Scribd
Upload
24 views1 page

Facilitating Learning in HCS NCII Training

The document outlines a Facilitating Learning Session in HCS NCII, detailing the preparation of nine CBT learning areas and the orientation conducted for learners. It describes the training methods used, including self-directed learning and assessments to evaluate learner competencies, followed by constructive feedback on performance. Additionally, a session evaluation was conducted to assess the effectiveness of the training delivery and improve methodologies.

Uploaded by

Destiny DILAINC
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
24 views1 page

Facilitating Learning in HCS NCII Training

The document outlines a Facilitating Learning Session in HCS NCII, detailing the preparation of nine CBT learning areas and the orientation conducted for learners. It describes the training methods used, including self-directed learning and assessments to evaluate learner competencies, followed by constructive feedback on performance. Additionally, a session evaluation was conducted to assess the effectiveness of the training delivery and improve methodologies.

Uploaded by

Destiny DILAINC
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

My Facilitating Learning Session in HCS NCII

Before the arrival of my learners, I have set up the workshop or laboratory


into 9 CBT learning areas such as CBA, LRA, CLA, PWA, QCA, TRA, IAA, DLL, and
SSA. I have checked the completeness of the resources and functionality of the
equipment, training documents, pre-assessment instruments/ tools.
Upon the arrival, I have conducted orientation such as _______, I will orient
the objectives of the pre-assessment and administer the RPL, determine the
current competencies, evaluate the training gaps, recognize the prior knowledge,
provide feedback and record the results.
During the training proper, I have assigned the trainees to different
activities by providing them print and non-print materials using self-directed,
learning mentoring, active lectures, case study, and role play. I have provided
continuous monitoring and feedbacking. Record the results using the
achievement chart and TRB.
In determining the learner’s competence, I have conducted an institutional
assessment. First, I have oriented the learners on the method of assessment such
as written test, demonstrations with oral questioning and oral interview, to assess
the trainee’s underpinning knowledge, skills, and behavior respectively. Second, I
have used the progress chart to monitor the learner’s competence.
Following the assessments, I gave feedback constructively on each learner’s
performance by reinforcing the strengths/strong points, the weak
points/weaknesses and the areas to be improved, I applied the Kiss and Kick or
Sandwich Method.
I conducted session evaluation to test the effectiveness of the training
delivery and to enhanced the methodologies of the training and the trainer.

You might also like