1-5 Principle of CBT that have to be considered in developing the CBLM

1. Learning is based on competency required in a workplace;

2. Training materials are directly related to the competency standards and the curriculum;
3. Training is geared toward performance activities;
4. Criteria for assessing is based on workplace standard;
5. Assessment uses actual performance or evidence related to work requirement;
Learning is done by the learner at own pace.
ELEMENTS OF A SESSION PLAN
6-10 Factors to be considered when developing the CBLM
6. Principles of CBT 1 Industry Sector
7. Training regulations 2 Qualification Title and Level
8. Trainees characteristics 3 Unit of Competency
9. Characteristics of Adult Learners
10. Learning styles
4 Module Title
* Nine events of instruction 5 Learning Outcomes
* Dimensions of Competency 6 Introduction
11-15 Characteristics of Adult Learners 7 Learning Activities
Adult learners desire that learning be:
• relevant; 8 Evaluation
• task-oriented; 9 Teacher’s Reflection
• participatory (two-way communication);
• friendly (controlled stress, positive feedback);
• varied (demonstrations, case-studies, role play; not just lectures); built on past
experience.
16-20 Principles of adult learning
• Learning is most productive when the student is ready to learn. Although motivation is internal, it is up
to the clinical trainer to create a climate that will nurture motivation.
• Learning is most effective when it builds on what the student already knows or has experienced.
• Learning is most effective when students are aware of what they need to learn.
• Learning is made easier by using a variety of training methods and techniques.
• Opportunities to practice skills initially in controlled or simulated situations (e.g., through role play or
use of anatomic models) are essential for skill acquisition and development of
skill competency.
• Repetition is necessary to become competent or proficient in a skill.
• The more realistic the learning situation, the more effective the learning.
• To be effective, feedback should be immediate, positive and nonjudgmental
Enumerate the 9 events of Instruction in proper order.
1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
4. Present the stimulus/material
5. Provide guidance for learning SESSION PLAN
6. Elicit performance
Eight Steps For Designing an Effective Session Plan
7. Provide feedback
Step 1.Define the purpose of the training and target audience
8. Assess performance
9. Enhance retention and transfer Step 2.Determine participants’ characteristics and training
needs
ELEMENTS OF A SESSION PLAN Step 3.Define training goals and objectives
Step 4.Outline training content
1. Industry Sector Step 5.Develop instructional activities
2. Qualification Title and Level Step 6.Prepare the written session plan
3. Unit of Competency Step 7.Prepare participants’ evaluation forms
4. Module Title Step 8.Determine follow-up activities for the event
 5. Learning Outcomes
6. Introduction
7. Learning Activities
8. Evaluation
9. Teacher’s Reflection

Eight Steps For Designing an Effective Session Plan

Step 1.Define the purpose of the training and target audience
Information can come from virtually
Step 2.Determine participants’ characteristics and training needs anywhere
Step 3.Define training goals and objectives social media,
Step 4.Outline training content blogs,
Step 5.Develop instructional activities personal experiences,
Step 6.Prepare the written session plan
books,
Step 7.Prepare participants’ evaluation forms
Step 8.Determine follow-up activities for the event journal and magazine articles, e
xpert opinions, n
Self-Check 1.1-6 ewspapers, and
On your answer sheet, answer the following questions: websites —
1. Why is it necessary to determine the current competencies of your trainee before preparing your Session Plan?
2. What are the three factors to be considered in using evidences submitted by a prospective trainee as proof of his
current competencies?
3. What are the ways of determining current competencies of a trainee?
4. What is a training gap?

Answer Key 1.1-6

1. To ensure that the current competencies of the trainee are recognized and learning activities related to the current
competencies are no longer assigned to him, trainees current competencies has to be determined.
2.
a. authenticity of the document
b. date when the competencies were acquired (currency)
c. standing of the company/employer who issued the certificate (validity)
3.
a. Self-Assessment Checklist
b. Proof of competencies such as employment certificates, projects personally done by the trainee, awards and other
related proofs
c. Pre-assessment result

4. A training gap is the difference between the current competencies and those required.

1. Learning Objectives:
Statements about what a trainee will gain from a course or activity. These are specific statements about exactly what a
trainee should know, be able to do, or value as a result of accomplishing a learning goal.

Task Sheet - The page in your CBLM that is used to practice a particular task.
Performance - The observable behavior that a student will do to demonstrate that the lesson is learned
Performance Objectives - Statement which identify the specific knowledge, skill or attitude that the trainee should gain.
Condition

**These are the external factors, prerequisite for completing the action described in a performance objective
Criterion - The element of the performance objective which is the basis for evaluating the performance of the trainee.
Operation Sheet - The page in the CBLM that is used by the trainee to practice how to use an equipment or machine
essential in the performance of a skill.

Job Sheet - page that is used to train or practice a combination of tasks and operations and produce a product or a service

Performance Criteria Checklist - The page that contains the list of criteria in evaluating the performance or a product in a
task/job/operation sheet

**Enumerate the 5 classifications of questions required in a questioning tool

Questions that will evaluate:
1. Task Skills
2. Task Management Skills
3. Job Role and Environment Management Skills
4. Contingency Management Skills
Questions that will evaluate knowledge and application of:
1. OHS practices
2. Laws, rules and regulations

***Training cycle consists of:

1. training needs analysis
2. training design and development;
3. training delivery (training administration and facilitation);
4. training evaluation.

ADDIE model with the five phases:

analysis - analyze learner characteristics, task to be learned, etc. Identify Instructional Goals,
Conduct Instructional Analysis, Analyze Learners and Contexts
design - develop learning objectives, choose an instructional approach Write Performance Objectives,
Develop Assessment Instruments, Develop Instructional Strategy
development - create instructional or training materials
Design and selection of materials appropriate for learning activity, Design and Conduct
Formative Evaluation
implementation - deliver or distribute the instructional materials
evaluation - make sure the materials achieved the desired goals Design and Conduct Summative
Evaluation

The analysis of the COMPETENCY STANDARD is a very important step in the design of your training program. In the
analysis you need to establish the following:
the main skill to be mastered;
the learning contents of the competencies including the underpinning knowledge and skills.
assessment criteria for the skill to be mastered.
TYPES LEARNER: (Varied Learning Styles)
1. VISUAL Learner – modular / individualized learning
2. AUDITORY Learner – lecture with power point presentation
3. KINESTETIC Learner – demonstration

Assessment Plan – indicates the method of evaluating the achievement of learning outcome.
What are the 7 source of information?