Performance Criteria Checklist 2.

3-4
Facilitate Training Session

Criteria Yes No
Did the Trainer prepare
 Workstations?
 Facilities/resources?
Was attendance monitored?
Was there a full utilization of work
areas/resources?
Did the trainer orient the trainees on
 CBT?
 The role of the trainer?
 The role of the trainee?
 The competencies that has to be covered
based on TR
 The use of the CBLM
 Instructional Facilities and Resources
 Workshop and its stations
 The evaluation system
 Did the trainer conduct pre-assessment
(RPL)?
 Did the trainer schedule individual and
small-group activities as appropriate?
 Did the trainer use a variety of teaching
techniques, designed to match learner
capabilities with the requirements of the
task?
 Did the trainer monitor the activities?
Did the trainer allow students to assume
individual responsibility for learning?
Did the trainer evaluate the performance of the
trainees based on Performance Criteria
Checklist?
Did the trainer record the achievements of the
trainees in the
Progress chart?
Accomplishment chart?
Did the trainer personally provide continual
feedback to trainees.
Were slow learners assisted in their activities?
FACILITATE LEARNING SESSION DEMONSTRATION DEBRIEFING
Goal
Duration
MODULAR TASK TEMPLATE OF INSTITUTION (45 DOCUMENT
Minutes) (Props)
Give a COMPREHENSIVE Presentation of your
Floor plan (Hypothetical Institution) and check if all •Floor Plan (SHOP
1 materials are working before the trainees arrive 4 LAYOUT)
during the first day.
SIMULATE a trainee attendance scenario where
• TESDA ID
trainees reach the minimum attendance of your
2 trainees and emphasize you CHECK THE 2 • Attendance Sheet
• Admission Slip
ATTENDANCE.
On first day, assuming the minimum attendance of
participant has been achieved, present the concept
of:
3 2 of 20

 INTRODUCE your self as TRAINER and

COURSE TITLE
4  CBT (Anecdote style for Creatives) 6 of 20
 RULES of the COURSE highlighting
5  ROLE OF TRAINER 4 of 20
 ROLE OF TRAINEE
 Introduction of your COURSE highlighting
6  TESDA Decimal Structure of your 2 of 20
COURSE
 COMPREHENSIVE Presentation of
7 your Institution (Refer to first step)
2 of 20

 COMPREHENSIVE Presentation of
8 CBLM emphasizing the Decimal Format 2 of 20 • CBLM
structure of TESDA if follows.
 Present how you a TRAINEE will be
9 INSTITUTIONALLY EVALUATED and 2 of 20
NATIONALLY EVALUATED.
SIMULATE that you have reviewed DATA
GATHERING TOOL of your participants. Decide to
DIVIDE class you feel would speed up learning:
10  GROUPS according to trainee learning 3
style…
 GROUPS according to learning outcome
already taken…
SIMULATE a day where a new trainee arrives and
explains that he/she has taken a prior competency
11 from a different COURSE similar to the CURRENT 3
COURSE he/she is now going to take.
SIMULATE a day where a TRAINEE is:
 TALKATIVE and HOW to handle them.
12  KNOW-ALL and HOW to handle them. 5
 IN DIFFERENT and HOW to handle them.
 FRUSTRATED and HOW to handle them.
SIMULATE days passing and you RECORD the  Achievement
13 progress in the following charts: 3 Chart
ACHIEVEMENT CHART (Knowledge, attitude, skill  Progress Chart
 analogy)
PROGRESS CHART (Tesda decimal system
analogy)
SIMULATE a SITUATION you see a trainee’s
14 progress.
2
SIMULATE a SITUATION you see a trainee is
15 slower than the rest as you notice in charts, or 3
when you approach a trainee.