Plan Training Session
I (NTTC I) 2. A Trainer is an Assessor; an
Unit 1: Introduction to Trainer's
Methodology
Lesson 1: Who is Trainer and/or
Assessor?
Introduction
Plan Training Session is one of the six
competencies to be mastered in Trainers
Methodology I (TM I). But before we focus on
planning, let us have an overview of the whole
training program. In this lesson, you will learn the
role as trainer or assessor. As a trainer or assessor,
you need to know what and how to teach, and how
to work effectively with others. We look forward
to see you competent enough as you study this
course.
Trainee’s Entry Requirements
It is expected that you will be a Trainer and/or
Assessor as you finish this course, Trainers
Methodology I (TM I).
What is a TVET Trainer? 
TVET Trainer is a professional who enables a
learner or a group of learners to develop
competencies to performing a particular trade or
technical work. Towards this end, a TVET Trainer
may assume various roles such as training
facilitator, competency assessor, training designer,
developer or training supervisor 1.
What is a Trainer / Assessor? 
From the Training Regulation, a Trainer is a
person who enables group of learners to develop
competencies toward performing a particular trade
or technical work while an Assessor is an
individual accredited and authorized to evaluate or
assess competencies of a candidate applying for
certification or any one of the purpose of
assessment.
Trainer/Assessor is at least NC II holder and who
has achieved all the required units of competency
identified in the Trainers Methodology Level I
(TM Level I) under the PTTQF. He is also a
holder of National TVET Trainer Certificate Level
Assessor is a Trainer 3.
To qualify for this course, a candidate or trainee
must satisfy the following requirements:
 Graduate of baccalaureate degree or
equivalent in training or experience
along the field of Technical Vocational
Education and Training
 Certified at the same or higher NC Level
in the qualification that will be handled
(for technical trainers)
 Able to communicate orally and in writing
 Physically fit and mentally healthy
 Proficient in quantitative and qualitative
analysis
 Proficient in verbal reasoning
1
  TESDA Circular No. 14 Series of 20112  TESDA Circular
No. 14 Series of 20113  TESDA Circular No. 13 Series of
2011
Lesson 2: Competencies of a
Trainer and/or Assessor
Objective
At the end of the session, you should be able to:
 Determine the skills and knowledge
that a trainer or assessor should have
 Explain required skills as a trainer and
or assessor
Introduction
As you progress through this lesson, you should
keep in mind the skills and knowledge required to
become a competent trainer. Remember that
awareness of your skills and capabilities will help
you make informed choices.
Basic and Core Competencies
Listed are the knowledge, skills, and attitudes
required of Trainers Methodology (TM) Level I 1:
Basic Competencies (or skills and knowledge
that everyone needs for work):
 Lead workplace Communication
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 Apply math and science principles in
technical training
Apply environmental principles and
advocate conservation
Utilize IT applications in technical training
Lead small teams
Apply work ethics, values and quality
principles
Work effectively in vocational education
and training
Foster and promote a learning culture
Ensure a healthy and safe learning
environment
Maintain and enhance professional
practice
Develop and promote appreciation for
cost-benefits of technical training
Develop and promote global understanding
of labor market
Core Competencies (or specific skills and
knowledge needed in TM1):
Plan training sessions
Facilitate learning sessions
Supervise work-based learning
Conduct competency assessment
Maintain training facilities
Utilize electronic media in facilitating
training
1
 Training Regulation Framework
Lesson 3: Competency-Based
Training (CBT)
Objectives
At the end of the session, you should be able to:
 Define commonly used Competency-
Based Training terminologies
 Explain ten principles of
Competency-Based Training
 Differentiate traditional education
with Competency-Based Training
Introduction
Getting the idea on structure and principles
embedded in training is important before
designing a session plan. Do you know how to
teach a Technical-Vocational Education and
Training (TVET) program? That will be the focus
of today’s lesson.
The framework in teaching skill-based lesson is
called Competency Based Training (or CBT). It
focuses on skills development that is why its
approach differs from the traditional education.
In traditional education, the teacher controls the
environment (or called teacher-centered
approach); while in CBT, the learners control and
manipulate the tools and equipments with the
guide of a teacher (also known as student-centered
approach).
In addition to that, learners are not compared
among each other, instead their skills are
compared against the norms or standard set by the
industry. The training is also self-paced; an
example of this is when the trainer allows the
students to study the materials & practice the skill
on their own. Lastly, the focus of CBT is on the
outcome or the end product.
CBT Terminologies
The need to understand commonly used
terminologies is important before starting this
courseware. Comprehending these terminologies
will empower you to understand easily the next
lessons.
 Knowledge is the cognitive representation
of ideas, events, activities or tasks
derived from practical or professional
experience as well as from formal
instruction or study, e.g. memory,
understanding, analysis 1.
 Skill refers to the acquired and practiced
ability to carry out a task or job 2.
 Competency, as used in TESDA, is a) the
application of knowledge, skills and
attitude required to complete a work
activities to the standard expected in the
workplace 3; or b) the possession and
application of knowledge, skills and
attitudes to the standard of performance
required in the workplace 4. 
2

