SG Writing

SESSION GUIDE
WRITING
MEET AND GREET
1. Say “Hi” to the person to your right,
2. Describe yourself using the first letter of
your name
3. Complete the sentence “I feel good
today because…”
4. Repeat 1-3 for the person to your left.
SELF-ASSESSMENT
• In writing Session Guides,
• I am confident about _______________
• I am not confident about ______________
Presentation Flow
OBJECTIVES
The 1- hour session should enable the
participants to design and develop a session guide
for specific topics appropriate to their target
learners using a template.
Specifically, the participants should be able to:
• identify the parts and elements of a session
guide;
• formulate session objectives and key learning
OBJECTIVES
• This session aims to firm up the understanding of the participants of
the Session Guide and the process of writing the SG.
• At the end of the session, they should be able to
• Identify the major elements/components of a Session Guide
• Walk through the process of session guide writing
• Articulate the logic of the parts of the SG
Presentation Flow
COVERAGE
• Introduction to Session Guide
• Elements of Session Guide
• Writing Session Guide Objectives and Key
Learning Points
• Learning Methodologies/ Activities and
their Underpinning Principles anchored on
Adult Learning
THE SESSION GUIDE
Also called as a Session Plan, is an organized
description of activities and resources a learning
facilitator uses to guide a group towards a learning
objective/s.
Provides a direction for activities
Identifies what and how much resources will be

needed, including time
CONSIDERATIONS IN WRITING SG
• The context of the session/topic in the entire training program
• The relative importance of the topic/session with respect to the other
sessions/topics.
• The specific objectives of the session and its contribution to the
attainment of the program objectives
2 MAJOR ASPECTS OF SG
WRITING
• Developing the Session Design. Includes:
• Writing the terminal and enabling objectives
• Identifying the key content/input
• Choosing the methodology. Includes:
• Identifying the materials and resources
• Determining time allotment of the different activities within the
methodology.
SESSION GUIDE TEMPLATE
SESSION TITLE:
NO. OF PARTICIPANTS: MALE: FEMALE:
DURATION:
OBJECTIVES:
KEY UNDERSTANDING/LEARNING POINTS:
REFERENCES:
SESSION PLAN:
Objectives Key Learning Points Methodology/ Materials Time/Duration
Activity
FACILITATOR’S NOTES:
TYPES OF OBJECTIVES
Feel Do Think
SPECIFIC LEARNING
OBJECTIVES
Knowledge-development
Attitude Development— deals with
objectives have to do with content
attitudes, values, or feelings. These
or cognitive learning. They relate to
objectives are appropriate when you
the ability to demonstrate acquired
want to change people’s attitudes or
knowledge, to comprehend
increase their awareness of or sensitivity
information, and to analyze
to certain issues or ideas.
concepts
Skill Development—deals with behavior. These

are much easier to identify and to determine
whether they have been met. They focus on a
person being able to perform a task or
procedure.
VERBS
ASSOCIATE
D WITH
LEARNING
TYPE
ESSENTIAL CHARACTERISTICS
OF OBJECTIVES
COMPONENTS OF AN OBJECTIVE
Performance
Condition
Criteria
EXAMPLES OF OBJECTIVES
• Using brochures and desk-top charts (condition), customer-service
representatives will answer (performance) all customer questions about
standard products and services (criteria).”
• Employees will answer the telephone (performance) within three rings

(criterion) using the standard identification message and greeting
(condition).”
• Following prescribed bank procedures (condition), employees will

balance the teller windows (performance) each day within twenty
minutes (criterion).”
EXAMPLES OF OBJECTIVES
• “Using PowerPoint® software (condition), employees will
create (performance) a thirty-minute presentation that includes
animation and sound (criteria).”
• “Managers will write (performance) a two-page, error-free
request proposal (criteria) following the proposal format
introduced in the business writing workshop (condition).”
• Using the prescribed template (condition), the SG writers will
write SGs (performance) that highlight what is important to the
trainers (criterion).
WRITING THE KEY
UNDERSTANDING/ CONTENT
LOGICAL FLOW
PSYCHOLOGICAL FLOW
GUIDELINES FOR LOGICAL FLOW
• Determine key content/ learning points based on the set objectives
• Gather content materials
• Check integrity of the materials
• Organize the materials based on certain logic
• Topical coverage
• Procedural/Sequential
• Specific to General or General to Specific
• Cause-Effect
• Chronological
GUIDELINES FOR
PSYCHOLOGICAL FLOW
• Determine your participants’ profile
• Age
• Gender
• Interest
• Level of understanding
• Consider
• Time of the day
• Mood of the participants
• Learning space
ASSUMPTIONS ABOUT ADULT
LEARNERS (Knowles, 1990)
self-directed
have a wealth of experience
internally motivated
ready to learn when they see the need for it
want real-life application

What do these principles
mean to you as SG writer/
session facilitator?
self-directed
have a wealth of experience
internally motivated
ready to learn when they see the need for it
want real-life application

FACTORS AFFECTING LEARNING
Learning Style Perceptual Emotion

Modality Environment
Experience, Age
STRUCTURE OF SELECTED
METHODS
Lecture Workshop Demonstration Structured
Learning
Experience
• Introduction • Introduction • Introduction 4As
• Motivation • Mini-Lecture • Mini- Lecture (Input) • Introduction
Activity/ Question (Input) • Demonstration • Activity and
• Lecture (mini- • Q and A • Processing Publishing
activities in • Mechanics of the • Return • Analysis/
between lectures) Workshop Demonstration Processing
• Q and A • Workshop Proper • Processing • Abstraction +
• Synthesis and • Presentation of • Assessment Input
Closure Outputs • Synthesis and • Application
• Processing of Closure • Closure
Outputs
• Synthesis and
Closure
FACTORS TO CONSIDER IN
CHOOSING A METHOD
• subject matter • resources available
• group knowledge of the (equipment, type of room,
time, cost, etc.)
subject
• comfort zone of trainers,
• training objectives participants
• group size • participants’ learning style
• kind of participation and perceptual modalities
desired
MATCHING METHODS
WITH DESIRED OUTCOMES
MATCHING METHODS
WITH DESIRED OUTCOMES
WRITING THE DETAILS OF
THE METHODOLOGY
• Based on the major parts/structure of the methodology
• Includes what the learning facilitator will say and do; also what the
participants are expected to do; sometimes reflects the expected
responses of the participants, where needed.
• Also includes the materials and/or resources needed to carry out the
activities as well as the time allotment for each activity
CRITIQUE OF A SESSION GUIDE
• Statement of Objectives
• Key Content/Learning Points
• Choice of Methodologies/Activities
• Time Allotment
• Others
QUICK ASSESSMENT
CAN YOU…
identify the parts and elements of a session guide?
formulate session objectives and key learning points?
choose/ design activities and methodologies and resource
requirements appropriate to their objectives taking into consideration
the nature of adult learners?
cite strengths and areas for improvement given a session guide (if
time allows)?
CAN YOU DESIGN A SESSION GUIDE SLAC?
THANK YOU VERY
MUCH

SG Writing

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SESSION GUIDE

Provides a direction for activities

Identifies what and how much resources will be

Skill Development—deals with behavior. These

• Employees will answer the telephone (performance) within three rings

• Following prescribed bank procedures (condition), employees will

have a wealth of experience

ready to learn when they see the need for it

want real-life application

have a wealth of experience

ready to learn when they see the need for it

want real-life application

Learning Style Perceptual Emotion

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