Trainers Methodology II:

Develop Training Curriculum

UNIT 1: Establishing Training Needs Requirements

At the end of this module, you should be able to:

1. Identify and consult the stakeholders to establish training aims and requirements;
2. Determine training requirements using appropriate methods;
3. Identify, access and confirm training regulations or other relevant specifications on which
to base the learning program;
4. Record and document potential employment markets and career opportunities for training
participants;
5. Identify potential learners;
 6. Develop profiles of learners prior to entry to the course; and
7. Determine language and literacy requirements of the learners according to profiles.

LESSON 1: Introduction to Competency-Based Curriculum Development

Introduction
A competency-based curriculum is the set of specifications for a course or subject (module)
which describes all the training experiences a trainee or learner undergoes. It generally
includes learning outcomes, contents, conditions, methodologies and assessment methods. It
specifies outcomes which are consistent with the requirements of the workplace as agreed
through industry or community consultation.

Curriculum development is a process of translating the Competency Standards into specific

training plans and actions towards the attainment of competencies of the qualification while
ensuring the alignment of learning outcomes to industry practices and standards.

This lesson will discuss the curriculum development cycle, the roles of the curriculum
development stakeholders and competency-based TVET framework.
TOPIC 1: Competency-Based TVET Framework
Competency-based TVET Framework is a scheme introduced by TESDA to help training
providers design a curriculum which is based from industry requirement.
This framework describes the relationship of TVET training providers with the industry. The
industry defines the competencies and sets the minimum standards of each qualification level
of every worker for it. These standards are descriptions of the actual work and performance
of every worker in a particular qualification.

The TVET training providers should design competency –based curriculum for registration
with TESDA.

The components of this competency-based curriculum consist of set of modules of

instructions compiled together to form a course design.  The competency-based curriculum
developed will then be the basis in developing the session plan and its corresponding learning
materials.

TOPIC 2: Stakeholders in the Development of Training Curriculum

Curriculum development plays a vital role in the implementation of training program. Every
aspect of curriculum development must be considered and designed well to serve its purpose.
On this lesson you will be introduced to the different stakeholders of technical vocational
education and training.

There are numerous stakeholders of Technical Education and Skills Development Authority
(TESDA). Stakeholders are those individuals, groups or organizations who influence TVET
positively and negatively. TESDA depends on these stakeholders to perform professionally
and successfully. The stakeholders also depend on TESDA. The management of stakeholders
is one of the important activities in the curriculum development for the TVET sector. TESDA
should identify stakeholders and group them according to their interest, choice and extent of
stake. Some stakeholder may be significant in the competency standard development, some
may be during the curriculum development, some may be during the implementation phase
and some may be during the development of assessment packages.
  Industry experts – These are people from industry who can share their expertise for a
certain qualification. Their lifelong experience can be of great help in identifying the
task and competencies that is covered in a certain qualification which can be
converted into training curriculum. These industry experts can be from; supervisors,
workers, industry association representatives.
 Curriculum developers- They work closely with trainers and industry experts to
design and roll out a curriculum that provides learners with a high-quality education.
Additionally, curriculum developers are responsible for updating training documents
on a consistent basis and working closely with industry experts to evaluate and revise
training tools as appropriate.
 Trainers or teachers- they provide inputs as to what and how their learners will learn
in a training institution.

TOPIC 3: Identifying Training Aims

One of the early activities in the curriculum development is the identification of the training
aims. The stakeholders should identify the best statement of the training aims. Training
aims are overall statements of what you expect the training program will achieve. For
example:

“The aim of this training program is to train trainers to plan, deliver, monitor and
evaluate competency-based training.”

Training aims, objectives and learning outcomes provide a clear indication of the goals and
purpose of the training. Trainers use them to focus the training and to assess performance and
success of participants. Participants can use them to evaluate the training from their own
perspective.
Writing aims is fairly straightforward. Keep your language clear and try not to have too many
little aims.

TOPIC 4: The Curriculum Development Cycle

The curriculum development cycle has three stages, namely;

curriculum design, curriculum implementation and the
curriculum validation stage.
1. Curriculum Design involves the identification of
the learning process and events intended to achieve
the competencies. Learning objectives,   contents,
strategies and methods, modes of training, methods
of assessment and training resources are carefully
planned during the process.
Curriculum Implementation is “putting into action” the
various components stipulated in the competency-based curriculum (CBC). Competency-
based training is planned and facilitated by certified trainers based on the CBC.
Curriculum validation involves evaluation of the curriculum using the following: content
validation by a panel of experts, analysis of the results of learning through pretest/post
test analysis and program evaluation, analysis using the Content-Input-Process-Product
(CIPP) Method of research.
Through these stages, the impact of the curriculum may also be tested. Based on the results of
the curriculum validation, feedback is collected, conclusions are drawn, and
recommendations for its revisions are suggested.
These data are inputs to the next cycle of the curriculum review/revision, implementation and
validation.

LESSON 2: Determining Training Requirements

Introduction
After identifying the training aim, you should identify now the training requirements, which
can then be identified now through the use of the relevant Training Regulations. In situations
that there is no available Training Regulations the listed methods below can be used in
identifying the training requirements.

To identify the training requirements, one must consider defining the target population for
training, listing the competencies to be performed by the target population for a certain
qualification, listing the skills and knowledge needed to do the competencies, and selecting
the skills and knowledge to be taught that makes up the training objectives.

TOPIC 1: Bases in Determining Training Requirements

Before the curriculum stakeholders can identify the training requirements, they should have
identified, access and confirm the relevant documents that will be the bases in the
development of training requirements. These are the Training Regulations, Training Needs
Analysis Report, and skills requirements of emerging industry.

 Training Regulation
The Training Regulation can be used in developing the training requirements for a training
program. The needed information for the training requirements can be easily captured from
the different parts of Training Regulation thru its analysis.

 Training Needed Analysis Report

Another basis in developing the training requirements is the training needs analysis report. A
training needs analysis report has comprehensive information for a job description,
educational level and experience, responsibilities, ability gaps-self assessment, preferred
areas of training and preferred training duration.
The reasons for doing training needs assessment is:
1. To determine whether any training is needed
2. To determine the areas in which training is needed
3. To determine the gap to be bridged
4. To determine desired training outcomes
5. To provide a basis of monitoring and evaluation

 Skills Requirements for emerging industries

Emerging industries usually starts with individuals that usually include the originators of the
idea and a few highly qualified or experienced specialists such as mechanical engineers,
physicists, chemists and highly experienced trade persons. The company often buys in the
specialized qualifications, expertise and experience rather than engage in training.

