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Facilitate Learning Session

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Johnrey Latigay
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18 views2 pages

Facilitate Learning Session

Uploaded by

Johnrey Latigay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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How should I facilitate my learning session?

Before the arrival of my trainees, I prepared the appropriate training facilities


and resources based on the session requirements. I also prepared and set up the
nine learning areas—PWA, LRA, Institutional Assessment Area, Contextual
Learning Area, QCA, Trainers Resource Area, Distance Learning Area, Computer
Laboratory, and Support Service Area—according to learning activities. I also
prepared and set up the tools and equipment—a laptop and projector—according to
the learning act. I prepared my pre-assessment instruments (attendance sheet, pre-
training tools in accordance with the number of trainees, TRB, Training Activity
Matrix, Progress Chart, Achievement Chart, Competency Assessment Tools, CBLM,
and the materials needed), as well as the facilities and materials needed to
administer RPL Orientation and explain the roles of the trainer and trainee.
I verified the trainee’s attendance when they arrived. I introduce myself to the
trainees and start the orientation, during which I covered competency-based training
(10 principles of CBT, CBT process flow, roles of the trainees and the trainer, an
overview of the qualifications, CBLM and its sections, and the evaluation system). I
also gave them the pre-assessment tools to recognize their prior learning. Trainees
with RPL will proceed to the institutional assessment area, and those without RPL
will proceed to the learning resource area to read the CBLM. Then proceed to the
practical work area to demonstrate the task or activity sheet from the CBLM and
have it evaluated using the performance criteria checklist. They will then be provided
with a certificate of achievement. The lesson is student-centered because we are
using the CBT approach, which emphasizes what the learners can actually do. It
focuses on the outcome rather than the learning process within a specified time
frame.
In facilitating my session, I always consider the adult learning principle
because learning is made easier by using a variety of training methods and
techniques. It is very important that I always consider the appropriate training
methods and techniques because, if we have 25 trainees, there are 25 different
learning styles, needs, and interests.
One of the assessment tools I used was the RPL tools, which are the data
gathering tool for the trainee’s characteristics, the self-assessment checklist, and the
pretest. I always consider improving my methods because there is a need for
improvement if the TESDA suddenly changes the curriculum and delivery of the
training.
In providing feedback, it is very important to me to give positive feedback first.
It is very important that when providing negative feedback, I ask the trainees first
how they felt during the training and let them explain why they failed to perform a
particular task before reinforcing the negative feedback.
Further, it is very important to ask them to evaluate the training session as
well as me as their trainer. For the purpose of improvements and revisions, we need
to let the trainees give us feedback on their trainer. For the purpose of improvements
and revisions, we need to let the trainees give us feedback. This will somehow help
the training center and the trainer improve their weaknesses and increase their
strengths.

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