bojie.hizon@yahoo.

com
09161483302

2 Prepare the session plan

1. Prepare instructional blueprint and

learning-engagement plan
2. Identify training delivery modes
3. Address training methods that
pertains to the required competencies
4. Determine sequence of training
activities
5. Identify resources to support learning
6. Finalize session plan according to
required format
REFLECTIVE QUESTIONS . . .

What were the questions you asked

yourself when you started to write
the session plan?
Training needs of the trainees
Learning outcome/objectives
Time
Resources
Trainees characteristics and style

Where will you get the Competency Based Curriculum

(CBC)
answers to your questions?
Training Regulation (TR)/
Competency Standards (CS)
Results of Identifying Training
Needs and Requirements
Describing the components of your session plan . . .

1 From the TR/CBC

2 From the TR/CBC

3 From the TR/CBC

4 From the TR/CBC
6 5 From the TR/CBC
It will acquaint the student on
what he/she is:
• going to learn in the module Refer to Unit
• why it is important, Descriptor/ Module
• how it relates to what has Descriptor of your
already been learned. TR/CBC

3
Describing the components of your session plan . . .

Actions the trainees will do to achieve the

learning outcome stated in the module of
instruction
7
Write the title of your learning
8 outcome

Identify and interpret

your learning content
based on CBC 4
Interpreting your learning content . . .

5
SEQUENCING YOUR LEARNING CONTENT
LO1. COLLECT LAUNDRY FOR LAUNDERING FUNCTIONS
ASSESSMENT CRITERIA:
1. Guest clothes are picked up in accordance with enterprise requirements
2. In-house items are picked up in accordance with enterprise requirements
• Types of fabric and laundry equipment 4
• Meaning of laundry and dry cleaning labels on clothing 6
• Key laundry terms 1
• Common guest laundry issues 10
• Hygiene, health and safety issues on laundry operations 3
• Laundry Chemicals/Solutions 5
• Role of an “on premise” laundry 2
• Ability to complete the full laundering process 7
• Establishment linen handling procedures 9
• Use of specific laundry chemicals 8
6
SEQUENCING YOUR LEARNING CONTENT
LO1. COLLECT LAUNDRY FOR LAUNDERING FUNCTIONS
ASSESSMENT CRITERIA:
1. Guest clothes are picked up in accordance with enterprise requirements
2. In-house items are picked up in accordance with enterprise requirements
CONTENT:
1. Key laundry terms
2. Role of an “on premise” laundry
3. Hygiene, health and safety issues on laundry operations
4. Types of fabric and laundry equipment
5. Laundry Chemicals/Solutions
6. Meaning of laundry and dry cleaning labels on clothing
7. Ability to complete the full laundering process
8. Use of specific laundry chemicals
9. Establishment linen handling procedures
10. Common guest laundry issues
7
HOW TO DO . . . ?

8
Describing the components of your session plan . . .

ACTIVE LECTURE
What factors did you consider when you
SMALL GROUP selected your training methods?
DISCUSSION
• Content
ROLE PLAYING • Objective
• Cost
CASE STUDY • Target audience
DEMONSTRATION • Time
• Resources
BRAINSTORMING

9 FIELD TRIP

Identify training delivery SELF PACED

modes
STRUCTURED LEARNING
Address training methods EXPERIENCES (SLE)
that pertains to the 9
required competencies FILM VIEWING
How will you organize your learning events?

10
• Based on hierarchy of learning
• From easy to hard
• From simple to complex
• Based on adult learning principles
• Based on Gagne’s nine events of
instructions

FIRST – The student THEN – The student FINALLY – The

is presented with is provided an student is given
idea, concept or opportunity to immediate feedback
process practice or apply the on the result of the
same knowledge or application of the
skill that was concept or methods
10
presented performed
11
Refer to TR/ CBC
(CONDITION-Learning
Outcome) SPECIFY PER
CONTENT

12
Refer to TR/CBC
(nominal duration)
SPECIFY/ANALYZE
PER CONTENT 11
 What assessment method will you chose
for your session plan?
Good choice if appropriate with learning outcome/
learning objective/ learning content such as:
• Demonstration, Portfolio, for underpinning/
required skills
• Written exam, interview, questioning for
underpinning/required knowledge