Emerging industries have diverse and important training needs. While much of the higher-
level training and qualifications required is generally provided by higher education,
vocational education and training also has a role to play in developing further knowledge and
skills once experienced and qualified personnel are hired. The skills requirements that will
form part in training new employees, this will be of great help in improving their knowledge
and skills.

TOPIC 2: Components of Training Requirement

Using the above-mentioned methods of gathering training requirements, the stakeholders will

work together in identifying the listed items below to identify the training requirements.

 Training Program Title - The training program title is the actual title of a training
program designed for training on specific skills or qualification.
 Training Objectives - Training objectives are more specific statements of what the
trainees will learn or achieve after the training program, for example:
“The main objective of this training program is to conduct training on how to raise large and
small ruminants, swine and poultry”

 Training Participants - The description of the potential participants who can attend
the training program.
 Training Type - Specify the type of training program to be conducted. It can be a
skills upgrading program, a full qualification training or a community based training. 
  Training Content - List down the relevant learning content covered in the training
program.
 Training Approach - Specify the training approach and methodology to be employed
during the training program.
 Training Facilities - List down the training facilities to be used for the training
program for example audio visual room and workshop.
 Training Resources - List down training resources such as: trainer/facilitators,
learning material/modules, equipment, tools, supplies and materials.
 Training Schedule - Specify the proposed training duration of the training program.
 Potential employment market - Potential employment market is one the motivating
factors that a learner/trainee usually considers when enrolling in any training program.
This specifies the actual list of jobs that a learner/trainee can have after finishing the
training.

TOPIC 3: Methods for Determining Training Requirements

Identifying the training requirements can be difficult to build a big picture of the job. The
“elicitation” step is where the training requirements are first gathered from the experts. Many
techniques are available for gathering training requirements. Each has value in certain
circumstances, and in many cases, you need multiple methods to gain a complete picture
from a diverse set of experts and stakeholders. Here’s a look at some of the approaches you
can take.

 One-on-one interviews
The most common technique for gathering requirements is to sit down with the experts and
ask them the task performed for a specific job. The discussion should be planned out ahead of
time based on the type of requirements you’re looking for. There are many good ways to plan
the interview, but generally you want to ask open-ended questions to get the interviewee to
start talking and then ask probing questions to uncover the training requirements.

 Group interviews
Group interviews are similar to the one-on-one interview, except that more than one person is
being interviewed — usually two to four. These interviews work well when everyone is at the
same level or has the same job or qualification. Group interviews require more preparation
and more formality to get the information you want from all the participants. You can
uncover a richer set of training requirements in a shorter period of time if you can keep the
group focused.

 Facilitated sessions
In a facilitated session, you bring a larger group (five or more) together for a common
purpose. In this case, you are trying to gather a set of common training requirements from the
group in a faster manner than if you were to interview each of them separately.

 Observing workers around

This technique is especially helpful when gathering information on current work processes.
You may find, for instance, that some people have their work routine down to such a habit
that they have a hard time explaining what they do or why. You may need to watch them
perform their job before you can understand the entire picture. In some cases, you might also
want to participate in the actual work process to get a hands-on feel for how the works are
being done.

 Brainstorming
On some cases, the training requirements are not “uncovered” as much as they are
“discovered.” In other words, the requirements are brand new and needs to be created as a set
of ideas that people can agree to. In this type of situation, simple brainstorming may be the
starting point. The facilitator get into a room and start creatively brainstorming what
the training requirements might look like. After all the ideas are generated, the facilitator
processes their ideas. The resulting consensus is used for identifying the training
requirements.

 Questionnaires
Questionnaires are much more informal, and they are useful tools to gather training
requirements from stakeholders in remote locations. Questionnaires can also be used when
you have to gather input from numerous respondents.

TOPIC 4: Determining Training Requirements Using the Training

Regulations

Using the Training Regulation of a qualification, you can analyze the competency standard to
identify the different information to come up with the training requirements of a qualification.
In order for you to use the training regulation in determining the training requirements, you
must first be familiar with its parts.

Parts of a Training Regulation

 Section 1: Definition of Qualification

o Identifies the package or group of competencies that describe a particular function or
job role existing in an industry.
o Consists of units of competency or work activities required to undertake a particular
job role.
o These units of competency are categorized into basic, common, core and elective.
 Section 2: Competency Standard
o Refers to industry-determined specifications of competencies required for effective
work performance. It is:
 o Composed of individual competency units.
o Focused on workplace activity rather than training or personal attributes.
o Defined as the ability to apply skills in new situations and changing work
organizations.
 Section 3: Training Standard
Contains specifications to be considered in designing and implementing a training program
o Curriculum design
o Training delivery
o Trainee entry requirements
o Tools and equipment
o Training facilities
o Trainer’s qualifications
o Institutional assessment
 Section 4: National Assessment and Certification Arrangements
This section provides information on the:
o Benchmark for awarding a National Certificate (NC) or Certificate of Competency
(COC).
o Process of acquiring the qualification.
o Qualification of a candidate who will apply for assessment.

TOPIC 4: Determining Training Requirements Using the Training

Regulations

Preparing the Training Requirements Based on the Training Regulations

The Training Regulation of a qualification, you can analyze the competency standard to
identify the different information to come up with the training requirements of a qualification.

Training   Requirements Training   Regulation

Training Program Title This can be the actual title   of the Qualification if the training
program is offered in a form of full   qualification.

Example:
Trainer’s Methodology Level I (TM 1) Training
Training Objectives State the training objective by considering the summary of  
  competencies to be achieved.

Example:
The main objective of this training program is to conduct
training on how to deliver Competency-Based Training,
specifically:

1. Train trainers in   the core competencies of Trainers

Methodology level I;
2. Prepare outputs   for the implementation of CBT; and
3. Train trainers to   be trainers of Trainers Methodology
level I.
Training Participants To identify this, you can   refer to the trainee entry
requirements (Section 3. Training Standards)
 Example:
TVET Trainers
o Graduate of baccalaureate degree or equivalent in  
training/experience along the field of    Technical -
Vocational Education    and Training
o Certified at the same or higher NC Level in the  
qualification that will be handled (for technical
trainers)
o Able to communicate orally and in writing
o Physically fit and mentally healthy
o Proficient in quantitative and qualitative   analysis
o Proficient in verbal reasoning.
Training Content List down the all unit of competencies to be covered

Example:
Competencies to be covered   are the following:
1. Plan Training   Sessions
2. Facilitate   Training Sessions
3. Supervise   Work-Based Training
4. Maintain   Training Facilities
5. Conduct   Competency Assessment
6. Utilize Electronic Media in Facilitating Training
Training Approach Select the training   approach listed from the Training
Delivery of Section 3.

