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CBT Cookery NC II Training Overview
- 2. Qualification Title: COOKERY NC II RODRIGO A. MIRANDA JR. Trainer
- 3. SCOPE: CBT 10 PRINCIPLES OF CBT ROLE AS YOUR TRAINER ROLE AS YOUR TRAINEE CBT DELIVERY QUALIFICATION OVERVIEW CBLM EVALUATION TOOLS WORKSHOP TOUR
- 4. COMPETENCY BASED TRAINING (CBT) Training delivery approach that focuses on the competency development of the learner as a result of the training.
- 5. It is concerned with the attainment and application of knowledge, skills and attitude to a specific level of competency. COMPETENCY BASED TRAINING (CBT)
- 7. 1. Training is based on curriculum developed from the competency standards 2.Training is modular in structure 3.Training delivery is individualized and self paced PRINCIPLES OF CBT
- 8. 4. Training is based on work that must be performed 5. Training materials are directly related to the competency standards and the curriculum modules 6. Assessment is based on the collection evidence of the performance of work to the industry standards PRINCIPLES OF CBT
- 9. 7. Training is based both on and off the job components 8. Allows recognitionof prior learning (RPL) 9. Training allowsfor multiple entry and exit 10.Approved training programs are nationally accredited. PRINCIPLES OF CBT
- 10. •Administer Learning Contract •Organize Learning Strategy •Provide Materials •Introduce CBLM Materials •Introduce the Use of Achievement Progress Report •Administer RPL •Orientation •Role of Trainer / Trainee Trainee enters Program REVIEW LEARNING PACKAGE VIEW MULTIMEDIA MATERIALS USE MANUALS OBSERVE DEMONSTRATION PRACTICE SKILLS IN WORKSHOP RECEIVE ASSISTANCE AND ADVISE Trainee selects Competency and receive instructions Trainer Observes Performance Trainer Rates Performance Trainee Performs Tasks Trainee Rates own Performance Satisfactorily Performed Competency Have Completed All the Competencies Have Enough Competency Been Achieve? Trainee Exits Program Undergo National Assessment Yes No Deliver Competency Based Training Yes or No
- 11. ROLESANDRESPONSIBILITIES:TRAINER • Major Role of a Trainer is coordinating learning activities Facilitator Adviser or Guide Coach Supervisor Counsellor Tutor Trouble Shooter Instructional Material Developer
- 12. ROLESANDRESPONSIBILITIES:TRAINEE Work and ask help with others Decides when ready to demonstrate Progress at Own Rate Directed Self- Study & Practice Evaluates Own Performance Competes against Industry Standards Moves freely in the Workshop
- 14. COOKERYNCII Cookery NC II is a technical- vocational program that develops skills in planning, preparing, cooking and serving various menus. Students are taught how to make/cook meat, appetizers, salads, vegetables, sandwiches, eggs, desserts and more.
- 15. COMPETENCIESBASEDONTHETRAINING REGULATION BASIC – knowledge necessary to be acquired for whatever qualification you want to achieve Duration:18 Hrs. COMMON – competencies necessary to enhance the core competencies Duration:18 Hrs.
- 16. CORE – competencies specific to a certainqualification Duration:280Hrs. COMPETENCIESBASEDONTHETRAINING REGULATION
- 17. BASIC COMPETENCIES Participate in workplace communication Work in team environment Practice career professionalism Practice occupational health and safety procedures COMMON COMPETENCIES Develop and update industry knowledge Observe workplace hygiene procedures Perform computer operations Perform workplace and safety practices Provide effective customer service CORE COMPETENCIES Clean and maintain kitchen premises Prepare stocks, sauces and soups Prepare appetizers Prepare salads and dressings Prepare sandwiches Prepare meat dishes Prepare Vegetable dishes Prepare Egg Dishes Prepare starch dishes Prepare poultry and game bird dishes Prepare Seafood dishes Prepare desserts Package prepared food
- 18. Successful candidates shall be awarded a Certificate of Competency (COC) in each of the coreunits. COMPETENCIESBASEDONTHETRAINING REGULATION
- 20. Media that contain information relatedtoworkrequirement Learning aid that is guided towards achieving the competency required intheworkplace COMPETENCYBASEDLEARNINGMATERIALS (CBLM)
- 21. REASONSFORUSINGCBLM • LearningisSelf-paced • LearningisStudent-centered • DevelopforLearningMastery • Immediate Feedback on the achievementoflearning • Trainingiswellplanned
- 22. PARTSOFTHECBLM 1. FrontPage 2. ListofCompetencies 3. ModuleContent 4. LearningOutcomeSummary 5. LearningExperiences
- 23. INSTRUCTIONALSHEETSOFTHECBLM 1. InformationSheet 2. Self-Checks 3. AnswerKeys 4. TaskSheet 5. OperationSheet 6. JobSheet 7. PerformanceCriteria Checklist
- 24. LET’STAKEA TOUR
- 27. TRAININGOVERVIEW • AdministerPre-tests • Monitorattendanceoftraineesduringtraining • Assignedrespectivecompetencies • GuideTraineesinundergoingtheactivities • Provide immediate feedback as the training is goingon
- 28. • Post-test will be given after completion of requirements/ portfoliosforeachcompetency • Trainee could also request for an institutional assessment when ready as required by a certaincompetency • Record trainees “Achievement on Progress andAccomplishmentChart” TRAININGOVERVIEW
- 29. EVALUATION EachTraineeshallbeevaluatedby: PerformanceCriteria ProgressChart AchievementChart Self-CheckandWrittenexams 3rd PartyRecognition,PortfolioEvaluation Observation,DemonstrationwithInterview
Notes de l'éditeur
- GOOD MORNING TRAINEES. WELCOME TO LA FINNS SCHOLASTICA, THIS IS A CERTIFIED AND ACCREDITED TESDA SCHOOL IN LA UNION. BUT BEFORE ANYTHING ELSE, I WPULD LIKE TO INTRODUCE MY SELF, I AM RODRIGO A. MIRANDA JR, YOUR TRAINER FOR COOKERY NC2 All rise! (AMEN). You may now take your seats. I’ll check first your attendance. As I call your name, proceed in front and sign the attendance sheet. While some of you are still signing the attendance sheet. I will orient you or inform you about The rules and regulations here in our training center. So first, you must always wear your ID and Your uniform. Our training will start at 8:00 am and will end at 5:00 pm. You are also advised to always observe social distancing and please always wear your face masks and face shields. Lastly, additional reminder .You are not allowed to enter the premises of the training center wearing slippers and short pants. Always wear something casual. Is that clear? Do you have any questions? So let us proceed. I have here the data gathering tools that will help me determine your character and your prior knowledge in this qualification. You have 15 minutes to finish this questionnaires and forms. Please get one and pass. Okay time’s up. Please pass. Thank you.
