Session Plan

a simply stated, clearly written,

flexible, and individualized teacher
aid for conducting a session or module.

 Based on the
individual needs,
interests and abilities
of the students
 Formatted according to
the goals, needs and
style of the teacher
Elements of a Session
Plan
 Industry Sector
 Qualification Title and Level
 Unit of Competency
 Module Title
 Learning Outcomes
 Introduction
 Learning Activities
 Assessment Plan
Learning Outcomes

statements of
what the student should
be able to do after
completing the module.
 Learning Outcomes
It should be:
 Expressed using action
verbs so that they are
measurable and
observable.
 Taken from the module of
instructions in the
competency-based
curriculum.
 Introduction
part of the session plan that intends

to motivate
It will the the
acquaint student to learn.
student on
what he/she is:
going to learn in
the
module,
why it is important,
how it relates to
what has already
been learned.
 Introduction
The key points to be discussed are:
 . How often the task is performed,
 How critical it is to job performance,
 How dangerous it may be if not done
correctly, and
 Other job-related reasons
Keep it brief and to the point.
 Learning Activities

actions the
student will do to
achieve the learning
outcome stated in the
module of instruction.
gives the student
his or her own individual
teacher’s aide
Elements of the Learning
Activities
 Learning Content
 Essential Events
Presentation
Practice
Feedback
 Learning Resources
 Time (optional)
 Learning Content
the learning elements to be covered in the
learning outcome.

In identifying the learning contents:

 Summarize the knowledge, skills
and/or attitudes to be covered.
 Present the learning content in
small ‘chunks’ of information.
 Arrange the learning contents
logically.
Essential Events of the Learning
The Learning ActivitiesActivities
for Each Activities and Resources to
LO Must Ensure That:
First,
The student is presented some
instruction appropriate for the LO.
(Presentation)
Achieve This:
• Reading Textbooks, references,
manuals
• Viewing slides, films, film strips
• Listening to tapes
• Observing an advanced
students

Then,
• Solving typical problems
The student is provided an
opportunity to practice or apply • Critiquing case studies
the same knowledge or skill that • Hands-on practice of a skill
was presented.
• Answering questions
(Practice)
Elements of the Learning Activities
(Cont.)
The Learning Activities for Each Activities and Materials to
LO Must Ensure That: Achieve This:
• Checking answers with
Finally,
answer key
The student is given immediate
• Checking finished product or
feedback on the success of that
practice and is helped in procedure with detailed
correcting it if needed. checklist.
• Having instructor or
(Feedback) experienced student evaluate
product or critique
performance.
 Sample Learning Activities
 Two learning activities for presentation of
instruction

Learning Outcome [ 2 ]: Grind valves

Learning Activities:
1. Read pages 214-217 in your textbook to
identify steps required to grind valves.
Presentation
2. Refer to manufacturer’s manual for
specs of valves you are working on.

Practice 3. Grind the valves you have been

assigned.
Feedback 4. Have instructor check your work.
 Sample Learning Activities
 A single learning activity for presentation of
instruction and practice

Learning Outcome [ 1 ]: Calibrate oscilloscope.

Practice 3. Grind the valves you have been assigned.
Learning Activities:
Feedback 4.
1. Have
While instructor
Viewing check your
slide-tape work. A-16,
segment
Presentation and
Practice calibrate oscilloscope at your station.

2. Check your calibration using Self-Check

Feedback 1, then have lab assistant check your
calibration.
 Sample Learning Activities
 A single learning activity for practice and feedback

Learning Outcome [ 3 ]: Spray vertical panel.

Practice 3. Grind the valves you have been assigned.
Learning Activities:
Feedback 4.
1. Have instructor
Carefully check
view and your
listen to work.
video tape No.
Presentation 14 to identify the procedure for spraying
vertical panel.

Practice and 2. With your instructor present, practice

Feedback spraying vertical panels 1 and 2 set up in
shop.
 Tips in Preparing the Learning
Activities
 Every learning outcome should have learning
activities.
 The learning activities must allow the student to be:
presented with some instruction;
provided with opportunity to practice; and
provided with immediate feedback on the practice.
 The learning activities must be arranged in a
sequential manner.
 The learning activities must be developed in a
manner that would serve as an individual teacher’s
aide for the student.
 Self-Checks

Learning resources that:

 help student practice the

instructions presented
 provide immediate feedback on how
they are doing without having to
wait for the instructor.

Self-checks can be
knowledge or skill.
 Examples of
Knowledge Self-Check
Self-Check Problems or
Learning Outcomes
Questions

• Compute tax on • List totals of typical purchases and

purchases. various tax rates and have students
compute the tax.
• Explain operation of • Give students a series of questions
four-stroke engine. on the operation of the engine.

• Identify parts and their • Give students a diagram with each

functions. part numbered and a list of part
names and functions for them to
match up.
 Assessment Plan
- Indicates the
method of assessing the
achievement of the
learning outcome.
- Assessment may be:
 Formative – progress checks for
every learning outcome of the
module.
 Summative – progress checks given
at the end of a module.
 Assessment Plan

In preparing the assessment

task, indicate the:

 Testing condition
 Type of assessment
 Type of evidence
 Assessment Plan
Example:
Project Method: Given a blue print, fabricate a
step shaft. The performance will include:
 Facing
 Cylindrical turning
Before commencing with the project,
prepare a work plan using the form provided to
be checked by the instructor. The finished project
will be submitted for assessment.
ESSENTIALS: Prepare Session Plan

1. Training delivery nodes, program goals,

outcomes, performance and
underpinning knowledge requirements
are identified
2. Training methods are designed that
address the required competencies
3. Sequence of training activities is
determined the competencies to be
achieved
4. Resources to support learning are
identified
5. Session plan is finalised to required
format