Example:
The competency-based   training approach shall be used for
this training.
Training Facilities List down the facilities to be used based on the Training  
Facilities of Section 3.

Example:
1. Plan Training Session Room
2. Utilize Electronic Media in Facilitating Training  
Room
3. Maintain Training Facilities and Supervise   Work-
Based Training Room
4. Facilitate Learning Sessions Room
5. Conduct Competency Assessment Room
6. Institutional Assessment Room
Training Resources This can be taken again from section of 3 of the Training  
Regulation

Example:
1. Trainer/Facilitator
2. Competency Based Learning Materials for 6 TM Level
I   core competencies
3. 6 LCD Projectors
 4. Internet Connections
5. DVD player
6. 2 Video Cameras
7. 2 tripods
8. Laptops
9. Supplies and materials
Training Schedule The suggested nominal duration can be found again on the  
Section 3 of the Training Regulation.

Example:
Suggested   Nominal Training Duration: 
o 128  hrs. (   Basic Competencies)
o 136  hrs. (   Core Competencies)
Potential Employment To identify the potential employment market you can   simply
Market look at the Training Regulation, specifically at the Section 1
that   defines the qualification, the last part of that section
explicitly enumerate   the potential labor market for a specific
qualification.

Example:
Section 1 of Training Methodology

A person who has achieved this   Qualification is competent

to be:

o TVET Trainer/Technical Trainer

o Training Facilitator/Coordinator
o Competency Assessor
LESSON 3: Determining the Learner's Profile
Introduction
A learner profile is basically the information relating to individual learners who are engaged
in the learning environment. For training to be effective it is important to have a clear idea of
who will be attending or taking your course.  If possible you will want to profile them to
ensure that your training is fit for purpose. 

How much do you know about them? Is there a typical participant or will they all be very
different? This will not usually be at an individual level: what you are trying to do is get an
overview of the potential group as a whole to ensure the training you are planning is
appropriate for them. This will help you to organize the training content and also prepare you,
and your co-trainers, to deliver the training at the right level for your trainees.

TOPIC 1: Basic Questions for Determining the Learner's Profile

The following basic questions may be considered, however you will want to select the most
relevant questions according to the type of training you are planning to offer.

 How many participants should you have?

Be realistic about how many, or few, participants will make an effective training. If you are
planning to run a competency-based training, you will want to limit the number of
participants to between 20 and 25, otherwise the training sessions will become unmanageable
and too time-consuming.

 Who are the participants?

Factors such as age range and gender mix, as well as participants' cultural, social and ethnic
background affect the training delivery. Similarly the level of expertise of the participants and
their position in employment will be relevant. Also there may be financial considerations
which may affect their ability to attend the training.

 Where are the participants from?

This applies not only to their place of employment, what type of organization it is and their
position in the workplace, but also to geographical location. Long journeys to the training
venue may mean that trainees will tire earlier in the day, also the start and end times for the
training may need to take travel requirements into account. Again there may be a financial
implication with travel costs which will deter trainees.
  What is their experience on training?
Some people will be used to introducing themselves, participating in group work, reading
modules and performing the required task. For others this will be completely unfamiliar and
they will need explanation and reassurance.
 Other considerations may also be the experience of learners such as:  studying other than in
classroom,  organizing their own time,  note-taking skills,  self-assessment skills and ICT
skills.

 What is their experience on the training topic?

As mentioned above, training is not always a matter of introducing participants to new ideas
and concepts. It can update experienced personnel or provide professional theoretical basis
for practical work that participants have been carrying out for many years. Again, the level of
participants’ experience will influence training design and methods of delivery.

 What is their motivation?

You will need to consider the benefits of the training to the trainees, both personally and
professionally. You may also want to specify who the course is intended for. A good way to
be clear about whether the course will be appropriate for intended trainees is to define the
aims and objectives of the training.

TOPIC 2: Methods for Collecting Learner Profile Data

 Direct Observation
This method reduces the chance that incorrect information may be gathered, but it is not
always viable (e.g Observing the person at work).

 Personal Surveys
Data could be collected using a questionnaire, or direct interviews.  This method has the
advantage that many questions can be asked quickly and that high response rates are
achieved.  It is generally used to collect information/data from small number of people.  You
may need this to find in-depth information about the learner.  However, this may not be
possible since participants could be from different places.

 Mailed/Electronic Mailed Surveys

Use a sample of people drawn from a specific mailing list or from an electronic register. The
people selected could be sent (e-mailed or mailed) a questionnaire.

 Telephone Surveys
Telephone Surveys are special cases of personal interviews. These are becoming more widely
used in some areas where more people have telephones at home.

 Trainees Profiling Tables

The following tables provide more detail for profiling of trainees taking into account
demographic, professional, motivation, learning and resource factors. You can use all or parts
of tables to make a profile of your potential trainees by thinking about the questions in
column 1, Factors, adding any others you think are relevant. Put your answers in column 2,
Profile. Then draw up a list of the implications to keep in mind when developing your
curriculum and the course materials.
  Language and Literacy Requirements
The language and literacy requirement is a very useful entry requirement to be considered in
identifying potential learners. Although there is no standards in identifying language and
literacy requirements there is a belief that a high school graduates language and literacy level
can be better than those of a second year high school student. That is why we usually identify
the potential learners’ entry requirement as high school graduate.

UNIT 2: Developing a Competency-Based Curriculum

At the end of this unit, you should be able to:

1. Analyze competency standards/other relevant specifications to determine

specific learning objectives, outcomes or goals;
2. Specify competencies to be acquired by the learners;
3. Develop or modify instructions according to needs and procedures;
4. Establish learning outcomes and assessment criteria according to procedures;
5. Identify resources required to support the training curriculum;
6. Design training curriculum based on the requirements of the competency
standards;
7. Course entry and exit points are linked to occupational and educational
opportunities;
8. Identify and document prerequisites for the course and for specific units or
modules within the course;
9. Determine the delivery strategies and assessment; and
10. Specify trainers' qualification to implement the course.
LESSON 1: Translating a Competency Standard into a Competency-Based
Curriculum

Introduction
Competency Standard (CS) is a written specification of the knowledge, skills, and attitudes
required for the performance of a job or occupation and the corresponding standard
performance required for these in the workplace. They are developed with input from
industry experts and agreed by industry as the standard to which work functions should be
carried out.

