The document outlines the development and design of competency-based training curriculum modules, emphasizing the importance of aligning instructional resources with performance criteria and learning outcomes. It details the components of instructional modules, such as titles, descriptions, and assessment criteria, and provides guidelines for selecting appropriate training methodologies and assessment methods. It also discusses various training delivery methods and factors to consider in choosing them for effective learning outcomes.

1. Develop Training
Curriculum Modules
(Designing the Module of Instruction)
Presented by:
Basilio, Aiza
Ditan, Andrelyn
Hermedia, Katleen

2. Introduction
The implementation of competency-based
training will greatly depend on the design of
the competency-based curriculum. It will
describe the strategies and methods of
training and assessment that will result to
the achievement of outcomes specified in
the performance criteria of the competency
standard. The required instructional
resources should be well planned in the
competency-based Curriculum.

3. TOPIC 1: Parts of the Module of Instruction

4. The succeeding pages of the module of instruction has the
following parts:

5. TOPIC 2: Comparing the Parts of the Competency Standard
and the Module of Instruction

6. The illustration describes the relationship between the Module of
Instruction and Competency Standard. It shows that the module title
is usually derived from the unit title or sometimes from the element,
if the unit of competency is too big for a single module.
• The module description can be derived from the unit descriptor or
sometimes from the summary of learning outcomes if the
relationship of the module and standard is not 1:1.
• The level of qualification will follow the qualification level of the
standard since the module is referring to the same standard.
• Summary of learning outcomes is derived from the element or
group of performance criteria if the element is too broad for one
learning outcome.
• Assessment criteria is derived from the performance criteria or
sometimes from the curriculum developer’s point of view to guide
the learners in demonstrating their acquired skills, knowledge and
attitudes for that particular learning outcome.

7. • Conditions can sometimes be derived from a range of variables and
resource implications under the evidence guide.
• Content can be derived from the evidence guide. The derived content should
be in accordance with the assessment criteria. This means that the required
knowledge, skills and attitudes stated in the assessment criteria must also
be reflected in the content, otherwise the content does not satisfy the
training requirement needed for a particular learning outcome.
• Training methodology is selected based on the developer’s strategy in
presenting the lesson and availability of training resources.
• Assessment method can be derived from the method of assessment in the
evidence guide of the competency standard. Sometimes, the institutional
method of assessment is aligned with the training methodology used.

8. TOPIC 3:
Developing
the Module of
Instruction

9. • Module title and
description;
• Nominal duration;
• Learning contents;
• Condition for
assessment;
• Learning outcomes;
• Assessment criteria;
• Methodology; and
• Assessment methods.
The module of instruction is a description of the training
requirements for a unit of competency. It includes:

10. Determining the number of modules to be designed for a specific unit
of competency will entirely be dependent on the strategy of the
developer in clustering his presentation of training activities.
• In doing this factors like the following needs to be considered:
• The unit of competency is too big for a single training activity
• The unit’s elements are not totally related with one another which
will make an awkward training program (programs with unrelated
learning outcomes)

11. Determining the Module Title
• Assigning the module title is a little simpler than determining the number of modules
per unit of competency. It should have some influence on how the module is
perceived in the training sector. It should convey a clear message of what the module
entails, names providing a better indication of what the module is about would be
more useful. A phrase that should start with an action word ending in “ing” is
appropriate.
Example:
Unit of Competency: Prepare Electrical Power and Hydraulic Tools
Module Title: Preparing Electrical Power and Hydraulic Tools

12. Determining Learning Outcomes
• Learning outcome is the intended result of learning. It is similar to a
general objective of a session plan.
Each learning outcome is described separately, beginning with a verb.
Learning outcomes need to have:
• A verb
• An object for the activity involved
Examples:
o Select brood/layer stock
o Perform pre-and post-laying activities
o Select and procure stock

13. Learning Outcomes and Assessment Criteria must be written in ways
that can be assessed. SMART learning outcomes and assessment
criteria tell learners what they should be able to do, not what the
trainer intends to achieve during the lesson.
To achieve SMART learning outcomes and assessment criteria, use 'action
words' that describe what the learner must be able to do, not 'abstract
words' that are less specific and may be misinterpreted

