TESDA TRAINING CENTER-
GENERAL SANTOS CITY
PUROK 15, BRGY. TINAGACAN, GENERAL
SANTOS CITY
Trainers
Methodology
Level I- 264 Hours
ttcgsc@[Link]
TESDA TRAINING CENTER-GENERAL SANTOS CITY
PUROK 15, BRGY. TINAGACAN, GENERAL SANTOS CITY
Prepare Instructional
Materials 1.3-1
TESDA TRAINING CENTER-GENERAL SANTOS CITY
PUROK 15, BRGY. TINAGACAN, GENERAL SANTOS CITY
Guidelines in Developing Instructions Sheet
• Use language that is straight forward and is easily
understood by the trainees for whom the material
is intended. Define new terms, and do not use
words or phrases that are unusual or ambiguous.
• Supplement the words with illustrations, pictures
and diagrams for greater clarity.
• Give specific directions that are clear and concise.
Carefully think through the sequence of directions.
• Limit each instruction sheet to one to ten sheets of
paper, if possible, but avoid overcrowding the page.
• Separate the various items, points, or paragraphs
by spacing, by numbers, letters or bullets.
Guidelines in Developing Instructions Sheet
• Develop a uniform format for all instruction sheets
so trainees can easily find the desired information.
Space the various divisions of the sheet – such as
title, purpose, illustrations and text – to produce an
• easily to read and attractive documents.
• Using underlining to emphasize or to distinguish
between headings, subheadings, and content.
• Be consistent in the use of terminology to avoid
confusion.
• Include only relevant information. Avoid filling the
sheet with irrelevant or unnecessary information, no
matter how fascinating it may seem.
Information Sheet is not a copy or
duplicate of an article from
magazine, newspaper or book. An
information sheet is developed when
there are no resources available to
explain the required information or to
summarize an article that illustrate
new trends and technology and
present hard-to-find data. An
information sheet is primarily designed
to deliver
pertinent information needed in the
attainment of a learning outcome.
1. Learning Objectives:
Statements about what a trainee will gain
from a course or activity.
These are specific statements about
exactly what a trainee should know, be
able to do, or value as a result of
accomplishing a learning goal.
Since the information sheet is more on
the acquisition of knowledge
related to the main task/skill to be
mastered, learning objectives for the
information sheets should be kept on a
knowledge level.
1. Learning Objectives:
Guidelines for preparing Learning Objectives:
The following guidelines are provided to assist in the development
of appropriate learning objectives for a proposed educational
experience:
Step 1. Describe the information, skills, behaviors, or perspectives
trainees in the session will acquire through attendance and
participation.
Step 2. Clearly identify the outcomes or actions trainees can expect
to demonstrate because of the educational experiences. See the
action words below.
Step 3. Write the learning objectives that relate to these outcomes
and that reflect the content of the session. Objectives describe the
behavior of the trainee, and:
are stated clearly
define or describe an action
are measurable, in terms of time, space, amount, and/or
frequency.
1. Learning Objectives:
Example of Measurable Action Words:
Explain, Compare, Evaluate, Differentiate,
Identify, Analyze, Describe, Formulate, Name,
Define, Discuss, Assess, List
Note: Avoid the following action words: know,
understand, learn and other verbs that are too broad.
1. Learning Objectives:
Make learning objectives SMART:
Performance objectives should be SMART; that is,
Specific, Measurable, Achievable, Relevant, and Time-
Bounded.
Specific - Performance objectives must be very clear and detailed
enough so as to leave no room for ambiguity or misinterpretation.
Measurable - Always use a verifiable verb and describe an action
that can be seen and measured.
Achievable - Performance objectives should always be attainable.
Relevant - Performance objectives should be relevant to the
performer –they should relate to the objectives that matter to that
person.
Time- bounded - Performance objectives are more effective if they
are to be achieved within a defined time frame.
2. The Introduction/ Overview
The paragraph after the objective should be the “overview” or
“recall and rejoinder” statements. This provides the key concepts
and allows you to gain the interest of the learner from the
beginning. Statements that contain the following should be
included:
1. how the topic/information will contribute to attainment of the
main skill to be mastered.
2. the connection between previous content to the current content
and the next content.
3. The Body/ Text
The body of the CBLM should be the development of the lesson or
the content. It is not purely a statement of situations, but it should
be developing the content in a way that will help trainees
memorize facts, definition and functions; analyze associations and
connections to the other concepts; and in some them providing an
opportunity for trainees to explore their underpinning values and
beliefs.
The following are the prescribed formats: Information Sheet Code
The Information Sheet Code contains the
UC#.LO#-IS#
3. The Body/ Text
3. The Body/ Text
4. Self- Checks
Self-checks are sets of questions that would
verify the acquisition of knowledge stated in the
learning objectives. There is no prescribed
number of items nor type of test for self-check.
Number of items depends on the content of the
information sheet.
5. Answer Keys
Answer keys are essential feedback tools.
Answer keys should always follow a self-check
so that a trainee can check his own answers
immediately. This allows for immediate
feedback.
Information Sheet 1.3-4
Task Sheet
Learning Objectives: After reading this
INFORMATION SHEET, YOU MUST be able to:
1. define a task sheet;
2. differentiate a task sheet from an Operation
Sheet;
3. differentiate a task sheet from a Job Sheet;
Information Sheet 1.3-4
Task Sheet
Task Sheets, Operation Sheets and Job Sheets
The task sheet is a set of instructions telling the
trainee to perform a
single task. An operation sheet is a set of
instructions for the operation or use of a
particular machine or equipment.