TESDA develops competency standards for middle-level skilled workers. These are in the
form of units of competency containing descriptors for acceptable work performance. These
are packaged into qualifications corresponding to critical jobs and occupations in the priority
industry sectors. The qualifications correspond to a specific level in the Philippine TVET
Qualifications Framework (PTQF).

The competency standards and qualifications, together with training standards and
assessment arrangements comprise the national Training Regulations (TR) promulgated by
the TESDA Board. One of the important purposes of the TRs is that it serves as basis for
development of curricula for the specific qualification.

In some cases that there is no Training Regulation for a certain skill, a training curriculum
can still be develop. The bases for the development of training curriculum without TR can be
a Training Needs Analysis report or a skills requirement for emerging skills.  

TOPIC 1: Components of a
Competency Standard

The competency standard  (CS) is a

document that defines the competencies
required for effective performance in the
workplace in specific industries. It is a
written specification of the knowledge,
skills, and attitudes required for the
performance of a job or occupation and  the
corresponding standard performance
required for these in the workplace.
Competency Standards provide: 
The basis of TVET certification
The benchmarks for assessment
The basis for the development of curriculum and training programs
Equivalency between  TVET and higher education sectors

TOPIC 1: Components of a Competency Standard

Unit Title, Unit Descriptor, Elements and Performance Criteria

Unit Title
 Defines area of the
competency
 Written in output terms
(Verb)
 A well framed unit will
comprise a manageable 
component of work

Unit Descriptor
 Outline what is done in the
workplace
 Expands on the information
in the title
 Clarifies scope and intent of the unit
 Helps to differentiate between titles with   similar titles

Elements
 Building blocks of the competency
 Describe in outcome terms the functions that a   person who works in a particular area
of works is able to perform (starts   with a verb)
 Describes actions or outcomes that are demonstrable and can be assessed and which
the candidate must attain.
 
Performance Criteria
 Specifies what is to be assessed and in what   level of performance
 Precise as possible so that standards can be assessed
 Covers all components of competency
 Focus on evidence to prove on competency

TOPIC 1: Components of a Competency Standard

Range of Variables
 Range of Variables
 Describe the circumstances or context in which   the work is to be performed
 Define the boundaries within which the unit of   competency applies
 Range of situations that should be the focus   of assessment
 Relates to the unit of competency as a whole
 Allows for insertion of specific knowledge and   enterprise requirements
 Adjust range of variable to update standards
Range
 Define the boundaries within which the unit of   competency applies
 Range of situations that should be the focus   of assessment
 Allows for insertion of specific knowledge and   enterprise requirements
 Adjust range of variables to update standards

TOPIC 1: Components of a Competency Standard

Evidence Guide
Each   unit of competency has an Evidence Guide that relates directly to the   performance
criteria and range of variables. Its   purpose is to guide the assessment of    the unit of
competency in the workplace and/or training program:

 Critical Aspect of the competency

o Tells   the assessor what evidence is essential for successful performance
o It   may include task skills, task management skills, contingency management   skills
and job/role environment skills
 Underpinning Knowledge
Underpinning knowledge and attitude identifies the knowledge or content needed in order to 
perform the work activity. It may include knowledge of how to apply:
o Concepts
o Principles
o Terminology
o SOPs
 Underpinning Skills - This   provides the assessor with the list to achieve the
elements and performance   criteria in the unit of competency
 Resource Implication - This   section identifies the resources i.e.: tools equipment,
and facilities that   must be available in order to conduct the assessment
 Method of Assessment - This   section identifies the ways in which evidence of
competency must be collected
  Context of Assessment - Indicates   whether the unit of competency may be assessed
in the workplace or in a   simulated workplace environment
TOPIC 2: Translating a Competency Standard into a Competency-Based
Curriculum

The TVET training providers who wants to register their program and be recognize by
TESDA must have a competency –based curriculum.

A competency-based curriculum is the specifications for a course or subject (module) which

describes all the training experiences a trainee or learners undergoes, it generally includes
learning outcomes, contents, conditions, methodologies and assessment methods. It specifies
outcomes which are consistent with the requirements of the workplace as agreed through
industry or community consultation.

Component of this competency-based curriculum are set of modules of instructions compiled

together to form a course design. The illustration below describes the relationship of
competency standard with the competency-based curriculum.
As you can see, the competency
standards are composed of different
units of competency. Inside each
unit of competency are elements
which describe the work done in a
particular unit. The developer of the
curriculum will now analyze this
unit and convert it into modules of
instruction. This module of
instruction describes the training to
be done to learn a particular unit of
competency. Then it will be
compiled to form one course
design summarizing all
the content of every module.

LESSON 2: Designing the Module of Instruction

Introduction
The implementation of competency-based training will greatly depend on the design of the
competency-based curriculum. It will describe the strategies and methods of training and
assessment that will result to the achievement of outcomes specified in the performance
criteria of the competency standard. The required instructional resources should be well
planned in the competency-based curriculum.

In this lesson you will learn how to design one of the most important components of the
competency-based curriculum, the module of instruction.

TOPIC 1: Parts of the Module of Instruction

The succeeding pages of the module of instruction has the following parts:

TOPIC 2: Comparing the Parts of the Competency Standard and the Module
of Instruction
The illustration describes the relationship between the Module of Instruction and
Competency Standard. It shows that the module title is usually derived from the unit title or
sometimes from the element, if the unit of competency is too big for a single module.

The module description can be derived from the unit descriptor or sometimes from the
summary of learning outcomes if the relationship of the module and standard is not 1:1.

The level of qualification will follow the qualification level of the standard since the module
is referring to the same standard.

Summary of learning outcomes is derived from the element or group of performance criteria
if the element is too broad for one learning outcome.

Assessment criteria is derived from the performance criteria or sometimes from the
curriculum developer’s point of view to guide the learners in demonstrating their acquired
skills, knowledge and attitudes for that particular learning outcome.

Conditions  can sometimes be derived from a range of variables and resource implications
under the evidence guide.