The 4 dimensions of competency that
describes aspect of work performance
are 5:
I. Task Skills – undertaking a
specific workplace task
II. Task Management Skills –
managing a number of
different tasks to complete the
entire work activity
III. Contingency Management
Skills – responding to
problems, irregularities and
breakdown in routine when
undertaking the work activity
IV. Job/Role Environment
Skills – dealing with the
responsibilities and
expectations of the work
environment when
undertaking a work activity
Competency Standard are 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 organization 6.
Recognition of Prior Learning (RPL) is
the acknowledgement of an individual’s
skills, knowledge and attitudes gained
from life and work experiences outside
registered training programs 7.
Qualification is cluster of units of
competency that meets job roles and is
significant in the workplace. It is also a
certification awarded to a person on
successful completion of a course and/or
in recognition of having demonstrated
competencies relevant to an industry 7.  CBC Development
It has three components:
I. Basic Competency – skills
and knowledge that everyone
needs for work
II. Common Competency –
skills and knowledge needed
by people working in a
particular industry
III. Core Competency – specific
skills and knowledge needed
in a particular area of work-
industry sector/occupation/job
role
 Competency-Based Training (CBT) is a
system by which the student is trained
on the basis of demonstrated ability
rather than on that of elapsed time 7.
CBT includes:
I. Competency-Based
Curriculum (CBC) is the
specification for a course or
subject (module) which
describes all the learning
experience a student or learner
undergoes. It specifies
outcomes which are consistent
with the requirements of the
workplace as agreed through
industry or community
consultations.8
II. Competency-Based Learning
Material (CBLM)refers to the
print and non-print
instructional media used as
guide in learning workplace
activities.
1
 CEDEFOP 2008, Europe2 RA 7796/TESDA
Law3 Procedures Manual on TR
Development4 Guidelines on Assessment and
Certification under the Philippine TVET
Competency Assessment and Certification System
– PTCACS5 CBT Primer6 Training Regulations
Framework7 ILO8 Quality Procedures Manual –
Delivery of Competency-Based Training
(CBT)
3
The flow of CBT differs from the traditional must have enough units of competencies
education approach. To see the big picture is (or has completed all the modules). If
important before planning a session plan. Below is the trainee doesn’t have enough units of
the CBT delivery framework: competencies, he will then select
another unit of competency, and repeat
1. Trainee enters the program. Trainer the competency-based training process.
conducts pre-training assessment to
identify learner’s training needs.
Orientation of CBT program
on Recognition of Prior Learning
(RPL) and roles of trainer & trainee
follows.

2. Trainee selects competency from the

identified training needs and receives
instruction from the trainer. The trainer
administers learning contract or
agreement between him and his trainees,
then provides CBLM materials and
introduces the use of progress and
achievement chart.

3. With the selected competency, the

Ten (10) Principles of CBT
trainee studies the module by doing the
following learning activities (in any Competency-Based Training delivery anchors in
order): review learning package, view its principles. These ten (10) principles of CBT
multimedia materials, use manuals, serves as ground rules for trainers and trainees.
observe demonstration, practice skills in Memorize, apply and promulgate the listed
workshop, and receive assistance and principles below:
advice.
 PrincipleOne: The training is based on
curriculum (CBC) developed from the
4. While the trainee practices the skill, the
competency standards (CS).
trainer observes and records the
performance on the Progress Chart.
Student will attempt the task until he
masters the skill with the help of
 PrincipleTwo: Learning is competency-
trainer’s immediate and constructive
based or modular in structure.
feedback.

