Facilitating Learning Sessions: A Competency-Based Training Guide, Exams of Advanced Education

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Competency-Based Learning Materials

FLS Facilitating

Learning Sessions

Study Guide

CBLMs on Trainers Methodology I

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

NTTA Page^ i^ of^ x Facilitating Learning Sessions

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HOW TO USE THIS COMPETENCY BASED LEARNING

MATERIALS

Welcome to the module in Facilitating Learning Sessions. This module contains training materials and activities for you to complete.

The unit of competency "Facilitate Learning Sessions" contains knowledge, skills and attitudes required for TRAINERS METHODOLOGY LEVEL I.

You are required to go through a series of learning activities in order to complete each learning outcome of the module. Information Sheets consists of learning contents that you need to learn. Each Information sheet has a learning objective that you need to attain while reading the Information Sheets. After each Information Sheet is a Self-Check that will help you test yourself if you have attained the learning objectives.

Task Sheets and Job Sheets are activity sheets that will help you practice the skills previously discussed in the Information Sheets or demonstrated by your trainer. A Performance Criteria Checklist is provided with the Task Sheets and Job Sheets which will allow for self evaluation or peer evaluation. This Performace Criteria may be used by your trainer to evaluate your performance. Follow these activities on your own. If you have questions, don’t hesitate to ask your trainer for assistance.

The goal of this course is the development of practical skills. To gain these skills, you must learn basic concepts and terminology. For the most part, you'll get this information from the Information Sheets and TESDA Website, www.tesda.gov.ph

This module was prepared to help you achieve the required competency, in "Facilitating Learning Sessions".

This will be the source of information for you to acquire knowledge and skills in this particular competency independently and at your own pace, with minimum supervision or help from your instructor.

Remember to:

 Work through all the information and complete the activities in each section.

 Read information sheets and complete the self-check. Suggested references are included to supplement the materials provided in this module.  Perform the Task Sheets and Job Sheets until you are confident that your outputs conform to the Performance Criteria Checklist that follows the sheets.  Submit outputs of the Task Sheets and Job Sheets to your facilitator for evaluation and recording in the Accomplishment Chart. Outputs

CBLMs on Trainers Methodology Level I

Facilitating Training Session

Date Developed: July 2010 Date Revised March 2012

Document No. Issued by:

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MODULE CONTENT

Qualification Title : Trainers Methodology Level I Unit of Competency : Facilitate Learning Sessions Module Title : Facilitating Learning Sessions

Introduction This unit covers the knowledge, skills and attitude required in facilitating learning session in trainers methodology level I. This module includes facilitating learning session in the delivery of TM I, such as preparing the workshop venue and resources needed in facilitating learning session. This also include the learning on how to conduct effective learning session.

Learning Outcomes :

Upon completion of this module , you must be able to:

1. Prepare training facilities/resources
2. Conduct pre-assessment
3. Facilitate learning sessions
4. Conduct competency assessment
5. Review training delivery

Assessment Criteria:

1. Appropriate training facilities/resources are prepared based on the session requirement.
2. Learning stations are prepared & set-up according to learning activities.
3. Tools and equipment are prepared and set-up according to learning activities
4. Pre-assessment instruments are prepared in accordance with the number of learners.
5. Contents and procedures of pre-training assessment are explained according to guidelines.
6. Evidence is gathered using the assessment tools specified in the evidence plan.
7. Evidences are evaluated and feedback are discussed based on the

CBLMs on Trainers Methodology Level I

Facilitating Training Session

Date Developed: July 2010 Date Revised March 2012

Document No. Issued by:

NTTA Page^ iv^ of^ viii Developed by:

results of the pre-training assessment.

8. Current competencies and prior learning are determined and credited.
9. Characteristics and profile of learners are established.
10. CBT delivery system is explained to the learners
11. Appropriate training methods are used based on the level and characteristics of the learners.
12. Learning session is conducted according to session plan
13. Learners are assisted to achieve session outcomes.
14. Enough opportunities to participate in the session are provided for the learner
15. Works and learning activities are monitored based on training plan.
16. Feedback are provided to improve learners competence.
17. Learners records are maintained and stored according to institutional policy
18. Competency assessment procedures is explained to the learners according to guidelines
19. Competency assessment tools, materials and equipment are provided to the learners.
20. Evidences are gathered and documented using relevant assessment tools
21. Appropriate feedback mechanism is used to inform learner of his/her progress
22. Assessment results are documented and records are and kept in according to guidelines
23. Appropriate training session evaluation instruments are used.
24. Interpretations are made on the results of training session evaluation.
25. Adjustments on training session are made based on the results of evaluation.