Content can be derived from the evidence guide. The derived content should be in
accordance with the assessment criteria. This means that the required knowledge, skills and
attitudes stated in the assessment criteria must also be reflected in the content, otherwise the
content does not satisfy the training requirement needed for a particular learning outcome.

Training methodology is selected based on the developer’s strategy in presenting the lesson
and availability of training resources.

Assessment method can be derived from the method of assessment in the evidence guide of
the competency standard. Sometimes, the institutional method of assessment is aligned with
the training methodology used.

There is no standard way in developing a module of instruction, however there are several
techniques which can be applied to convert the competency standard into a module of
instruction. This guide only describes the usual way of developing a module of instruction.
The most important is for a developer to conceptualize his/her training plan based on his
strategy, availability of resources and profile of training personnel without totally diverting
away from the competency standards.

TOPIC 3: Developing the Module of Instruction

The module of instruction is a
description of the training
requirements for a unit of
competency. It includes:

 Module title and

description;
 Nominal duration;
 Learning outcomes;
 Assessment criteria;
 Learning contents;
 Condition for assessment;
 Methodology; and
 Assessment methods.

Determining the Number and the Title of Modules

Determining the Number of Modules

A training for one unit of competency may be composed of one module of instruction (one
unit, one module of instruction) or more than one module of instruction (one unit, several
modules of instruction).  To better describe this, look at the illustration.

Determining the number of modules to be designed for a specific unit of competency will
entirely be dependent on the strategy of the developer in clustering his presentation of
training activities.  

Determining the number of modules to be designed for a specific unit of competency will
entirely be dependent on the strategy of the developer in clustering his presentation of
training activities.  The developer can treat one module of instruction for one unit of
competency or several modules for a unit of competency. In doing this factor like the
following needs to be considered:

 The unit of competency is too big for a single training activity

Example of this type is:

The unit title is, “Operate a personal computer”. This unit describes the work and
performance of a worker to operate and use a computer to perform a particular task. The tasks
may be the same for all operating system but the procedure differs. In training aspect,
procedural activities play a great role in learning. If you were to analyze this unit of
competency, you will recommend one module of instruction per operating system.

 The unit’s elements are not totally related with one another which will make an
awkward training program (programs with unrelated learning outcomes)

Example of this type is:

The unit title is, “Plan and prepare for the tasks to be undertaken”. This is a hypothetical
unit but can be present in some qualifications. It describes the work and performance of a
worker before servicing or doing a job for the client. One of the elements is about preparing
and checking the necessary materials, tools and equipment that will be needed in servicing a
particular unit. The other element is about preparing a job related document for the task to be
undertaken. If you were to develop a training program for this unit you would probably
suggest a module of instruction for the preparation of materials tools and equipment and one
module of instruction for the preparation of job related documents since the two elements are
not entirely related.

Assigning the module title is a little simpler than determining the number of modules per unit
of competency. It should have some influence on how the module is perceived in the training
sector. It should convey a clear message of what the module entails, names providing a better
indication of what the module is about would be more useful. A phrase that should start with
an action word ending in “ing” is appropriate.

Example:

Unit of Competency: Prepare Electrical Power and Hydraulic Tools

Module Title: Preparing Electrical Power and Hydraulic Tools

Determining Learning Outcomes and Specifying the Assessment Criteria

Learning outcome is the intended result of learning. It is similar to a general objective of a
session plan.

Each learning outcome can be gained from one training session (lesson) You must write them
in terms of what the learners will learn, acquire and apply, keeping the statement clear and
concise. Each learning outcome is described separately, beginning with a verb. Learning
outcomes need to have:

 A verb
 An object for the activity involved

Examples:

o Select brood/layer stock

o Perform pre-and post-laying activities
o Select and procure stock

Learning Outcomes and Assessment Criteria must be written in ways that can be

assessed. SMART learning outcomes and assessment criteria tell learners what they should
be able to do, not what the trainer intends to achieve during the lesson.

To achieve SMART learning outcomes and assessment criteria, use 'action words' that
describe what the learner must be able to do, not 'abstract words' that are less specific and
may be misinterpreted.

ACTION WORDS
list discuss  demonstrate  explain select  decide  develop discriminate  combine  match 
state describe  use choose  monitor organize  name compare  plan summarize
label contrast correct relate calculate test design  modify  specify  arrange
recite estimate apply solve justify evaluate argue  formulate  debate  construct 
record analyze classify produce assemble define prepare propose categorize compile
             

ABSTRACT WORD
know think about comprehend
understand appreciate conclude
be familiar with  realize   infer
perceive deduce grasp the   significance of
be aware of remember
Identifying the Module Content
Determining the Module Content

The content is a part of module of instruction that presents what the trainees needs to learn
(knowledge, skills and attitude) to attain the unit of competency. This content can only be
identified thru in-depth analysis of the competency standard.

Looking back at the illustration showing the relationship of the competency standard with the
module of instruction, you will notice that there are three sources wherein you can identify
the content, namely; the range of variables and evidence guide from the competency
standard, and from the assessment criteria of the modules of instruction. Let us now explore
how you will get the content from those sources.

Range of Variables

We all know that the italized terms listed in the performance criteria of the competency
standard are elaborated in the range of variables. Those italized words can serve as source of
content.
Example:
Qualification: Animal Production NC II
Unit of Competency: Raise Swine
Element: Perform farrowing activities
Performance Criteria: Farrowing problems are monitored.
Range of Variables: Farrowing problems are Agalactiae, Mastitits, Metritis and Dystocia.
In this example you can already identify one of the content is Farrowing Problem of Swine,
without this content you will not know what is to be monitored as specified in the
performance criteria.

Evidence Guide
The purpose of evidence guide is to guide the assessment of the unit of competency in the
workplace and/or training program. This evidence guide has six parts, namely; critical aspect
of the competency, underpinning knowledge, underpinning skills, methods of assessment,
resource implications, and context for assessment.
You can get the content for your module of instruction from the underpinning knowledge and
attitudes for the required knowledge and attitudes of the unit of competency, and
underpinning skills for the required skills of the unit of competency.

Assessment Criteria

You have just identified the learning outcomes and the assessment criteria on your last
activity. This is also a good source of identifying your content.

Let us have one example of identifying content thru the assessment criteria.

Module: Utilizing Electronic Media in Facilitating Training

Learning Outcome 2:  Present lesson via film viewing method
Assessment Criteria: Set-up of equipment is performed in accordance with connection
guide, safety practices and presentation requirements.

