Certificate programme training of CBT facilitators module specification

Training of CBT facilitators Module Specification

LEARNING UNIT SPECIFICATION

Unit Title: Plan, facilitate and assess CBT

Date: August 2014

Level: 3

Credit Value: 120

Access Statement: Trainee CBT facilitators wanting to takethis module need to be either practisingtrainers in a TVET1 institution or have access to a group of learners.

Unit Introduction: On completion of this unit the trainee CBT facilitator will be able to: Demonstrate knowledge and understanding of the structure, goals, principles and concepts of TVET Describe the key roles of a CBT facilitator and a learner in a CBT TVET systemPlan, facilitate and assess CBT programmes in own vocational, technical or non-technical area

_____________________________________________________Learning Outcomes:

1. Demonstrate knowledge and understanding of TVET and the roleof a trainer/facilitator and learners

2. Plan CBT learning sessions

3. Prepare resources for CBT learningsessions

4. Facilitate CBT learning sessions

5. Assess learners competence

1 Yemen uses TEVT, this specification uses TVETToT Trainer Programme of 26


ToT Trainer Programme of 26



Learning Outcome 1: Demonstrate knowledge and understandingof TVET and the role of a trainer/facilitator and learners

Performance Criteria:(a) Describe the structure of TVET in terms

of its (i) place in the national education system (ii) qualification system, qualifications and programmes offered (iii) quality assurance system (iv) providers of TVET

(b) Discuss the goals of TVET in relation to key issues needing to be addressed as identified in the TVET policy

(c) Describe the guiding principles of the CBT/TVET system

(d) Explain the key concepts of CBT/TVET.

(e) Describe the role of trainers/facilitators in a CBT system (as compared with a teacher centred system)

(f) Describe the role of learners in a CBT system (as compared with a teacher centred system)

Range Statement:

the goals of TVET include, but are not limited to, providing quality TVET, improving skills levels of the labour force, assuring employability of learners, improving coherence of training provision and providers, promote life-long learning, enhancing the status and attractiveness of TVET

guiding principles include, but are not limited to, access and equity, quality, proficiency, relevance, employability, entrepreneurship, efficiency, sustainability, flexibility



concepts of CBT/TVET include, but are not limited to, outcome based education, standard based assessment, RPEL, RCC

roles of trainers/facilitators change in mode of curriculum development, facilitation and assessment

role of learners change in mode of acquiring knowledge/skills, being assessed

Evidence Requirements:

A portfolio containing An assessor marked supervised test covering the PC’s (a) – (d) An assessor marked supervised test covering the PC’s (e) – (f)

NB The two written test can be taken at the same time or separate

The portfolio evidence may be presented as an e-portfolio where product evidence is stored electronically, or in paper based format. Any portfolio must in-cooperate efficient systems of recording, coding (for example list of contents, page numbering, header on each piece of written evidence indicating learning outcome, performance criteria, range) and storing information for ease of reference.




Learning Outcome 2: Plan CBT learning sessions

Performance Criteria:(a) Establish the characteristics of a

group of learners.(b) State the objectives / performance

criteria for the planned session(c) State the evidence requirements – what

learners are to produce by the end of the session.

(d) List the resources required for the session.

(e) List the teaching and learning materials required for the session.

(f) Describe any safety / health issues to be observed during the session (or partthereof).

(g) Describe clearly the teaching method tobe used in the session and/or part of the session

(h) Describe the learners’ activities during the session.

(i) Identify and describe the formative assessment procedures to be used in thesession.

(j) Present your lesson plan(s) in well structured word-processed format.