15. Assessment Criteria are the key indicators of how well learners have
achieved a learning outcome. They are the performance standards
against which achievement of the learning outcomes is judged.
Specifying Assessment Criteria

16. Assessment criteria are:
• the building blocks that will help learners to perform the learning
outcome competently
• intermediate steps in showing achievement of the learning
outcome
• evaluative statements that specify what learners are expected to
do to show that they can apply the knowledge and skills that they
have learnt to achieve the learning outcome.
• the criteria that an assessor can use to judge how well learners
have achieved a learning outcome.

17. Assessment criteria may:
• be directly related to a learning outcome.
• specify required underpinning knowledge.
• be related to process; that is, to some aspect of the
activity
• be related to product; that is; to some aspect of the result
of the activity.

18. Guidelines for Specifying the Assessment
Criteria
• Assessment criteria should:
• be the essential factors used to judge whether or
not a learner has achieved a learning outcome
• relevant to the learning outcome
• able to be measured in some way
• clearly stated so that they are easily understood

19. Assessment criteria should provide a satisfactory link between the learning
outcome and evidence of achievement of the learning outcome. To do this,
assessment criteria must be:
• Specific, so that both teacher and learners know exactly what is intended and
there is no ambiguity.
• Measurable, so that both teacher and learners can assess to what extent the
learners have achieved what they should be able to do.
• Achievable, because if the assessment criteria cannot be achieved by the
learners, with some effort, the learners will not be motivated to learn.
• Relevant, because satisfying the assessment criteria must make some
difference to the learner's ability to achieve the lesson outcome.
• Time-bound, so that both teacher and learners will know how learners are
progressing towards the outcome as learning proceeds.

20. Identifying the Module Content: Determining the Module Content
• The content is a part of module of instruction that presents what the trainees
needs to learn (knowledge, skills and attitude) to attain the unit of competency.
This content can only be identified thru in depth analysis of the competency
standard.

21. Range of Variables
• the italized terms listed in the performance criteria of the competency
standard are elaborated in the range of variables. Those italized words can
serve as source of content.
Example:
Qualification: Animal Production NC II
Unit of Competency: Raise Swine
Element: Perform farrowing activities
Performance Criteria: Farrowing problems are monitored.
Range of Variables: Farrowing problems are Agalactiae, Mastitits, Metritis and
Dystocia.

22. Evidence Guide
• The purpose of evidence guide is to guide the assessment of the
unit of competency in the workplace and/or training program.
This evidence guide has (6) six parts, namely;
• Critical aspect of the competency,
• Underpinning knowledge,
• Underpinning skills,
• Methods of assessment,
• Resource implications, and
• Context for assessment.

23. Training Methodology
• are methods and techniques to deliver learning
contents/activities. Training methodology can be identified
based on the identified contents per learning outcomes.
• must not only be appropriate to cover topics and content
adequately but also depict a process of discovery leading
to trainees’ ability to practice the skills and deeper
understanding of content.

24. Training delivery methods
• consist of the techniques and materials used by trainers to
structure or design learning experiences. Different
training delivery methods may be better or worse at
achieving various learning objectives.
There are (3) three categories of learning objectives: (KSAs).
• Knowledge,
• Skills, and
• Attitudes

25. • Knowledge objectives are of (3) three types:
Declarative, Procedural, and Strategic.
o Declarative knowledge is the person's store of factual
information.
o Procedural knowledge is the person's understanding about
how and when to apply the facts.
o Strategic knowledge is used for planning, monitoring, and
revising goal-directed activities.

26. • A skill reflects one's proficiency at
specific tasks such as operating a piece of
equipment, giving a presentation, or
making a business decision.
• Attitude can be defined as a "learned
tendency to act in a consistent way to a
particular object or situation" (Fishbein-
Reference 1).

