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Facilitating Learning Session orientation

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John Lenon Mendoza
John Lenon Mendoza

This document outlines the principles and approach of competency-based training (CBT) delivery for the Bread and Pastry Production NCII qualification. It discusses that CBT focuses on developing learner competencies based on curriculum and standards. Key principles include individualized, self-paced learning; assessment based on work performance; and recognition of prior learning. A comparison of CBT and traditional education models is also provided.

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Facilitating Learning Session orientation
Qualification Title: Bread and Pastry Production NCII JOHN LENON L. MENDOZA Trainer
Vision: Capiz State University: center of Academic Excellence, delivering quality service to all.
Mission: Capiz State University is committed to provide advance knowledge and innovation; develop skills, talents and values; undertake relevant research, develop and extension services, promote entrepreneurship and environmental consciousness; enhance industry collaboration and linkages with partner agencies.
Competency Based Training Delivery (CBT) - Approach that focuses on the competency development of the learner as a result of the training.
Principles of CBT 1. The training is based on curriculum developed from the competency standards. 2. Learning is competency- based or modular in structure.
3.Training delivery is individualized and self- paced. 4. Training is based on work that must be performed. Principles of CBT
5. Training materials are directly related to the competency standards and the curriculum. 6. Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards. Principles of CBT
Principles of CBT 7. Training is based both on and off the job components. 8. The system allows Recognition of Prior Learning (RPL)
Principles of CBT 9. The system allows for learners to enter and exit programs at different times and levels and to receive an award for competencies attained at any point. 10. Approved training programs are nationally accredited
Comparative Analysis between Traditional Education and CBT
TRADITIONAL CBT INSTRUCTORS FOCUS ON MANAGING LEARNING TRAINEES ENTER AT VARIOUS TIMES THROUGHOUT THE YEAR INSTRUCTORS FOCUS ON MANAGING INSTRUCTION MOST STUDENTS ENTER AT ABOUT THE SAME TIME
TRADITIONAL CBT DIFFERENT TRAINEES MAYBE TRAINED FOR DIFFERENT UNIT OF COMPETENCY WITHIN THE SAME PROGRAM EACH TRAINEE MOVES ON THE NEXT TASK ONLY AFTER MASTERING THE TASK HE OR SHE IS CURRENTLY WORKING ON STUDENTS ALL COVER THE SAME MATERIAL STUDENTS ALL PROCEED FROM ONE TOPIC TO THE NEXT AT THE SAME TIME
TRADITIONAL CBT EACH TRAINEE PROGRESS AT HIS OR HER OWN PACE EACH TRAINEE IS TESTED WHEN READY TO DEMONSTRATE MASTERY THE INSTRUCTOR CONTROLS THE LEARNING PACE ALL STUDENTS ARE USUALLY TESTED AT ONCE
TRADITIONAL CBT VERY LITTLE CONTINUOUS FEEDBACK IS GIVEN. IMMEDIATE FEEDBACK IS GIVEN AT CRITICAL POINTS IN THE LEARNING PROCESS.
TRADITIONAL CBT THE INSTRUCTOR MUST BE ABLE TO ANSWER QUESTIONS ON MANY DIFFERENT TASKS EACH DAY. THE INSTRUCTOR IS INVOLVED IN TEACHING ONLY ONE TOPIC AT A TIME.
TRADITIONAL CBT RETESTING IS DISCOURAGED OR NOT ALLOWED. RETESTING IS ENCOURAGED TO REACH MASTERY
TRADITIONAL CBT MATERIALS, TOOLS AND SUPPLIES FOR ONLY ONE TOPIC ARE NEEDED AT A TIME. THE TRAINER MUST SEE THAT ALL MATERIALS NEEDED FOR MANY TASKS ARE READILY AVAILABLE.
TRADITIONAL CBT THE PROGRAM IS USUALLY CLOSED DOWN OR SHORTENED DURING THE SUMMER MONTHS THE PROGRAM IS USUALLY OPERATED ALL YEAR ROUND
Teacher Negotiator Facilitator Coordinator Curriculum Developer Instructional Material Developer Counselor Actor Session Planner Roles and Responsibilities of a trainer
Roles of the Trainee 1. Trainees may select what they want to learn and when they want to learn it, within reason. 2. Trainees learn at their own rate within program guidelines. They may speed up, slow down, stop or even repeat a task.
Roles of the Trainee 3. Trainees may request to receive credit for what they already know. This is done either through pre- testing or through a review or a task list completed at another training site.
Roles of the Trainee 4. Trainees may choose how they want to learn-individually, on a one- to-one basis, in small group, in large groups or with audio-visuals. 5. Trainees are responsible for what they learn and when they learn it.
