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1 1/40 1. 2 2/40 2 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.

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Presentation on theme: "1 1/40 1. 2 2/40 2 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."— Presentation transcript:

1 1 1/40 1

2 2 2/40 2 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)

3 3 3/40 3 “…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)

4 4 4/40 4 A TVET TRAINER TQ = NC + TM Where: TQ = Trainer Qualification NC = National Certification (Skills) (What to teach?) TM = Trainers Methodology (Methods) (How to teach?)

5 5 5/40 5 ROLE AND RESPONSIBILITY OF A TRAINER  Teacher  Facilitator  Negotiator  Coordinator  Curriculum Developer  Instructional Materials Developer  Counselor  Actor  Session Planner  and many others

6 6 6/40 6 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

7 7 7/40 7 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

8 8 8/40 8 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

9 9 9/40 9 Session Plan  Based on the individual needs, interests and abilities of the students  Formatted according to the goals, needs and style of the teacher a simply stated, clearly written, flexible, and individualized teacher aid for conducting a session or module.

10 10 10/40 10 Elements of a Session Plan  Industry Industry Sector  Qualification Qualification Title and Level  Unit Unit of Competency  Module Module Title  Learning Learning Outcomes  Introduction Introduction  Learning Learning Activities  Assessment Assessment Plan

11 11 11/40 11 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.module of instructions

12 12 12/40 12 Introduction  going to learn in the module,  why it is important,  how it relates to what has already been learned.  part of the session plan that intends to motivate the student to learn. It will acquaint the student on what he/she is:

13 13 13/40 13 Introduction The key points to be discussed are:key  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.

14 14 14/40 14 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

15 15 15/40 15 Elements of the Learning Activities  Learning Content  Essential Events Presentation Practice Feedback  Learning Resources  Time (optional)

16 16 16/40 16 Learning Content the learning elements to be covered in the learning outcome.  Summarize the knowledge, skills and/or attitudes to be covered.skills  Present the learning content in small ‘chunks’ of information.  Arrange the learning contents logically. In identifying the learning contents:

17 17 17/40 17 Essential Events of the Learning Activities First, The student is presented some instruction appropriate for the LO. (Presentation) Reading Textbooks, references, manuals Viewing slides, films, film strips Listening to tapes Observing an advanced students Then, The student is provided an opportunity to practice or apply the same knowledge or skill that was presented. (Practice) Solving typical problems Critiquing case studies Hands-on practice of a skill Answering questions The Learning Activities for Each LO Must Ensure That: Activities and Resources to Achieve This:

18 18 18/40 18 Finally, The student is given immediate feedback on the success of that practice and is helped in correcting it if needed. (Feedback) Checking answers with answer key Checking finished product or procedure with detailed checklist. Having instructor or experienced student evaluate product or critique performance. The Learning Activities for Each LO Must Ensure That: Activities and Materials to Achieve This: (Cont.) Elements of the Learning Activities

19 19 19/40 19 Learning Outcome [ 2 ]: Grind valves Learning Activities: 1. Read pages 214-217 in your textbook to identify steps required to grind valves. 2. Refer to manufacturer’s manual for specs of valves you are working on. Presentation 3. Grind the valves you have been assigned. 4. Have instructor check your work. Practice Feedback Sample Learning Activities  Two learning activities for presentation of instruction

20 20 20/40 20  A single learning activity for presentation of instruction and practice 4. Have instructor check your work. Learning Outcome [ 1 ]: Calibrate oscilloscope. Learning Activities: 1. While Viewing slide-tape segment A- 16, calibrate oscilloscope at your station. 2. Check your calibration using Self- Check 1, then have lab assistant check your calibration. Presentation and Practice Feedback Sample Learning Activities

21 21 21/40 21  A single learning activity for practice and feedback Practice Feedback Learning Outcome [ 3 ]: Spray vertical panel. Learning Activities: 1. Carefully view and listen to video tape No. 14 to identify the procedure for spraying vertical panel. 2. With your instructor present, practice spraying vertical panels 1 and 2 set up in shop. Presentation Practice and Feedback Sample Learning Activities

22 22 22/40 22 Tips in Preparing the Learning Activities  Every learning outcome should have learning activities.  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 teacher’s aide for the student. presented with some instruction; provided with opportunity to practice; and provided with immediate feedback on the practice.  The learning activities must allow the student to be:learning activities

23 23 23/40 23 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.present instruction

24 24 24/40 24 Types of Learning Resources for the Presenting Instruction ResourcesUsed to Present Textbooks, references, etc. Facts, concepts, terms, background information, principles, and actual steps in performing tasks if written well and illustrated. Technical, shop, and manufacturer’s manuals 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. Print Materials

25 25 25/40 25 Types of Learning Resources for Presenting Instruction ResourcesUsed to Present Still visuals (with & without sound), slides, film strips, flip charts, photograph Step-by-step procedure in performing task; interior parts or 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 tapes, records, and language machines Recordings of specialized sounds or noises; pronunciation of words. Non-Print Materials

26 26 26/40 26 Types of Learning Resources for Presenting Instruction ResourcesUsed to Present Instructor, aide, tutor or advanced student Live demonstration of skills or presentation of knowledge for which no learning resource is yet available. Human Resources

27 27 27/40 27 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.

28 28 28/40 28 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.

29 29 29/40 29 Presenting More Than One Resources for the Same Instruction 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. 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.

30 30 30/40 30 Resources Used for Practice and Feedback Resources for Practice Resources for Feedback 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 Skill Learning Outcome

31 31 31/40 31 Resources Used for Practice and Feedback Resources for PracticeResources for Feedback Self-Checks containing questions, problems, case studies, situations, activities, or other assignments Review questions and problems in books Oral quizzes Role playing Answer key or solutions to compare answers with Instructor checking answers or assignment Instructor quizzing student or critiquing report Knowledge Learning Outcome

32 32 32/40 32 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.

33 33 33/40 33 Examples of Knowledge Self-Check Learning OutcomesSelf-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.

34 34 34/40 34 Assessment Plan - Assessment may be:Assessment - Indicates the method of assessing the achievement of the learning outcome.  Formative – progress checks for every learning outcome of the module.  Summative – progress checks given at the end of a module.

35 35 35/40 35 Assessment Plan  Testing condition  Type of assessment  Type of evidence In preparing the assessment task, indicate the:

36 36 36/40 36 Assessment Plan 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. Example:

37 37 37/40 37 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

38 38 38/40 38 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

39 39 39/40 39 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

40 40 40/40 40 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 sessions are documented.

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