Session Plan
Learning Objectives:
1. identify and explain the different parts of the
session plan;
2. explain how learning contents are sequenced;
3. discuss learning activities in relation to the nine
events of instruction.
What is a Session Plan?
Session Plan is a simply stated, clearly written
and flexible trainer aid for conducting a session
or module. It is:
– based on the curriculum of the unit of
competency.
– accomplished according to the suggested
format .
Benefits of a Session Plan
1. Gives the trainers an idea of where they are and where they
are going.
2. Gives the trainers and the learners a clear idea of what they
are doing.
3. Records the training sessions the trainers have taken.
4. Gives the trainers a starting point if they have to do the
training again with another learner or group of learners.
5. Gives the trainers a firm base to review their performance.
8 Steps For Designing an Effective Session Plan
Step 1. Define the purpose of the training and target audience.
Step 2. Determine participants’ characteristics and training
needs
Step 3. Define training goals and objectives.
Step 4. Outline training content.
Step 5. Develop instructional activities.
Step 6. Prepare the written session plan.
Step 7. Prepare participants’ evaluation forms.
Step 8. Determine follow-up activities for the event.
Elements of a Session Plan
1. Industry Sector 6. Introduction
2. Qualification Title and Level 7. Learning Activities
3. Unit of Competency 8. Evaluation
4. Module Title 9. Teacher’s Reflection
5. Learning Outcomes
Elements of a Session Plan
1. Industry Sector/Qualification & Title
Every qualification belongs to a sector. To know
what sector a particular qualification belongs to, refer
to the Training Regulation or Competency Based
Curriculum of the said qualification. Browse TESDA
website: www.tesda.gov.ph for downloadable files.
Elements of a Session Plan
2. Unit of Competency
The Units of Competencies comprise a
Qualification. Basically they are grouped into
three:
• Basic Competencies
• Common Competencies, and
• Core Competencies
Elements of a Session Plan
3. Module Title
This is actually the unit of competency. The
difference of the Unit of Competency and the Module
Title is, the verb in the module title is in the present
participle (ending in –ing) form.
Elements of a Session Plan
4. Learning Outcomes
Are the learning blocks/units that
comprise the module. In the Training
Regulation, they are termed as Elements while
in the CBC they are termed as Learning
Outcomes.
Elements of a Session Plan
5. Introduction
This is the part of the session plan that intends to motivate the
student to learn. It will acquaint the student to what he/she is:
1. going to learn in the module,
2. why it is important,
3. how it relates to what has already been learned
• It is also termed as Module Descriptor in the CBC.
Elements of a Session Plan
6. Learning Activities
These are actions the student will
do to achieve the learning outcome
stated in the module of instruction.
Elements of a Session Plan
Parts of Learning Activities:
A. Learning Content comprises of the learning elements to be covered in
the learning outcome
In identifying the learning contents:
• 1. Summarize the knowledge, skills and/or attitudes to be covered.
• 2. Present the learning content in small ‘chunks’ of information.
• 3. Arrange the learning contents logically.
Elements of a Session Plan
Parts of Learning Activities:
B. Presentation
• The student is presented with ideas, concept or
process appropriate for the LO.
Elements of a Session Plan
Parts of Learning Activities:
C. Practice
• The student is provided an opportunity to practice
or apply the same knowledge or skill that was
presented.
Elements of a Session Plan
Parts of Learning Activities:
D. Feedback
• The student is presented with ideas, concept or
process appropriate for the LO.
Elements of a Session Plan
Parts of Learning Activities:
E. Learning Resources
• These are materials that will be needed to support
and facilitate learning of the students/trainees.
Elements of a Session Plan
Parts of Learning Activities:
F. Time (Optional)
• Since the approach of the learning is self-paced, time or
duration of the training is not a MUST. However, a
Trainer/facilitator can opt to identify the time or duration
of the training as a basis to identify whether the trainee is
a slow or fast learner.
Elements of a Session Plan
7. Trainee’s Evaluation
This indicates the method of
evaluating the achievement of the
Learning Outcome.
Elements of a Session Plan
Assessment may be:
Formative:
• This is a form of progress checks for every Learning Outcome. Progress
check can be conducted through written tests or practical test.
Summative:
• This is a form of evaluation given at the end of the module. This can
also be conducted through written and practical tests.
Elements of a Session Plan
In preparing the ASSESSMENT PLAN, indicate the:
Testing condition - what are the tools, equipment and supplies and materials
that will be needed
Venue of the evaluation
Type of assessment - written test or practical tests
Type of evidence
• For written tests: answer sheets
• For Practical Tests:
* Training outputs – training outputs, project, products etc.
* Result of performance test based on criteria
Elements of a Session Plan
8. Trainer’s/Teacher’s Reflection
This part of the Session Plan serves as
the documentation of the conduct of the
training on a unit of competency. Highlights
of the use of the CBLM must be
recorded/documented and must be
considered in the validation/improvement of
the manual.
Elements of a Session Plan
Factors to be considered in the documentation:
• Successful moments or events experienced throughout
the learning process.
• Feedback from the learners/trainees regarding the use of
the CBLM.
• Result of the Evaluation
The session plan template
recommended by TESDA follows Robert
Gagne’s nine events of instruction. Let us
discuss these steps in relation to the parts
of the session plan.
Nine Events of Instruction
1. Gain Attention 6. Elicit Performance
2. Inform Learners of Objectives 7. Provide Feedback
3. Stimulate Recall of Prior
Knowledge 8. Assess Performance
4. Present the stimulus/material 9. Enhance Retention and
5. Provide guidance for learning Transfer
Nine Events of Instruction
1. Gain Attention – to orientate and motivate the
learner.
2. Inform Learners of Objectives – to guide
learners and to assist them to organize their
thoughts around what they are about to learn.
3. Stimulate Recall of Prior Knowledge – because
adults learn by establishing relationships with
what they know and a new knowledge or skill.
Nine Events of Instruction
4. Present the material – in a way that appeals to the
different learning preferences and is easy to digest.
5. Provide guidance for learning – by providing
opportunities to integrate new information into
their existing knowledge base.
6. Elicit performance – by providing safe
opportunities to practice.
7. Provide feedback – to reinforce or correct learning
Nine Events of Instruction
8. Assess performance – learners should
be given the opportunity for
assessment to gain recognition of
their success in learning.
9. Enhance retention and transfer – by
encouraging learner to plan the
application of what they have learnt.
Thank You!
