SESSION OBJECTIVES

AT THE END OF THE SESSION THE PARTICIPANTS WILL BE ABLE TO:

• Define a session guide ;
• Identify the different parts of a session guide ; and
• Write a session guide.
ACTIVITY- 4GS (GAIN, GIVE, GROANS, AND GUIDE):

•What do I hope to GAIN from this session?

•What can I GIVE to contribute to achieving the training
objectives?
•What are my GROANS? (Issues and concerns)
•How may the training management team GUIDE me?
 SESSION GUIDE
–Is plan for the delivery of a
learning episode in a
training program.
 SESSION GUIDE
• OBJECTIVES of the session in relation to the overall goals of the training program.
• MAJOR OUTPUT/S as evidence of learning.
• KEY INPUT, CONTENT that the participants should know in order to attain the
objectives.
• METHODOLOGY, SPECIFIC ACTIVITIES that the facilitator and the participants do to
learn the content or to develop skills and attitude.
• MATERIALS/RESOURCES required to implement the activities.
• TIME ALLOTMENT of each activity
WRITING TRAINING
OBJECTIVES
TWO CATEGORIES OF LEARNING OBJECTIVES
• Terminal objective - state the overall learning outcome you
want students to achieve.
• Enabling objective - break down the terminal learning
objective into smaller, more manageable steps that
students must achieve in order to meet the terminal
learning objective.
 TYPES OF OBJECTIVES
KNOWLEDGE DEVELOPMENT - Objectives have to do
with the content or cognitive learning. They
relate to the ability to demonstrate acquired
knowledge to comprehend information and to
analyze concepts.
VERBS ASSOCIATED WITH OBJECTIVE TYPE
KNOWLEDGE DEVELOPMENT
Cite Identify Compare List
Contrast Define Quote
Describe Recite Detect Recognize
Differentiate Relate Distinguish Repeat
Enumerate Reproduce Explain
 TYPES OF OBJECTIVES
SKILL DEVELOPMENT – deals with behavior.
These are much easier to identify and to
determine whether they have been met. They
focus on a person being able to perform a
task or procedure.
VERBS ASSOCIATED WITH OBJECTIVE TYPE
SKILL DEVELOPMENT
Assemble Prepare Compute Process
Construct Prove Copy Record
Count Repair Demonstrate Solve
Design Speak Develop Transcribe
Draw Type Measure Write
Operate
 TYPES OF OBJECTIVES
ATTITUDE DEVELOPMENT –deals with attitudes,
values or feelings. These objectives are
appropriate when you want to change people’s
attitudes or increase their awareness of or
sensitivity to certain issues or ideas.
VERBS ASSOCIATED WITH OBJECTIVE TYPE
ATTITUDE DEVELOPMENT
Adjust Decide Analyze Evaluate
Assess Pick Choose Select
Criticize
CHARACTERISTICS OF GOOD OBJECTIVES
•SPECIFIC – addresses what it wants to achieve
•MEASUREABLE – tells whether you have achieved it
•ATTAINABLE – can be done given the time and resources
•RELEVANT – can be applied in the work place
•TIME BOUND – tells within which time it can be achieved
 COMPONENTS OF AN OBJECTIVE
•PERFORMANCE – what the participants should be
able to do
•CONDITION – with what resources or provision
•CRITERIA – what quality of performance/quantity
of outputs
 DETERMINING THE KEY CONTENT
•Determine key content/learning points based
on the set objectives.
•Gather content materials
•Check the integrity of the materials
 DETERMINING THE KEY CONTENT
• Organize the materials based on certain logic :
• Topical coverage
• Procedural/sequence
• Specific/general
• Cause/effect
• Chronological
• Determine the degree of importance of the different content
• Determine the time allotment
 ASSUMPTIONS ABOUT ADULT LEARNING
(KNOWLES, 1990)
Adult Learners:
•Are Self-directed
•Have Wealth Of Experience
•Internally Motivated
•Are Ready To Learn When They See The Need For It
•Want Real Life Application
FACTORS AFFECTING
LEARNING
 LEARNING STYLE
•Accomodators
•Assimilators
•Convergers
•Divergers
 DIVERGERS CONVERGERS ASSIMILATORS ACCOMODATORS
(CE, RO) (AC, AE) (AC, RO) (CA, AE)
Have a broad Best in finding Best at understanding Have the ability to learn
cultural interests practical uses for a wide range of from primarily “Hands On”
and like to gather ideas and theories. information and experience. Enjoy carrying
information, Have the ability to putting into concise, out plans and involving
interested in solve problems and logical form. Less themselves in new and
people, tend to be make decisions based focused on people and challenging experiences.
imaginative and on finding solutions or more interested in Tend to act “gut” feelings
emotional. problems. Prefer to ideas and abstract rather than on logical
Have a broad deal with technical concepts. Find it more analysis. Rely more heavily
cultural interest tasks and problems important that a on people for information
and tend to rather than with social theory have logical of than on their own technical
specialize in the issues and soundness than analysis.
arts interpersonal issues. practical value

