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THE TWO KINDS
OF TEACHER OR TRAINER


One that is born to teach (LIVE TO
TEACH)
The other is the one who teach in order to
live (TEACH TO LIVE)
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“…the ‘good’ trainer … is one who
has a good design and knows how
to use it.”
(Showers, Joyce, and Benette)

The Plan is guide not Law.
(Carter Mcnamara, MBA, PhD)
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A TVET TRAINER
TQ = NC + TM
Where:
TQ = Trainer Qualification
NC = National Certification (Skills)
(What to teach?)
TM = Trainers Methodology (Methods)
(How to teach?)
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ROLE AND RESPONSIBILITY
OF A TRAINER










Teacher
Facilitator
Negotiator
Coordinator
Curriculum Developer
Instructional Materials Developer
Counselor
Actor
Session Planner
and many others
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TRAINING DELIVERY STRATEGY


Student/Trainee Centered Delivery
* Competency Based Training (CBT)
* Training Cum Production
* Project Based Instruction
* Role Playing
* Group Activity
Subject Centered Delivery
* Discussion Method
* Lecture Method
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WHY DO TRAINERS USE
SESSION PLAN





Give the trainers an idea of where they are and
where they are going
Give the trainers and the learners a clear idea of
what they are doing
Record the training sessions the trainers have
taken
Give the trainers a starting point if they have to
do the training again with another learner or
group of learners
Give the trainers a firm base to review their
performance
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EIGHT STEPS FOR DESIGNING
EFFECTIVE SESSION PLAN
Step 1. Define purpose of the training and target
audience
Step 2. Determine Participants’ Needs
Step 3. Define Training Goals and Objectives
Step 4. Outline Training Content
Step 5. Develop Instructional Activities
Step 6. Prepare the Training Design
Step 7. Prepare Participants’ Evaluation Forms
Step 8. Determine Follow-up Activities for the Event
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Session Plan
a simply stated, clearly written,
flexible, and individualized teacher
aid for conducting a session or module.
 Based on the individual
needs, interests and
abilities of the students
 Formatted according to
the goals, needs and
style of the teacher
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Elements of a Session Plan