13
Refer to TR/CBC
14
(ASSESSMENT METHODS)
Session Evaluation-
SERVES AS THE
DOCUMENTATION OF
THE CONDUCT OF 12
THE TRAINING
Finalize session plan according to required format

13
Finalize session plan according to required format

14
TRAINERs METHODOLOGY
M O COURSE Level 1
D U
L E
1

PLANNING TRAINING SESSION

bojie.hizon@yahoo.com
09161483302

3 Prepare instructional materials

1. Prepare instructional materials that are
focused on a key concept or idea
related to the work activity
2. Prepare text and illustrations that are
clear, legible and appropriate to the
trainees
o Information sheet covers the key concepts
o Job sheets appropriate for the activity
o Language, style and format of the
materials are appropriate to the trainee’s
characteristics and needs
 Benefits of CBLM
bojie.hizon@yahoo.com
09161483302

Useful when students miss a lesson

Useful when content is not available in
textbook, manuals, etc.
Helpful in ensuring that the learners
remember the required information
Useful in providing a permanent record
of the content of the training program
Useful as a critical component of an
individualized instruction system

3 Prepare instructional materials

W H AT T O D O . . . ?

1. Cover Page

1. Title

2. Logo

3. Sector

4. Qualification Title

5. Unit of Competency

6. Module Title

7. Name of the School

W H AT T O D O . . . ?
2. Table of Contents

Document No. (control number)

A space for the issuer of the document

Institution’s Quality Qualification

Assurance system Title and
with logo Module Title

Date developed, date

Page
revised, and the Name
number
of Developer

Revision Number

Footer
19
W H AT T O D O . . . ?
3. How To Use the Learning 4. List of Competency
Materials

20
W H AT T O D O . . . ?
5. Module Content 6. Learning Outcome Summary

21
 W H AT T O D O . . . ?
7. Learning Experiences HOW TO DO . . ?

22
W H AT T O D O . . . ?
8. Information Sheet Make Learning Objectives
SMART
LEARNING OBJECTIVE

INTRODUCTION

23
W H AT T O D O . . . ?
9. SELF CHECK AND ANSWER KEY

24
W H AT T O D O . . . ?
10. Task Sheet/Operation Sheet and Job Sheet and the
Performance Criteria Checklist

25
W H AT T O D O . . . ?
11. References/ Further Reading

CLICK
26 TO
TEMPLATE
 W H AT T O D O . . . ?
bojie.hizon@yahoo.com
09161483302

Prepare assessment instruments

4 (Institutional)

1. Read and interpret relevant modules of

instruction to identify the required evidence
2. Determine evidence requirements which
show full coverage of the training module
to be assessed
3. Identify suitable assessment methods
appropriate with the learning outcome
4. Prepare assessment instruments in
accordance with the content and learning
outcome
5. Check assessment instruments for validity,
fairness, safety and cost effectiveness
W r i t t e n andDEVELOPED BY: B O J I E S M . H I Z O N TESDA Central Office Taguig City Philippines
 P R I N C I P L E S of A S S E S S M E N T
bojie.hizon@yahoo.com
09161483302

Assessment principles state that

assessments must be VALID, RELIABLE,
FLEXIBLE and FAIR.

Assessors must ensure that assessment

decisions involve the evaluation of
sufficient evidence to enable a judgment to
be made on the student’s competence.

4 Prepare assessment instruments

(Institutional)
W r i t t e n andDEVELOPED BY: B O J I E S M . H I Z O N TESDA Central Office Taguig City Philippines
In CBT . . . ,
Evaluation is the systematic collection and analysis of data
needed to make decisions whether a trainee is
COMPETENT or NOT YET COMPETENT.

Trainee should be evaluated every after competency/

module. NO TRAINEE should be allowed to transfer to
another competency/module without having been
assessed.
29
P R I N C I P L E S of A S S E S S M E N T

VALIDITY
An assessment IS VALID if the assessment methods
and materials reflect the elements, performance criteria
and critical aspects of evidence in the evidence guide of
the unit(s) of competency, and if the assessment
outcome is fully supported by the evidence gathered.

