Prepared by: Michael E.

Mananghaya
E-mail Address: [email protected]

Central Luzon State University

Science City of Muñoz 3120
Nueva Ecija, Philippines

Instructional Module for the Course

TLSED 3200 – THE LEARNER-CENTERED APPROACHES WITH EMPHASIS
ON TRAINERS METHODOLOGY I

Module 1 PLANNING TRAINING SESSION

Lesson 2. Identifying Learners' Training Requirements

Overview

In this lesson, you will learn the role as trainer or

assessor. As a trainer or assessor, you need to know
what and how to teach, and how to work effectively with
others. We look forward to see you competent enough
as you study this course. The skills and knowledge
required to become a competent trainer.
It focuses on skills development - the Competency
Based Training (CBT), the trainees characteristics that
will lead to successful session plan and pre-training
assessment to evaluates trainee’s knowledge, skills,
strength and weaknesses prior to teaching.

I. Objectives

Upon completion of this module, you are expected to:

1. Distinguish a trainer from an assessor

2. Determine roles of trainer and/or assessor in assuring quality
technical-vocational courses
3. Determine the skills and knowledge that a trainer or assessor should
have
4. Explain required skills as a trainer and/or assessor
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

5. Define commonly used Competency-Based Training terminologies

6. Explain ten principles of Competency-Based Training
7. Differentiate traditional education with Competency-Based Training
8. Determine adult learners’ characteristics

II. Learning Activities

Who are our learners? What are the characteristics we need to include in their
profile? What type of learners are they? Those are our some highlight questions
you might encounter as you proceed in this lesson.

Understanding Adult Learners

Before we determine trainees’ characteristics, we first need to understand our

trainees as adult learners. Our training is learner-centered; hence, it is essential to
know them first.

Our training enables adult learners attain skills for them to land a job. Teaching
them requires different teaching approaches and methodologies; thus,
understanding them will surely help in preparing an effective session plan.

Understanding how adults learn will also enable the trainer to think of teaching
strategies that focused on adults. This is based on the theory
called Andragogy (Knowles), also known as adult education. The study came
up with the characteristics of adult learner, and they are the following:

 Adults are autonomous & self-directed.

 Adults bring life experiences & knowledge to learning experiences.
 Adults are goal-oriented.
 Adults are relevancy-oriented.
 Adults are practical.
 Adults like to be respected.

Here is a best scenario on how to apply this theory: The trainer enters a class
consisting of adult learners. They are all different in terms of age, educational
background, gender etc., but they all have one thing in common - they are all adult
learners. A trainer, on his conscious state, will then use strategies to meet the
needs of adult learners.

A best example of strategy especially in developing working with teams is the use
of Situated Learning Experience (SLE). It would be a very good application of
adult learning principles since they are given specific instruction to achieve and
explore solution and course of actions to attain it.

*mem1s2021 Page 2 of 9
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

An example is the creation of a tallest tower using limited supply of materials. In

this SLE, the goal is to make the highest tower. The devising of strategies and
trying it out—gives adult learners autonomy and direct their own learning, and it
also allows the students to bring in their previous experiences and knowledge.
When participants are asked to give their insights on their SLE experience, this
allows learners to give respect to their classmates, as the application of insights
becomes practical and self-motivating.

Note that the methods and strategies we construct, consciously and

unconsciously, should meet the needs of our adult learners, and will surely make
an effective transfer of learning.

Establishing Trainee’s Characteristics

In completing the trainee’s profile, we need to know the characteristics essential

in individualizing the session plan. Below are the essential trainee’s
characteristics the trainer needs to gather:

Characteristics of What does it mean to the plan?

Learners
Language, literacy and These greatly affect the training method you can use,
numeracy (LLN) level as well as activities and task suitable for each session.
You should be prepared for different LLN levels and
must have different resources.
Cultural and language Be aware of different cultural background and
background language abilities. You should take into account
inappropriate activities because of culture and
language.
Education and general It is used as one of the basis to gauge learner’s
knowledge cognitive capacity. It can also be of help in deciding
what speaking pitch and rate of voice to use for each
session.
Gender It can influence your plan if there are activities that
have demonstration, role play and so on.
Age Age can alter the plan depending on what is being
delivered, how and at what pace.
Learning style Awareness on their learning style could aid on what
training method/s to use. You could classify them as
auditory, visual, kinesthetic, pragmatist, activist, and
reflector and theorist learners.

*mem1s2021 Page 3 of 9
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

A trainer is about to teach a group of students. Then he has collected data for
trainee’s characteristics but the problem is he hasn’t assessed the students
learning style to complete the trainee’s profile.

What is learning style? Learning style is one’s own way of learning new
information and ideas. It will give us an idea on how a person receive and transfer
information.

Suggested learning styles are VARK Learning Style Model and PART Learning
Styles. Feel free to choose between the two in determining trainees’ learning
style/s.

 Visual, Auditory, Read/Write and Kinesthetic (VARK) Learning Style

Model

Everyone learn differently since we all have preferred way to absorb,

comprehend and retain new information.

VARK learning styles, as proposed by Fleming and Mills (1992), is a model that
describes how a person takes-in and gives-out information while learning. These
learning styles are visual (learns best by seeing graphs, charts, and other
symbols), auditory (learns best by listening), read/write (learns best by reading
text-based information) and kinesthetic (learns best by doing).

Use VARK Learning Style self-assessment questionnaire as a tool in

determining your trainees’ learning style/s. Note that a trainee can have one or
more learning styles.

