SESSION

PLAN
PREPARE SESSION PLAN

GROUP 1
 TEAM PRESENTATION:
ACANTILADO, NATALIA SUBAN, MARTIN JIREH
> Slide 29 to 36 > Slide 44 to 50

MARTINEZ, JOHN RAVEN PINEDA, SHAIRA

> Slide 37 to 43 > Slide 51 to 56
ALMAZA, JHONPUL GRAVOSO, JAN PAUL
> Slide 57 to 65 > Slide 72 to 77

MALUNES, ELENOR SORIANO, KAYCEE

> Slide 66 to 71 > Slide 78 to 83
ALARCON, JUSTINE
> Slide 84 to 87

LAPUZ, WENDELL
> Slide 88 to 93
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SESSION
PLAN
PREPARE SESSION PLAN
 Learning objectives:
After discussion, you must be able to:
▸ 1. Identify and explain the different parts of the session plan;
▸ 2. explain how learning contents are sequenced;
▸ 3. Discuss learning activities about the nine events of
instruction.

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The Information Sheet outlines the process of integrating training
content and activities into a training outline, which forms the
curriculum. The outline should be clear, complete, and communicate
the designer's intent to those involved in materials development and
delivery, regardless of the program's length or complexity.

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 What is a
Session Plan?
 SESSION PLAN
Session Plan is a simply stated, clearly written,
and flexible trainer aid for conducting a session or
module. It is:
• based on the curriculum of the unit of competency.
• accomplished according to the suggested format.
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 “ What is the purpose of the session
plan in training and teaching?
The purpose of a session plan in curriculum implementation
is to provide a structured guide for educators, ensuring that
learning experiences are aligned with curriculum goals and
objectives and that students are actively engaged in the
learning process.

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Benefits of a Session Plan
1. It gives the trainers an idea of where they are and
where they are going.
2. It gives the trainers and the learners a clear idea of
what they are doing.
3. Records the training sessions the trainers have
taken.
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Benefits of a Session Plan
4. It gives the trainers a starting point if they have to
do the training again with another learner or group of
learners.
5. It gives the trainers a firm base to review their
performance.

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8 steps for designing an
effective session plan
Step 1: Define the purpose of the training and the target
audience.

STEP 2: Determine participants’ characteristics and

training needs.

STEP 3: Define training goals and objectives.

Step 4: Outline training content

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Step 5: Develop instructional activities.

Step 6: Prepare the written session plan.

Step 7: Prepare participants’ evaluation forms.

Step 8: Determine follow-up activities for the event.

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ELEMENTS OF A
SESSION PLAN
 INDUSTRY SECTOR/QUALIFICATION & TITLE
Every qualification belongs to a sector. To know what
sector a particular qualification belongs to, refer to the
qualification's Training Regulation or Competency-Based
Curriculum. Browse the TESDA website, www.tesda.gov.ph,
for downloadable files.
Example:
Sector: Construction
Qualification: Plumbing
Level: NC III 41
 UNIT OF COMPETENCY
The Units of Competencies comprise a Qualification.
Basically, they are grouped into three:

> Basic Competencies

> Common Competencies
> Core Competencies

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 MODULE TITLE
This is actually the unit of competency. The difference
of the Unit of Competency and the Module Title is, the
verb in the module title is in the present participle
(ending in –ing) form.
Example:
Unit of Competency: Draft Plumbing Design
Module Title: Drafting Planning Design
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 LEARNING OUTCOMES
Are the learning blocks/units that comprise the
module. In the Training Regulation, they are termed as
Elements, while in the CBC (Competency-Based
Curriculum), they are termed as Learning Outcomes.
Example:
(From the CBC of Plumbing NC III):
Unit of Competency: Draft Plumbing Design
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 LEARNING OUTCOMES

Learning Outcomes:
LO 1: Determine the location/layout of plumbing facilities
LO 2: Layout plumbing plan and/or working drawings
LO 3: Determine bill of materials

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 INTRODUCTION
This is the part of the session plan that intends to motivate
the student to learn. It will acquaint the student to what
he/she is:

1. Going to learn in the module

2. Why it is important?
3. How it relates to what has already been learned?
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 LEARNING ACTIVITIES
This is the part of the session plan that intends to motivate
the student to learn. It will acquaint the student to what
he/she is:

1. Going to learn in the module

2. Why it is important?
3. How it relates to what has already been learned?
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 LEARNING ACTIVITIES

These are actions that students will do to achieve the

learning outcome stated in the module of instruction.