Range Statement:

characteristics profile, learning styleresources machinery / tools; human resources;

accommodation, workshop space, classroom; specialist resources e.g. laptop, data projector

learning materials written – worksheets, handouts; textbooks, task sheets; audio-visual; visual, web-based as used in the session

teaching methods demonstration (experiential learning), cooperative learning in cooperated in these



aspects of whole group instruction(trainer guided or individualised learning)


A portfolio containingFor PC (a)

Profile of a group of learners Copy learning style test used with marking key Sample of a completed learning style document by one learner Learning style data and analysis Copy of pro forma data collection instrument used Sample of a completed data collection form used Summary and analysis of learners’ data collected Implications of the learners’ profile for training document

For PC (b) – (j)A CBT format session plan for each of

demonstration sessions (experiential learning) cooperative learning sessions

meeting the performance requirements and integrated into each plan elements of whole group instruction (facilitator guided or individualised learning)





Learning Outcome 3: Prepare resources for CBT learning sessions

Performance Criteria:(a) Identify and select existing materials

appropriate to support the learning in the session

(b) Adapt learning materials to suit the learners and learning session

(c) Produce new learning materials for learning sessions

Range Statement:

Materials best suited for session objectives, learners’ level of knowledge and skills, physical learningenvironmentwritten, visual, audio-visual, web-based

Evidence Requirements:Prepare a portfolio containing

Learning materials pack, for a minimum of 6 -8 hours of learning. The pack must include a least one example of each the following: existing, adapted and new materials identified or developed and produced by the learner covering

Text based interactive learning materials enhanced with visual material e.g. worksheets, task sheets, exercises to label diagrams, quizzes [an existing, an adapted and a new develop learning material]

Visual learning materials e.g. PowerPoint presentations, poster; [an existing, an adapted and a new develop learning material]

Audio-visual [identified existing resource]

NB The learning materials may be web-based e.g. include wikis, discussion forum, online quizzes etc.

The portfolio evidence may be presented as an e-portfolio where product evidence is stored electronically, or in paper based format. Any



portfolio must in-cooperate efficient systems of recording, coding (for example list of contents, page numbering, header on each piece of written evidence indicating learning outcome, performance criteria, range) and storing information for ease of reference.




Learning Outcome 4: Facilitate CBT learning sessions

Performance Criteria:(a) Establish and maintain a positive

learning environment(b) Engage learners in purposeful and

appropriate learning experiences(c) Provide effective learning support

Range Statement:Environment physical, social; welcoming, open,

accommodating, inclusive, encouraging to participate, motivating

Learning experiences presentation, demonstration, activities


Prepare a portfolio containing evidence of the trainee CBT facilitator having been observed facilitating in a minimum of two CBT sessions

Over these minimum of 2 sessions the trainee CBT facilitator should Demonstrate being skilled in creating an environment conducive to

effective learning Demonstrate being skilled in maintaining an environment conducive

to effective learning Demonstrate facilitation to groups using presentation,

demonstration and learning activities Employ at least once each of the following learning resources

o PowerPoint slideso Computer based activityo Worksheet / task sheet / activity sheeto Formative assessment instrument covering written/oral

instrument and skill observation instrument Demonstrate skills in providing guidance and support to learners

during learning sessions

The session plan for each of the sessions and the learning materials used in the sessions are to be appropriately cross referenced to the LO2and LO3 sections of the portfolio.




Learning Outcome 5: Assess learners competence

Performance Criteria:(a) Plan for appropriate assessment

(b) Carry out assessment activities

(c) Make use of assessment evidence submitted by learners

Range Statement:

Assessment Formative, summative

Appropriate fair, valid, reliable, sufficient, current, taking into account the individual learner’s special requirements; cost and time effective

Assessment activities written, oral, performance evidence collection

use of assessment evidence take decision on learners’ achievement; provide

feedback to learners’; recording decision

Evidence Requirements:Prepare a portfolio containing

Formative assessment instruments appropriate for the assessment ofrespectively knowledge and performance

Observation evidence of an assessors having observed the learner carrying out assessment activities

Evidence submitted by TWO different learners having achieved a specified, but different, learning outcome

Evidence submitted by TWO different learners insufficient to meet a specified, but different, learning outcome. One requiring supplementary oral evidence and one requiring reassessment.

The feedback given to the two learners who did not achieve.

The portfolio evidence may be presented as an e-portfolio where product evidence is stored electronically, or in paper based format. Any portfolio must in-cooperate efficient systems of recording, coding (for



example list of contents, page numbering, header on each piece of written evidence indicating learning outcome, performance criteria, range) and storing information for ease of reference




SUPPORT NOTES:

This part of the unit specification is offered as guidance. None ofthe sections of the support notes is mandatory.