This assessment criterion is all about set-up of video player, monitor/multi-media projector
and public address system. So if you want your trainees to learn how to set-up, one of the
thing that you have to give him is a connection guide. The following can be included in the
content:

 connection guide of the equipment.

 safety practices or safety handling of those equipment
 presentation requirement.
After identifying the content, you have to consider the following;

1. Arrange sequentially the content.

2. Should be in line with intellectual capacities of targeted trainees, indicative of
approach from known to unknown, depict possibility of deeper understanding of the
content, be limited but highly inclusive.

Determining the Training Delivery Method

Training Methodology

Training methodology are methods and techniques to deliver learning

contents/activities. Training methodology can be identified based on the identified contents
per learning outcomes.
The training methodology must not only be appropriate to cover topics
and content adequately but also depict a process of discovery leading to trainees’ ability to
practice the skills and deeper understanding of content. Methods are chosen in relation to
objectives and content of training and must be indicative of variety, mixing audio and visuals
as much as possible

Training delivery methods consist of the techniques and materials used by trainers to

structure or design learning experiences. Different training delivery methods may be better or
worse at achieving various learning objectives.

During the design phase the different training delivery methods are examined to determine
their appropriateness for the learning objectives. Once appropriate methods are identified,
they are applied to the training plan in the development phase.

There are three categories of learning objectives:  knowledge, skills, and attitudes (KSAs).
 Knowledge objectives are of three types: declarative, procedural, and strategic.
o Declarative knowledge is the person's store of factual information.
o Procedural knowledge is the person's understanding about how and when to apply
the facts.
o Strategic knowledge is used for planning, monitoring, and revising goal-directed
activities.
 A skill reflects one's proficiency at specific tasks such as operating a piece of
equipment, giving a presentation, or making a business decision.
 Attitude can be defined as a "learned tendency to act in a consistent way to a
particular object or situation" (Fishbein- Reference 1).  Attitudes have affective,
cognitive and behavioral intention components.  A competent person must have the
capacity to sense and recognize a situation, the tendency to act in a controlled and
predictable manner and an ability to be consistent in acting in a manner relevant to the
situation.  In relation to safety and health issues, these attributes need to be directly
related to the situation and not of a generalist nature.

Cognitive and Behavioral Training Methods

The various training delivery methods can be divided into cognitive and behavioral
approaches:

Cognitive methods provide information, maybe in oral or written form, demonstrate

relationships among concepts, or provide the rules for how to do something. They stimulate
learning through their impact on cognitive processes and are associated most closely with
changes in knowledge and attitudes.

The lecture, discussion, e-learning and, to some extent, case studies are cognitive methods.
Though these types of methods can influence skill development, it is not their strength.

Conversely, behavioral methods allow the trainee to practice behavior in a real or simulated

fashion. They stimulate learning through experience and are best at skill development and
attitude change.

Equipment simulators, business games, role plays, the in-basket technique, behavior
modelling and, to some extent, case studies are behavioral methods.
Both behavioral and cognitive methods can be used to change attitudes, though they do so
through different means.

Types of Training Methods

Learners have different learning preferences and style on how they will receive learning.
Following are methods that a trainer may use.

 Active Lecture (With questions and discussions):

o Used to present information and ensures that it is understood and remembered.
o Questions allow for involvement of participants and clarification of points made.
o It is flexible and informal, avoids boredom and takes advantage of experience and
different backgrounds.
o It needs a confident and effective trainer to respond to questions and keep discussion
in course.
o GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.

 Modular self-paced method requires a trainee to read and follow instructions on a

Competency Based Learning Material (CBLM) and learns on his own pace. The
CBLM should be carefully crafted to help the trainee acquire the knowledge, skills
and attitudes in a specific competency.

This method requires the trainer to have a complete CBLM and other learning materials.

 Debate
o Used to examine alternative views on a contentious subject, to give practice in
preparation and presentation of such views.
o It is done through alternating one-way communication by a series of speakers on a set
topic.
o There is no guarantee, however, of materials being adequately covered.
o GROUP SIZE CAN BE ANY SIZE.

 Group Discussion
o Uses active involvement of participants in the learning process.
o Improves self confidence and takes advantage of existing knowledge and experience
of group.
o Stimulates group to think, question, and express themselves and to clarify their
problems and ideas.
o Done through interactive situation, usually with appointed leader, there is a set topic,
main points and conclusions are usually reported back to large group.
o GROUP SIZE IS FROM 6-10 PARTICIPANTS

 Forum
o Used to present a range of expert’s opinion on a topic, and interaction between
conflicting views.
o This provides information and stimulates interest in a topic.
o Here, experts seat in front of a group and present their views consecutively.
o It uses one-way communication; although; occasionally questions may be addressed
to the panel.
o It is difficult to ensure balance of views and needs a competent chairperson.

 Buzz Group
o Usually used in conjunction with structure to sound out interest, views, opinions in
any audiences.
o Involves everyone. Breaks up lecture, increases participant activity and alertness
o This may be used to provide feedback
o After a segment of information presentation, the lecturer asks participants to talk
among themselves for a short time (no more than 5 minutes) in response to a question
or topic he/she presents
o SIZE IS USUALLY 3 OR 4 PARTICIPANTS

 Brainstorming
o Used to develop creative thinking. Maybe used as part of a planning exercise or to get
ideas in order to solve a problem.
o All participants contribute their ideas on a subject or problem.
o All ideas are recorded. Participants are urged to be as open as possible.
o Contributions are not discussed or evaluated until recording stage is complete.
o As to its limitation, many ideas may not be subsequently used, it is necessary to be
critical on some suggestions, needs time for full process to occur.

 Case Study

o Provides discussion and aids understanding of real issues, aids listening and
discussions skills. Helps in problem analysis.
o Provides participants with learning which maybe directly applied to a similar situation
in their work.
o Detailed information about a situation or event which illustrates a particular problem
is necessary. The group addresses the problem in any way which they feel,
constructive.
o This however needs careful preparation. A case may not be relevant to everyone.
Participants and contributions vary. It is time-consuming and careful guidance and
intervention maybe required.
o GROUP SIZE SHOULD BE 3-6 MEMBERS.

 Role Playing
o It is the best-known way to help participants both experience certain feelings and
practice certain skills.
o You can set up a dramatic situation in which participants are required to confront
someone else and then discuss the feelings generated by the role-playing experience.
o In addition, you can design a role-playing exercise to enable participants to practice
constructive methods of confrontation.