27. Cognitive and Behavioral Training Methods
The various training delivery methods can be divided into cognitive and
behavioral approaches:
• Cognitive methods provide information, maybe in oral or written
form, demonstrate relationships among concepts, or provide the
rules for how to do something. They stimulate learning through
their impact on cognitive processes and are associated most closely
with changes in knowledge and attitudes.

28. Cognitive and Behavioral Training Methods
• Conversely, Behavioral methods allow the trainee to practice
behavior in a real or simulated fashion. They stimulate
learning through experience and are best at skill development
and attitude change.
*Both behavioral and cognitive methods can be used to change
attitudes, though they do so through different means.

29. • Active Lecture (With questions and discussions):
o Used to present information and ensures that it is understood and remembered.
o Questions allow for involvement of participants and clarification of points made.
o It is flexible and informal, avoids boredom and takes advantage of experience and
different backgrounds.
o It needs a confident and effective trainer to respond to questions and keep discussion
in course.
o GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.
Types of Training Methods
• Learners have different learning preferences and style on how they will receive
learning. Following are methods that a trainer may use.

30. • Modular self-paced method - requires a trainee to read and follow
instructions on a Competency Based Learning Material (CBLM) and
learns on his own pace. The CBLM should be carefully crafted to help
the trainee acquire the knowledge, skills and attitudes in a specific
competency.
Types of Training Methods

31. • Debate
o Used to examine alternative views on a contentious subject, to give
practice in preparation and presentation of such views.
o It is done through alternating one-way communication by a series of
speakers on a set topic.
o There is no guarantee, however, of materials being adequately
covered.
o GROUP SIZE CAN BE ANY SIZE.
Types of Training Methods

32. • Group Discussion
o Uses active involvement of participants in the learning process.
o Improves self-confidence and takes advantage of existing knowledge and
experience of group.
o Stimulates group to think, question, and express themselves and to clarify
their problems and ideas.
o Done through interactive situation, usually with appointed leader, there is a
set topic, main points and conclusions are usually reported back to large
group.
o GROUP SIZE IS FROM 6-10 PARTICIPANTS
Types of Training Methods

33. • Forum
o Used to present a range of expert’s opinion on a topic, and interaction
between conflicting views.
o This provides information and stimulates interest in a topic.
o Here, experts seat in front of a group and present their views consecutively.
o It uses one-way communication; although; occasionally questions may be
addressed to the panel.
o It is difficult to ensure balance of views and needs a competent chairperson.
Types of Training Methods

34. • Buzz Group
o Usually used in conjunction with structure to sound out interest, views,
opinions in any audiences.
o Involves everyone. Breaks up lecture, increases participant activity and
alertness
o This may be used to provide feedback
o After a segment of information presentation, the lecturer asks participants to
talk among themselves for a short time (no more than 5 minutes) in response
to a question or topic he/she presents
o SIZE IS USUALLY 3 OR 4 PARTICIPANTS
Types of Training Methods

35. • Brainstorming
o Used to develop creative thinking. Maybe used as part of a planning exercise
or to get ideas in order to solve a problem.
o All participants contribute their ideas on a subject or problem.
o All ideas are recorded. Participants are urged to be as open as possible.
o Contributions are not discussed or evaluated until recording stage is
complete.
o As to its limitation, many ideas may not be subsequently used, it is necessary
to be critical on some suggestions, needs time for full process to occur.
Types of Training Methods

36. Case Study
o Provides discussion and aids understanding of real issues, aids listening and
discussions skills. Helps in problem analysis.
o Provides participants with learning which maybe directly applied to a similar situation in
their work.
o Detailed information about a situation or event which illustrates a particular problem is
necessary. The group addresses the problem in any way which they feel, constructive.
o This however needs careful preparation. A case may not be relevant to everyone.
Participants and contributions vary. It is time-consuming and careful guidance and
intervention maybe required.
o GROUP SIZE SHOULD BE 3-6 MEMBERS.
Types of Training Methods