Notional Design Length:A notional design length is assigned to a module on the basis of the time estimated for achievement of the stated standards by a trainee CBT facilitator whose starting point is as described in the access statement. The notional design length for this unit is 1200 hours. Theuse of notional design length for programme design and timetabling is advisory only.

Purpose:The purpose of this learning unit is to provide the trainee CBT facilitator with an opportunity to acquire knowledge, understanding and skills in planning, preparing, facilitation and assessing of CBT learning sessions in own vocational area. The trainee CBT facilitator will learn how to produce session plans and how to prepare for facilitation. The trainee CBT facilitator will also develop skills in facilitation, presenting information, supporting learning activities formative assessment of learners and providing feedback.

Content/Context:The context for this unit is a CBT learning / training environment with learners. The trainee CBT facilitator is expected to generate the evidence required for this unit during facilitation in an institution offering CBT programmes.

Corresponding to Learning Outcomes 1(50 hours)Learning outcome 1: Demonstrate knowledge and understanding of TVET andthe role of a trainer/teacher and learners

The trainee CBT facilitators has to place its planning, facilitation andassessment of training in the context of the whole educational system and, more specific, the Technical and Vocational Education and Training system in the country. Why is it so crucial that a CBT system is established? And what the learners place and role in the TVET system?The content covered to answer these and other CBT related questions willconsist of, but is not restricted to:

Describing the structure of TVET in terms of ToT Trainer Programme of 26


its place in the national education system, NQF qualification system (modules, learning units, performance

criteria, range, credit value), qualifications (levels)and programmes offered (Certificate; diploma, higher diploma)

quality assurance system (internal, external verification) providers of TVET (private and government)

Discussing the goals of TVET in relation to key issues needing to be addressed as identified in the TVET policy (a well trained work force tocombat poverty)Describing the guiding principles of the CBT/TVET system

Explaining the key concepts of CBT/TVET.

Describing the role of trainers/facilitators in a CBT system (as compared with a teacher)Describing the role of learners in a CBT system (as compared with a teacher centred system)

Corresponding to Learning Outcomes 2(300 hours)Learning outcome 2: Plan CBT learning sessions

This learning outcome emphasises the need to identify and select, for the planned session, appropriate, motivating and effective

(i) learning activities,(ii) teaching and learning materials, (iii) teaching methods,(iv) assessment of learners’ progress

taking into account the characteristics of the learners.

Prior to planning the characteristics of the group of learners is to be established. The characteristics of learners are to be identified and described in terms of how they affect their abilities to learn. The methods or tool used may include but is not limited to questionnaires, interviews, aptitude tests and application forms. The identified characteristics of the group of learners are to be considered in the selection of training methods.

Establishing the characteristics of a group of learners will cover in general

a. Profile of a group of learnersb. Copy learning style test used with marking keyc. Sample of a completed learning style document by one learnerd. Learning style data and analysise. Copy of pro forma data collection instrument usedf. Sample of a completed data collection form used



g. Summary and analysis of learners’ data collectedh. Implications of the learners’ profile for training document

A plan for facilitation will therefore in general cover the followinga. List the unit, learning outcome(s), performance criteria, range,

evidence requirement on which the session is based.b. State the pre-requisite knowledge / competence of learners.c. Clearly state the learning objectives of the session.d. State the evidence requirements the learners have to produce

during the session.e. List the organisational resources required for the session:

equipment (machinery, tools); human resources; workshop space / classroom; specialist resources (ICT, computer).

f. List the teaching and learning resources to be used in each stage to facilitate the learning of the learners.

g. State clearly the teaching methods to be used in each stage to facilitate the learning of the learners.

h. Describe the learners’ activities. i. State health and safety aspects to be considered in the session.j. Indicate the planned time allocated for each activity in the plan.k. Describe how assessment of progress of learning will be ensured

during the session.l. Allow for contingencies (permit flexibility).m. Have as attachment all learning resources to be used in the

session (learners’ worksheet / answers to worksheets / copy of PowerPoint slides used /activity sheet / reference to video clips,web pages used, etc.)