Roles of the Trainee 6. Trainees decide when they are ready to perform each task or demonstrate mastery of learning to a job-like level of proficiency before receiving credit for the task.
Roles of the Trainee 7. Trainees help develop personalized prescription for learning worked out cooperatively and based upon what the students already knows, his preference for learning, learning style and other needs.
Roles of the Trainee 8. Trainees compete against present job standards and not against other students and are graded on achievement of the standards or criteria of each task. 9. Trainees know “up front”, before instruction begins what they are expected to know and do to complete the program.
Roles of the Trainee 10. Trainees evaluate their own progress to see how well they are doing.
Competencies based on the TR Basic –knowledge necessary to be acquired for whatever qualification you want to achieve Participate in workplace communication Work in a team environment Practice career professionalism Practice occupational health and safety procedures
Competencies based on the TR Common –competencies necessary to enhance the core competencies Develop and update industry knowledge Observe workplace hygiene procedures Perform computer operations Provide effective customer service Perform workplace and safety practices
Competencies based on the TR Core –competencies specific to a certain qualification Prepare and produce bakery products Prepare and produce pastry products Prepare and present gateaux, tortes and cakes Prepare and display petits fours Present desserts
Competency Based Learning Materials CBLM – well designed and carefully developed Learning materials that give trainees detailed instructions to guide them through the learning process.
Training workshops and stations
Facilitating Learning Session orientation
Training workshop and stations The different components or areas of a competency-based facility are: 1. Practical Work Area - This area is where the learner acquires the skills and knowledge components of the competencies prescribed by the standard.
2. Learning resource area - This area is proximate to the heart - the practical work area. This area provides the learner with the knowledge requirements in the various modules responding to the competencies.
3. Institutional assessment area - It is located very proximate to the practical work area. This is where Recognition of Prior Learning is done by the trainer. This component also provides the mechanism of assessing the completion of competencies of a learner.
4. Contextual Learning Laboratory - This facility ensures that the underpinning knowledge, science, mathematics and communication principles as applied to the technology are provided to the learner.
5. Quality Control Area - Various tests aside from metrology and calibration are conducted in this area including in-process quality control.
6. Trainers Resource Center - This area houses the learning materials, the training regulations and curriculum examples.
7. Distance Learning - This is to enable the learning provision outside and away from the training institution in terms of print and non- print media.
8. Computer Laboratory - This laboratory has an array of computer units of which learners are provided for them to learn and gain appropriate IT competencies that may include Word, Excel even Desktop Publishing.
9. Support Service Area – This area provide value-adding competencies as such for Automotive Service Technician NC II, welding competency address underpinning skills in the particular competency.
Overview of the Training  Pre-test will be given  Monitor attendance of trainees during training  Assigned respective competencies  Guide Trainees in undergoing the activities  Provide feedback as the training is going on
Overview of the Training  After completion of the requirements for each competency, a post-test will be given.  Trainee could also request for an institutional assessment when ready as required by certain competency.  Record trainees “achievement on Progress Chart and Accomplishment Chart.
Evaluation • You will be evaluated by:  Performance Criteria  Progress Chart  Achievement Chart  Self-Check and written exams  Observation, demonstration and oral questioning
Facilitating Learning Session orientation