FLEXIBILITY
All students should be fully informed (through the
assessment plan) of the purpose of assessment, the
assessment criteria, the methods and tools used, and the
context and timing of the assessment. 30
P R I N C I P L E S of A S S E S S M E N T

Guides for observing and recording evidence are based

on units of competency

Clear guidelines are available to ensure that assessors

make consistent decisions over time and with different
candidates

Where work samples are to be used as evidence,

candidates will receive specific guidelines on
requirements, including information about ensuring
authenticity and currency of the evidence
31
P R I N C I P L E S of A S S E S S M E N T

FAIR
This may mean that assessment methods are adjusted
for particular students (such as people with disabilities
or cultural differences) to ensure that the methods do
not disadvantage them because of their situation. An
assessment should not place unnecessary demands on
students which may prevent them from demonstrating
competence.

32
Different F O R M S of E V I D E N C E

EVIDENCE
Evidence of an
individual work that
can be reviewed or
examined by the
DIRECT INDIRECT assessor

Evidence that can

be observed or
witnessed by the
assessor

33
METHODS and TECHNIQUES for Gathering
Evidence

34
PREPARE Assessment I n s t r u m e n t s
INSTITUTIONAL

4 FOUR-STEP PROCESS in
Designing Assessment Tools

35
 W H AT T O D O . . . ?

1 2 3 4

PREPARE Assessment I n s t r u m e n t s
INSTITUTIONAL

36
HOW TO DO . . . ?

EVIDENCE PLAN RATING

SHEET
Determine evidence
CBC/TR requirements Write your
assessment
Identify and select instrument
INTERPRET AND suitable assessment
ANALYZE methods 37
HOW TO DO . . . ?

38
EVIDENCE PLAN
COMPETENCY STANDARD:
UNIT OF COMPETENCY:
Ways in which evidence will be collected

Portfolio
(tick the column) FROM CBC -

Written

Demo
ASSESSMENT METHOD
The evidence must show that the candidate

• Picks up guest clothes and in-house FROM LO1 -

items in accordance with enterprise ASSESSMENT CRITERIA
requirements.

39
HOW TO DO . . . ?

40
EVIDENCE PLAN
COMPETENCY STANDARD:
UNIT OF COMPETENCY:
Ways in which evidence will be collected

Portfolio
(tick the column) FROM CBC -

Written
ASSESSMENT

Demo
METHOD
The evidence must show that the candidate

• Picks up guest clothes and in-house items in

accordance with enterprise requirements. FROM LO 1-
ASSESSMENT
• Sorts items according to cleaning process CRITERIA
required
• Check items for stains and treats
accordingly.
• Selects laundry methods in accordance with
textile labeling codes and washing
instructions. FROM LO 2-
ASSESSMENT
• Keeps records of any damage caused by CRITERIA
the cleaning process*
• Completes pressing and finishing processes
in accordance with textile characteristics and
I’LL SHOW41YOU
client requirements.
HOW . . .!
I’LL SHOW YOU
HOW . . .! 42
 W H AT T O D O . . . ?
bojie.hizon@yahoo.com
09161483302

Organize learning and teaching

5 resources

1. Check resources required for training for

availability
2. Identify and arrange appropriate training
locations according to the training needs
3. Documents resource requirements and
arranges access in accordance with the
organization, procedures and
appropriate staff

W r i t t e n andDEVELOPED BY: B O J I E S M . H I Z O N TESDA Central Office Taguig City Philippines

CLICK ME TO
VIEW THE
TEMPLATE. . .!
44
 00.00mtrs 00.00mtrs

00.00mtrs

00.00mtrs

LEARNING
STATIONS
00.00mtrs
STATION 1

STATION 2
00.00mtrs
STATION 3

00.00mtrs STATION 4

00.00mtrs

45
46
47
bojie.hizon@yahoo.com 0916.148.3302

48
WRITTEN AND DEVELOPED BY: B O J I E S M . H I Z O N @ TESDA Central Office Taguig City Philippines
Robert Gagne’s Nine(9) Events Of Instructions . . .