5. Once the trainee determines by himself

that he is competent to do the skill, he
 PrincipleThree: Training delivery is
will call the attention of trainer. The
individualized and self-paced.
trainer will observe and rate the
performance based on the Performance
Criteria Checklist and will record the
result on the Achievement Chart. If the
 Principle
Four: Training is based on work
skill is satisfactorily performed, he will
that must be performed.
then select another unit of competency.
If the skill is not satisfactorily
performed, the trainee will study again
the module.
 Principle Five: Training materials are
directly related to the competency
6. To exit the training program, trainee
standards and the curriculum modules.
must satisfactorily perform the skill and
4

 Principle Six: Assessment is based on the
collection of pieces of evidence of the
performance of work to the industry
required standard.
 Principle Seven: Training is based both
on and off the job components.
 Principle Eight: The system allows
Recognition of Prior Learning (RPL)
and or current competencies.
 Principle Nine: Training allows multiple
entries and exit in the training program.
 Principle Ten: Approved training
programs are nationally accredited.
Programs of each institution or training
center are registered with UTPRAS
(Unified TVET Program Registration
and Accreditation System).
Now it is your turn to refresh memory on how
your teacher taught you and compare it to how
Competency-Based Training works. How will you
teach skill-based session? Does it have any
difference? Will you make that change for the
better? Get a paper and take down notes on its
differences.
Lesson 1: Determining
Trainee’s Characteristics
Objectives
At the end of the session, you should be able to:
 Identify learners’ characteristics and
learning styles for trainees’ profile
 Determine adult learners’
characteristics
Introduction
Competency-Based Training without planning and
without determining trainees’ characteristics will
lead to an unsuccessful session plan.
It is a must for us teachers to know our students –
their characteristics as adult learners, their
educational background, and their culture - not
only because we need data for filing purposes, but
for us to use these data to analyze and determine
their training needs.
Who are our learners? What are the characteristics
we need to include in their profile? What type of
learners are they? Those are our some highlight
questions you might encounter as you proceed in
this lesson.
Understanding Adult Learners
Before we determine trainees’ characteristics, we
first need to understand our trainees as adult
learners. Our training is learner-centered; hence, it
is essential to know them first.
Our training enables adult learners attain skills for
them to land a job. Teaching them requires
different teaching approaches and methodologies;
thus, understanding them will surely help in
preparing an effective session plan.
Understanding how adults learn will also enable
the trainer to think of teaching strategies that
focused on adults. This is based on the theory
called Andragogy (Knowles), also known
as adult education. The study came up with the
characteristics of adult learner, and they are the
following:
 Adults are autonomous & self-directed.
 Adults bring life experiences & knowledge
to learning experiences.
 Adults are goal-oriented.
 Adults are relevancy-oriented.
 Adults are practical.
 Adults like to be respected.
Here is a best scenario on how to apply this
theory: The trainer enters a class consisting of
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adult learners. They are all different in terms of language cultural background and
age, educational background, gender etc., but they background language abilities. You
all have one thing in common - they are all adult should take into account
learners. A trainer, on his conscious state, will inappropriate activities
then use strategies to meet the needs of adult because of culture and
learners. language.
A best example of strategy especially in Education and It is used as one of the
developing working with teams is the use general basis to gauge learner’s
of Situated Learning Experience (SLE). It knowledge cognitive capacity. It can
would be a very good application of adult learning also be of help in
principles since they are given specific instruction deciding what speaking
to achieve and explore solution and course of pitch and rate of voice to
actions to attain it. use for each session.