Industry Sector
Qualification Title and Level
Unit of Competency
Module Title
Learning Outcomes
Introduction
Learning Activities
Assessment Plan
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Learning Outcomes
 statements of what the student
should be able to do after
completing the module.
It should be:
 Expressed using action
verbs so that they are
measurable and observable.
 Taken from the module of
instructions in the
competency-based
curriculum.
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Introduction
 part of the session plan that intends
to motivate the student to learn.
It will acquaint the student on what he/she is:
 going to learn in the module,
 why it is important,
 how it relates to what has
already been learned.
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Introduction
The key points to be discussed are:
 How often the task is performed,
 How critical it is to job performance,
 How dangerous it may be if not
done correctly, and
 Other job-related reasons
Keep it brief and to the point.
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Learning Activities
 actions the student will do to
achieve the learning outcome
stated in the module of
instruction.
 gives the student his or her
own individual teacher’s aide
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Elements of the Learning Activities
 Learning Content
 Essential Events
Presentation
Practice
Feedback
 Learning Resources
 Time (optional)
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Learning Content
the learning elements to be covered in the
learning outcome.
In identifying the learning contents:
 Summarize the knowledge, skills
and/or attitudes to be covered.
 Present the learning content in
small ‘chunks’ of information.
 Arrange the learning contents
logically.
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Essential Events of the Learning Activities
The Learning Activities for Each
LO Must Ensure That:
First,
The student is presented some
instruction appropriate for the LO.
(Presentation)
Then,
The student is provided an
opportunity to practice or apply
the same knowledge or skill that
was presented.
(Practice)
Activities and Resources to
Achieve This:
• Reading Textbooks, references,
manuals
• Viewing slides, films, film strips
• Listening to tapes
• Observing an advanced
students
•
•
•
•
Solving typical problems
Critiquing case studies
Hands-on practice of a skill
Answering questions
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Elements of the Learning Activities
(Cont.)
The Learning Activities for Each
LO Must Ensure That:
Finally,
The student is given immediate
feedback on the success of that
practice and is helped in
correcting it if needed.
• Checking answers with
answer key
Activities and Materials to
• Checking finished product or
Achieve This:
procedure with detailed
checklist.
• Having instructor or
experienced student evaluate
product or critique
performance.
(Feedback)
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Sample Learning Activities
 Two learning activities for presentation of
instruction
Learning Outcome [ 2 ]: Grind valves
Learning Activities:
1. Read pages 214-217 in your textbook to
identify steps required to grind valves.
Presentation
2. Refer to manufacturer’s manual for
specs of valves you are working on.
Practice
3. Grind the valves you have been
assigned.
Feedback
4. Have instructor check your work.
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Sample Learning Activities
 A single learning activity for presentation of
instruction and practice
Learning Outcome [ 1 ]: Calibrate oscilloscope.
Learning Activities:
4. Have
instructor
check
your work.
1.
While
Viewing
slide-tape
segment APresentation and
16, calibrate oscilloscope at your
Practice
station.
Feedback
2. Check your calibration using SelfCheck 1, then have lab assistant
check your calibration.
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Sample Learning Activities
 A single learning activity for practice and
feedback
Learning Outcome [ 3 ]: Spray vertical panel.
Practice
Learning Activities:
Feedback
Presentation
1. Carefully view and listen to video tape
No. 14 to identify the procedure for
spraying vertical panel.
Practice and
Feedback
2. With your instructor present, practice
spraying vertical panels 1 and 2 set up
in shop.
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Tips in Preparing the Learning
Activities
 Every learning outcome should have learning
activities.
 The learning activities must allow the student to
be:
presented with some instruction;
provided with opportunity to practice; and
provided with immediate feedback on the practice.
 The learning activities must be arranged in a
sequential manner.
 The learning activities must be developed in a
manner that would serve as an individual
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teacher’s aide for the student.
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Learning Resources
the things the student will
use when carrying out the
instructions outlined in the
learning activities.
learning resources can be
used to present instruction,
and for practice and
feedback.
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Types of Learning Resources for the
Presenting Instruction
Resources
Used to Present
Print Materials
• Textbooks, references,
etc.
• Technical, shop, and
manufacturer’s manuals
• Facts, concepts, terms, background
information, principles, and actual
steps in performing tasks if written well
and illustrated.
• Step-by-step procedure for performing
task using specific make or model of a
product, tool or equipment.
• Magazines, journals,
trade publications,
pamphlets, and
periodicals
• Leaders, current issues, and trends in
occupation; new advances in
technology; career awareness.
• Instructor-developed
“Instruction Sheets”
• Anything for which other resources
cannot be located.
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Types of Learning Resources for
Presenting Instruction
Resources
Used to Present
Non-Print Materials
• Still visuals (with & without
• Step-by-step procedure in
sound), slides, film strips, flip
performing task; interior parts or
charts, photograph
construction of devices, close-up
shots; color.
• Motion visuals (with &
without sound)- 16mm,
8mm, film loops &
cartridges, video tape,
video discs
• Complex tasks where motion and
sequence are critical; speed up or
slow down time.
• Cassette tapes, reel-to-reel • Recordings of specialized sounds
tapes, records, and language or noises; pronunciation of words.