Informal learning Informal learning In formal learning, In formal learning

Situation, prefer to situations, prefer to situations, readings, situations, prefer to work
work in groups, experiment with new lectures, exploring with others to get
listening with an ideas, simulations, analytical models, and assignments done, to set
open mind and laboratory having time to think goals, to do field work, and
receiving assignments, and things through to test out different
personalized practical application approaches to completing a
feedback project.
 FACTORS AFFECTING LEARNING
•Perceptual modality – how a person best accommodates
information.
•Visual
•Auditory
•Kinesthetic
•Emotion, environment, age
•Hemisphericity
CHOOSING TRAINING
METHODOLOGY
 TRAINING METHODS
( VELAT & DUDIC, 2008)
•Role Play
•Games
•Simulations
•Lecturette
•Case Study
•Workshop
•Cooperative Learning Structures
•Group Discussion
 TYPICAL STRUCTURE OF SELECTED METHODS
Lecture Workshop Demonstration Structured Learning
Experience
 Introduction 4As
 Introduction  Mini-lecture  Introduction  Introduction
 Motivation (Input)  Mini-lecture  Activity and
Activity/Question  Q and A (Input) Publishing
 Lecture (mini-  Mechanics of  Demonstration  Analysis/
activities in the Workshop  Processing Processing
between  Workshop  Return  Abstraction +
lectures) Proper Demonstration inputs
 Q and A  Presentation of  Processing  Application
 Synthesis and Outputs  Assignment  Closure
Closure  Processing of  Synthesis and
the Outputs Closure
 Synthesis and
Closure
 FACTORS TO CONSIDER IN SELECTING A
TRAINING METHODOLOGY
• Subject Matter
• Group Knowledge Of The Subject
• Training Objectives
• Group Size
• Kind Of Participation Desired
• RESOURCES AVAILABLE (Equipment, Type Of Room, Time, Cost, Etc)
• Comfort Zone Of The Trainers, Participants
• Participants Learning Style And Perceptual Modalities
STEPS IN THE EXPERIENTIAL LEARNING CYCLE
(ORTIGAS, 1998)

•Orientation
•Instruction
•Experiencing
•Data Gathering Analysis
•Synthesis/Generating
•Integration
•“Back Home” Application
 THESE STEPS ARE FURTHER SIMPLIFIED
INTO 4AS
• ACTIVITY
• ANALYSIS
• ABSTRACTION
• APPLICATION
 ACTIVITY
Possible Trainer’s Role Questions That Maybe
Activities Asked
Solving Problems in To structure the process, Do you have any other questions in
the Group, Present the objectives and relation to the task?
Case Study; activities and clarify the Do you need any other information?
Role Play; rules, procedures and time How is your progress?
Visits in the Field; limit. Did it cross to your mind to …….?
Practicing skills; Gather data/information Can you be more specific?
Games; Publishing and organizing Can you say more about ….?
Group Activities. the data Do you have some other ideas?
Clarify responses Are you ready to write down your
work on the flipchart?
How much time more do you need?