An example is the creation of a tallest tower using Gender It can influence your
limited supply of materials. In this SLE, the goal plan if there are activities
is to make the highest tower. The devising of that have demonstration,
strategies and trying it out—gives adult learners role play and so on.
autonomy and direct their own learning, and it Age Age can alter the plan
also allows the students to bring in their previous depending on what is
experiences and knowledge. When participants are being delivered, how
asked to give their insights on their SLE and at what pace.
experience, this allows learners to give respect to
their classmates, as the application of insights Learning style Awareness on their
becomes practical and self-motivating. learning style could aid
on what training
Note that the methods and strategies we construct, method/s to use. You
consciously and unconsciously, should meet the could classify them as
needs of our adult learners, and will surely make auditory, visual,
an effective transfer of learning. kinesthetic, pragmatist,
activist, reflector and
Establishing Trainee’s Characteristics theorist learners.

In completing the trainee’s profile, we need to

know the characteristics essential in
individualizing the session plan. Below are the
essential trainee’s characteristics the trainer needs
to gather:
Characteristics What does it mean to
of Learners the plan?
Language, These greatly affect the
literacy and training method you can
numeracy (LLN) use, as well as activities
level and task suitable for
each session. You
should be prepared for
different LLN levels and
must have different
resources.
Cultural and Be aware of different
How Learners Learn?
A trainer is about to teach a group of students.
Then he has collected data for trainee’s
characteristics but the problem is he hasn’t
assessed the students learning style to complete
the trainee’s profile.
What is learning style? Learning style is one’s
own way of learning new information and ideas. It
will give us an idea on how a person receive and
transfer information.
Suggested learning styles are VARK Learning
Style Model and PART Learning Styles. Feel free
to choose between the two in determining
trainees’ learning style/s.
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 Visual,
Auditory, Read/Write and or put together theory and
Kinesthetic (VARK) Learning Style practice as they perceive
Model information abstractly and
process it actively. They
always think problems and
opportunities as challenges.
Everyone learn differently since we all
have preferred way to absorb, o Activists ‘having an
comprehend and retain new information. experience’ or ’needs to do’
Activists put together
experience and application as
they perceive information
VARK Learning styles, as proposed by concretely and process it
Fleming and Mills (1992), is a model actively. They would likely
that describes how a person takes-in and tackle problems by
gives-out information while learning. brainstorming. Activists learn
These learning styles are visual (learns by trial and error, & by self-
best by seeing graphs, charts, and other discovery method.
symbols), auditory (learns best by
listening), read/write (learns best by o Reflectors ‘reflecting on it’ or
reading text-based information) and ’needs time to think over
kinesthetic (learns best by doing). information’ Reflectors
integrate or put together
experience within oneself as
they perceive information
Use VARK Learning Style self- concretely and process it
assessment questionnaire as a tool in reflectively. They learn by
determining your trainees’ learning listening and sharing ideas.
style/s. Note that a trainee can have one
or more learning styles. o Theorists ‘drawing out own
conclusion’ or ’needs to know
theory behind information’
Theorists put together
observations into complex but
logically sound theory as they
perceive information
 PART Learning Styles
abstractly and process it
reflectively. They learn by
thinking through ideas.
Another model is PART Learning
Styles. It is developed by Honey &
Mumford but the idea originated from
Use PART Learning Styles questionnaire to find
Kolb’s Learning Style Model. 
out your trainees’ approach in learning.