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

NTTA Page^2 of^160 Developed by:

ASSESSMENT METHOD:

Evaluation of Outputs(Portfolio) Questioning Written Test

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

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Learning Experiences

Learning Outcome 1

Prepare Training Facilities/Resources

Learning Activities Special Instructions

1. Read Information Sheet 2.1- 1 on the Principles of Competency-Based Training (^) The Competency Facilitate Learning Sessions deals with the delivery of Competency-Based Training (CBT). This Learning Outcome will discuss the preparation of the workshop, training resources and the training activity matrix which are essential in the delivery of CBT. The Information Sheets gives you information on the training principles in the CBT delivery. The Training Activity Matrix is the output of this LO. This matrix should more or less how CBT will flow in your workshop. It shall be used as one of your portfolio for your Institutional Competency Evaluation for Facilitate Learning Sessions. Feel free to ask for the guidance of your facilitator as you undergo the learning activities outlined for you on the left column.
2. Answer Self-Check 2.1- 1 Compare answers to Answer Key 2.1- 1
3. Read Information Sheet Characteristics of CBT

2.1- 2 on the

4. Answer Self-Check 2.1- 2 Compare answers to Answer Key 2.1- 2
5. Read Information Sheet 2.1- 3 on the Principles of Adult Learning
6. Answer Self-Check 2.1- 3 Compare answers to Answer Key 2.1- 3
7. Read Information Sheet 2.1- 4 on Delivery Plans
8. Answer Self-Check 2.1- 4 Compare answers to Answer Key 2.1- 4
9. Read Information Sheet 2.1- 5 on the Learning Stations
10. Answer Self-Check 2.1- 5 Compare answers to Answer Key 2.1- 5
11. Read Information Sheet 2.1- 6 on the Training Activity Matrix
12. Answer Self-Check 2.1- 6 Compare answers to Self-Check 2.1- 6
13. Perform Task Sheet 2.1- 6 on how to prepare the Training Activity Matrix Evaluate output using the Performance Criteria Checklist 2.1- 6

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

NTTA Page^5 of^160 Developed by:

immediate feedback on the performance of each trainee is sought for in every learning activity. Answer keys, model answers and performance criteria checklist are very important tools to attain these objectives.

4. Training is based on work that must be performed; Training is always based on actual industry practices. Training should provide for a simulated work environment.
5. Training materials are directly related to the competency standards and curriculum modules; The Competency Based Learning Materials used during the training should conform to the competency based curriculum and the competency standards. The trainer should always check his session plans and CBLMs to make sure that all assessment criteria are attained. The Competency Standards always provide the minimum requirements of the competency. A trainer should always aim for the attainment of every criteria. Enhancements are also encouraged.
6. Assessment is based in the collection of evidence of the performance of work to the industry required standard; Assessment is done to test whether the trainee is able to perform the job based on the required criteria in the competency standards. This should be done before a trainee can advance to another competency. A carefully prepared Institutional Evaluation Tool should be used to assess the competency of the trainee. In CBT, grades are the not the basis of his competency; it is based on the satisfaction of the criteria/evidences which are collected through an institutional competency evaluation.
7. Training is based both on and off the job components; Training is done in a simulated work environment (the laboratory) and/or in an actual work environment such as in training cum production, enterprise based training, supervised industry training and on-the-job training.
8. Training program allows for recognition of prior learning(RPL) or current competencies; Current competencies acquired through training or work experience are recognized before training through a validation process so that the trainer can provide activities that match the learning level of each trainee. Prior learning is recognized by giving them a Certificate of Achievement for the competencies acquired previously. Data on other acquired skills should be carefully recorded to serve as data for planning the training activities of a particular trainee. A trainee who has prior experiences as a janitor but is not yet competent in “Providing Housekeeping Services to Guest”, for example, may not practice how to use cleaning equipment anymore but

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

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would concentrate on other activities that would help him satisfy the assessment criteria of the competency. This would shorten the training hours of the particular trainee.

9. Training allows for multiple entry and exit; Trainees do not need to wait for others to be competent before he can exit either a competency or the qualification. Fast learners may graduate faster than others.
10. Training programs are registered with the UTPRAS. All programs should be registered to the Unified TVET Program Registration and Accreditation System. UTPRAS registratrion assures the quality of training.

The competency-based TVET system recognizes various types of delivery modes, both on and off-the job as long as the learning is driven by the competency standards specified by the industry. The following training modalities may be adopted when designing training programs:

The dualized mode of training delivery is preferred and recommended. Thus programs would contain in-school and in-industry training or fieldwork components. Details can be referred to the Dual Training System (DTS) Implementing Rules and Regulations.

