FACILITATE LEARNING SESSION TITLE OF REPORT: Electrical Installation and Maintenance NCII FACILITATE TRAINING SESSION 1. ENUMERATE THE ACTIVITIES YOU DID BEFORE THE ARRIVAL OF YOUR STUDENTS - Prepare training facilities - Ensured that the environment in which the training shall take place. This includes: ● Physical setting ● Materials - Ensured that the following training resources are available: ● Complete set of safe and functional equipment and tools. ● Complete set of supplies and materials. ● Personal protective equipment, when applicable. 2. ENUMERATE THE EVENTS THAT HAPPENED IN THIS PARTICULAR SESSION. MAKE YOUR LIST AS A SERIES OF TEACHER AND STUDENT ACTIVITIES. DO NOT ELABORATE ON THE CONTENT OF THE LESSON. BASED ON THESE EVENTS WAS YOUR LESSON TEACHER CENTERED OR STUDENT CENTERED? PROVIDE A REASON FOR YOU ANSWER. 1. Prepare the trainee 2. conduct data gathering 3. Conduct training session’ 4. Conduct institutional assessment 5. Conduct post-training - This lesson is student-center where the students are expected to construct knowledge and meaning out of what they are taught by connecting them to prior experience. 3. EVALUATE YOUR CHOICE OF LEARNING MATERIAL. STATE WHETHER YOU LIKE TO CHANGED IT OR NOT TO CHANGE IT THE NEXT TIME YOU FACILITATE THE SAME LESSON. PROVIDE A REASON FOR YOUR ACTION. - My choice of learning materials are good and relevant for me. I will not change it as of now. Doing some demonstration and video presentation that the trainees effectively learn better. 4. DESCRIBE THE TYPE OF QUESTIONS YOU ASKED IN THIS PARTICULAR SESSION. WHY WAS IT NECESSARY TO ASK THESE QUESTIONS? - I always use ‘how and why’ to measure trainees underpinning knowledge and skills 5. HOW DID YOU ENSURE PARTICIPATION FROM YOUR STUDENTS? - Encourage the learners to ask questions. - Model positive behavior and attitudes that support the course goal and learning objectives. 6. WHAT DOCUMENT DO YOU USE TO HELP YOU MANAGE THE CLASS ACTIVITIES? DESCRIBE THE USE OF THIS DOCUMENT. WOULD YOU RECOMMEND OTHER TYPES OF DOCUMENT THAT CAN BE USED TO MANAGE THE CLASS? - To orient the participants on the facilitation of training sessions and the CBTVET grading system. - A skilled trainer inspires learners to learn. By demonstrating expertise in the content area, using strong training skills, and describing clearly how the course goals and learning objectives relate to improving the learners’ work performance, the trainer establishes credibility and thus inspires learners. 7. DESCRIBE AN ADULT LEARNING PRINCIPLE YOU ALWAYS HAVE IN MIND WHEN YOU ARE FACILITATING A SESSION. - Describe the design of the training course clearly and thoroughly. - Refer to your own experience and credentials modestly and in ways that are appropriate for the group. - Explain roles, responsibilities, learning objectives, expectations, and group norms clearly. - Provide opportunities for learners to share their expectations 8. WHAT ASSESSMENT TOOLS DID YOU USE IN THIS PARTICULAR SESSION? IS THERE A NEED TO MAKE IMPROVEMENT ON THE TOOLS? WHY OR WHY NOT? - Collaborate and build relationships with learners and their supervisors as well as other trainers. - Adjust your training and communication style to meet the needs of the learners based on your observation of how they work as individuals and in groups. - Make the course material clear by speaking slowly and using language that is all understood by all participants. 9. HOW DID YOU PROVIDE THE FEEDBACK TO YOUR STUDENTS? IS THERE A NEED TO MAKE IMPROVEMENT ON YOUR METHOD? WHY OR WHY NOT? - In a safe learning environment, these are opportunities for learners to ask questions, make comments, share concerns, and ask for feedback on their performance. The trainer should share observations about the learners’ progress in a way that maintains and preserves their self-esteem. This is especially important when someone has given an incorrect answer or is not performing well. 10. DID YOU ASK YOUR STUDENTS TO EVALUATE THE SESSION? WHAT DID YOU LEARN FROM THEIR EVALUATION? - Yes, I’ve learned to follow the progress of the learners during activities, and provide direct, specific feedback to reinforce accurate responses and correct inaccurate responses. Provide positive, timely feedback to learners when they have performed well. Listen carefully for learners’ feedback about their learning needs and respond accordingly