Lesson 2: Pre-Training
The four learning styles are:
Assessment and Analysis
o Pragmatists ‘putting theory
into practice’ or ’needs to Objectives
know how to apply the
information in real world’ At the end of the session, you should be able to:
Pragmatist tends to integrate
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  Describe pre-training assessment and
training needs analysis
 Realize the importance of having pre-
training assessment before starting the
session
 Disengage current competency from
the skills required to determine
training gap
Introduction
“In differentiated classroom, teachers begin where
students are, not the front of a curriculum guide”.
– Carol Ann Tomlinson, 1999. As quoted by
Tomlinson, we start our session based on our pre-
assessment, not in Competency Based
Curriculum. Pre-assessment evaluates trainee’s
knowledge, skills, strengths and weaknesses prior
to teaching.
Pre-Training Assessment
Pre-Training Assessment is conducted to
recognize current competency (RCC) and
recognition of prior learning (RPL). This
assessment is done before the training starts.
Listed are reasons why it is needed:
It allows us to see their mastered
competencies.
It serves as a point of reference in
assessing our trainees.
It gives student quick look at the future
lesson.
Pre-Training Assessment can be done either of the
following:
Learners’ assess themselves using the self-
assessment guide
A trainer assesses learners’ previous
experience through portfolio assessment
The trainer assesses learners’ skills and
knowledge through pre-test or
diagnostic test
Self-Assessment Guide is a pre-assessment tool
to help the candidate and assessor determine what
evidence is available, when gaps exist, including
readiness for assessment 1.
Portfolio Assessment refers to the process of
determining whether an applicant is competent
through evaluation of his or her records of
achievement 2.
You can confirm the authenticity of evidence of
competency by:
 Calling or asking personally the
signatories and confirm the information
listed in the certificate of
award/employment.
 Calling or visiting the workplace where
projects are done.
Pre-Test or Diagnostic Test is a type of
formative assessment that involves collecting
evidence to diagnose or identify a training need or
performance problem. (NVSC Handbook) Prepare
the pre-test/diagnostic test according to the
guidelines written in the lesson ‘Preparing
Assessment Instruments’.
An assessor can use the portfolio assessment and
pre-test results as a source of evidence and a tool
for verifying learner’s current competency and
prior learning. Pre-training assessment and
analysis is done prior to the actual training
program.
1
 www.tesda.gov.ph2 TESDA Circular no. 23, s.
2008 – Implementing Guidelines on PTQCS
Determining Training Gap
Determining Training Gap through Training
Needs Analysis (TNA)
Under the CBT approach, each learner is assessed
to find the gap between the skills they need (as
described in the Training Package) and the skills
they already have. The difference between the two
is called the training gap.
Skills Required* – Current Skills** = Training
Gap = Training Needs
‘Skills Required’ refers to the competencies listed
in the competency standards and specified by the
industry; On the other hand, ‘Current Skills’
referred to as validated competencies gathered in
the pre-training assessment.
A training program is then developed to help the
learner acquire the skill deficiency.
Therefore,Self-Assessment Guide (SAG) with
8
Training Needs Analysis (TNA) Tool is an
important tool to use in determining training gap.
Unit 3: Preparing Session Plans
Lesson 1: Understanding the Training
Regulations
Objectives
At the end of the session, you should be able to:
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 2.
It has four sections:

 Describe the sections of Training  Section 1 – Definition of

Regulations Qualification refers to the group of
 Describe components of Competency competencies that describes the different
Standards functions of the qualification. It
 Explain importance of Competency enumerates the job titles of workers who
Standard in planning a training are qualified.
session
Lesson 1: Understanding the Training  Section 2 - Competency Standards
Regulations (CS) gives the specifications of
Introduction competencies required for effective
Now that you have established the training gap of work performance.
the learner, you are now ready to prepare the
session plan. In preparing session plan, it is  Section 3 - Training Standard
essential to understand the structure of Training (TS) contains information and
Regulation. requirements in designing training
Training Regulations contains the prescribed program for certain Qualification. In
minimum program standards. It is developed by includes curriculum design, training
experts and practitioners from public or private delivery; trainee entry requirements;
sector (or called as Experts Panel) and is tools equipment and materials; training
promulgated by the TESDA Board after national facilities; trainer’s qualification and
validation1. institutional assessment.
1
  www.tesda.gov.ph
 Section 4 – National Assessment &
Lesson 1: Understanding the Certification Arrangement describes
Training Regulations the policies governing assessment and
Training Regulation certification procedure.
Training Regulation (TR) is a TESDA Download #4:
promulgated document that serves as basis for Training Regulations
which the competency-based curriculum,
instructional materials and competency Lesson 1: Understanding the
assessment tools are developed. This document
represents specific qualification. How the
Training Regulations
competencies in this qualification can be gained, Competency Standards
assessed and be given recognition is detailed in Competency Standard (CS), as used in TESDA,
this promulgated document 1. is industry-determined specification of
All training institution who wants to offer TVET competencies required for effective work
program are required to register under Unified performance. They are expressed as outcomes and
TVET Program Registration and Accreditation they focus on work place activity rather than
System (UTPRAS) either With Training training or personal attributes and capture the
Regulation (WTR) or No Training Regulation ability to apply skills in new situations and
(NTR) to adhere in competency-based training changing work organization1. Refer to Section 2
requirements. of Training Regulations.
With Training Regulation (WTR) is described as Defined below are the components of CS:
programs that have appropriate promulgated Unit of Competency (or Unit Title) is a