(Velat and Dudic, 2008)

 ANALYSIS
Possible Activities Trainer’s Role
Working on small Assist the participants to think
groups; Presentation (observe) about what happened in
done by the Phase I and to see what it means
participants; for him or her, ensure that all
Discussions in Large important aspects of experience
groups; Small group are not ignored. The successful
reporting manner to assist the participant is
to ask questions about what
happened and how he or she
reacted.
Phase 2 begins when the
participants shares his or her ideas
and reactions with others.
(Velat and Dudic, 2008)
Questions That Maybe
Asked
What happened?
What did you feel when …..?
Did anyone feel different?
What did you notice in relation
to….?
How do you feel about the
experience….?
Does anyone in the group feels
the same in relation to….?
Do you agree or disagree with
what the other said? Why?
 ABSTRACTION
Possible Trainer’s Role
Activities
Synthetical Helps participants to focus on the
discussion in a consequence of the experience and
large group; thoughts in order for a participant to
lectures; confirm that she or he learned
Demonstration something new. There are two
and reading approaches: (1) a trainer may secure a
tasks summary for participants (For example
a lecture or a homework that entails
reading at home) or (2) a trainer may
ask questions which enable the
participants to autonomously reach
conclusion (as in discussion to reach a
consensus)
(Velat and Dudic, 2008)
Questions That Maybe
Asked
What did you learn from this?
What does this all represent for
you?
Is there any joint principle?
How does all this fit in our
discussion?
Do you have some new views of
…..?
What are the most significant
issues raised here?
Are there any lessons to be
learned from this?
 APPLICATION
Possible Activities Trainer’s Role
Action planning; visits The primary role of the
in the field; Practicing trainer is to lead the
new skills; Discussion participants in developing
application project. As a
participant tries to do
something on his or her
own, a trainer provides
advice and encourages him
or her to improve his or her
skills.
(Velat and Dudic, 2008)
Questions That Maybe Asked
What did you like the best in relation to…..?
What was the most difficult for you?
How can you apply this in your work or in some
other field?
Can you imagine yourself working in the
fortnight?
What do you want to do the most after the
training?
What will be the most difficult in using this….?
How could this exercise have been more
meaningful in your situation?
Do you expect resistance at your work?
What can you do to overcome the resistance of
the others?
Are there any other areas in which further
training should be organized?
Do you have any other questions?
 IDENTIFYING TRAINING MATERIALS
(HARRINGTON & CARR, 2010)

Training materials may include:

•Presentation materials (slide decks)
•Activity sheets and materials
•Supplies and materials
•Handouts
GUIDELINES IN PREPARING THE SLIDE DECKS
HARRINGTON OF THE UNIVERSITY OF MISSISSIPPI AND REBECCA CARR OF AAU
DATA EXCHANGE (2010):
• Keep it simple. Free your slides from distracting items.
• Make it easy to read
• Select sans serifs. Limit your fonts to two at the most.
• Font size should be 24 points or larger.
• Use photos, images or diagrams that reinforce your verbal message.
• Use phrases
• Use bullet points sparingly but should be less than six words
• Use animation slides sparingly
• Create handouts to accompany your presentation
 DETERMINING TIME ALLOTMENT FOR
ACTIVITIES
Time allotment depends on the degree of
importance of the topic/activity with respect
to others. This is done by ranking the topics
based on their relative importance.
 BIBLIOGRAPHY
• The Pfeiffer Library volume 21 second edition (1998). Jossey- bass/Pfeiffer
• Ortigas C.D. (1997) group process and the inductive method: theory and practice in the
Philippines, Quezon city: Ateneo de Manila University press.
• Lawson K (2006). Trainer’s Handboook. Pfeiffer
• Lucas, R (2003) The Creative Training Idea Book: Inspired Tips And Techniques For
Engaging And Effective Learning, New York: AMACCOM.
• Velat D., & Dudic R. R. (2008). Active Training: Manual For Trainers. (P. Miclic, Ed.)
• Harrington M., & Carr, R. (2010), Twelve Tips For Creating Effective Presentations.
SESSION GUIDE
 APPLICATION
• Write a session guide following the format you have learned.
• Choose from the following themes :
• Contextualization
• K to 12 Assessment
• Instructional Innovation
• Instructional Leadership
• ICT in Education
• K to 12 Pedagogies
 “The highest level of satisfaction
one can get is knowing one has given
the best performance to every
endeavor, be it big or small.”
-Will O’Neal