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Facilitating Learning Session orientation

  • 2. Qualification Title: Bread and Pastry Production NCII JOHN LENON L. MENDOZA Trainer
  • 3. Vision: Capiz State University: center of Academic Excellence, delivering quality service to all.
  • 4. Mission: Capiz State University is committed to provide advance knowledge and innovation; develop skills, talents and values; undertake relevant research, develop and extension services, promote entrepreneurship and environmental consciousness; enhance industry collaboration and linkages with partner agencies.
  • 5. Competency Based Training Delivery (CBT) - Approach that focuses on the competency development of the learner as a result of the training.
  • 6. Principles of CBT 1. The training is based on curriculum developed from the competency standards. 2. Learning is competency- based or modular in structure.
  • 7. 3.Training delivery is individualized and self- paced. 4. Training is based on work that must be performed. Principles of CBT
  • 8. 5. Training materials are directly related to the competency standards and the curriculum. 6. Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards. Principles of CBT
  • 9. Principles of CBT 7. Training is based both on and off the job components. 8. The system allows Recognition of Prior Learning (RPL)
  • 10. Principles of CBT 9. The system allows for learners to enter and exit programs at different times and levels and to receive an award for competencies attained at any point. 10. Approved training programs are nationally accredited
  • 12. TRADITIONAL CBT INSTRUCTORS FOCUS ON MANAGING LEARNING TRAINEES ENTER AT VARIOUS TIMES THROUGHOUT THE YEAR INSTRUCTORS FOCUS ON MANAGING INSTRUCTION MOST STUDENTS ENTER AT ABOUT THE SAME TIME
  • 13. TRADITIONAL CBT DIFFERENT TRAINEES MAYBE TRAINED FOR DIFFERENT UNIT OF COMPETENCY WITHIN THE SAME PROGRAM EACH TRAINEE MOVES ON THE NEXT TASK ONLY AFTER MASTERING THE TASK HE OR SHE IS CURRENTLY WORKING ON STUDENTS ALL COVER THE SAME MATERIAL STUDENTS ALL PROCEED FROM ONE TOPIC TO THE NEXT AT THE SAME TIME
  • 14. TRADITIONAL CBT EACH TRAINEE PROGRESS AT HIS OR HER OWN PACE EACH TRAINEE IS TESTED WHEN READY TO DEMONSTRATE MASTERY THE INSTRUCTOR CONTROLS THE LEARNING PACE ALL STUDENTS ARE USUALLY TESTED AT ONCE
  • 15. TRADITIONAL CBT VERY LITTLE CONTINUOUS FEEDBACK IS GIVEN. IMMEDIATE FEEDBACK IS GIVEN AT CRITICAL POINTS IN THE LEARNING PROCESS.
  • 16. TRADITIONAL CBT THE INSTRUCTOR MUST BE ABLE TO ANSWER QUESTIONS ON MANY DIFFERENT TASKS EACH DAY. THE INSTRUCTOR IS INVOLVED IN TEACHING ONLY ONE TOPIC AT A TIME.
  • 17. TRADITIONAL CBT RETESTING IS DISCOURAGED OR NOT ALLOWED. RETESTING IS ENCOURAGED TO REACH MASTERY
  • 18. TRADITIONAL CBT MATERIALS, TOOLS AND SUPPLIES FOR ONLY ONE TOPIC ARE NEEDED AT A TIME. THE TRAINER MUST SEE THAT ALL MATERIALS NEEDED FOR MANY TASKS ARE READILY AVAILABLE.
  • 19. TRADITIONAL CBT THE PROGRAM IS USUALLY CLOSED DOWN OR SHORTENED DURING THE SUMMER MONTHS THE PROGRAM IS USUALLY OPERATED ALL YEAR ROUND
  • 21. Roles of the Trainee 1. Trainees may select what they want to learn and when they want to learn it, within reason. 2. Trainees learn at their own rate within program guidelines. They may speed up, slow down, stop or even repeat a task.
  • 22. Roles of the Trainee 3. Trainees may request to receive credit for what they already know. This is done either through pre- testing or through a review or a task list completed at another training site.
  • 23. Roles of the Trainee 4. Trainees may choose how they want to learn-individually, on a one- to-one basis, in small group, in large groups or with audio-visuals. 5. Trainees are responsible for what they learn and when they learn it.
  • 24. Roles of the Trainee 6. Trainees decide when they are ready to perform each task or demonstrate mastery of learning to a job-like level of proficiency before receiving credit for the task.
  • 25. Roles of the Trainee 7. Trainees help develop personalized prescription for learning worked out cooperatively and based upon what the students already knows, his preference for learning, learning style and other needs.
  • 26. Roles of the Trainee 8. Trainees compete against present job standards and not against other students and are graded on achievement of the standards or criteria of each task. 9. Trainees know “up front”, before instruction begins what they are expected to know and do to complete the program.
  • 27. Roles of the Trainee 10. Trainees evaluate their own progress to see how well they are doing.
  • 28. Competencies based on the TR Basic –knowledge necessary to be acquired for whatever qualification you want to achieve Participate in workplace communication Work in a team environment Practice career professionalism Practice occupational health and safety procedures
  • 29. Competencies based on the TR Common –competencies necessary to enhance the core competencies Develop and update industry knowledge Observe workplace hygiene procedures Perform computer operations Provide effective customer service Perform workplace and safety practices
  • 30. Competencies based on the TR Core –competencies specific to a certain qualification Prepare and produce bakery products Prepare and produce pastry products Prepare and present gateaux, tortes and cakes Prepare and display petits fours Present desserts
  • 31. Competency Based Learning Materials CBLM – well designed and carefully developed Learning materials that give trainees detailed instructions to guide them through the learning process.
  • 34. Training workshop and stations The different components or areas of a competency-based facility are: 1. Practical Work Area - This area is where the learner acquires the skills and knowledge components of the competencies prescribed by the standard.
  • 35. 2. Learning resource area - This area is proximate to the heart - the practical work area. This area provides the learner with the knowledge requirements in the various modules responding to the competencies.
  • 36. 3. Institutional assessment area - It is located very proximate to the practical work area. This is where Recognition of Prior Learning is done by the trainer. This component also provides the mechanism of assessing the completion of competencies of a learner.
  • 37. 4. Contextual Learning Laboratory - This facility ensures that the underpinning knowledge, science, mathematics and communication principles as applied to the technology are provided to the learner.
  • 38. 5. Quality Control Area - Various tests aside from metrology and calibration are conducted in this area including in-process quality control.
  • 39. 6. Trainers Resource Center - This area houses the learning materials, the training regulations and curriculum examples.
  • 40. 7. Distance Learning - This is to enable the learning provision outside and away from the training institution in terms of print and non- print media.
  • 41. 8. Computer Laboratory - This laboratory has an array of computer units of which learners are provided for them to learn and gain appropriate IT competencies that may include Word, Excel even Desktop Publishing.
  • 42. 9. Support Service Area – This area provide value-adding competencies as such for Automotive Service Technician NC II, welding competency address underpinning skills in the particular competency.
  • 43. Overview of the Training  Pre-test will be given  Monitor attendance of trainees during training  Assigned respective competencies  Guide Trainees in undergoing the activities  Provide feedback as the training is going on
  • 44. Overview of the Training  After completion of the requirements for each competency, a post-test will be given.  Trainee could also request for an institutional assessment when ready as required by certain competency.  Record trainees “achievement on Progress Chart and Accomplishment Chart.
  • 45. Evaluation • You will be evaluated by:  Performance Criteria  Progress Chart  Achievement Chart  Self-Check and written exams  Observation, demonstration and oral questioning