9
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:
o Critical Aspects of
Competency refers to the
evidence that is essential for
successful performance of the
unit of competency.
o 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.
o Assessment Method refers to
the ways of collecting
evidence and when evidence
should be collected.
o Context of Assessment refers
to the place where assessment
is to be conducted or carried
out.
1
 Descriptions are lifted from Training
Regulations Framework
Lesson 2: Understanding
Competency-Based
Curriculum
Objectives
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
consultations1.
1
  Information listed are lifted from Training
Regulations Framework
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.
10

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:  teaching methodologies that can be applied
 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:  or more modules of training. This part of the
 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
for the entire module instruction.
 Trainer’s Qualification refers to the
identified minimum experience and
competencies the trainer for the course must
possess.
READING # 1:
Competency-Based Curriculum 
Sample: Comptency Based Curriculum
1
  Training Regulations Framework2  Procedures
Manual on Program Registration3  Terminology of
European Education and Training Policy, Cedefop,
2008
Module of Instruction
Module of Instruction is the description of
training requirements for every unit of
competency. A unit of competency can make one
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 1. (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: 
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 Assessment Criteria is the standards used
to guide learning and to assess learner
achievement and/or to evaluate and certify
competence 2.
 Contents are the topics and activities
which make up what is learned by an
individual or group of learners during a
learning process 3.
 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.
1
 Procedures Manual on Program
2 3 
Registration  SAQA 2013 CEDEFOP 2008
 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.

Lesson 3: The Session Plan

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 Elements of a Session Plan
 Prepare an effective session plan Session Plan, same as Training Plan or Lesson
Plan, is a written document prepared by the trainer
Introduction that shows logical order of activities that he wants
An organized training session is the key to to happen in a training session.
meaningful learning; thus, a prepared session plan It gives trainer and his learners an overview on
is needed to make every lesson a success. Each where they are and where they are going. It serves
session plan is derived on Competency-Based as record of training sessions and as a starting
Curriculum, and anchored on Competency point for additional training. It is also extremely
Standard to ensure that the training provided is helpful for a trainer who takes over another
world-class, high-quality skills education. session.
Listed below are the guide questions that we need 1. Industry Sector identifies the industry
to address at the end of the lesson: where the job is classified (e.g. Information
and Communication Technology).
 What are the elements or parts of a session
2. Qualification Title and Level
plan?

