It is a presentation in teaching TLE.pptx

TEACHER INDUCTION PROGRAM 2014 Division of Northern Samar
Session
Objectives
• Recognize the need for the competencies
expected from a TLE/TVE teacher;
• Appreciate competency-based training;
• Apply competency-based training
procedure in facilitating learning
sessions;
• Draft a shop layout.

Expected Comptencies
from a TLE/TVE teacher
• Planning Training Session
• Facilitating Learning Session
• Maintaining Training Facilities
• Utilizing Electronic Media in Facilitating
Training
• Supervising Work-Based Learning

Planning Training Session
• Covers the knowledge, skills, and
attitudes in planning training sessions.
• Includes identifying learner’s
requirements, preparing session plan,
preparing basic instructional materials,
and organizing learning and teaching
resources.

Facilitating Learning Session
• Involves preparing training
facilities/resources, facilitating learning
sessions, and review of the training
delivery.

Maintaining Training Facilities
• Covers knowledge, skills, and attitudes
in maintaining training facilities;
• Involves maintenance methods and
systems, housekeeping activities and
maintenance inspection.

Utilizing Electronic Media Facilities
• Involves safe handling of electronic
media equipment, and utilizing computer
and multimedia facility to present a
lesson.

Supervising Work-Based Learning
• Involves monitoring Work-Based
experiences of the trainees which
includes job shadowing, internship,
apprenticeship, learnership, dual training
system, and school-based enterprise.

aching TLE in the K to 12 Curriculu
• Traditional Educational System
Progress with time
Teacher-centered
• Competency Based-Training System
Progress with the mastery of specific
knowledge and skills
Learner or participant centered

is a Competency-Based Training (
• Focuses on the competency development of the
learner as a result of the training.
• Focuses on the outcomes rather than the
learning process within a specified time.
• Attainment and application of knowledge,
skills, and attitudes to a specific level of
competency.
• Begins and ends with the customer needs.

What do we mean by Competency?
• Competency involves applying
knowledge, skills, and attitudes to
perform work activities to the standard
expected in the work place.

TASK SKILLS
TASK
MANAGEMENT
SKILLS
DIMENSIONS OF COMPETENCY
CONTINGENCY
MANAGEMENT
SKILLS
JOB/ROLE
ENVIRONMENT
SKILLS
Being able to do the job Knowing how and why things
are done
Knowing what to do when
things go wrong
Knowing the right approach to
do a job properly and safely

Ten (10) Principles of CBT
1. Training is based on curriculum
developed from the competency
standards.
 Competency Standard (CS) – written specification
of knowledge, skills, and attitudes and values
required for performance of a job or trade required in
the work
 Competency-Based Curriculum (CBC) – a plan for
series of learning experiences toward achieving of
competencies identified by the industry.

2. Learning is competency-based or
modular in structure.
Trainees should learn one competency after
another until they attain all competencies of
the qualification.

3. Training delivery is individualized
and self-paced
Training can advance on his own without
waiting for the others in his class.
Should structure facilities, resources, and
materials so training can learn
competencies at their own pace.

4. Training is based on work that must
be performed
Based on the actual industry practice.

5. Training materials are directly
related to the competency standards
and the curriculum.
CS CBC LMs

6. Assessment is based in the
collection of evidence of work
performance based on industry
required standards.
TRADITIONAL
Students are judged
against each other
(Norm-referenced
assessment)
CBTVET
Each student is assessed
against the evidences
based on standard
(Criterion-referenced)

7. Training is based on and off the job
components.
Better learning with industry and school
partnership.

8. The system allows Recognition of
Prior Learning (RPLs).
Focuses on competencies that are not yet
acquired by the trainee.
Avoids wasting of time.
9. There is flexibility for entry and
exit from the program.

10. Approved training programs are
nationally accredited.
Training programs are registered within the
Unified TVET Program Registration and
Accreditation System (UTPRAS).

TRADITIONAL
EDUCATION
VS.
COMPETENCY-
BASED TRAINING
TRADITIONAL
EDUCATION
VS.
COMPETENCY-
BASED TRAINING

TRADITIONAL COMPETENCY-BASED
 Instructor focus on
managing instruction.
 Trainers focus on
managing learning.
 Most students enter at
about the same time.
 Trainees enter at
various times
throughout the year.
 All students cover the
same material.
 Different trainees maybe
trained for different unit
of competency within
the same program.

TRADITIONAL COMPETENCY-BASED
 All students are usually
tested once.
 Each trainee is tested
when ready to
demonstrate mastery.
 The instructor controls
the learning pace.
 Each trainee progresses
at his or her own pace.
 Retesting is
discouraged or not
allowed at all.
 Retesting is encouraged
to reach mastery.

ompetency-Based Training procedu
• Conduct TNA and Pre-assessment
• Schedule training sessions
• Trainees choose competency
• Orientation of Trainees to Competency-
Based Training
• Orientation about the qualification or
training program
• Guide trainees in doing the activities of the
session

• Provide feedback on the on-going activities
• Provide remedial activities such as
lecture/discussions for knowledge or
additional task/job sheets for practice as the
need arises
• Record achievement of trainees on the
Progress Chart and Accomplishment Chart
• Evaluate trainee’s performance

• Provide feedback on the result of the
evaluation
• Decide whether the trainee advances to the
next competency or to do more practice
activities

SHOP LAYOUT
TEACHER’S
TABLE
LECTURE/DEMO AREA
WORK AREA/QUALITY
CONTROL/ASSESSMENT AREA
DRESSING ROOM
CHART
LEARNING RESOURCE AREA
TOOL ROOM

Things to consider in
setting up the shop
room
• Flow of the activities to facilitate movement
• Space for work
• Safety
• Light
• Ventilation

APPLICATION
• Re-examine the simple lesson
design previously presented and
make the necessary changes
reflective of their learning from the
session.

Write a reflection journal by completing the
following:
After the discussion,
I learned that …
I realize that …
So when I go back to my station, I
will…
APPLICATION

We do not LEARN from
experience…. We learn from
REFLECTING on
EXPERIENCE.
-John Dewey

Thank you so
much!
Thank you so
much!

It is a presentation in teaching TLE.pptx

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