The session plan template recommended by TESDA

follows Robert Gagne’s nine events of instruction.

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 Nine Events of Instruction:
1. Gain Attention – Capture trainees' interest.
2. Inform Learners of Objectives – Clarify learning goals.
3. Stimulate Recall of Prior Knowledge – Connect new lessons
to previous knowledge.
(The first three steps form the introduction and should be
integrated into training activities.)
4. Present the stimulus/material – Deliver content using
methods suited to different learning styles.
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 Nine Events of Instruction:
5. Provide guidance for learning – Ensure clear instruction and
structure.
6. Elicit performance – Allow trainees to practice through self-checks
or task sheets.
7. Provide feedback – Offer constructive feedback and self-evaluation
tools.
8. Assess performance – Conduct competency evaluations, including
tests and interviews.
9. Enhance retention and transfer – Use practice tools like job sheets
and simulate real work conditions. 50
 Parts of the
Learning Activities
A. LEARNING CONTENT
Focuses on knowledge, skills, and
attitudes arranged logically from simple to
complex, following Gagne’s hierarchy of
learning.

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Identifying Learning Contents:
1. Break Down Learning Elements – Define knowledge,
skills, and attitudes covered in each learning outcome.
2. Chunk Information – Present learning content in
manageable sections for better understanding.
3. Logical Sequencing – Arrange content from simple to
complex, following Gagne’s hierarchy of learning, which
includes:
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Identifying Learning Contents:
Verbal Information: Basic memorization.
Intellectual Skills: From simple recognition
(discrimination) to complex problem-solving (higher-
order rules).
Cognitive Strategies: Selecting effective mental
processes.
Attitudes: Adopting behaviors based on values.
Motor Skills: Performing physical tasks to a set standard.
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B. PRESENTATION
Provides learners with structured
materials (e.g., textbooks, slides,
observation).

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C. PRACTICE
Offers opportunities to apply
concepts through task sheets,
problem-solving, and hands-on
activities.
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D. FEEDBACK
Ensures evaluation through answer
keys, instructor critique, and
performance checklists.

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E. LEARNING RESOURCES
Includes essential materials
(CBLM, drawing tools, instructional
aids).

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F. TIME CONSIDERATION
While self-paced, tracking duration
can help gauge learners’ speed and
efficiency.

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 TRAINEE’S EVALUATION
Trainee evaluation measures how well learners achieve the
Learning Outcome through two types of assessments:

1. Formative Assessment – Ongoing progress checks

conducted throughout the learning process via written or
practical tests.
2. Summative Assessment – A final evaluation at the end of the
module to assess overall competency, also through written and
practical tests. 60
 TRAINEE’S EVALUATION
In preparing the ASSESSMENT PLAN, indicate the:

Testing conditions – Tools, equipment, and materials required.

Venue – Location where the assessment will take place.
Type of assessment – Written exams, practical tests, or other
evaluation formats.
Type of evidence:
For written tests: Answer sheets.
For practical tests: Training outputs (projects, products) and results
based on predefined criteria. 61
 TRAINER’S/TEACHER’S REFLECTION
The Trainer’s Reflection serves as documentation of the training
process, helping improve the CBLM and overall instruction. It
covers:

> Key successes and learning achievements

> Feedback from trainees on the effectiveness of materials
> Evaluation results reflecting training impact
> Assessment of content sufficiency, teaching methods,
facilities, trainer capabilities, and resource availability.
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 Learning
Resources
PREPARE SESSION PLAN
 Learning objectives:
After discussion, you must be able to identify
learning resources needed to support learning.

