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Similar to facilitate learning session sample for learners
facilitate learning session sample for learners
- 1. ANALYN N. CENITA,MVE Presenter
- 2.
- 3. Delivering Competency BasedTraining Have enough Competency/ies been achieved? YES YES Trainee exits program Trainer observes performance Trainee attempts task Trainee Rates own performance Trainer Rates performance Trainee enters program Administer RPL Orientation Role of trainer/trainee Trainee selects competency and receive instructions Administer Learning Contract Organize learning strategy Provide materials Introduce CBLM materials Introduce the Use of Achievement Progress Report Review learning package View multimedia materials Use manuals Observe demonstration Practice skills in workshop Receive assistance and advise NO YES Trainee exits program Have completed all the competencies? LO2. Conduct Pre-Assessment LO4. Conduct institutional assessment LO3. Facilitate training session Satisfactorily Performed Competency? Undergo Nat’l Assessment
- 5. The area wherecourseware and cut a ways are produced. The center houses the Learning Materials, CS, Exemplars and Training Aids.
- 6. This is theheart of the Training Delivery where the Learning is expected to acquire the skills/knowledge of the competencies prescribed by the standard. It satisfies the conditions needed in the provision of specific learning outcomes. Only the critical equipment are found in the area.
- 7. The facility ensuresthat the underpinning knowledge, i.e. science, math and communication principles as applied to the technology are provided to the learner. It is accessible not only to the DAC learner but to everyone in the Center.
- 8. This area providesthe learner with the knowledge requirements in the various modules responding to the competencies since it has an array of Multimedia materials that enables project planning. It is a computer- aided facility linked to the TRC.
- 9. The component provides value-addingcompetencies as per identified underpinning skill in the competency.
- 10. This component provides opportunityin the acquisition of appropriate IT competencies as prescribed in the CS and the CBC. The computer units are ideally in a LAN environment hooked to an instruments access.
- 11. The area ensuresthat the various inputs in the delivery of training are well maintained and in good order. Various tests are conducted here including in-process QC. It manages quality and facilities implementation of the developed QA System towards Quality Accreditation.
- 12. This area, situatedaway from the center, answers the issue of learning accessibility and flexibility. It enables the acquisition of competency regardless of time and space thru multimedia delivery. It heavily relies on the institutional assessment and LRA.
- 13. This area iscomputer-based facility that provides mechanism in assessing the completion of competencies and Recognition of Prior Learning (RPL).It houses and managed individual records in which written and portfolio assessment are conducted.
- 15. ‘The training is basedon curriculum developed from the competency standards
- 16. Learning is competency based or modularin structure
- 17. Training delivery is individualized andself-paced Learning is done by the learner at their own pace
- 18. Training is based on workthat must be performed
- 19. Training materials aredirectly related to the competency standards and the curriculum
- 20. Assessment of learnersis based in the collection of evidence of the performance of work to the industry or organizational required standards Students are judged againts each other (norm referenced Assessment) Each student is assessed against the required standard Traditional Students are not judged against each other
- 21. Training is basedboth on and off the job components Learners are aware of the activities that has to be completed based on the curriculum
- 22. The system allowsRecognition of Prior Learning (RPL) Workers and Students can have prior skills recognized towards awards competencies gained in life or work Competencies assessed And Accredited For Promotion and learning RPL
- 23. The system allowsfor learners to enter and exit programs at different times and levels and to receive an award for modules (competencies) attained at any point (Multiple Entry) There is flexibility for entry and exit from programs
- 24.
- 25.
- 27.
- 29. 1. Trainees mayselect 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.
- 30. 5. Trainees areresponsible for what they learn and when they learn it. 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.
- 31. 10. Trainees evaluatetheir own progress to see how well they are doing. 11. Trainees move freely in the workshop, laboratory and or training center.
- 32.