Modular/self-paced learning is a competency-based training modality wherein the trainee is allowed to progress at his own pace. The trainer just facilitates the training delivery.

Peer teaching/mentoring is a training modality wherein fast learners are given the opportunity to assist the slow learners.

Supervised industry training or on-the-job training is an approach in training designed to enhance the knowledge and skills of the trainee through actual experience in the workplace to acquire specific competencies prescribed in the training regulations.

Distance learning is a formal education process in which majority of the instruction occurs when the students and instructor are not in the same place. Distance learning may employ correspondence study, or audio, video or computer technologies.

Project-based instruction is an authentic instructional model or strategy in which students plan, implement and evaluate projects that have real applications.

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

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Answer Key 2.1-

1. True
2. True
3. False
4. False
5. False
6. False
7. False

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

NTTA Page^9 of^160 Developed by:

Information Sheet 2.1-

Characteristics of CBT

Learning Objectives:

After reading this INFORMATION SHEET, you should be able to enumerate and explain the characteristics of CBT.

CBT has distinct characteristics as a delivery approach. These characteristics make it very appropriate in training skills. Information in this information sheet will serve as a guide for you when facilitating a learning session

Characteristics of CBT

According to Foyster (1990), Delker (1990) and Norton (1987) there are a number of characteristics of competency-based programs. Key characteristics are summarized as follows:

 Competencies are carefully selected.  Supporting theory is integrated with skill practice. Essential knowledge is learned to support the performance of skills.  Detailed training materials are keyed to the competencies to be achieved and are designed to support the acquisition of knowledge and skills.  Methods of instruction involve mastery learning, the premise that all participants can master the required knowledge or skill, provided sufficient time and appropriate training methods are used.  Participants’ knowledge and skills are assessed as they enter the program and those with satisfactory knowledge and skills may bypass training or competencies already attained.  Learning should be self-paced.  Flexible training approaches including large group methods, small group activities and individual study are essential components.  A variety of support materials including print, audiovisual and simulations (models) keyed to the skills being mastered are used.  Satisfactory completion of training is based on achievement of all specified competencies.

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

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 Unless initial training and follow up assistance is provided for the trainers, there is a tendency to “teach as we were taught” and CBT trainers quickly slip back into the role of the traditional teacher.

 A CBT course is only as effective as the process used to identify the competencies. When little or no attention is given to identification of the essential job skills, then the resulting training course is likely to be ineffective.

 A course may be classified as competency-based, but unless specific CBT materials and training approaches (e.g., learning guides, checklists and coaching) are designed to be used as part of a CBT approach, it is unlikely that the resulting course will be truly competency-based.

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

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Self-Check 2.1-

TRUE OR FALSE:

Write TRUE if the statement is correct and FALSE if the statement is not correct.

1. In CBT, learning is self-paced.
2. CBT is dependent on the Training Regulations.
3. The availability of training materials limits the efficiency of CBT.
4. Learning activities in CBT is always individualized.
5. The trainer is the provider of information in CBT.

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

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Learning Objectives:

Information Sheet 2.1-

Principles of Adult Learning

After reading this information sheet, you should be able to enumerate and explain the principles of adult learning.

Trainees of TVET are generally adults. In planning and delivery of training therefore, you should consider this principles so that appropriate activities and materials are prepared and used during the delivery of training.

Key Characteristics of Adult learner

Adult learners desire that learning be:

 relevant;

 task-oriented;

 participatory (two-way communication);  friendly (controlled stress, positive feedback);

 varied (demonstrations, case-studies, role play; not just lectures); and  built on past experience.

These characteristics are based on the following eight principles of adult learning (Sullivan et al 1995):

 Learning is most productive when the student is ready to learn. Although motivation is internal, it is up to the trainer to create a climate that will nurture motivation.  Learning is most effective when it builds on what the student already knows or has experienced.  Learning is most effective when students are aware of what they need to learn.

 Learning is made easier by using a variety of training methods and techniques.

 Opportunities to practice skills initially in controlled or simulated situations (e.g., through role play or use of anatomic

CBLMs on Trainers Methodology Level I

Facilitating Training Sessions

Date Developed: July 2010 Date Revised: March 2012

Document No. Issued by:

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models) are essential for skill acquisition and for development of skill competency.

 Repetition is necessary to become competent or proficient in a skill.

 The more realistic the learning situation, the more effective the learning.

 To be effective, feedback should be immediate, positive and nonjudgmental

Training delivery is based on different principles of education and training. As a trainer, should have a clear understanding of these principles and the characteristics of your trainee so that you can provide activities most appropriate to them. Integrating these principles of education and training should make your training more efficeint and most effective.