Editor's Notes

  1. INDUSTRY SETS THE STANDARDS AND TESDA APPROVES IT A TRAINEE COULD NOT PROCEED TO ANOTHER COMPETENCY IF HE CANNOT MASTER PRESENT COMPETENCY
  2. PROGRESS DEPEND ON THE PACING ON THE TRAINEE Fast learners can proceed to other competency without waiting those that are not yet competent. WHAT IS BEING PRACTICED IN INDUSTRY IS BEING APPLIED. SUCH AS ACTUAL DUTIES
  3. BASE FROM TR, from tr, we developed the cbc and cblm is based on tr WE ARE CONDUCTING ASSESSMENT TO GATHER EVIDENCE IF THE TRAINEES IS COMPETENT OR NOT EVIDENCES: EVIDENCE PLAN, DEMO CHECKLIST AND INTERVIEW KNOWLEDGE:WRITTEN TEST SKILLS: DEMONSTRATION with oral questioning
  4. DUALIZED TRAINING SYSTEM: ON AND OFF THE JOB OFF THE JOD: OJT ON: DEMO PREVIOS LEARNING: EXPERIENCES FROM JOBS, TRAININGS, EDUCATION PRETEST AND DEMO IS APPLIED PROOF OF COMPETENCY:TRANSCRIPT, CERTIFICATE Let the trainee demonstrate on the institutional assessment area to recognize the prior learning or submit the proof of competency
  5. ENTER ANY TIME OF THE YEAR Training programs are NATIONALLY ACCREDITED, and so after training trainees will receive national certificate NC LEVEL 2: COULD DO THE JOD WITHOUT SUPERVISION UTPRAS: accredits the nc unified TVET program registration and accreditation system
  6. TEACHER: PROVIDE INFORMATION, YOU ARE SOURCE OF INFO NEGOTIATOR: NEGOTIATE WITH STAFF, TRAINEE COORDINATOR: COORDINATE TO LEARNERS SESSION PLANNER: PLAN OUT DEVELOPER: DEVELOP LEARNING MATERIALS SUCH AS INSTRUCTIONA SHEET, CBLM PROVIDE GUIDANCE AND COUNCILING
  7. THE SAME IN ALL QUALIFICATION REGardless of what qualification
  8. BASIC: PRESENT IN ALL QUALIFICATION COMMON: THE SAME COMPETENCY IN SECTOR CORE: EACH QUALIFICATION HAS ITS OWN COMPETENCIES
  9. Contents of cblm Instructional sheets: info, task, job, operation, performance criteria
  10. Contextual: underpinning knowledge, basic subs Learning resource area: reading area, knowledge requirements Practical area: acquisition of application of knowledge and skills Com. Lab: video presentation Institutional assessment : conduct assessment Support service: support staff:technicians, janitorial services, utilities Distance learning: provide provision away from the center Trainers resource center: TR, CBLM, examples of curiculun Quality controls: maintain machines and equipment/ checks if the machines are inlined with the industry