- 33. Types of InstructionSheets Information Sheet Self-check Task Sheet Performance Criteria Checklist Job Sheet
- 34. Benefits of InstructionSheets Useful when students miss a lesson Useful when content is not available in textbook, manuals, etc. Helpful in ensuring that the learners remember the required information
- 35. METHOD OF ASSESSMENT Observation Questioning Thirdparty Report Demonstration Portfolio
- 36. RESULT OF THE ASSESSMENT •C– COMPETENT • NYC – NOT YET COMPETENT
- 37. Student Name Unit ofCompetency/Module Title Clean Bar Areas Operate Bar Prepare/mix cocktail and non-alcoholic drinks Provide Wine Service LO1 LO2 LO1 LO2 LO3 LO4 LO5 LO1 LO2 LO3 LO1 LO2 L O 3 LO 4 LO5 1. JOHN LLOYD CRUZ C C C 2. DANIEL PADILLA C 3. BEA ALONZO C C C 4. KIM CHUI 5. KZ TANDINGAN C C CLASS PROGRESS CHART • Qualification : Bartending NCII Date Started : _______ Trainer : Analyn N. Cenita Target Date Finished : _______
- 38. Republic of thePhilippines Technical Education and Skills Development Authority CARMELO C. DE LOS CIENTOS SR. NATIONAL TRADE SCHOOL Padada, Davao del Sur Telefax -082-272-0295, email address:ccnts11@yahoo.com.ph IDENTIFI CATION GARNISH SENSORY FLAIRING SINGLE FLAIRING DOUBLE MEMORY MISE EN PLACE MIXING PRESENT GLASS UC 1 UC 2 UC 3 UC 4 OPENING WINE W/ CORK CARRYIN G LOADED BAR TRAY Final Flairing 1. ABAYON, JOCEL P. 2. ALBOROTO, HANNELYN B. 3. ARQUILATO, NONA LEAN P. 4. BALINGIT, ALVIN S. 5. BARQUIO, JONRY M. 6. BISAGA, BEBER JED R. 7. CABIGAS, ANNA MARIE L. 8. CANSIO, GEMAFLOR C. 9. DEDUYO, KRISTINE JANE G. 10. GILAGA, GIMA V. 11. GOCOTANO, LAEL L. 12. GUMBAM, ALOMA JANE R. 13. HERNANDEZ, MYLENE A. 14. JERA, CHRISTINE JANE R. 15. LEONARDO, OVELYN G. ACHIEVEMENT CHART BARTENDING NCII Checked by: ANALYN N. CENITA Trainer Checked by: ANALYN N. CENITA Trainer Vision: The school envisioned to become a leading institution of TVET in the Province of Davao del Sur committed to enhance sustainable development by producing highly-trained middle-level human power endowed with entrepreneurial inclination and desirable values with integration of partners cognizant to the mandates of authority. MISSION We commit ourselves to serve with outmost love and dedication to produce academically and technically skilled middle-level human power imbued with value-laden work attitudes and maximum potentials for greater employability for sustainable development
- 39. Vision: The school envisionedto become a leading institution of TVET in the Province of Davao del Sur committed to enhance sustainable development by producing highly-trained middle-level human power endowed with entrepreneurial inclination and desirable values with integration of partners cognizant to the mandates of authority.
- 40. Mission We commit ourselvesto serve with utmost love and dedication to produce academically and technically skilled middle-level human power imbued with value-laden work attitudes and maximum potentials for greater employability for sustainable development
- 41. Goals 1. To strengthenthe post- secondary curriculum ensuring efficient and effective implementation of quality TVET programs; 2. To promote and encourage complimentary roles of public institutions in the locality;
- 42. 3. To widenthe areas of coverage of community-based training education; 4. To inculcate desirable values through the upliftment of moral character with emphasis on work values/ethics, self-reliance and self-discipline to ensure the employability and
- 43. entrepreneurial capability of graduates; 5.To establish a monitoring system that would assess the employment and entrepreneurial status of graduates;
- 45. BARTENDING NC IIQUALIFICATION BASIC COMPETENCIES • Participate in workplace communication • Work in a team environment • Practice career professionalism • Practice occupational health and safety procedures
- 46. COMMON COMPETENCIES • Developand update industry knowledge • Observe workplace hygiene procedures • Perform computer operations • Perform workplace and safety practices • Provide effective customer service
- 47. CORE COMPETENCIES • Cleanbar areas • Operate bar • Prepare and mix cocktails and non-alcoholic concoctions • Provide basic wine service
- 48. ELECTIVE COMPETENCIES • Prepareespresso • Texture milk • Prepare and serve coffee beverages
- 49. NOMINAL TRAINING DURATION: BASICCOMPETENCIES 18 Hours COMMON COMPETENCIES 18 Hours CORE COMPETENCIES 290 Hours ELECTIVE COMPETENCIES 112 Hours 438 Training hours
- 50.