 Field Trip
o Field work, site work, outside visit
 o Allows participants to observe the operation of an activity or process on site and
record their observation for later analysis.

 Demonstration
o Used to explain and demonstrate a process or skills, so that each group member can
understand and reproduce the action.
o Immediate practice is a necessary part of this technique; otherwise, the process or skill
maybe forgotten.

 Structured Learning Exercise

o Exercises are used to simulate real-life situations or incidents in order to highlight
interaction and group process or to focus on problem solving.
o The purpose, structure and operation of exercise are outlined by the trainer.
o Roles of various participants are described and allocated to various people.
o Observers may be appointed, recording of the activity is vital and the trainer usually
does not intervene during operation.
o Review and evaluation form a critical part of the learning process.  

 Practice
o Used to provide learners with an opportunity to demonstrate their mastery of new
skills or knowledge in a real-life situation
 
 Public Speaking
o Every time a participant is called to present or offer to say something in front of the
other participants, it is actually public speaking.
o This does not make it an easy skill to perform. Besides, different people have different
ways to communicate. The bottom line is that, if a person feels confident when
addressing a crowd, he or she usually communicates more effectively.
o This confidence can be enhanced through practice.

 Study Circle
o When a group of workers decide that they want to study or learn from each other’s
experience, they form a study circle.
o The group can meet in private homes in the workplace or in any private function room
(secluded area). The circle assigns a study circle leader who is responsible for minutes
and organizing of the meetings.

Lecture

With the use of questions and discussions, active lecture is:

 Used to present information and ensures that it is understood and remembered.
 Questions allow for involvement of participants and clarification of points made.
 It is flexible and informal, avoids boredom and takes advantage of experience and
different backgrounds.

It needs a confident and effective trainer to respond to questions and keep discussion in
course.
GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.
  Is time-efficient for addressing a   subject and imparting a large amount of information quickly
 Facilitates structuring the presentation   of ideas and information
 Allows the facilitator to control the   classroom by directing timing of questions
 Is ideal for factual topics
 Lack of active participation
ANTAGE  Facilitation centered, essentially one-way learning
 No way to use experience of group members
 Can be limited by facilitators’ perception of experience
 Can sometimes cause frustration, discontent, and alienation within   the group, especially when
participants cannot express their own experience

 Build interest
 Use a lead-off story or interesting visual that captures   audience’s attention.
 Present an initial case problem around which the lecture will   be structured.
 Ask participants test questions even if they have little prior   knowledge to motivate them to
listen to the lecture for the answer.
 Maximize understanding and retention
 Reduce the major points in the lecture to headlines that act   as verbal subheadings or memory
aids and arrange in logical order.
 Give examples and analogies, using real-life illustrations of   the ideas in the lecture and, if
possible, comparing the material and the   participants’ knowledge and experience.
 Use visual backup (presentation software, transparencies, brief handouts, and demonstrations)
TIPS FOR to enable participants to see, as well   as, hear what you are saying.
IMPROVEME  Set a time limit.
NT  Involve participants during the lecture
 Interrupt the lecture periodically to challenge participants to give   examples of the concepts
presented or answer spot quiz questions.
 Illustrate activities throughout the presentation to focus on   the points you are making.
 Reinforce the lecture
 Allow time for feedback, comments, and questions
 Apply the problem by posing a problem or question for participants   to solve based on the
information in the lecture.
 Ask participants to review the contents of the lecture together or   give them a self-scoring test.
 Avoid distracting gestures or mannerisms such as playing   with the chalk, ruler, or watch or
adjusting clothing.

Group Discussion

A group discussion uses active involvement of participants in the learning process. It

improves self confidence and takes advantage of existing knowledge and experience of group
and stimulates the group to think, question, and express themselves and to clarify their
problems and ideas.

Group discussions are done through interactive situation, usually with appointed leader, there
is a set topic, main points and conclusions are usually reported back to large group. (GROUP
SIZE IS FROM 6-10 PARTICIPANTS)

ADVANTAG  Can be done anytime and anywhere

E  Allows two-way communication
 Let group members learn each other’s views and sometimes makes   consensus easier
 Allows group members to take on different roles (e.g., leader, recorder) to practice
 facilitation techniques
 Involves active participation
 Let participants ask and learn about unclear aspects
 Often lets people who feel inhibited share
 Can produce a strong sense of sharing or camaraderie
 Challenges participants to think, learn, and solve problems
 Strong personalities can dominate the group.
 Some group members can divert the group from its goals.
 Some participants may try to pursue their own agenda.
 Conflicts can arise and be left unresolved.
 Ideas can be limited by participants’ experience and prejudices.
 Outline the purpose of the discussion and write questions and tasks   clearly to provide
focus and structure.
 Establish ground rules (e.g., courtesy, speaking in turn, ensuring   everyone agrees with
conclusions) at the beginning.
 Allow enough time for all groups to finish the task and give   feedback.
 Announce remaining time at regular intervals.
 Ensure that participants share or rotate roles.
 Be aware of possible conflicts and anticipate their effect on the   group’s contribution in
plenary.
 Reach conclusions but avoid repeating points already presented in   plenary.

Role Playing

It is the best-known way to help participants both experience certain feelings and practice
certain skills. You can set up a dramatic situation in which participants are required to
confront someone else and then discuss the feelings generated by the role-playing experience.
In addition, you can design a role-playing exercise to enable participants to practice
constructive methods of confrontation.
  Helps start a discussion
 Is lively and participatory, breaking down barriers and encouraging  
interaction
 Can help participants improve skills, attitudes, and perceptions in   real
situations
o Is informal and flexible and requires few resources
o Is creative
o Can be used with all kinds of groups, regardless of their
education   levels
 Possibility of misinterpretation
 Reliance on goodwill and trust among group
members
 Tendency to oversimplify or complicate situations
ADVANTAG  Structure the role-play well, keeping it brief and
E clear in   focus.
 Give clear and concise instructions to
participants.
 Carefully facilitate to deal with emotions
that arise in the   follow-up discussion.
 Make participation voluntary.