machines
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Types of Learning Resources for
Presenting Instruction
Resources
Used to Present
Human Resources
• Instructor, aide, tutor or
advanced student
• Live demonstration of skills or
presentation of knowledge for
which no learning resource is yet
available.
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Selecting and Referring the Student to
Print Materials
 Refer to the exact page, sections, or paragraph
to read.
 Have the students read only what is essential to
the LO.
• Read “Pressing Issues in Nursing” on page 101 in Nursing
Magazine (Vol. XXI, No. 2) to identify some of the major
issues facing nurses today.
 If particularly important, tell the students in the
learning activity to pay particular attention to
certain paragraphs, terms, figures, tables,.
• Read pages 72-74 (Begin with section on “Installing
Hinges”) in Carpentry Today, to identify the specific steps in
installing hinges on interior doors. Pay close attention to
Figure 17-2 through 17-9.
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Selecting and Referring the Student to
Print Materials
 Tell the student where to find the resource if it is
an out-of-the-way place.
• Read the following describing attitudes important in handling
complaints:
a. Textbook paragraphs 23.2-23.5.
b. Your Future in Retailing, pp. 89-91, on reserve in the library.
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Presenting More Than One
Resources for the Same Instruction
When more than one resources is available that
present basically the same instruction, give the
student a choice. Use “or” instead of “and” in the
learning guide.
• Read Instruction Sheet 2 or view filmstrip B-06, describing how to
pull wire through conduit.
• Read one of the following to find out how to compute missing
values of resistance:
a. Textbook, pp. 183-194, or
b. Workbook, Section E-12
• View film “Completing Log Book” or read FTC Bulletin 1248,
describing how to complete your daily log book.
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Resources Used for
Practice and Feedback
Resources for Practice
Resources for Feedback
Skill Learning Outcome
•
•
•
•
•
•
•
•
•
•
Tools and Instrument
Materials and Supplies
Equipment
Customers
Patrons
Projects
Trainers
Simulators
Mock-ups
Field assignment
• Instructor, advanced students,
or aid to observe performance
or evaluate finished product
• Self-Check for evaluating
student’s own work
• Checklist or rating scale in
books or other sources for
checking work
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Resources Used for
Practice and Feedback
Resources for Practice
Resources for Feedback
Knowledge Learning Outcome
• Self-Checks containing
• Answer key or solutions to
questions, problems, case
compare answers with
studies, situations, activities, or
• Instructor checking answers or
other assignments
assignment
• Review questions and
• Instructor quizzing student or
problems in books
critiquing report
• Oral quizzes
• Role playing
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Self-Checks
Learning resources that:
 help student practice the
instructions presented
 provide immediate feedback on how
they are doing without having to
wait for the instructor.
Self-checks can be knowledge
or skill.
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Examples of
Knowledge Self-Check
Learning Outcomes
Self-Check Problems or
Questions
• Compute tax on
purchases.
• List totals of typical purchases and
various tax rates and have students
compute the tax.
• Explain operation of
four-stroke engine.
• Give students a series of questions
on the operation of the engine.
• Identify parts and their
functions.
• Give students a diagram with each
part numbered and a list of part
names and functions for them to
match up.
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Assessment Plan
- Indicates the method of assessing the
achievement of the learning outcome.
- Assessment may be:
 Formative – progress checks for
every learning outcome of the
module.
 Summative – progress checks
given at the end of a module.
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Assessment Plan
In preparing the assessment task, indicate the:
 Testing condition
 Type of assessment
 Type of evidence
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Assessment Plan
Example:
Project Method: Given a blue print, fabricate a
step shaft. The performance will include:
 Facing
 Cylindrical turning
Before commencing with the project, prepare a
work plan using the form provided to be checked
by the instructor. The finished project will be
submitted for assessment.
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A. Identify Learners Training Requirements
1. Curriculum document is reviewed and
analysed
2. Current competencies of target group are
determined
3. Competencies required to be attained are
compared with the current competencies of
target group
4. Results of comparison is used to determine
training requirements
5. Training requirements are validated with the
appropriate people
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B. Prepare Session Plan
1. Training delivery nodes, program goals,
outcomes, performance and underpinning
knowledge requirements are identified
2. Training methods are designed that address
the required competencies
3. Sequence of training activities is determined
the competencies to be achieved
4. Resources to support learning are identified
5. Session plan is finalised to required format
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C. Prepare Basic Instructional Materials
1. Basis instructional materials are prepared
that are focused on a key concept or idea
related to the work activity under
consideration
2. The text and illustrations are prepared that
are clear, legible and appropriate for the
trainees
3. Language, style and format of the materials
are appropriate to the trainee’s
characteristics and needs
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D. Organized Learning and Teaching Resources
1. Resources required for training are checked
for availability
2. Appropriate training locations are identified
and arranged
3. Resource requirements are documented and
access is arranged in accordance with
organization’s procedures and appropriate
staff
4. Training sessions are designed to measure
participants progress towards the program
goals
5. Sequence and timing of the training
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sessions are documented.