is needed to make every lesson a success. Each session plan is derived on Competency-Based Curriculum, and anchored on Competency Standard to ensure that the training provided is world-class, high-quality skills education.

Listed below are the guide questions that we need to address at the end of the lesson:

• What are the elements or parts of a session plan?

• How to derive learning outcomes from MOI & CS?

• How to organize learning content?

• How to select appropriate training method according to learning activities? Purpose? Learning styles? Practice-Based Learning?

• How do we transfer knowledge and skills?

• What learning activities are recommended in skills acquisition?

• What evidences will we use in assessment?

Grab your pen as we study the most important module in this competency. We assure that it will empower you to prepare an effective session plan that efficiently addresses training gap.

Elements of a Session Plan

Session Plan, same as Training Plan or Lesson Plan, is a written document prepared by the trainer that shows logical order of activities that he wants to happen in a training session.

It gives trainer and his learners an overview on where they are and where they are going. It serves as record of training sessions and as a starting point for additional training. It is also extremely helpful for a trainer who takes over another session.

1. Industry Sector identifies the industry where the job is classified (e.g. Information and Communication Technology).

2. Qualification Title and Level

   • Qualification Title refers to the name of the formal certification or recognition.

   • Qualification Level refers to the category of skills and knowledge required to do a job.

3. Unit of Competency is a component of the competency standards stating a specific key function or role in a particular job or occupation; it is the smallest component of achievement that can be assessed and certified under the PTQF.

4. Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g. Maintaining Computer Systems)

5. Learning Outcomes are the set of knowledge, skills and/or competencies an individual has acquired and/or is able to demonstrate after completion of a learning process – formal, non-formal or informal 2. Each learning outcomes has its own set of learning activities.

6. Introduction contains information meant to motivate, and orient the student on the objective and what will be expected of them. It also includes the correlation of the current lesson to the previous session, and its relevance to the training program.

7. Learning Activities is used to support learning. It conveys content, create meaning, and support development and transfer of skills/knowledge through practice and experience.

   • Learning Content refers to the topics and activities which make up what is learned by an individual or group of learners during a learning process 4.

   • Teaching Methodology refers to the list of methods to be used in a particular learning content.

   • Presentation shows instructional materials and or methods to be used in introducing the content.

   • Practice shows instruction sheets and self-check test to be used by the learner in applying and concretizing learning.

   • Feedback includes evaluation of performance and reference to the answer key.

   • Resources includes list of tools, materials and equipment to be used per learning content.

   • Time refers to the estimated minimum training period usually expressed in hours wherein the learner is expected to complete a particular learning activity.

8. Assessment Plan is the overall planning document for the assessment process and includes a range of information to guide trainer on the method of assessment to use and its scope.

9. Teacher’s Reflection is the part where the trainer documents or records what has occurred during training and includes notes on sufficiency of learning content, training method, instructional material and evaluation methodology to improve session plan. It may also consist of observed skills performed outstandingly, learners’ feedback while using Competency-Based Learning Materials (CBLM), and teacher’s feedback regarding results of evaluation.

Derive Learning Outcome

Learning Outcome is the set of knowledge, skills and/or competencies an individual has acquire and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal 1.

Where do we get these learning outcomes? The learning outcomes are lifted from the Module of Instruction, derived from the Course Design, which are all anchored from the Competency Standards.

As a whole, we could infer that each unit of competency has numerous learning outcomes, and every outcome has its own learning activities.

Determine and Organize Learning Content

Learning Content refers to the topics and activities which make up what is learned by an individual or group of learners during a learning process.

Listed are guidelines in determining and organizing Course Content: 

• Review Competency-Based Curriculum and determine essential topics and activities.

• Review required knowledge or skills and range of variables from the Competency Standards.

• List the content or topics gathered from CBC and CS. Include additional topics if necessary.

• Organize the content. This will help learners store information in their long-term memory.
  
  Sort content or topics according to:

  • simple to complex task

  • known to unknown

  • whole to part and back to whole

  • concrete to abstract

  • particular to general

  • observations to reasoning

  • point to point in logical order (or in sequential order)

Sorting the content will help learners store information in their long-term memory. It needs to be in manageable chunks to let the learner process new information easily. It also needs to be progressive leading down to a learning pathway. It is also important to link information so that learners could understand the big picture together with its specific parts.

Identify Appropriate Training Methodology and Techniques

It is essential to identify appropriate training methodology after determining the learning outcome and content.

Training Methodology refers to how subject matter is going to be dealt with in a broad sense (e.g. lecture, group discussion, role play, demonstration, etc.), while Techniques are the variation of the method (e.g. under Small Group Discussion (SGDs), the methods could be fish bowl, brainstorming, plenary, etc.)1

To select appropriate teaching method, a trainer should consider the following:

• learning outcomes is the primary basis for selection

• nature of the subject and types of performance specified

• needs, interests, abilities and level of maturity of the learner

• available time and resources

• capacity of the trainer

A trainer knows well that a single method will not be sufficient to make each adult learning session successful. A skilful teacher must use various methods and techniques necessary to hold the attention of adult learners to improve their learning efficiency.