- 51. Performance Criteria Checklist 2.3-4for FLS refer to CBLM page 94 Peformance Criteria Checklist 2.4-1 for Conduct Institutional Competency Assessment refer to CBLM page 114
- 52.
Editor's Notes
- #4 Flowchart in delivering CBT CONDUCT PRE ASSESSMENT Trainee enters the program. Recognition of prior learning should be administered in-order to determine if he/she needs to undergo all the competencies or he/she should proceed with the assessment. For instance if he has previous work experience and he can provide portfolio and other documents sufficient enough to support his claim, then he can proceed with the assessment. In the orientation, the trainer explains the CBT. The trainees will also be orient to familiarize the locations of different facilities and equipment, know whom to ask for assistance, what are the necessary tools to be used for learning, (tools pertains to different materials such as modules, books as reference, the internet if necessary, hand held gears and others.) WORKSHOP RULES AND REGULATIONS. Explain the role of trainers and trainees. (Explain that the training is competency based and it is self-paced). The trainer is there to guide, facilitate, check his work and evaluate his performance. Training is trainee-centered. FACILITATE TRAINNG SESSION The student selects one competency he wants to undergo first. Then instructions will be given. Trainer will administer learning contract, trainee to read the contract. Trainer and trainee will sign the contract (binding agreement) Strategies for learning should properly organized and explained to the trainee. Provide and explain the use of learning materials needed (curriculum based learning modules). Introduce and explain the use of Achievement Progress Report. The trainer and trainee monitor the progress per Los/Unit of Competency Learning takes place (View multimedia materials, Use manuals, Observe demonstrations, Practice skills in workshop and if necessary receive assistance and advice). CONDUCT INSTITUTIONAL ASSESSMENT Once trainee feels that he is ready to perform the task, then he can proceed. Two ways: While performing, the trainer observes his performance, check if the procedure is correct and appropriate in-order for him not to commit mistakes that will lead to equipment damage or injury to the trainee. Trainee attempts the task and rates himself and then the trainer rates the trainee. OUTPUT Competency 1: competent, selects competency 2 Completed all competencies: Undergo mandatory national assessment Whatever the result of national assessment, the trainee may exit the program Competency 1 and 2 completed: may exit the program (work experience). Enter again to take remaining competencies (may take RPL again) Not yet competent-perform/practice the activities/tasks then undergo institutional assessment
- #28 Different Role and Responsibility of a Trainer Teacher – a channel for the transfer of KSA Facilitator – a “go-between” with the proper authority and the trainee so as necessary learning environment will be made available Coordinator – a person who ensures that there is proper linkage with industry partners Curriculum Developer – develops curriculum based on the competency standard basically for the purpose of providing a competency-based training Instructional Material Developer – develops learning materials geared towards the acquisition and application of KSA of a certain competency Counselor – gives advices in all aspects of life with the topmost focus is the completion of a unit of competency or a qualification Actor – the trainer becomes an actor when he/she demonstrates the “how-to-do” of a certain task necessary for the acquisition and application of a certain competency Session Planner – designs a session that enables the trainee to acquire the necessary KSA for a unit of competency, the qualification as a whole