12
 a. Qualification Title refers to the
name of the formal certification or
recognition.
b. 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 PTQF1.
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.
a. Learning Activities is used to
support learning. It conveys content, create
meaning, and support development and
transfer of skills/knowledge through
practice and experience 3.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.
b. Teaching Methodology refers to
the list of methods to be used in a
particular learning content.
c. Presentation shows instructional
materials and or methods to be used in
introducing the content.
d. Practice shows instruction sheets
and self-check test to be used by the
learner in applying and concretizing
learning.
e. Feedback includes evaluation of
performance and reference to the answer
key.
f. Resources includes list of tools,
materials and equipment to be used per
learning content.
g. Time refers to the estimated
minimum training period usually
expressed in hours wherein the learner is
expected to complete a particular learning
activity.
o 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.3
o 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.
Download #5:
Sample Session Plan
1
  Training Regulations Framework2  Terminology of
European Education and Training Policy, Cedefop,
2008.3  VET Glossary 20124  CEDEFOP 2008
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.
1
  European Education and Training Policy, Cedefop,
2008
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 1.
13
Listed are guidelines in determining and  available time and resources
organizing Course Content:   capacity of the trainer
 Review Competency-Based Curriculum A trainer knows well that a single method will
and determine essential topics and activities. not be sufficient to make each adult learning
 Review required knowledge or skills and session successful. A skillful teacher must use
range of variables from the Competency various methods and techniques necessary to hold
Standards. the attention of adult learners to improve their
 List the content or topics gathered from learning efficiency.
CBC and CS. Include additional topics if Listed below are training methods according
necessary. to learning activities, purpose, learning styles, and
 Organize the content. This will help practice-based learning:
learners store information in their long-term According to Learning Activities
memory. Learning Methods & Techniques
Sort content or topics according to: Activities
o simple to complex task Individual self-assessment, hands-on
o known to unknown experience, self-paced hand-out
o whole to part and back to whole or modules
o concrete to abstract
Group simulation, role play, games,
o particular to general Activities small group discussion (no more
o observations to reasoning than 7 participants),
o point to point in logical order (or in brainstorming, buzz group (2-3
sequential order) participants), debate, group
dynamics, group reporting, focus
Sorting the content will help learners store group discussion
information in their long-term memory. It needs to Either case study, projects,
be in manageable chunks to let the learner process Individual or demonstration, laboratory work,
new information easily. It also needs to be Group direct observation
progressive leading down to a learning pathway. It Activities
is also important to link information so that
learners could understand the big picture together According to Purpose:
with its specific parts 2.
1 Purpose Methods & Techniques
 CEDEFOP 20082 NVSC Handbook
To give lectures, readings, written and
Identify Appropriate Training information oral instruction
and
Methodology and Techniques
knowledge
It is essential to identify appropriate
training methodology after determining the To give demonstrations, slides, pictures,
learning outcome and content. examples, video, film, case study,
Training Methodology refers to how To show task discussion
subject matter is going to be dealt with in a broad & attitudes
sense (e.g. lecture, group discussion, role play, To enhance role play, return demonstration,
demonstration, etc.), while Techniques are the skills, To supervised practice, write shop
variation of the method (e.g. under Small Group provide
Discussion (SGDs), the methods could be fish practice
bowl, brainstorming, plenary, etc.)1
To select appropriate teaching method, a trainer According to Learning Styles:
should consider the following:
 learning outcomes is the primary basis for Learning Methods & Techniques
Style
selection
 nature of the subject and types of Visual Learns picture pages, film viewing,
performance specified by seeing the lecture packed with flowcharts,
 needs, interests, abilities and level of big picture diagrams, pictures or graphs
maturity of the learner
14
Auditory read notes aloud, discussion o enactive learning like role-
Learns by pairs or groups, question and play, self-experiential work
listening answer, recorded lectures and o modelling
stories o reflective practice
 Helpful in improving reflective capability and
Read/Write lecture packed with list,
Learns by glossaries and its definitions, interpersonal skills
seeing words learning activity that requires o self-experiential work
and lists transcribing diagrams or pictures o reflective practice
into writing READING # 2
Training Guide and Teaching Techniques, pp. 29 - 47
lecture, group activities, hands-on
analogies, experience, note taking, write
statistics, shop Presentation-Practice-Feedback: Ensure
stories Learns Student-Centered Learning Activities
by doing The Presentation-Practice-Feedback part
of the session plan ensures active learning. Active-
Pragmatist laboratory work, case study,
learner centered approach is one of the niches of
Putting theory field work, problem solving
into practice CBT. This is influenced by the principles of
learning theories – Behaviorism, Cognitivism and
Activist assimilation, role playing, small Constructivism.
Having an group discussion, problem Experts in behaviorism - Thorndike,
experience solving, brainstorming, puzzle Skinner and Watson - believe that ‘learning