The following list of topics gives suggested content to be covered for this learning outcome. The list is neither prescriptive nor exhaustive and should be used as a guide only

Learners profile Learning styles Impact of profile / learning style on mode of facilitation- CBT key terms as used in the learning unit specifications:

learning outcomes (elements), performance criteria, rangestatement, evidence requirements, support notes, credit, notionallength

Characteristics of learner centred activities Writing learning objectives Structure of session plans: the essential components Identifying resources appropriate to support learning and teaching Selecting learner centred activities to cover the LOs / PCs Using ICT in learning and facilitation Safety and health aspects to consider



Corresponding to Learning Outcomes 3(350 hours)Learning outcome 3: Prepare resources for CBT learning sessions

Having prepared sessions plans in LO2 this LO ask the trainee CBT facilitator to select and adapt existing learning materials or to prepare new learning material to be used in the learning session in order to support and enhance the learning of the learners. Existing learning materials, related to the LOs and PCs of the planned session, are to be identified e.g.in resources centre / library / on the web thatare. The identified resources are to be evaluated as to whether they areappropriate for use in learning sessions with the specific group of learners to be taught with/or without adaptations. If adaptations are needed the trainee CBT facilitator is to list and justify the required adaptations. In case no appropriate existing materials can be used or adapted the trainee is to produce new learning materials to promote active learning. The focus is trainee CBT facilitator on producing of learning materials in text based format (enhanced with graphics) and visuals. These could be presented in web-based (on a learning platform e.g. Moodle) format.

The following list of topics gives suggested content to be covered for this learning outcome. The list is neither prescriptive nor exhaustive and should be used as a guide only.

Sources of learning and teaching materials / OER Selecting and adapting accessible materials to meet the unit

requirements and learner needs Characteristics of effective, interactive, learner centred

learning materials Use of internet (search, download) to identify and obtain learning

/ teaching materials relevant to the unit learning outcomes Criteria for evaluating the appropriateness of materials to

support learning. Copyright requirements Ways of structuring text based materials to support learning Appropriate design and format of learning materials. Word processing skills: formatting, importing graphics,

interactive word documents

Corresponding to Learning Outcomes 4(250 hours)Learning outcome 4: Facilitate CBT learning sessionsWith session plan in place (LO2) and resources selected (LO3) the trainee CBT facilitator is in his LO to demonstrate the implementation of the plan and the appropriate use of the resources. This learning outcome equips the trainee CBT facilitator with knowledge, understandingand skills to create and maintain an environment in which learning is enhanced and is likely to take place. The trainee CBT facilitator learnsToT Trainer Programme of 26


about two main facilitation modes: cooperative and experiential learningand develops the skills of using these modes of facilitation in learningsessions. Integrated in both modes of facilitation is to be elements of whole group instruction (facilitator guided or individualised learning)


Arranging the physical learning environment to optimise learning: ventilation, lighting, cleanliness; number of tables and chair sufficient to accommodate learners; arrangement of furniture in line with teaching mode; health and safety requirements observed; interruptions, noise.

Strategies to motivate learners at the start of a session (ice breakers, challenges, relate to learners world / interest)

Strategies to promote positive behaviour Establishing positive relationships with the learners and among

the learners Methods of managing inappropriate behaviour Methods to promote interaction and learner involvement Communication and interpersonal skills Non discriminatory language Listening skills Use and interpretation of non-verbal communication Using presentations effectively Using demonstration of skills effectively Ways of structuring and presenting information and concepts Ways of consolidation and reinforcing learning Questioning skills Responding to questions and giving feedback Effective use of voice and language during facilitation Skill in use of whiteboard, charts, flip chart, video equipment,

data projector, etc. Use of tutorial to support learning Giving feedback Learner support

Corresponding to Learning Outcomes 5(250 hours)Learning outcome 5: Assess learners’ competenceThe learning outcome allows trainee CBT facilitators to develop knowledge, understanding and skills in the CBT assessment procedure. Trainee CBT facilitators plan for formative assessment and develop appropriate assessment instruments to prepare learners adequately for assessment. The trainee CBT facilitator acquires the skill in administering assessments (oral, written and performance) and taking a fair and consistent decision on evidence submitted. In cases of ToT Trainer Programme of 26


insufficient evidence or non achievement the skill of giving oral / written feedback to the learner is developed.


