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Performance Criteria Checklist 2.

3-4
Facilitate Training Session

Criteria Yes No
Did the Trainer prepare
Workstations?
Facilities/resources?
Was attendance monitored?
Was there a full utilization of work
areas/resources?

Did the trainer orient the trainees on
CBT?
The role of the trainer?
The role of the trainee?
The competencies that has to be covered
based on TR

The use of the CBLM
Instructional Facilities and Resources
Workshop and its stations
The evaluation system
Did the trainer conduct pre-assessment
(RPL)?

Did the trainer schedule individual and
small-group activities as appropriate?

Did the trainer use a variety of teaching
techniques, designed to match learner
capabilities with the requirements of the
task?




Did the trainer monitor the activities?
Did the trainer allow students to assume
individual responsibility for learning?

Did the trainer evaluate the performance of the
trainees based on Performance Criteria
Checklist?




Did the trainer record the achievements of the
trainees in the

Progress chart?
Accomplishment chart?
Did the trainer personally provide continual
feedback to trainees.

Were slow learners assisted in their activities?













FACILITATE LEARNING SESSION DEMONSTRATION DEBRIEFING

MODULAR TASK TEMPLATE OF INSTITUTION
Goal
Duration
(45
Minutes)

DOCUMENT
(Props)
1
Give a COMPREHENSIVE Presentation of your
Floor plan (Hypothetical Institution) and check if all
materials are working before the trainees arrive
during the first day.
4
Floor Plan
2
SIMULATE a trainee attendance scenario where
trainees reach the minimum attendance of your
trainees and emphasize you CHECK THE
ATTENDANCE.
2
TESDA ID
Attendance Sheet
Admission Slip
3
On first day, assuming the minimum attendance of
participant has been achieved, present the concept
of:

INTRODUCE your self as TRAINER and
COURSE TITLE
2 of 20
4
CBT (Anecdote style for Creatives) 6 of 20
5
RULES of the COURSE highlighting
ROLE OF TRAINER
ROLE OF TRAINEE
4 of 20
6
Introduction of your COURSE highlighting
TESDA Decimal Structure of your
COURSE
2 of 20
7
COMPREHENSIVE Presentation of
your Institution (Refer to first step)
2 of 20
8
COMPREHENSIVE Presentation of
CBLM emphasizing the Decimal Format
structure of TESDA if follows.
2 of 20 CBLM
9
Present how you a TRAINEE will be
INSTITUTIONALLY EVALUATED and
NATIONALLY EVALUATED.
2 of 20
10
SIMULATE that you have reviewed DATA
GATHERING TOOL of your participants. Decide to
DIVIDE class you feel would speed up learning:
GROUPS according to trainee learning
style
GROUPS according to learning outcome
already taken
3
11
SIMULATE a day where a new trainee arrives and
explains that he/she has taken a prior competency
from a different COURSE similar to the CURRENT
COURSE he/she is now going to take.
3
12
SIMULATE a day where a TRAINEE is:
TALKATIVE and HOW to handle them.
KNOW-ALL and HOW to handle them.
IN DIFFERENT and HOW to handle them.
FRUSTRATED and HOW to handle them.
5
13
SIMULATE days passing and you RECORD the
progress in the following charts:
ACHIEVEMENT CHART (Knowledge, attitude, skill
3
Achievement
Chart
Progress Chart
analogy)
PROGRESS CHART (Tesda decimal system
analogy)
14
SIMULATE a SITUATION you see a trainees
progress.
2
15
SIMULATE a SITUATION you see a trainee is
slower than the rest as you notice in charts, or
when you approach a trainee.
3