 The Learning Style Inventory is

derived from an experiential theory

Kolb's and model of learning developed by
David A. Kolb (1984)∗ and based on
Learnin the seminal contributions of John
g Dewey, Kurt Lewin & Jean Piaget. It is
a practical self-assessment instrument
Invento that can help us assess our unique
learning styles, and has the
ry advantage of only taking 30-45
minutes to complete. It tells us our
preferred approach to learning in
everyday life.
In this experiential model, learning is viewed as a Kolb's
continually recurring problem solving process in the Learning
four-stage cycle depicted below. Concrete Inventor
Experiences are followed by Reflective y
Observations that lead to the formulation of
Abstract Concepts and Generalizations that lead
to Active Experimentation to test the hypotheses
that have been developed. This is an ongoing process,
and may be entered anywhere in the cycle.
In this experiential model,
learning is viewed as a
continually recurring problem
solving process in the four- Kolb's
stage cycle depicted below. Learning
Concrete Experiences are
followed by Reflective
Inventor
Observations that lead to y
the formulation of Abstract
Concepts and
Generalizations that lead to
Active Experimentation to
test the hypotheses that
have been developed. This is
Activity: Solving a BTLED and BTVTED tardiness and
absenteeism's
1. Concrete Experience (CE) Kolb's
•Activity: The group goes to the different year levels of BTLED & BTVTED
and observes the habits of residents(students). They collect data, ask Learning
people questions, and experience the issue firsthand.
2. Reflective Observation (RO)
Inventor
•Activity: After gathering data, the group gathers back and discusses
what they observed. They reflect on the challenges students face with
y
tardiness and absenteeism's, such as confusion over lack of motivation.
Activity: Solving a BTLED tardiness and absenteeism's
3. Abstract Conceptualization (AC)
•Activity: The group brainstorms potential solutions to improve the
Kolb's
program. They might create conceptual models (e.g., designing a new
program awareness campaign) based on their reflections. Learning
4. Active Experimentation (AE)
•Activity: The group implements a pilot version of their idea, like
Inventor
distributing new program guides to the different year level of BTLED and
BTVTED or conducting an awareness campaign and measuring the
y
results.
Trainees’ Current
Competencies &
Training Design
Objectives

1. define current competencies;

and
2. explain why there is a need to
identify the trainees’ current
competencies
Trainee’s training needs is
another important data that you
need to collect as a trainer so
that you will be able to identify
the skills and competencies
needed by individual trainees.
 Current competencies are
CURRENT
the skills and knowledge of your
COMPETENC
new trainees obtained through
IES
formal training, work experience
or life experience
CURRENT How can the Current
COMPETENC Competencies be
IES Determined
 1. Self-Assessment Checklist – It is
a checklist of competencies required of
a qualification.
2. Proof of Competencies - Portfolio
CURRENT assessment or validation of evidences
COMPETENC of competency such as employment
IES certificates with specific duties and
responsibilities, projects personally
done by the trainee, certificate of
awards and other related proofs
 1. Self-Assessment Checklist – It is
a checklist of competencies required of
a qualification.
2. Proof of Competencies - Portfolio
CURRENT assessment or validation of evidences
COMPETENC of competency such as employment
IES certificates with specific duties and
responsibilities, projects personally
done by the trainee, certificate of
awards and other related proofs
 3. Pre-assessment result Pre-
assessment in CBT has the following
functions:

CURRENT a. Diagnostic - intended to diagnose

COMPETENC areas of weakness, or misunderstanding,
and strength. It involves collecting
IES evidence to diagnose or identify a training
need or performance problem. “You can’t
prescribe the remedy till you understand
the cause”
 1. To identify the competencies to be
covered in the training plan.
2. To assess the trainee’s current
competency in comparison to the
CURRENT stated standards of competence
required
COMPETENC 3. To identify which relevant skills the
IES trainee possesses and does not
possess, so that the training program
can be tailored accordingly.

Why determine current

competencies?
 1. To identify the competencies to be
covered in the training plan.
2. To assess the trainee’s current
competency in comparison to the
CURRENT stated standards of competence
required
COMPETENC 3. To identify which relevant skills the
IES trainee possesses and does not
possess, so that the training program
can be tailored accordingly.

Why determine current

competencies?
 Training is a set of a systematic
processes designed to meet
learning objectives related to
Training trainees' current or future jobs.
These processes can be grouped
Design into the following phases; needs
analysis, design, development,
implementation, and evaluation.
 Training design is a systematic
process that is employed to develop
Training education and training programs in a
Design consistent and reliable fashion
 Instructional Design (also called Instructional
Systems Design (ISD)) is the practice of
Training creating "instructional experiences which
make the acquisition of knowledge and skill
Design more efficient, effective, and appealing."
 1. analysis - analyze learner characteristics,
task to be learned, etc. Identify Instructional
Goals, Conduct Instructional Analysis, Analyze
Learners and Contexts
2. design - develop learning objectives,
choose an instructional approach Write
Training Performance Objectives, Develop Assessment
Instruments, Develop Instructional Strategy
3. development - create instructional or
Design training materials Design and selection of
materials appropriate for learning activity, Design
and Conduct Formative Evaluation
4. implementation - deliver or distribute the
instructional materials
5. evaluation - make sure the materials
achieved the desired goals Design and
Conduct Summative Evaluation

ADDIE model with the five phases

 Designing your training session would involve
developing learning objectives, choosing an
instructional approach, develop assessment
instruments and develop instructional strategy.