Summative, formative assessment Assessment instruments Types of evidence: written, oral, performance, product;

observation checklist, witness statement Principles of validity, reliability, sufficiency, authenticity of

evidence Designing assessment instruments covering the learning outcomes How to take assessment decisions that are fair, consistent and

reliable? How to ensure authenticity of submitted evidence? How to ensure the evidence provided is sufficient to meet the

leaning outcome(s). How to check on currency of the evidence provided. Appropriate forms of feedback to learners according to the nature

of the assessment decision. Procedures for recording and processing assessment decisions Internal verification procedures External verification procedures Learners appeal procedures

Approaches to Teaching and LearningA student-centred, resource based learning approach is to be used. Trainee CBT facilitators will be advised to work, if possible, in vocational specialists groups to share resource materials and present their session plans, self developed or adapted learning materials, formative assessment instruments to peers / mentor / facilitator for feedback. Trainee CBT facilitators will be advised to make extensive useof the internet for both obtaining ideas for planning, preparing, facilitating and assessing of CBT learner centred sessions and for communication with colleagues worldwide and their facilitator. The process in which trainee CBT facilitators produce work, obtain feedback on the work produced, review and revise the work based on the feedback should be seen as an essential feature of all learning activities.

Throughout the facilitation of the unit the trainee CBT facilitators should have several opportunities to collect evidence for their portfolios. Assessment is to be an integrated part of the facilitation of the unit.

Assessment ProceduresToT Trainer Programme of 26


This unit uses a portfolio assessment (E-based or paper based). The trainee CBT facilitators should be given ample opportunities to generateevidence for inclusion in their portfolio at appropriate times throughout the unit. The continuous nature of portfolio building cannot be over emphasised. A time-lined grid listing all the pieces of evidencerequired should be kept up to date to monitor the progress made. Both the trainee CBT facilitators and the course facilitator/assessor play animportant role in this.All evidence in the portfolio is to be clearly labelled (header) with details of the coverage of the learning outcome, performance criteria and range. It is well possible that one piece of evidence may be presented as evidence for more than one learning outcome and/or performance criteria in the same unit or in other units (e.g. key skill units). A transparent system of cross referencing is to be implemented.

Written/documentary evidence will often go through a draft and re-draft / final stage following feedback. All evidence of this process must be stored in the portfolio.

The assessor will examine all the documentation provided by the trainee CBT facilitators in the portfolio. The assessor may ask and record questions to confirm that the evidence is authentic and that all the evidence requirements have been met, particularly with regard to underpinning knowledge. Evidence for this unit may include, but is not restricted to, products evaluated by self / peer/ mentor /assessor, written/documentary evidence, professional discussion.

Corresponding to Learning Outcomes 1 – 5 the following evidence is to beprovided

Learning outcome 1: Demonstrate knowledge and understanding of TVET and the role of a teacher/trainer and learnerThe trainee CBT facilitators must produce a portfolio containing• An assessor marked supervised test covering the PC’s (a) – (d)• An assessor marked supervised test covering the PC’s (e) – (f)

NB The two written test can be taken at the same time or separate

Learning Outcome 2: Plan for CBT sessionsA portfolio containingFor PC (a)

Profile of a group of learners Copy learning style test used with marking key Sample of a completed learning style document by one learner Learning style data and analysis Copy of pro forma data collection instrument used



Sample of a completed data collection form used Summary and analysis of learners’ data collected Implications of the learners’ profile for training document

For PC (b) – (j)A CBT format session plan for each of

whole group instruction sessions (trainer guided or individualised learning)

demonstration sessions (experiential learning) cooperative learning sessions

meeting the performance requirements

A pro forma of the CBT session plan is provided to the trainee CBT facilitators and is to cover

1. CBT INFORMATION ON WHICH SESSION IS BASEDUnit, LO, PC’s and range to be stated as in the learning unit specification.

OBJECTIVES OF MY SESSIONState here the topic, LO, PC’s and range of YOUR session.State health and safety aspects to be considered in YOUR session

2. EVIDENCE REQUIREMENT (what will learners produce as evidence)This sets out the minimum evidence that the learners will generateto indicate that they have covered the learning outcomes of the session and performed to the standards indicated.

