Download to read offline
More Related Content
Similar to MICRO TEACHING.pptx.......................
MICRO TEACHING.pptx.......................
- 1.
- 2. MELTEZEN B. PANTOC Trainer in ANIMALPRODUCTION SWINE NC II
- 3.
- 4. COMPETENCY STANDARD: ♥ BASIC ♥COMMON ♥ CORE
- 5. CORE COMPETENCIES Units ofCompetency 1. HANDLE BREEDERS 2. HANDLE FARROWING SOWS AND SUCKLINGS 3. RAISE WEANLINGS 4. PRODUCE FINISHER 5. MAINTAIN HEALTHY ANIMAL ENVIRONMENT 6. APPLY BIO-SECURITY MEASURES BASE ON TR/CBC
- 6.
- 7. Competency-Based Training (CBT) CBT isa training delivery approach that focuses on the competency development of the learner as a result of the training.
- 8. Why the Competency-Based Approach? Educationand training must keep pace with technology and customer requirements.
- 9. Comparison Between Traditional Approachand CBT Approach
- 10.
- 11. Principle One The trainingis based on curriculum developed from the competency standards Learning is based on the Competency-based curriculum
- 12. Principle Two Learning iscompetency-based or modular in structure Module 1 Module 2 Module 3 Unit of Competency
- 13. Principle Three Training deliveryis individualized and self-paced Learning is done by the learner at own pace
- 14. Principle Four Training isbased on work that must be performed Learning is based on the actual industry practice
- 15. Principle Five Training materialsare directly related to the competency standards and the curriculum CS to CBC to LMs
- 16. Principle Six Assessment oflearners is based in the collection of evidences of work performance based on industry or organizational required standards Students are judged against each other (norm referenced Assessment Each student is assessed against the evidences based on required standard Students are not judged against each other
- 17. Principle Seven Training isbased both on and off the job components Better learning with industry and school partnership
- 18. Principle Eight The systemallows Recognition of Prior Learning (RPL) Workers and Students can have prior skills recognized
- 19. Principle Nine The systemallows for learners to enter and exit programs at different times and levels and to receive an award for competencies attained at any point. There is flexibility for entry and exit from programs
- 20. Principle Ten Approved training programsare nationally accredited Training programs are registered within Unified TVET Program Registration and Accreditation System (UTPRAS)
- 21. Training Modalities DualizedTraining System Modular/ self-paced learning Peer teaching/mentoring Supervised industry training or on-the-job training Distance learning Project-based instruction
- 22. Learning Activities Howto learn knowledge? – CBLM – Books/ references – Videos – Other materials How to learn skills? – Demonstration – Observation – Task sheets/Job Sheets – other
- 23. Competency –Based Learning Module(CBLM) A well-designed and carefully developed learning materials that give trainees detailed instructions to guide them through the learning process.
- 24. Role of theTrainer Serves as a team member to determine what is to be learned Stimulates trainees’ motivation Manages learning: a consultation rather than a provider of information; a facilitator of the learning Evaluates student achievement Assist learners to obtain individualized rewards
- 25. Installs confidencein the learner by providing experiences where learners may succeed Serves as a model for desirable work habits, attitudes and tasks performance in the occupational field Spends more time interacting with students on a 1:1 or small group basis Helps those students who really need help Accepts responsibility along with the student for the tasks learned or not learned.
- 26. Role of theTrainee Trainees learn at their own rate within program guidelines. They may speed up, slow down, stop or even repeat a task. 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. Trainees are responsible for what they learn and when they learn it. 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.
- 27. Trainees helpdevelop personalized prescription for learning worked out cooperatively and based upon what the students already knows, his preference for learning, learning style and other needs. Trainees compete against pres job standards and not against other students and are graded on achievement of the standards or criteria of each task. Trainees know “up front”, before instruction begins what they are expected to know and do to complete the program.
- 28. Trainees movefreely in the workshop, laboratory center. Trainees learn according to their y and or training interest, needs and abilities-not Trainees know “up front”, before instruction begins what they are expected to know and do to complete the program. Trainees evaluate their own progress to see how well they are doing. Trainees move freely in the workshop, laboratory and or training center. Trainees learn according to their interest, needs and abilities-not According to teacher timeliness and expediency.
- 29. CBT Process Flow Haveenough Competency/ies been achieved? YES YES Trainee exits program Trainer observes performance Trainee practices 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 YES Trainee exits program Have completed all the competencies? Satisfactorily Performed Competency? Undergo Nat’l Assessment NO NO NO
- 30. MALE FEMALE COMFORT ROOM CABINET Trainer’s Resource Area MODULES-CBLM Contextual Learning Area ComputerLaboratory Institutional Assessment Area WIFI ZONE Distance Learning Support Services ENTRANCE / EXIT EMERGENCY EXIT SHOP LAYOUT ANIMAL PRODUCTION SWINE NC II Practical Work Area Learning Resource Area Quality Control Area
- 31. COMPONENTS OF COMPETENCY- BASEDTRAINING FACILITIES 1. Practical Work Area 2. Learning Resource Area 3. Institutional assessment Area 4. Contextual Learning Area 5. Quality Control Area 6. Trainers Resource Area 7. Distance Learning Area 8. Computer Laboratory Area 9. Support Service Area
- 32.
- 33. ASSESSMENT PROCESS C –COMPETENT NYC – NOT YET COMPETENT
- 34. TRAINING PROPER Administer thePre-Assessment Instrument Answer the questions as honest as possible in order to determine your present competencies that will serve as our basis in identifying your training needs.
- 35. Evaluate the Pre-AssessmentInstrument Assigned the trainees based on the Pre- Assessment Result Distribute the trainees on the different components of the training facilities Evaluate trainees Performance Record performance on Progress chart/Achievement chart Institutional assessment
Editor's Notes
- #7 Focus of CBT Delivery Approach In CBT, there is no result such as numerical rating. In CBT, the result is only either competent or not yet competent. meaning a slow learner has the same knowledge, skill and ability with the fast learner it both is rated as competent… only the time frame of the completion of the competency is different.
- #8 1. KSA must be globally competitive.
- #9 1. KSA must be globally competitive.
- #10 1. KSA must be globally competitive.
- #11 1. KSA must be globally competitive.
- #12 1. KSA must be globally competitive.
- #13 1. KSA must be globally competitive.
- #14 1. KSA must be globally competitive.
- #15 1. KSA must be globally competitive.
- #16 1. KSA must be globally competitive.
- #17 1. KSA must be globally competitive.
- #18 1. KSA must be globally competitive.
- #19 1. KSA must be globally competitive.
- #20 1. KSA must be globally competitive.
- #21 1. KSA must be globally competitive.
- #22 1. KSA must be globally competitive.
- #23 1. KSA must be globally competitive.
- #29 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