STUDENT NAME: Roy T.

Valencia Date: September 21, 2019

WRITTEN REPORT ON FACILITATE TRAINING SESSION

Direction: Prepare a written report on your experience in facilitating a particular training

session. Think of a particular training session you have just facilitated. Answer the
following guide questions as your guide in preparing your report. A “TITLE” must be
provided. You have 15 minutes to perform this task.
1. Discuss your preparation before the training.
a. How did you prepare your tools and equipment and learning materials?
b. Explain the 9 CBT areas in not more than 2 sentences each area?
c. What are the tools, supplies and equipment you are going to use in your
demonstration?
2. Explain the following data gathering methods in not more than 2 sentences.
a. Self-assessment guide/checklist
b. Learning style questionnaires
c. Trainees characteristics
d. Other pre-test tools
3. Explain the following pre-training assessment terms:
a. Current competency
b. Recognition of prior learning (RPL)
4. Explain how you will conduct orientation of trainees.
a. CBT process flow
b. Principles of CBT
c. Role of Trainee/Trainer
5. Enumerate and explain your choice of learning materials for your demonstration.
a. Job sheet
b. Task sheet
c. Operation sheet
d. Self-learning materials
e. Power point presentation
f. Interview questions
g. Written exams
h. Performance tests
i. CBLM
6. Enumerate and explain your learning methods. Discuss the resources and time allotment
for each method.
7. What type of questions you will asked to your trainees during your demonstration? Why?
8. Discuss the following monitoring tools:
a. Progress chart
b. Achievement chart
c. Trainee’s record book
9. How will you give feedback to your students? What is sandwich method feedbacking?
10. Why is it necessary to allow trainees to answer the program/session evaluation forms?
11. If you are to adjust your training session, what part of the session plan will you adjust?
Why
a. Teachers’ reflection
b. Training methods
c. Time or nominal period
d. Resources
 Facilitate Training Session
Before the training, tools and equipment are prepared according to learning activities. I see
to it that all possible required tools are complete and its ready to reach. The nine components of CBT
are: Practical Work Area, Learning Resource Center, Institutional Assessment Area, Contextual
Learning Laboratory, quality Control, Trainers Resource Area, Distance Learning Area, Computer
Laboratory, and the Support Area. The practical work area is where the trainee acquires the skills and
knowledge components of the competencies described by the standard. Learning resource center is
the area that provides the trainee with knowledge requirements in the various modules responding to
the competencies. It is a place where projects can be planned and has an array of multimedia
environment. Institutional assessment area is where the recognition of prior learning is done. This
facility is provided with computer system that houses and manage trainees’ individual record.
Contextual learning laboratory is a facility that ensures the underpinning knowledge, the science,
mathematics, and communication principles as applied to the technology are provided to the trainee.
Various test aside from metrology and calibration are conducted in the quality control area. The
trainers resource area houses the learning materials, the training regulations and curriculum
exemplars. This is also the place where the instructors produce courseware or training materials.
Distance learning area enables the learning provision outside and away from the training institution in
the term of print and non-print media. The computer laboratory has an array of computer units where
trainee is provided and gain appropriate IT competencies. And the last is the support area which
provide value -adding competencies. In my demonstration, I am going to use the following tools,
supplies and equipment: Banana leaves, Essential oil, Cotton, Candles, Lighter, Towel/face towel,
and Massage table.
The self-Assessment Checklist is a checklist of competencies required of a qualification.
Learning style questionnaires are questionnaires that are formatted based on the learning styles and
capabilities of trainees as well as the content of the learning outcomes.
Current competencies are the skills and knowledge of the new trainees obtained through formal
training, work experience or life experience. Recognition of Prior Learning refers to the
acknowledgement of skills and knowledge held as a result of formal training work experience and/ or
life experience.
In the CBT process flow, the trainee enters the program. The trainee and will select competency
receive instructions. Administer learning contract, Organize Learning Strategy, provide Materials,
Introduce CBLM Materials, Introduce the Use of Achievement Progress Report, Observe
Demonstration, Practice Skills in Workshop, Receive Assistance, and Advice Trainee Practices.
Trainee rates own performance if the evaluation is NO, the trainee will exit the program. If the trainee
has enough competencies achieved, the trainee will undergo the national assessment. The principles
of CBT are: 1. The training is based on curriculum developed from the competency standards, 2.
Learning is competency-based or modular in structure, 3. Training is based on work that must be
performed and 4. Training Materials are directly related to the competency standards and curriculum.
The roles of the CBT trainer are: Teacher, Facilitator, Negotiator, Coordinator, Curriculum Developer,
Instructional Material Developer, Counselor, Demonstrator, Session Planner, and many more. The
roles of the CBT trainees are: 1. Trainees may select what they want to learn and when they want to
learn it, 2. Within reason, trainees learn at their own rate within program guidelines. 3. Trainees may
request to receive credit for what they already know. This is done through pre-testing or through a
review of a task list completed at another training site. 4. Trainee may choose how they want to learn
individually, on one on one basis, in small group, in large group or with audio visuals. 5. Trainees are
responsible for what they learn and when they learn it. 6. Trainees decide when they are ready to
perform each task or demonstrate mastery of learning to a job-like level of proficiency before
receiving credit for the task. 7. Trainees help develop personalized prescription for learning worked
out cooperatively and based upon what the students already knows, his preference for learning,
learning style and other needs. 8.trainees compete against job standards and not against other
students and are graded on achievement the standard criteria of each task. 9. Trainees know “up
front” before instruction begins what they are expected to know and do to complete the program. 10.
Trainees evaluate their own progress to see how well they’re doing. 11. Trainees move freely in
workshop, laboratory and or training center. 12. Trainees know they will be rated on performance,
while paper and pencil test will be used mainly to check their knowledge of the task.
The learning materials I used for my demonstrations are: Information Sheet, PowerPoint
presentation, and Performance test. The information sheets are my summarized article primarily
design to deliver information needed to attain a learning outcome. After the information sheet a
checklist follows and a task sheet. A task is sheet is required for the trainee to perform different task
by checking all the required materials. An LCD projector is required for the PowerPoint presentation
and for viewing the video presentation. The performance task will determine if the trainee have
learned the skills and the corresponding outcomes.
For my learning methods I used: Individual study, Lecture/ discussion, Video Presentation and
Demonstration. I have information sheets as a Resources for individual study allocating my time for
only 30 minutes. LCD projector is used for Lecture/discussion and I set 1-hour time to finish the topic.
LCD is also used for the video presentation setting my time to 4 hours. For my demonstration my
resources are: Essential Oil, banana Leaves, Candles, Towels and massage table. I’m giving an
ample time of 6 hours to properly demonstrate all the needed information on the learning outcome. In
my demonstration, I will ask my trainees oral questioning to evaluate if they have mastered the
concept. A progress chart is a record of the result of the assessment. The Achievement chart is a
record after passing the evaluation. The trainees’ record book records all the accomplishments/task
activities while undergoing training. The trainee is given immediate feedback on the result of the
application. The sandwich feedback method consists of praise follow by corrective feedback that is
sandwich between two layers of praise. If I were to adjust the training session, I will adjust the
nominal time. The more time we need the more knowledge we got.