Training 1. Characteristics of your trainees – basic

characteristics that maybe potential barriers in training
should be identified and addressed on a trainee per
Design trainee basis when planning training sessions.

2. Adult learning principles – adults learn differently

from elementary and high school students. In choosing
your methods and structuring the training materials
 Designing your training session would involve
developing learning objectives, choosing an
instructional approach, develop assessment
instruments and develop instructional strategy.

1. Characteristics of your trainees – basic

characteristics that maybe potential barriers in training
should be identified and addressed on a trainee per
Training trainee basis when planning training sessions.

Design 2. Adult learning principles – adults learn differently

from elementary and high school students. In choosing
your methods and structuring the training materials

3. Learning styles of your trainees – varied

learning styles would require variations in the
methodologies to be employed with CBT. Your training
design should be able to provide learning activities for
every trainee considering his learning style.
 Applying the Principles of Adult
Learning
Learner Motivation
Adults must want to learn In addition to
communicating the learning objectives we
need to show how the learner and their
Training work will benefit from the training.
• Use overviews to engage the learner
Design • State benefits in the outline of each topic
and including learning activities that
reinforce the benefits
• Providing self assessments as a prelude
to the module or topic
• Create personas to assist you to focus
on the learners
 Learner Orientation Adults will learn
only what they feel they need to learn
Adults must feel the things they are
learning are relevant and will be useful. So
Training make the links to the work they are doing
Design or could be doing in the future by:
• Including examples and case studies on
how others have used the knowledge or
skill
• Provide opportunities for the learner to
control their learning environment

• Using a problem – solution approach

 Adults learn by comparing past experience
with new experience Adults bring to a
wealth of experience and knowledge into
their learning activities. When they learn
something new most check how this
fits in or is different from what they
Training already know. In developing and using
Design learning materials we should devise way
to tap into this knowledge and to provide
frameworks or models that assist the
learner to establish relationships between
what they know and the new knowledge
or skill. Sharing of personal
experiences or stories is one way this
can be achieved.
 Adults do not all learn the same way Adults have
their own styles of learning. So ensure the design
of your program and the way you write learning
materials features activities, content and
language that appeals to a broad range of
learning styles.
Training When planning your training session,
consider the following deductions:
Design • People will learn more effectively when using
their preferred style
• People improve their capacity to learn when
they can expand their preferences
• When learning materials and activities
accommodate a range of preferences, more
learners will be successful
• Training materials can be developed that
appeal to learning preferences
 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
4. Present the material – in a way that appeals to the
Training different learning preferences and is easy to digest
5. Provide guidance for learning – by providing
Design 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
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
 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
4. Present the material – in a way that appeals to the
Training different learning preferences and is easy to digest
5. Provide guidance for learning – by providing
Design 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
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
 Training Delivery
Modes and Methods
 The competency-based TVET system recognizes various
types of delivery modes both on and off-the-job as the
Training learning is driven by the competency standards specified
by the industry. The following training modalities may

Delivery be adopted when designing training programs:

1. The dualized mode training delivery is preferred and

Modes recommended. Thus, programs would comprise both, in-school and in-
industry trainings or fieldwork components. You may refer to the Dual
Training System (DTS) Implementing Rules and Regulations for the
and details.

Methods
2. Modular/self-paced learning is a competency-based training
modality where the trainee is allowed to progress at his own pace. The
trainer just facilitates the training delivery.

3. Peer teaching/mentoring is a training modality where fast learners

are given the opportunity to assist the slow learners.
 The competency-based TVET system recognizes
various types of delivery modes both on and off-the-
Training job as the learning is driven by the competency
standards specified by the industry. The following
Delivery training modalities may be adopted when
designing training programs:
Modes 4. Supervised-industry-training or on-the-job training is a training
approach designed to enhance the knowledge and skills of the trainee
and through actual experience in the workplace. It, also, enables the trainee to
acquire specific competencies prescribed in the training regulation.

Methods 5. Distance Learning is a formal education process in which majority of

the instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, audio, video
or computer technologies.
 TrainingMethods:
-Lecture
Training -Modularself-paced
-RolePlaying
Delivery -Debate
- Group Discussion
Modes - Demonstration
-Forum

and - BuzzGroup
- Practice
- Brainstorming
Methods - Public Speaking
- Case Study
- Study Circle
- Field Trip
 8 factors into consideration
Training when choosing training
Delivery methodology/instructional
Modes techniques (Robinson 1979;
and Apps 1991; Rothwell and
Kanzanas 1992;Tracey 1992):
Methods
 1. Learning outcomes/objectives
• Acquiring new knowledge?
• Enhancing thinking skills?
• Developing psychomotor skills?
Training • Or changing attitudes, values and/or
feelings?
Delivery
2. Trainers (instructors)
Modes • Are they capable of using the method?
• Are they comfortable doing so?
and
Methods 3. Content
• Is the content abstract or concrete?
• How complex and comprehensive is the
material?
 4. Participants
• How many participants are there?
Training • What are their characteristics?
• Are they capable of learning through those techniques?
Delivery 5. Training techniques
• What can realistically be done with the techniques?
Modes • How difficult are the techniques to use?

and 6. Time
• What time or period is available?
Methods 7. Cost
• Are the costs associated with the techniques realistic?

8. Space, equipment, and materials

• Are these all readily available?
Training
Delivery
Modes
and
Methods
Training ASSIGNMENTS:
Delivery
Modes SESSION PLAN &
and LEARNING RESOURCES
Methods