 PART Learning Styles

Another model is PART Learning Styles. It is developed by Honey & Mumford

but the idea originated from Kolb’s Learning Style Model.

The four learning styles are:

o Pragmatists ‘putting theory into practice’ or ’needs to know how to apply the
information in real world’ Pragmatist tends to integrate or put together theory
and practice as they perceive information abstractly and process it actively.
They always think problems and opportunities as challenges.

o Activists ‘having an experience’ or ’needs to do’ Activists put together

experience and application as they perceive information concretely and
process it actively. They would likely tackle problems by brainstorming.
Activists learn by trial and error, & by self-discovery method.

*mem1s2021 Page 4 of 9
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

o Reflectors ‘reflecting on it’ or ’needs time to think over information’ Reflectors

integrate or put together experience within oneself as they perceive
information concretely and process it reflectively. They learn by listening and
sharing ideas.

o Theorists ‘drawing out own conclusion’ or ’needs to know theory behind

information’ Theorists put together observations into complex but logically
sound theory as they perceive information abstractly and process it
reflectively. They learn by thinking through ideas.

Competency-Based Training delivery anchors in its principles. These ten (10)

principles of CBT serves as ground rules for trainers and trainees. Memorize,
apply and promulgate the listed principles below:

 Principle One: The training is

based on curriculum (CBC) developed
from the competency standards (CS).

 Principle Two: Learning is

competency-based or modular in
structure.

 Principle Three: Training delivery

is individualized and self-paced.

 Principle Four: Training is based on work that must be performed.

 Principle Five: Training materials are directly related to the competency

standards and the curriculum modules.

*mem1s2021 Page 5 of 9
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

 Principle Six: Assessment is

based on the collection of
pieces of evidence of the
performance of work to the
industry required standard.

 Principle Seven: Training is

based both on and off the job
components.

 Principle Eight: The system allows Recognition of Prior Learning (RPL) and or
current competencies.

 Principle Nine: Training allows multiple entries and exit in the training program.

 Principle Ten: Approved training programs are nationally accredited. Programs

of each institution or training center are registered with UTPRAS (Unified TVET
Program Registration and Accreditation System).

Pre-Training Assessment

Pre-Training Assessment is conducted to recognize current competency (RCC)

and recognition of prior learning (RPL). This assessment is done before the
training starts. Listed are reasons why it is needed:

 It allows us to see their mastered competencies.

 It serves as a point of reference in assessing our trainees.
 It gives student quick look at the future lesson.

Pre-Training Assessment can be done either of the following:

 Learners’ assess themselves using the self-assessment guide

 A trainer assesses learners’ previous experience through portfolio assessment
 The trainer assesses learners’ skills and knowledge through pre-test or
diagnostic test

*mem1s2021 Page 6 of 9
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

Self-Assessment Guide is a pre-assessment tool to help the candidate and

assessor determine what evidence is available, when gaps exist, including
readiness for assessment.

Portfolio Assessment refers to the process of determining whether an applicant

is competent through evaluation of his or her records of achievement 2.
You can confirm the authenticity of evidence of competency by:

 Calling or asking personally the signatories and confirm the information listed in
the certificate of award/employment.
 Calling or visiting the workplace where projects are done.

Pre-Test or Diagnostic Test is a type of formative assessment that involves

collecting evidence to diagnose or identify a training need or performance problem.
(NVSC Handbook) Prepare the pre-test/diagnostic test according to the guidelines
written in the lesson ‘Preparing Assessment Instruments.

An assessor can use the portfolio assessment and pre-test results as a source of
evidence and a tool for verifying learner’s current competency and prior learning.
Pre-training assessment and analysis is done prior to the actual training program.

Determining Training Gap through Training Needs Analysis (TNA)

Under the CBT approach, each learner is assessed to find the gap between the
skills they need (as described in the Training Package) and the skills they already
have. The difference between the two is called the training gap.

Skills Required – Current Skills = Training Gap = Training Needs

Skills required refers to the competencies listed in the competency standards and
specified by the industry; On the other hand, ‘Current Skills’ referred to as
validated competencies gathered in the pre-training assessment.
A training program is then developed to help the learner acquire the skill deficiency.
Therefore, Self-Assessment Guide (SAG) with Training Needs Analysis (TNA)
Tool is an important tool to use in determining training gap.

III. Assessment
Please see assessment in our Google classroom via Google form. Answer
it honestly.

*mem1s2021 Page 7 of 9
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

IV. References
CEDEFOP 2008, Europe RA 7796/TESDA Law Procedures Manual on TR
Development Guidelines on Assessment and Certification under the
Philippine TVET Competency Assessment and Certification System –
PTCACS CBT Primer Training Regulations Framework ILO Quality
Procedures Manual – CBC Development

https://www.ptbinternational.com/tvet-trainers-methodology#:

Procedures Manual on Program Registration SAQA 2013 CEDEFOP 2008

TESDA Board Resolution No.2004-13 and Procedures Manual on TR

Development2 Omnibus Guidelines on Program Registration under
UTPRAS

TESDA Circular No. 14 Series of 2011 TESDA Circular No. 14 Series of

2011 TESDA Circular No. 13 Series of 2011

TESDA Training Regulation Framework

Training Regulations Framework Procedures Manual on Program

Registration Terminology of European Education and Training Policy,
Cedefop, 2008.

Online References

https://sites.google.com/a/maine.edu/understanding-different-learning-
styles/

www.tesda.gov.ph

*mem1s2021 Page 8 of 9
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

*mem1s2021 Page 9 of 9