Scribd
Upload
71 views8 pages

Info Sheet 3.1-2

Uploaded by

Lawson Soh
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
71 views8 pages

Info Sheet 3.1-2

Uploaded by

Lawson Soh
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
You are on page 1/ 8

INSTRUCTION SHEETS IN TLED 113

Information Sheet 3.1-2


Instruction Sheets

Learning Objective: After reading this INFORMATION SHEET, YOU MUST be able to:
1. identify the types of instruction sheet in a CBLM;
2. discuss guidelines in developing the instruction sheet;

The following is a copy from TESDA Training Methodologies I.

Types of Instruction Sheets


Since instruction sheet is designed to guide the trainee on the different things to be
done to learn a unit of competency, different instruction sheets will be required for different
learning activities.
1. Information Sheet
2. Task Sheet
3. Operation Sheet
4. Job Sheet
We will discuss these sheets in detail as go on.

Guidelines in Developing Instructions Sheet


 Use language that is straight forward and is easily understood by the trainees for
whom the material is intended. Define new terms, and do not use words or phrases
that are unusual or ambiguous.
 Supplement the words with illustrations, pictures and diagrams for greater
clarity.
 Give specific directions that are clear and concise. Carefully think through the
sequence of directions.
 Limit each instruction sheet to one to ten sheets of paper if possible, but avoid
overcrowding the page.
 Separate the various items, points, or paragraphs by spacing, by numbers,
letters or bullets.
Develop a uniform format for all instruction sheets so trainees can easily find the
desired information. Space the various divisions of the sheet – such as title,
purpose, illustrations and text – to produce an easily to read and attractive
documents.
 Using underlining to emphasize or to distinguish between headings, subheadings,
and content.
 Be consistent in the use of terminology to avoid confusion.
 Include only relevant information. Avoid filling the sheet with irrelevant or
unnecessary information, no matter how fascinating it may seem.

Information Sheet

Information sheet is not a copy or duplicate of an article from magazine, newspaper


or book. An information sheet is developed when there are no resources available to
explain the required information or to summarize an article that illustrate new trends and
technology and present hard-to-find data. An information sheet is primarily designed to
deliver pertinent information needed in the attainment of a learning outcome.
A good information sheet has the following characteristics or conforms to the following
criteria:
1. Free from violation of copyright law
2. Contains information essential to the attainment of the learning outcomes
3. Has a title that gives some idea of the coverage of the sheet
4. Approach in terms of content and presentation is appropriate to the interest and
reading level of the learner
5. The layout, text and drawings are attractive in appearance and legible
6. Has uncommon terms marked for further defining
7. Has acknowledgement per copied part of the sheet

Tips in writing Information Sheets


1. Make sure that the reading level matches that of your trainees
2. Use short paragraphs
3. Use short, concise sentences
4. Position illustrations to the side or just below the sentences referring to the
illustrations
5. Keep information sheet brief

Parts of Information Sheets


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.
Since the information sheet is more on the acquisition of knowledge related to the main
task/skill to be mastered, learning objectives for the information sheets should be kept on a
knowledge level.
Guidelines for preparing Learning Objectives:

The following guidelines are provided to assist in the development of appropriate


learning objectives for a proposed educational experience:
Step 1. Describe the information, skills, behaviors, or perspectives trainees in
the session will acquire through attendance and participation.

Step 2. Clearly identify the outcomes or actions trainees can expect to demonstrate
as a result of the educational experiences. See the action words below.

Step 3. Write the learning objectives that relate to these outcomes and that reflect
the content of the session. Objectives describe the behavior of the trainee,
and:
 are stated clearly
 define or describe an action
 are measurable, in terms of time, space, amount, and/or frequency.

Example of Measurable Action Words:

Explain, Compare, Evaluate, Differentiate, Identify, Analyze, Describe,


Formulate, Name, Define, Discuss, Assess, List

Note: Avoid the following action words: know, understand, learn and other verbs that are
too broad.

Make learning objectives SMART


Performance objectives should be SMART; that is, Specific,
Measurable, Achievable, Relevant, and Time Bounded.

Specific - Performance objectives must be very clear and detailed enough so as to leave no
room for ambiguity or misinterpretation.
Measurable - Always use a verifiable verb and describe an action that can be seen and
measured.
Achievable - Performance objectives should always be attainable.
Relevant - Performance objectives should be relevant to the performer – they should relate to the
objectives that matter to that person
Time bounded - Performance objectives are more effective if they are to be achieved
within a defined time frame.
2. The Introduction/Overview
The paragraph after the objective should be the “overview” or “recall and rejoinder”
statements. This provides the key concepts and allows you to gain the interest of the learner
from the beginning. Statements that contain the following should be included:
1. how the topic/information will contribute to attainment of the main skill to be
mastered.
2. the connection between previous content to the current content and the next
content.