A Job Sheet is a set of instructions for the
performance of a Job. A job is a combination of
tasks and/or operations needed in to develop a
product or performance of a service or a
combination of both.
Information Sheet 1.3-4
Task Sheet
Example:
Cleaning a check-out room is a Job. Tasks such as
dusting, bed making, bathroom cleaning and floor
cleaning are tasks involved in the Job. Operation of
vacuum cleaner and floor polisher will be a
must when doing such a Job.
Task Sheets maybe developed to practice accessing the
room, dusting, bed making, bathroom cleaning and floor
cleaning.
Operation Sheets for the use and operation of a vacuum
cleaner and floor polishers can be developed.
A Job sheet on cleaning a check-out room consolidates
the tasks and operations needed for the Job.
In training it may be necessary to slowly combine small
tasks as you develop Job Sheets to integrate previous
skills learned to current tasks. This will allow more
practice of previously acquired skills to enhance
retention and transfer.
Format of a Task Sheet:
1. Task Sheet No.- The task Sheet number shall
follow the code of the last information sheet
preceding the task sheet
2. Title- Describes the Task in a few words. The
title starts with a verb that directly describes the
task to be mastered.
Example: Install an Operating System
3. Performance Objectives - are statements
which identify the specific knowledge, skill, or
attitude the learner should gain and display as a
result of the learning activity. They have three
elements.
Example: Given a 3/4” torque wrench, tighten a
spark plug until
1. the crush gasket makes contact with the
head or
2. the plug is tightened to the manufacturer’s
recommended torque value.
Format of a Task Sheet:
1. Task Sheet No.- The task Sheet number shall
follow the code of the last information sheet
preceding the task sheet
2. Title- Describes the Task in a few words. The
title starts with a verb that directly describes the
task to be mastered.
Example: Install an Operating System
3. Performance Objectives - are statements
which identify the specific knowledge, skill, or
attitude the learner should gain and display as a
result of the learning activity. They have three
elements.
Example: Given a 3/4” torque wrench, tighten a
spark plug until
1. the crush gasket makes contact with the
head or
2. the plug is tightened to the manufacturer’s
recommended torque value.
Format of a Task Sheet:
1. Task Sheet No.- The task Sheet number shall
follow the code of the last information sheet
preceding the task sheet
2. Title- Describes the Task in a few words. The
title starts with a verb that directly describes the
task to be mastered.
Example: Install an Operating System
3. Performance Objectives - are statements
which identify the specific knowledge, skill, or
attitude the learner should gain and display as a
result of the learning activity. They have three
elements.
Example: Given a 3/4” torque wrench, tighten a
spark plug until
1. the crush gasket makes contact with the
head or
2. the plug is tightened to the manufacturer’s
recommended torque value.
Format of a Task Sheet:
4. Supplies/ Materials/ Equipment- These are
the necessary materials that will be needed in
the performance of the task
5. Steps/ Procedure- The step-by-step
procedures for completing the Task. Include, if
appropriate, illustrations, drawings, or diagrams
to clarify the procedures. The procedures should
be detailed and easy to follow. This will allow
trainees to practice the steps on their own with
minimal assistance from you.
6. Assessment Method- This is a list of methods
used in evaluating the performance of the
trainee on the particular task.
Format of a Task Sheet:
4. Supplies/ Materials/ Equipment- These are
the necessary materials that will be needed in
the performance of the task
5. Steps/ Procedure- The step-by-step
procedures for completing the Task. Include, if
appropriate, illustrations, drawings, or diagrams
to clarify the procedures. The procedures should
be detailed and easy to follow. This will allow
trainees to practice the steps on their own with
minimal assistance from you.
6. Assessment Method- This is a list of methods
used in evaluating the performance of the
trainee on the particular task.
Format of a Task Sheet:
4. Supplies/ Materials/ Equipment- These are
the necessary materials that will be needed in
the performance of the task
5. Steps/ Procedure- The step-by-step
procedures for completing the Task. Include, if
appropriate, illustrations, drawings, or diagrams
to clarify the procedures. The procedures should
be detailed and easy to follow. This will allow
trainees to practice the steps on their own with
minimal assistance from you.
6. Assessment Method- This is a list of methods
used in evaluating the performance of the
trainee on the particular task.
Format of a PCC:
7. Performance Criteria Checklist- This is the
checklist that will give immediate feedback on
the performance of a trainee as he practices the
task or skill. This is a list of criteria that you will
require on the performance of the task. This
checklist will provide for self- evaluation and
peer evaluation. This checklist will also be used
when you will evaluate the performance of your
trainee and decide for the readiness for the next
learning activity or for Institutional Evaluation as
the case maybe.
Format of a PCC:
The following should be included in the
checklist:
7.1 Work quality/ workmanship. The criteria to
be judged are the quality and/or the quality of
work/task performed following the
set of standards such as surface finish,
tolerance, clearance and others.
7.2 Speed. The time allowed for a task/operation
to finish.
7.3 Proper Use of Tools/Equipment & Materials.
The standard tools/equipment needed in the
performance of the task/operation.
7.4 Safety. The extent to which the examinee
followed standard safety precautions during the
exam.
7.5 Critical Criteria. The performance criteria
that significantly determines competence.
References:
TESDA TRAINING CENTER-
GENERAL SANTOS CITY
PUROK 15, BRGY. TINAGACAN, GENERAL
SANTOS CITY
ttcgsc@[Link]