3. RESOURCES (physical, human, material)(a) Facilitator supplied:

-visual aids, models, real objects, text books, tools, equipment, PowerPoint slides, software, handouts, materials for practical activity, videos, a resource person.

(b) Learner supplied: (previous instruction will have been required)-pens, paper, books, equipment, materials, special requirements.

4. MODE OF ASSESSING LEARNERS (to ensure the learning outcomes statedhave been achieved)

(a) portfolio(b) questions (c) assignment(d) report(e) oral presentation



(f) product made(g) test (oral / written)(h) observation checklist

5. GROUPING OF LEARNERS size of groups composition of groups gender balance mode of forming groups

6. INTRODUCTION – the lead in to the activityStimulation for the activity:-

(a) -an interesting story-question and answer (could be for review of concepts needed in the activity; questions to be written in plan!)-films, video, slides, poster, OHT-description of a situation for problem solving (situation is included in the plan!)- presenting challenging question (included in plan!)- unexpected event motivating learner to look for an explanation-brainstorming

(b) Clear instructions for the activity (instructions are written out in the plan / on OHT / on handout / on top task sheet)

7. DEVELOPMENT and STRUCTURE OF LEARNING ACTIVITY (i) The time plan for each activity

(ii) Facilitating learning through:(a) giving information (h) visiting industry(b) discussions (i) guest speaker(c) worked examples (j) web assisted learning(d) role play (k) computer assisted learning(e) demonstrations (l) work cards(f) task sheets (m) activity sheet(g) case studies (n) audio/visual resources

(iii) Leaner activity:-(a) listening (l) analysing(b) working in groups (m) problem solving(c) research (n) formulating questions(d) undertaking tasks (o) presenting



(e) role play (p) designing(f) watching/observing (q) playing games(g) answering questions (r) demonstrate(h) practice (s) experiment(i) discussion (t) writing report(j) making notes (u) searching the web(k) criticizing (v) evaluating

(iv) The content/process itselfDetails on content covered / on skill development included answers to activities.

8. CONCLUSION (by facilitator or learner)(a) summary of work(b) question and answer(c) initial, informal evaluation (what has been understood,

acquired or achieved)

10 APPENDICES Lesson notes such as:

Activity sheet for learnersComplete working - answers to activities Extra work for fast workers or groups Questions to be asked (expected responses in parentheses).Instruction sheet Evaluation questions or form Form to record learners’ performanceInformal assessment recording sheetList of resources for remedial workRemedial work sheetsAlternative activitiesEtc.

Referencesa. Books, articles, Web pages used in the

preparation of the session planb. Recommended reading for learners; recommended

web pages for learners.

Learning Outcome 3:.Prepare resources for CBT learning sessionsThe trainee CBT facilitators is to produce a learning materials pack, for a minimum of 6 -8 hours of learning. The pack must include a least one example of each the following: existing, adapted and new materials identified or developed and produced by the trainee CBT facilitators covering



Text based interactive learning materials enhanced with visual material e.g. worksheets, task sheets, exercises to label diagrams, quizzes [an existing, an adapted and a new develop learning material]

Visual learning materials e.g. OHT, PowerPoint presentations, poster; [an existing, an adapted and a new develop learning material]

Audio-visual [identified existing resource]

NB The learning materials may be web-based e.g. include wikis, discussion forum, online quizzes etc.

A checklist will be used to assess the materials produced on content accuracy, suitability for the learning objectives to be achieved, language, design, style and format appropriate to the group of learners,level of interactivity and flexible use. Trainee CBT facilitators shouldbe encouraged to explore learning materials that can be made available to learner through the intra/internet. In institutions with a learning management system (LMS) the trainee CBT facilitators should be encouraged to use the LMS to present their learning materials to learners.

Learning outcome 4: Facilitate CBT learning sessionsThe trainee CBT facilitators must produce a portfolio that contains evidence of having facilitated a minimum of two observed learning sessions to a group of learners using presentation, demonstration and learning activities.