1. Gain Attention
2. Inform Learners
PART OF THE of Objectives
INTRODUCTION 3. Stimulate
Recall of Prior
Knowledge

49
Robert Gagne’s Nine(9) Events Of Instructions . . .

4. Present the
stimulus/
material
5. Provide
guidance for
learning

6. Elicit performance
7. Provide feedback
50
Robert Gagne’s Nine(9) Events Of Instructions . . .

8. Assess
performance

9. Enhance
retention
and transfer

Job sheet are practice tools that integrates

tasks learned in the learning outcome. It
should be made with different performance
conditions or in a different context and
situation
51
ADULT LEARNING PRINCIPLES when preparing a session plan

LEARNER ORIENTATION
Adults will learn only what they feel they
need to learn
You need to lead them to discover their
own solutions for issues, not tell them
what to do. Encourage your learners to
work together, to discuss, debate and
share ideas and information
• Include examples and case studies on
how others have used the knowledge or
skills
• Provide opportunities for the learner to
control their learning environment
52
• Use a problem – solution approach
Adult learning principles when preparing a session plan . . .

EXPERIENCE
Adults learn by comparing past
experience with new Experience
• Sharing of personal experiences or
stories is one way this can be
achieved

53
Adult learning principles when preparing a session plan . . .

ORIENTATION TO
LEARNING
Adults want their learning to be
practical
• Adult interest in learning surges when
we can provide exercises that provide
the experience of applying a new
concept or skill to a ‘real life’ situation

54
Adult learning principles when preparing a session plan . . .

ORIENTATION TO
LEARNING
Adults need immediate feedback
concerning their progress
• We need to provide opportunities for
learners to track their progress and to
get constructive feedback on their
learning

55
Adult learning principles when preparing a session plan . . .

DISPOSITIONAL
BARRIER
Adults try to avoid failure
• Consider the learners fears and
emotional safety when developing
training or learning activities. Ensure
the ‘real’ consequences of failure are
low. Begin with easy learning
activities and build complexity once
learners have experienced success

56
Adult learning principles when preparing a session plan . . .

LEARNING STYLES
Adults do not all learn the same way
• Adults have their own styles of
learning. So ensure the design of your
program and the way you write
learning materials features activities,
content and language that appeals to
a broad range of learning styles

57
Adult learning principles when preparing a session plan . . .

R ECENCY
Things that are learned last are best
remembered
Summarize frequently
Plan review sections
Divide subject into mini-
topics of about 20 minutes in
length
Tell them what you are going to tell them . . .
Tell them what you have told them
58
Adult learning principles when preparing a session plan . . .

A P P R O P R I AT E N E S S
All information, training aids, case
studies, etc. must be appropriate
to participant’s needs

Clearly identify a need

Use descriptions, examples
or illustrations that the
participants are familiar
with
59
Adult learning principles when preparing a session plan . . .

M O T I VAT I O N
Participants must want to learn,
must be ready to learn, must have
some reason to learn

Presenter must also be

motivated
Identify a need for the
participants
Move from the known to the
unknown
60
Adult learning principles when preparing a session plan . . .

P RIMACY
Things learned first are learnt best

Short presentations
Interesting beginning
Updates on direction and
progress of learning
Get things right the first time

61
Adult learning principles when preparing a session plan . . .

2 - WAY
C O M M U N I C AT I O N
Communicate with participants
Include interactive activities in
sessions plan
Match body language with
verbal message

62
Adult learning principles when preparing a session plan . . .

F EEDBACK
Trainer and trainee need information
from each other
Include feedback activities (e.g.,
questions; tests) in sessions
plan
Give feedback on performance
immediately
Positive and negative feedback
Acknowledge good work
(positive reinforcement) 63
Adult learning principles when preparing a session plan . . .

A CTIVE LEARNING
Participants learn more when they
are actively involved in the learning
process

Use practical exercises

Use questions
Get the participants to DO it

64
Adult learning principles when preparing a session plan . . .

M U LT I P L E - S E N S E
LEARNING
Learning is more effective if
participants use more than one of
five senses
TELL and SHOW

when two or more senses are used;

Confucius says - I hear and I forget I see
and I remember I do and I truly understand
65
Adult learning principles when preparing a session plan . . .

E XERCISE
Things that are repeated are best
remembered
Hear, see, practice, practice . . .
Frequent questions
Frequent recall
Give exercises

66