PLAN TRAINING SESSION

The questions I asked myself when I started writing the Session Plan were, who are my
trainees, what are their characteristics? Are they visual, auditory or kinesthetic? What are their
training needs? Do they have prior learning about the qualification? Who are my target group,
are they high school students, out-of-school youths, college dropouts? How much time do I
need to carry out my learning activities? What are the resources I need for my training?

I get the answer to my question on who are my trainees and what are their
characteristics by administering pre-training assessment forms like data gathering tool for
trainee’s characteristics. With the data gathering tool I was able to know the personal
background of my trainees, their experiences and their learning style whether auditory, visual or
kinesthetic. For their training needs, the self-assessment check helped me know their acquired
competencies. For the time allocation and resources I need, I was able to get the answer from
the Training Regulations (TR), Competency Based Curriculum (CBC) and Module of Instruction
(MOI).

The components of the Session Plan are Sector, Qualification, Unit of Competency,
Learning Outcomes, Introduction, Learning Activities, Assessment Plan. For my Qualification,
which is Cookery NC II, the sector is Tourism. The qualification refers to the program or course.
One unit of competency of Cookery is Prepare Vegetable Dishes. The learning outcome is the
learning unit that comprise the module. Introduction is the part of the session plan that intends
to motivate the student to learn. Learning activities are actions the student will do to achieve the
learning outcome stated in the module of instruction. The assessment plan indicates the testing
condition, the venue of the evaluation, the type of assessment and the type of evidence to be
gathered.

The factors I considered when I selected the training method are the content, the
objective, the cost, the target audience, the time and the resources.

I organized the learning events by following Robert Gagne’s Nine Events of Instruction,
which are Gain Attention, Inform Learners of Objectives, Stimulate Recall of Prior Knowledge,
Present the Stimulus, Provide Guidance for Learning, Elicit Performance, Provide Feedback,
Assess Performance, and Enhance Retention and Transfer.

The assessment methods I choose for that particular session plan are written test,
interview, demonstration with oral questioning, and portfolio assessment. I used demonstration
to measure Underpinning skills; written test to measure underpinning knowledge; portfolio
assessment to measure underpinning knowledge and skills as attested by external party; and
interview to probe on the breadth and depth of underpinning knowledge and skills.

In consideration to validity in preparing the assessment tools, I made sure that it is

relevant to the competency standards and the dimensions of competency. In considering its
cost-effectiveness, I made sure that the assessment activity maximizes the use of resources
and the assessment tools scope all dimensions of competency given limited resources.

It is necessary to use table of specification to ensure the reliability and validity of test
items.

The adult learning principles that was in my mind when I prepared session plan was,
adult learners are goal-oriented and needs immediate feedback and they demands respect.
 FACILITATE TRAINING SESSION
Before the arrival of my students, I prepared the workshop by setting up the training
facilities (9 Components of CBT, Progress and Achievement Charts, Training Activity Matrix,
Projector, PC/Laptop) and the simulated workstations. I also prepared and set-up the Practical
work area, Contextual learning area, Learning Resource area, Trainer’s Resource area,
Computer Laboratory and Quality Control Area and the Tools, Equipment, Supplies and
Materials according to learning activities.

Upon the arrival of the trainees, I checked the attendance, prepared the pre-assessment
instruments, oriented/discussed them about the recognition of prior learning, discussed and
administered pre-test, self-assessment check and the data gathering tool for trainees
characteristics.

I oriented the competency-based training delivery system, the principles of CBT and the
CBT process flow. I also oriented/discussed the context and procedures of the Cookery NC II
Qualification and the units of competency.

The result of the pre-training assessment helped me in assigning the trainees to

respective work area. The trainees with very little knowledge about the qualification was
assigned to the learning resource area to read the CBLM, the visual learner was assigned to the
computer laboratory to watch video clips and other audio-visual presentations. The kinesthetic
trainee was assigned to the practical work area.

Each trainee was provided with learning materials appropriate the training methods like
leaf-learning materials for self-paced learning, task sheet, job sheet and operation sheet for
demonstration and PowerPoint presentations.

I assisted learners to achieve learning outcomes by discussing to them the learning

methodologies as well as resources and time allotment for each task. I give each trainee ample
time to practice the task before I let them demonstrate it.

I also monitored work and learning activities based on training plan. I discussed to them
the training activity matrix, progress chart and achievement chart. I checked and evaluated work
of every trainee and recorded their achievement and progress on the achievement and progress
charts.