Over these minimum of 2 sessions the trainee CBT facilitators should Demonstrate being skilled in creating an environment conducive to

effective learning Demonstrate being skilled in maintaining an environment conducive

to effective learning Demonstrate facilitation to groups using presentation,

demonstration and learning activities Employ at least once each of the following learning resources

o PowerPointo Computer based activityo Worksheet / task sheet / activity sheeto Formative assessment instrument

Demonstrate skills in providing guidance and support to learners during learning sessions

The session plan for each session facilitated with all learning materials used in the session are evidence for LO2 and LO3



Assessment of the trainee CBT facilitator’s ability to effectively facilitate learning sessions should be recorded on an observation checklist. The checklist should include, but is not restricted to

Related to PC (a): Establish and maintain a positive learning environment

Environment is arranged to complement the learning / teaching approach used in the session

Learners are welcomed Learners are put at ease Time is taken to establish / maintain a positive relationship with

the learners Learners are briefed / reminded of rules to adhere to in the

session Facilitator and learners agree on the structure / outcomes of the

session Ensure health and safety regulations are complied with for the

learning environment Remind learners of health safety aspects to adhere to during the

session Reacts appropriate to non-verbal cues from learners Ensure participation of all learners Listen and respond sensitively to learners ideas, views, responses Ensure the activities are motivating

o relevant to the learners’ vocational areao challengingo interactiveo varied

Facilitator radiates enthusiasm and enjoyment in relation to the topic / task

Redress poor motivation of learners Challenge and correct inappropriate behaviour Challenge and correct inappropriate use of language Acts as a role model to learners Resolve conflicts Gives timely feedback Adapt tasks if required Flexible in meeting learners’ needs

Related to PC(b): Engage learners in purposeful and appropriate learningexperiences

Session has clearly o An introductiono Main activitieso Summaryo Closure



Information is clearly presented to the learners to enable them tocarry out the set activity

o What is to be doneo Time available for the activityo Form of feedback

Information is presented using variety of modeso Written (handout, task sheet)o Audio (oral)o Visual (white board, flip chart, OHP, data projector)

Oral information given is appropriateo Factually correcto Logically sequencedo Current o Covering the LO / PC / rangeo Unambiguouso Using language at level of learnerso Using non-discriminatory languageo Supported by visual; aids

Written information given to learners is appropriateo Factually correcto Logically sequencedo Currento Covering the LO / PC / rangeo Unambiguouso Using language at level of learnerso Using non-discriminatory languageo Including graphics supporting the text

Learning / teaching resources are used competently and effectivelyo PowerPointo Computer based activityo Worksheet / task sheet / handouto Formative assessment instrument

Use effectivelyo Questioning techniqueso Demonstration of skills (pace, visibility)o Giving feedbacko Obtaining feedbacko Own voiceo Formative assessment

Ensure the session is well paced Make adaptation / changes to task or groups if learning is not

taking place Consolidate and reinforce learning Promote learning and independent learning



Learning outcome 5: Assess learners’ competence.The trainee CBT facilitators must produce a portfolio that contains:

Formative assessment instruments appropriate for the assessment ofrespectively knowledge and performance

Observation evidence of an assessors having observed the trainee CBT facilitator carrying out assessment activities

Evidence submitted by TWO different learners having achieved a specified, but different, learning outcome

Evidence submitted by TWO different learners insufficient to meet a specified, but different, learning outcome. One requiring supplementary oral evidence and one requiring reassessment.

The feedback given to the two learners who did not achieve.

The assessment instruments in the first bullet are to be of formative nature. The other evidence required could be obtained during summative assessment sessions and work produced by learners during the summative assessment session can be used by the trainee CBT facilitators. The initial planning session and the oral feedback session is to be observedby an assessor using a checklist.

ProgressionThis module is a basic module for pedagogical skills of CBT facilitators. It is to be aligned with modules at diploma level.

Special NeedsIn certain cases modified Evidence Requirements may be proposed by a Centre for Certification of individual trainee CBT facilitators with special needs. However, if modification does occur, this must not dilutethe quality of the module’s evidence requirements. In all cases, modification is subject to approval of the awarding body.


Certificate programme training of CBT facilitators module specification

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