3. The Body/Text

The body of the CBLM should be the development of the lesson or the content. It is
not purely a statement of facts but it should be developing the content in a way that will
help trainees memorize facts, definition and functions; analyze associations and connections
to the other concepts; and in some situations providing an opportunity for trainees to
explore their underpinning values and beliefs.
Information Sheet Code

The Information Sheet Code contains the Core Competency Number.LO number-
Information Sheet Number

Core
Competency
Number
Example:
Information Sheet 2.3-1
Content
LO number Number

Information Sheet Title


Font : Bookman Old Style
Font size 14
Alignment : Center Case
: Title Case
Line Space : single

Body

Font : Bookman old style


Font size 12
Alignment : Justified
Case : Sentence Case
Line Space : single
Space between paragraph: 6 pt after

1. Self-checks
Self-checks are sets of questions that would verify the acquisition of knowledge
stated in the learning objectives. There is no prescribed number of items nor type of test for
self-check. Number of items depends on the content of the information sheet.

2. Answer Keys
Answer keys are essential feedback tools. Answer keys should always follow a self-
check so that a trainee can check his own answers immediately. This allows for immediate
feedback.
Other Instruction Sheets

Aside from the instructional sheets considered in the previous discussions, the
following instructional sheets maybe used to further practice the learning contents or skills.
These instructional sheets, although not required, maybe used to enhance the attainment
of required competencies or to allow trainees to acquire knowledge, skills and attitudes
beyond the required competencies.

1. Assignment Sheet
This instruction sheet guides the trainee with respect to what additional activity needs to be
performed in order to master what has been learned in the information, operation, or job sheet. The
assignment may include problems to be solved, questions to be answered, observations to be made,
readings to be done, or duties to be performed. This may include jobs that cannot be completed
within the training duration but when done, greatly improves the skills of the trainees (e.g. research
on consequences of improperly joined wires).

2. Experiment Sheet
This is used to aid the trainee in performing tests or trial problems to demonstrate scientific
principles.

3. Project Planning Sheet


This instruction sheet is prepared by the trainee himself before the project is built or put
into operation. It contains the purpose, background, and specification of the project and
sometimes short term and long term plans (e.g. install wiring in a residential area)

4. Worksheet
This is a printed form that is filled out by the trainee in the process of gathering data or
solving problems.
TASK SHEET 3.1-2
Title: Develop an Information Sheet

Performance Objective: Given one Learning Outcome of the


qualification assigned to you, you should be able to develop
an Information Sheet for all the contents of your learning
outcome following standard format and guidelines.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Select one learning outcome of your competency.
2. Using your session plan as a guide, develop Information Sheet of all
knowledge contents of your chosen LO.
3. Follow the format discussed above.
4. Be sure to develop contents towards the attainment of the main skill to be
mastered.
5. Prepare a Self-check with answer key.
6. Present your work to your teacher.
https://drive.google.com/drive/folders/1RY13z37pcKAcj_ljO5ibRfzl1cva9nKR?
usp=sharing

Assessment Method:

Portfolio Assessment using the Performance Criteria Checklist


Performance Criteria Checklist 3.1-2

CRITERIA Yes NO
Information Sheet is free from violation of copyright law
Document contains information essential to the attainment of the learning
outcomes
The title of the sheet gives some idea of the coverage of the sheet

Approach in terms of content and presentation is appropriate to the


interest and reading level of the trainee
The layout, text and drawings are attractive in appearance and legible

Uncommon terms are marked for further defining


Acknowledgements are made per copied part of the sheet
Reading level matches that of your trainees
Paragraphs are short
Sentences are concise
Illustrations are located to the side or just below the sentences referring to
the illustrations
Information sheet is not too short but not too long
Prescribed format is followed with the following parts:
1. SMART learning objectives
2. Introduction
3. Body/Text
4. Self-Checks
5. Answer Key
Self-checks assess the knowledge contents in the information sheet.

There is a model answer or answer key.


MARIANO MARCOS STATE
CollegeUNIVERSITY
of Teacher Education

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines


[email protected]  (077) 600-2014 www.mmsu.edu.ph

You might also like