Listed below are training methods according to learning activities, purpose, learning styles, and practice-based learning:

Recommendation in choosing appropriate training method:

Listed are methods in teaching CBT skills and competencies:2

• Most useful for acquisition of declarative knowledge

  • reading

  • lecture/talks

  • modelling

• Most effective in enhancing procedural skills

  • enactive learning like role-play, self-experiential work

  • modelling

  • reflective practice

• Helpful in improving reflective capability and interpersonal skills

  • self-experiential work

  • reflective practice

Presentation-Practice-Feedback: Ensure Student-Centered Learning Activities

The Presentation-Practice-Feedback part of the session plan ensures active learning. Active-learner centered approach is one of the niches of CBT. This is influenced by the principles of learning theories – Behaviorism, Cognitivism and Constructivism.

Experts in behaviorism - Thorndike, Skinner and Watson - believe that ‘learning consists of strengthening of the relationship between stimulus and response’. Stimulus evokes and rouses a specific reaction under the control of the trainer. Response is the reaction of the trainee to the stimulus.

To apply this theory, the trainer presents or demonstrates a certain skill that serves as a stimulus. Then the trainee, in response to the stimulus, will strengthen the connection through practice. Lastly, the trainer will give either positive or negative reinforcement. Trainer can give positive feedback to retain or increase frequency of behavior, and negative feedback to weaken and correct the behavior. Remember, most of the activities are skills-based, and this mechanism can be applied to enhance learners’ competencies.

Presentation includes instructional materials and methods used in introducing the content which serves as the stimulus, Practice includes list of instruction sheets and self-check tests used by the learner to enhance one’s competence and serves as the response of the learner, while Feedback includes reference to the answer key, as well as the evaluation of trainee’s performance which serves as the reinforcement.

Organizing these learning activities is also made easy with the use of Nine Events of Instructions (Gagne).

Nine Events of Instructions The goal of teaching is to transfer knowledge, skills and attitude. We are also teaching them how to learn, and not how to know. Take note that the transfer of information is in a sequential manner, and can be done best using Gagne’s Nine Events of Instruction.

Gagne proposed “an instructional design that follows systematic approach”. Use these learning events to produce engaging and meaningful instruction..

The following are the nine steps:

Plan the Assessment

Assessment is employed as means of collecting evidences that would help determine the individual’s achievement of competencies required in the workplace or training needs to develop the competencies required in the workplace1.

Institutional Assessment is an assessment undertaken by the institution for its students to determine their achievement of the learning outcomes in the module of instructions in given unit of competency or clusters of competencies 2.

Forms of Assessment are:

• Formative Assessment assists learning by providing feedback about students’ performance and progress. This non-graded type of assessment keeps its record in the Progress Chart.

  • Diagnostic Assessment is a type of formative assessment used to diagnose areas of weaknesses and strengths. It is used to identify learner’s gap in knowledge.

  • Recognition of Prior Learning (RPL) allows a person to obtain recognition and credit for their knowledge and skills. This can include previous and or current competencies acquired based on their work or life experiences.

• Summative Assessment is the final assessment of competence. Assessor makes the final judgement when the trainee feels confident to demonstrate his performance. He records the performance using the Achievement Chart.

These forms of assessment will make use of different assessment methods. Given are different assessment methods with its evidence gathering tool:

Assessment method/s describes the approach that is used for collecting evidence required to prove the competence of an individual while Evidence Gathering Tool or Assessment Tool refers to both the instrument* and the instructions** for gathering and interpreting evidence. 

*Instruments are the specific questions or activity developed from the selected assessment method/s. 

**Instructions are the information/instructions given to the candidate and/or the assessor regarding the conditions under which the assessment should be conducted and recorded. 

Prepare the Session Plan

Summary in Preparing Session Plan

1. Prepare the following before writing a session plan:

   • Summary of Trainees’ Needs

   • Session Plan Template

2. Write the Learning Outcome

   • Derive Learning Outcome from Module of Instruction

3. Determine and Organize Learning Content per Learning Outcome

   • Derive learning content from Module of Instruction & Competency Standard

   • List the required skills and knowledge and organize the content

4. Choose appropriate Training Methodology and Techniques

   • Identify basis in selecting appropriate teaching methods and techniques

   • Determine training methods according to either learning activities, purpose, learning styles or practice-based learning

5. Determine activities for Present-Practice-Feedback. Organize the learning activities with the use of Gagne’s Nine Events of Instruction.

6. Identifying various assessment methods to complete assessment plan.

7. Review the written session plan