37. • Role Playing
o It is the best-known way to help participants both experience certain
feelings and practice certain skills.
o You can set up a dramatic situation in which participants are required
to confront someone else and then discuss the feelings generated by the
role-playing experience.
o In addition, you can design a role-playing exercise to enable
participants to practice constructive methods of confrontation.
Types of Training Methods

38. • Field Trip
o Field work, site work, outside visit
o Allows participants to observe the operation of an activity or
process on site and record their observation for later analysis.
Types of Training Methods

39. • Demonstration
o Used to explain and demonstrate a process or skills, so that
each group member can understand and reproduce the
action.
o Immediate practice is a necessary part of this technique;
otherwise, the process or skill maybe forgotten
Types of Training Methods

40. • Structured Learning Exercise
o Exercises are used to simulate real-life situations or incidents in order to
highlight interaction and group process or to focus on problem solving.
o The purpose, structure and operation of exercise are outlined by the trainer.
o Roles of various participants are described and allocated to various people.
o Observers may be appointed, recording of the activity is vital and the trainer
usually does not intervene during operation.
o Review and evaluation form a critical part of the learning process.
Types of Training Methods

41. • Practice
o Used to provide learners with an opportunity to
demonstrate their mastery of new skills or knowledge in a
real-life situation.
Types of Training Methods

42. • Public Speaking
o Every time a participant is called to present or offer to say something in front
of the other participants, it is actually public speaking.
o This does not make it an easy skill to perform. Besides, different people have
different ways to communicate. The bottom line is that, if a person feels
confident when addressing a crowd, he or she usually communicates more
effectively.
o This confidence can be enhanced through practice.
Types of Training Methods

43. • Study Circle
o When a group of workers decide that they want to study or learn
from each other’s experience, they form a study circle.
o The group can meet in private homes in the workplace or in any
private function room (secluded area). The circle assigns a study
circle leader who is responsible for minutes and organizing of the
meetings.
Types of Training Methods

44. Guidelines for Determining the Training Method
• James Bennett-Levy et.al. in their research entitled “Acquiring
and Refining CBT Skills and Competencies: Which Training
Methods are Perceived to be Most Effective?” found that
different training methods were perceived to be differentially
effective.
Guiding principles in method selection:
• A method suitable in one situation may not be appropriate in
another.
• The value of a method and the quality of tools used depends
on how it is applied.
• Methods must complement one another

45. 8 factors into consideration when choosing training
methodology/instructional techniques (Robinson 1979;
Apps 1991)
• Learning outcomes/objectives
o Acquiring new knowledge?
o Enhancing thinking skills?
o Developing psychomotor skills?
o Or changing attitudes, values and/or feelings?
2. Trainers (instructors)
o Are they capable of using the method?
o Are they comfortable doing so?
3. Content
o Is the content abstract or concrete?
o How complex and comprehensive is the material?

46. 8 factors into consideration when choosing training
methodology/instructional techniques (Robinson 1979;
Apps 1991)
4. Participants
o How many participants are there?
o What are their characteristics?
o Are they capable of learning through those techniques?
5. Training techniques
o What can realistically be done with the techniques?
o How difficult are the techniques to use?

47. 8 factors into consideration when choosing training
methodology/instructional techniques (Robinson 1979;
Apps 1991)
6. Time
o What time or period is available?
7. Cost
o Are the costs associated with the techniques realistic?
8. Space, equipment, and materials
o Are these all readily available?

48. Retention Rate of Training Delivery Methods

49. In an educational context,
assessment usually means using
appropriate methods to judge a
learner's achievement of
intended outcomes. It includes
both formative assessment and
summative assessment.
In general, assessment is
concerned with the learning
of the individual, while
evaluation focuses on such
things as educational
programs or courses.
Identifying Conditions
and Resources
Assessment Methods

50. • Written Objective Tests - Select Answer Type
• Written Objective Tests - Supply Answer Type
• Practical Test
• On Job Assessment Method
• Essays
• Verbal Assessment Method
Types of Assessment
Method

51. Thank you
very much!
PROF. ED 5 - BTVTED 2A