Case Study

Case study provides discussion and aids understanding of real issues, aids listening and
discussions skills. Helps in problem analysis. It provides participants with learning which
maybe directly applied to a similar situation in their work.
Detailed information about a situation or event which illustrates a particular problem is
necessary. The group addresses the problem in any way which they feel, constructive. This
however needs careful preparation. A case may not be relevant to everyone. Participants and
contributions vary. 
It is also time-consuming and careful guidance and intervention maybe required. (GROUP
SIZE SHOULD BE 3-6 MEMBERS)

 Allows rapid evaluation of trainees’ knowledge and skills

 Provides immediate feedback
 Increases analytical and thinking skills
 Is the best realistic alternative to field practice
 Sometimes not all trainees participate.
 Make the situation, event or incident real and focused on the   topic.
ADVANTAGE  Initiate with simple case studies and gradually add more complex  
S situations.
 Speak or write simply.

Demonstration
Demonstrations are used to explain and demonstrate a process or skills, so that each group
member can understand and reproduce the action. Immediate practice is a necessary part of
this technique; otherwise, the process or skill maybe forgotten.

 Provides a step-by-step process to participants

o Allows immediate practice and feedback
o Checklist can be developed to observe
ADVANTAGE participants’ progress in   acquiring the skill
S

 Explain different steps of the procedure.

 Demonstrate an inappropriate skill, then an appropriate
skill, and discuss the differences.
 Return appropriate demonstration by participants and give
TIPS FOR feedback.
IMPROVING  Practice.

Other Types of Training Methods

Learners have different learning preferences and style on how they will receive learning.
Following are methods that a trainer may use.

 Modular self-paced method requires a trainee to read and follow instructions on a

Competency Based Learning Material (CBLM) and learns on his own pace. The
CBLM should be carefully crafted to help the trainee acquire the knowledge, skills
and attitudes in a specific competency. This method requires the trainer to have a
complete CBLM and other learning materials.

 Debate
o Used to examine alternative views on a contentious subject, to give practice in
preparation and presentation of such views.
o It is done through alternating one-way communication by a series of speakers on a set
topic.
o There is no guarantee, however, of materials being adequately covered.
o GROUP SIZE CAN BE ANY SIZE.

 Forum
o Used to present a range of expert’s opinion on a topic, and interaction between
conflicting views.
o This provides information and stimulates interest in a topic.
o Here, experts seat in front of a group and present their views consecutively.
o It uses one-way communication; although; occasionally questions may be addressed
to the panel.
o It is difficult to ensure balance of views and needs a competent chairperson.

 Buzz Group
o Usually used in conjunction with structure to sound out interest, views, opinions in
any audiences.
o Involves everyone. Breaks up lecture, increases participant activity and alertness
o This may be used to provide feedback
o After a segment of information presentation, the lecturer asks participants to talk
among themselves for a short time (no more than 5 minutes) in response to a question
or topic he/she presents
o SIZE IS USUALLY 3 OR 4 PARTICIPANTS

 Brainstorming
o Used to develop creative thinking. Maybe used as part of a planning exercise or to get
ideas in order to solve a problem.
o All participants contribute their ideas on a subject or problem.
o All ideas are recorded. Participants are urged to be as open as possible.
o Contributions are not discussed or evaluated until recording stage is complete.
o As to its limitation, many ideas may not be subsequently used, it is necessary to be
critical on some suggestions, needs time for full process to occur.

 Field Trip
o Field work, site work, outside visit
o Allows participants to observe the operation of an activity or process on site and
record their observation for later analysis.

 Structured Learning Exercise

o Exercises are used to simulate real-life situations or incidents in order to highlight
interaction and group process or to focus on problem solving.
o The purpose, structure and operation of exercise are outlined by the trainer.
o Roles of various participants are described and allocated to various people.
o Observers may be appointed, recording of the activity is vital and the trainer usually
does not intervene during operation.
o Review and evaluation form a critical part of the learning process.  

 Practice - Used to provide learners with an opportunity to demonstrate their mastery

of new skills or knowledge in a real life situation

 Public Speaking
o Every time a participant is called to present or offer to say something in front of the
other participants, it is actually public speaking.
o This does not make it an easy skill to perform. Besides, different people have different
ways to communicate. The bottom line is that, if a person feels confident when
addressing a crowd, he or she usually communicates more effectively.
o This confidence can be enhanced through practice.
 Study Circle
o When a group of workers decide that they want to study or learn from each other’s
experience, they form a study circle.
 o The group can meet in private homes in the workplace or in any private function room
(secluded area). The circle assigns a study circle leader who is responsible for minutes
and organizing of the meetings.

Guidelines for Determining the Training Method

James Bennett-Levy et.al. in their research entitled “Acquiring and Refining CBT Skills
and Competencies: Which Training Methods are Perceived to be Most
Effective?” found that different training methods were perceived to be differentially
effective. For instance, reading, lectures/talks and modeling were perceived to be most useful
for the acquisition of declarative knowledge, while enactive learning strategies (role-play,
self-experiential work), together with modeling and reflective practice, were perceived to be
most effective in enhancing procedural skills. Self-experiential work and reflective practice
were seen as particularly helpful in improving reflective capability and interpersonal skills.

Guiding principles in method selection:

 A method suitable in one situation may not be appropriate in another.

 The value of a method and the quality of tools used depends on how it is applied.
 Methods must complement one another.
There are no best way to help people learn but take these 8 factors into consideration when
choosing training methodology/instructional techniques (Robinson 1979; Apps 1991)

Learning outcomes/objectives

o Acquiring new knowledge?
o Enhancing thinking skills?
o Developing psychomotor skills?
o Or changing attitudes, values and/or feelings?

 Trainers (instructors)
o Are they capable of using the method?
o Are they comfortable doing so?

 Content
o Is the content abstract or concrete?
o How complex and comprehensive is the material?

 Participants
o How many participants are there?
o What are their characteristics?
o Are they capable of learning through those techniques?

 Training techniques
o What can realistically be done with the techniques?
o How difficult are the techniques to use?

 Time
 o What time or period is available?

 Cost
o Are the costs associated with the techniques realistic?

 Space, equipment, and materials

o Are these all readily available?

Retention Rate of Training Delivery Methods

Results Indicated By Senses Used   Instructional Possible Loss
Tests on Retention         Methods

An average person retains   approximately:    

10% of what he reads          Sight   Reading 90%
20% of what he hears          Hearing Classroom with 80%
Labs/exercises

30% of what he sees and Sight Demonstration 70%

hears           

75% of what he does           Touch Practice by doing 25%

90% of what he says and Touch and Teaching others 10%
does hearing