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 LEARNING RESOURCES
▪ Learning resources are 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.
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 LEARNING RESOURCES
Learning resources refer to materials and tools that facilitate
teaching and learning, such as textbooks, digital platforms, and
teacher-created materials, all designed to enhance understanding
and engagement.

Learning Resources: Essential materials used to teach a course.

Program Support Materials: Resources that assist in managing or
supporting the course. 69
 Types of Learning Resources for Presenting Instruction

PRINT MATERIALS
TYPE INFORMATION/CONTENT
•Textbooks, references, etc. •Facts, concepts, terms, background
information, principles, and actual
steps in performing tasks if written well
and illustrated.
•Technical, shop, and • Step-by-step procedure for
manufacturer’s manuals. performing task using specific
make or model of a product, tool
or equipment.
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 Types of Learning Resources for Presenting Instruction

PRINT MATERIALS
TYPE INFORMATION/CONTENT
•Magazines, journals, trade •Leaders, current issues, and trends
publications, pamphlets, and in occupation; new advances in
periodicals. technology; career awareness.

•Instructor-developed •Anything for which other resources

“Instruction Sheets” cannot be located.

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 Types of Learning Resources for Presenting Instruction

NON-PRINT MATERIALS
TYPE INFORMATION/CONTENT
• Still visuals (with & without • Step-by-step procedure in
sound), slides, film strips, flip performing task; interior parts or
charts, photograph. construction of devices, close-up
shots; color.
•Motion visuals (with & without • Complex tasks where motion and
sound)- 16mm, 8mm, film sequence are critical; speed up or
loops & cartridges, video slow down time.
tape, video discs.
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 Types of Learning Resources for Presenting Instruction

NON-PRINT MATERIALS
TYPE INFORMATION/CONTENT
•Cassette tapes, reel-to-reel • Recordings of specialized sounds
tapes, records, and language or noises; pronunciation of words.
machines.

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 Types of Learning Resources for Presenting Instruction

HUMAN RESOURCES
TYPE INFORMATION/CONTENT
• Instructor, aide, tutor or • Live demonstration of skills or
advanced student. presentation of knowledge for
which no learning resource is yet
available.

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 Resources Used for Practice and Feedback

NON-PRINT MATERIALS
PRACTICE FEEDBACK
• Tools and Instrument • Instructor, advanced students, or
• Materials and Supplies aid to observe performance or
• Equipment evaluate finished product.
• Customers • Self-check for evaluating
• Patrons student’s work.
• Projects • Checklist or rating scale in books
• Trainers or other sources for checking work.
• Simulators
• Mock-ups
• Field assignment 75
 Resources Used for Practice and Feedback

PRINT MATERIALS
PRACTICE FEEDBACK
• Self-Checks containing questions, • Answer key or solutions to compare
problems, case studies, situations, answers with.
activities, or other assignments. • Instructor checking answers or
• Review questions and problems in assignment
books • Instructor quizzing student or
• Oral quizzes critiquing report
• Operation Sheets • Procedural Checklist
• Task Sheets • Performance Criteria Checklist
• Job Sheets
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 Evaluation Instruments
Institutional Competency Evaluation Tools are
packaged by competency. These materials will
serve as both formative and summative
evaluation tools that will give feedback on the
progress of the trainee.
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Basic Instructional
Materials
PREPARE BASIC INSTRUCTIONAL MATERIALS
 Learning objectives:
After discussion, you must be able to:
1. Enumerate different forms of instructional
materials;
2. Identify the factors to be considered when
making the CBLM.
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Competency-Based Learning Material (CBLM) Package
is simply a well-designed and carefully developed
learning materials that give trainees detailed
instructions to guide them through the learning
process.