competition consists of strengthening of the relationship
Reflector time out, observing activities, between stimulus and response’. Stimulus evokes
Reflecting on paired discussion, feedback and rouses a specific reaction under the control of
it from others, coaching, the trainer. Response is the reaction of the trainee
interviews to the stimulus.
To apply this theory, the trainer presents or
Theorist lecture, analogies, statistics,
Drawing out stories demonstrates a certain skill that serves as a
own stimulus. Then the trainee, in response to the
conclusion stimulus, will strengthen the connection through
practice. Lastly, the trainer will give either
According to Practice-Based Learning:
positive or negative reinforcement. Trainer can
give positive feedback to retain or increase
Practice- Methods & Techniques frequency of behavior, and negative feedback to
Based
weaken and correct the behavior. Remember, most
Learning
of the activities are skills-based, and this
On-the Job job instruction training, job mechanism can be applied to enhance learners’
Training rotation, apprenticeship, competencies.
coaching, internship
Off-the Job active lecture, laboratory training, Presentation includes instructional materials and
Training role playing, case study, methods used in introducing the content which
simulation serves as the stimulus, Practice includes list of
instruction sheets and self-check tests used by the
Recommendation in choosing appropriate training learner to enhance one’s competence and serves as
method: the response of the learner,
Listed are methods in teaching CBT skills and while Feedback includes reference to the answer
competencies:2 key, as well as the evaluation of trainee’s
 Most useful for acquisition of declarative performance which serves as the reinforcement.
knowledge
o reading Organizing these learning activities is also made
o lecture/talks easy with the use of Nine Events of
o modelling Instructions (Gagne).
 Most effective in enhancing procedural skills
15
Nine Events of Instructions The goal of teaching acquired based on their work or life
is to transfer knowledge, skills and attitude. We experiences.
are also teaching them how to learn, and not how  Summative Assessment is the final
to know. Take note that the transfer of information assessment of competence. Assessor makes
is in a sequential manner, and can be done best the final judgement when the trainee feels
using Gagne’s Nine Events of Instruction. confident to demonstrate his performance. He
Gagne proposed “an instructional design that records the performance using the
follows systematic approach”. Use these learning Achievement Chart.
events to produce engaging and meaningful
instruction.. These forms of assessment will make use of
The following are the nine steps: different assessment methods. Given are different
assessment methods with its evidence gathering
tool:
Assessment Type Evidence
Methods (lifted from Gathering
CBT Primer) Tool
Written supply short Self-
Test use to test answer, Check/Model
acquired restricted Answer, Short
knowledge essay, test questions
extended
essay,
multiple
choice,
Plan the Assessment matching,
Assessment is employed as means of completion,
collecting evidences that would help determine the identification,
individual’s achievement of competencies alternate
answer, true-
required in the workplace or training needs to
false
develop the competencies required in the
workplace1. Demonstration checklist, Rating Sheet
use to assess rating scales, for
Institutional Assessment is an assessment particular skill research task, Demonstration
undertaken by the institution for its students to assignment with Oral
determine their achievement of the learning Questioning
outcomes in the module of instructions in given Portfolio use evidence from Performance
unit of competency or clusters of competencies 2. to collect supervisors, Criteria
Forms of Assessment are3 : evidences colleagues Checklist
 Formative Assessment assists learning by of and clients,
providing feedback about students’ qualification,
competencies
performance and progress. This non-graded supervisor
reports
type of assessment keeps its record in the
Progress Chart. Oral Interview, Rating Sheet
o Diagnostic Assessment is a type of Questioning  group for
formative assessment used to diagnose use to verify assessment Demonstration
areas of weaknesses and strengths. It is evidence if not with Oral
used to identify learner’s gap in Questioning
clearly
knowledge. demonstrated
o Recognition of Prior Learning during
(RPL) allows a person to obtain performance
recognition and credit for their test
knowledge and skills. This can include
previous and or current competencies Assessment method/s describes the approach that
16
is used for collecting evidence required to prove Unit 4: Preparing Instructional
the competence of an individual while Evidence
Gathering Tool or Assessment Tool refers to Materials
both the instrument* and the instructions** for
gathering and interpreting evidence.  Objectives
*Instruments are the specific questions or activity At the end of the session, you should be able to:
developed from the selected assessment method/s. 

**Instructions are the information/instructions  Describe Competency-Based Learning

given to the candidate and/or the assessor Materials
regarding the conditions under which the  Identify advantage of using Competency-
assessment should be conducted and recorded.  Based Learning Materials

Prepare the Session Plan

Summary in Preparing Session Plan
1. Prepare the following before writing a
session plan:
o Summary of Trainees’ Needs
o Session Plan Template
2. Write the Learning Outcome
o Derive Learning Outcome from
Module of Instruction

3. Determine and Organize Learning Content

per Learning Outcome
o Derive learning content from
Module of Instruction & Competency
Standard
o List the required skills and
knowledge and organize the content
4. Choose appropriate Training Methodology
and Techniques
o Identify basis in selecting
appropriate teaching methods and
techniques
o 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

Download #6:
Session Plan Template

17