After the practice of the trainee, I demonstrated the task and discussed how each
process if being carried out.
 CONDUCT COMPETENCY ASSESSMENT
Prior to the assessment activity, I will review the assessment guidelines and the
assessment procedure. I will coordinate with the Assessment Center Manager to confirm the
schedule of assessment and check the availability of the supplies, materials, tools and
equipment in the assessment center. I will also prepare myself especially on grooming and will
make sure to observe punctuality.

Upon arrival at the assessment venue, I will conduct site inspection and I will check the
completeness of the assessment resources. I will also check and ensure safe and accessible
assessment environment. Before the assessment begin, I will check the assessment package if
it contains enough copies for the candidates.

During the orientation, I will explain to the candidates the context and physical setting of
the assessment venue, the purpose of assessment and certification and the legal and ethical
responsibilities associated with the assessment including their right to appeal, the confidentiality
of the assessment proceedings, free consent of the candidates, transparency in reporting,
recording and retrieval systems, occupational health and safety and the integrity of the
assessors.

The competency standards to be assessed, the qualification title and the unit of
competency will also be explained including the tasks to be performed, evidences to be
collected and the methods of assessment.

The assessment procedure with relevance to the assessment guidelines will also be
explained including how to establish the context and purpose of assessment, preparing the
candidates, gathering evidence, making judgment, recording and reporting, providing feedback
and reviewing the assessment process.

The orientation is part of preparing the candidate for assessment. It is a means to make
the candidate relax and not apprehensive, to provide a supportive environment by allowing the
candidate to be clarified on the competencies to be assessed, the assessment methods to be
used, the flow of assessment and the responsibilities of the people involved in the assessment.

After the orientation, I will determine the needs of the candidates by establishing
allowable adjustment on language, religion, culture, health condition and disability, if there is.

To make sure that the candidate taking the assessment is the same person in the
application form, I will ask the candidates to submit their accomplished admission slip with ID
picture, present a valid ID, and I will ask them to sign the attendance sheet and I will compare
their signature with their signature in the admission slip.

To make sure that the candidate understands the tasks to be performed, I will provide
them copy of the specific instructions and I will allow them to read the tasks to be performed. I
will also explain to them their tasks to be performed while they are reading the specific
instructions. I will give them time to clarify the task.

While the candidates are performing their task, I will gather evidences using assessment
methods specified in the evidence guide but I will not interrupt them, I will not ask questions and
I will never leave the assessment room. I will just record my observations and will observe
safety all the time and will stop the assessment only it it will result to injury or loss of life and
property.
CONTINUATION CONDUCT…

During the interview or oral questioning, when the answer of the candidate is wrong, I will
not provide the correct answer immediately because that way, the assessor is already giving
feedback and it may pre-empt the answer to the next question and the candidate may think that
the assessment is already finished.

The bases of my decision will be the 4 dimensions of competency, the rules of Evidence,
the Evidence Requirements and the Corroboration of the evidence to other evidences. If I am in
doubt, I will make my decision based on the evidences gathered in accordance to performance
criteria.

In providing feedback, I will reinforce good performance, I will explain specific areas for
improvement, I will use the kiss before you kick plus advice for re-assessment or the sandwich
technique. I will also provide advice on further training or practice to improve performance.

In case the candidate does not agree with my decision even after clear feedback I will
ask the candidate to identify area of disagreement and record it in rating sheet for both of us to
sign, prepare incident report and submit to TESDA Representative.

MAINTAIN TRAINING FACILITIES

2. LIST OF TRAINING
EQUIPMENT AND MACHINES
3. ENUMERATE MAJOR
HOUSEKEEPINGG ACTIVITIES
1. WORKSHOP LAY OUT
4. Procedure I follow in
requesting for the purchase of
additional tools, equipment and
machines, first I prepare a
purchase request specifying the date, the items and its specifications to be purchased, the unit
cost, total cost and the purpose of the purchase. I sign the purchase request and I submit it to
the school head for approval.

5. The SOP of our institution when equipment is found to be out of order, the school head
orders the trainer to prepare a written report specifying the problem and its recommendations,
then the school head orders the technician to check the status of the equipment to verify the
report of the trainer. If found to be repairable, the equipment is repaired and if found
unserviceable, a purchase request is made for immediate replacement of the equipment.

6. The waste disposal system in our institution starts from the respective workshop. Each
workshop is provided with 3 medium-size trash bins in color-codes, one is for biodegradable,
one for non-biodegradable and one for hazardous/infectious waste. From the workshop, it is
transferred to a bigger segregation trash bins. Biodegradable waste are put into a compost pit,
non-biodegradable are recycled and the hazardous are taken by the municipal garbage
collection for delivery to their materials recovery facility or MRF.