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Competency-Based Learning Materials (CBLM) refer to:
1. Media that contain information related to work requirement;
2. Learning that is guided toward achieving the competency
required in a workplace;
3. Tools that facilitate the individual learning process;
4. Instruments that measure the competency required in the
workplace.
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DIFFERENT FORMS OF LEARNING MATERIALS
1. Learning guides
2. Assessment materials
3. Workbook with activities, tasks, and content
4. Background reading materials or documents
5. Handouts and other audiovisual materials
6. Industry competency standards
7. Organizational policies, procedures, or legislations 82
Factors to be considered when developing the CBLM:
1. Principles of CBT
2. Training regulations
3. Trainees characteristics
4. Characteristics of Adult Learners
5. Learning styles
6. Nine events of instruction
7. Dimensions of Competency 83
 PRINCIPLES OF COMPETENCY-BASED TRAINING
Competency-based training is characterized as individualized
and self-paced, and this is made possible through the use of
self-paced learning materials. Some of the principles of
competency-based training that have to be considered in
preparing Competency-Based Learning Materials are the
following:

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 PRINCIPLES OF COMPETENCY-BASED TRAINING
1. Learning is based on the 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.
6. Learning is done by the learner at their own pace. 85
 TRAINING REGULATIONS
CBT is based on competency standards in training regulations. To
develop CBLM, trainers must:
1. Understand competencies and visualize workplace performance.
2. Analyze learning outcomes and required knowledge/skills.
3. Examine evidence guides and range statements for clarity.
4. Identify performance context through variable analysis.
5. Recognize overlapping skills for efficient structuring.
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 TRAINEES CHARACTERISTICS
Learning challenges often stem from trainee characteristics, and trainers
should address these barriers to enhance learning.
Key Barriers & Solutions:
Language & Literacy – Use simple language, visual aids, and peer support.
Diversity – Design materials inclusively, avoid stereotypes, and ensure accessibility.
Disabilities – Adapt learning activities, use clear language, and offer flexible support.
Personal Constraints – Be understanding, provide flexible learning, and match content
to individual needs.
Isolation – Improve access to training, offer transport assistance, and encourage peer
networking. 87
 KEY CHARACTERISTICS OF ADULT LEARNERS
Adult learners prefer relevant, task-oriented, participatory, and
engaging learning experiences that build on past knowledge.
Effective learning follows these principles:
Readiness & Motivation – Learning is most productive when learners are
prepared.
Prior Knowledge – Builds effectively on existing skills and experiences.
Clear Learning Needs – Awareness of what must be learned enhances
effectiveness.
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 KEY CHARACTERISTICS OF ADULT LEARNERS
Varied Methods – Using diverse techniques (e.g., role play, case
studies) improves retention.
Practice & Repetition – Hands-on application and repeated
exposure develop proficiency.
Realistic Learning – Simulated or real-world scenarios enhance
understanding.
Immediate Feedback – Positive, nonjudgmental responses
reinforce learning. 89
 LEARNING STYLES
Different learning styles influence how trainees gather,
process, and apply information. Understanding these styles
allows trainers to adapt activities and materials to better
facilitate learning. When developing learning materials for a
diverse audience, trainers should ensure that content aligns
with varying learning preferences for effective engagement
and comprehension.
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 NINE EVENTS OF INSTRUCTIONS
The session plan follows Gagne’s Nine Events of
Instruction, which are steps that help make learning clear
and effective. When creating learning materials (CBLM),
using these steps ensures that the lessons are well-
structured and allow trainees to learn at their own pace. This
approach makes the training organized, engaging, and easy
to follow.
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 DIMENSIONS OF COMPETENCY
The CBLM (Competency-Based Learning Materials) should help
trainees develop four key skills:
Task Skills – Performing specific job tasks.
Task Management Skills – Organizing and completing work efficiently.
Job Role & Environment Management Skills – Understanding responsibilities
toward customers, employers, co-workers, and the environment.
Contingency Management Skills – Adjusting to unexpected situations in the
workplace.
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THANK YOU!