- Our qualification is all about cookery.
- Today,I have divided our topics namely; CBT, Principles of CBT,CBT Process Flow, My Role as your Trainer, Your Role as a Trainee, CBLM and parts of CBLM. First, let us discuss what is CBT.
- From the word itself CBT is a training based on competency this implies that training delivery approach focuses on the competency development of the learner as a result of the training. So, what’s the point? (in another perspective) It points out that the FOCUS is on YOU the learner/ trainer on what can you actually do. We will FOCUS on OUTCOMES rather than the traditional “Dispensing of information”, CBT is concerned with the attainment and application of knowledge, skills and attitude needed to a specific level of competency. It is modular, individualized and self-paced. In CBT the difference is that we learn individually; in our own preference, because it is self-paced and individualized. (RPL) Prior learning is recognized, so if you knew already a topic you may proceed to the next topic – provided that you already undergone institutional assessment & has already a certificate of achievement / competency. You may conduct practice anytime and I as your trainer will always be here to guide and help you. CBT, DOES NOT FOCUS ON WHAT YOU KNOW BUT WHAT YOU CAN ACTUALLY DO TO WHAT YOU KNOW.
- Competency-Based Training -training delivery approach that focuses on the competency development of the learner as a result of the training -Emphasizes most on “what the learner can actually do”; -Focuses on outcomes rather than the learning process within specified time; -It is concerned with the attainment and application of knowledge, skills and attitude to a specific level of competency. -Competency based training is individualized and “learner-centered”. -Trainees therefore, pursue the instructions for their personal goals and objectives. -The trainee spends most of his time in directed self-study and practice, supervised by the trainer who can provide immediate assistance and feedback. -OUTCOME BASED - IT IS HOW TO CONVERT YOUR KNOWLEDGE INTO SKILLS. THAT’S HOW CBT WORKS.
- 11. (READ the powerpoint presentation) So our training will be based from competency standard that is from the Training Regulations and was developed by in the Industry experts and practitioners. 2. (READ) This only means that you have to finish your current module before going to the next module. 3. (READ) That is why I administered data gathering tools so your training will be personalized according to your needs. And it is self- paced, so you are the one responsible for your own learning.
- 4. (READ) This means that your activity will only be about the Cookery NC II and no other than that. 5. (READ)All the tools and learning materials we are going to use are also based from the competency standards developed by the industry experts. 6.(READ) So we have two types of Assessment wherein we can collect evidences of your knowledge and skills in this qualification. First is the Institutional Assessment. This is done here in our training center and will be facilitated by me, your trainer. While the other one is the Competency Assessment or National Assessment. This will be done in an accredited assessment center and will be facilitated by an accredited assessor.
- Better learning with industry and school partnership 8. Workers and students can have prior skills recognized. CBT focuses on the competencies that are not yet acquired by the trainee in any learning situation. Competencies acquired as a result of previous training, employment and life experiences should be recognized so that trainees will not waste time doing the learning activities of the competencies that they already have. It is one of your task to identify these prior learning of your trainees and plan for the training of each trainee based on this data. 9. There is flexibility for entry and exit from programs. 10. Training programs are registered within UTPRAS. Any program offered in TVET should be registered with the Unified TVET Program Registration and Accreditation System (UTPRAS). -Program Registration is a compulsory compliance with minimum requirement prescribed in the Training Regulations (TRs) and anchored on competency-based system. -Program Accreditation is a voluntary process of demonstrating quality assurance to programs and institutional processes that shall lead to the recognition and conferment of awards various levels of exemplary performance. Compliance to UTPRAS would include training approaches, curriculum, learning materials, facilities, resources and other training materials. You should therefore learn how to plan and implement Competency-Based Training to comply with UTPRAS.
- So as you trainees will enter this program, I will administer RPL and I will orient you about the training and to my role as your trainer and your role as a trainee. Then, you will select competency you want to start and you will receive instructions from me, your trainer. So as your trainer I will administer Learning Contract, Organize Learning Strategy, provide materials, Introduce CBLM materials and Introduce the use of Achievement Progress Report. After that you will be using different learning modes and strategies to Iearn the skills and knowledge you need to have in this qualification. This will include: Review of Learning packages or CBLMs, View multimedia materials like videos, Use manuals specifically for the instruments or equipment, Observe MY demonstration, Practice your skills in workshop and Receive assistance and advice from me. So as you are required to perform your skills you have the freedom to practice the task you will going to perform. And you may also rate your own performance. And if you think you are ready, you may ask me to observe your performance. So as I was observing I will gather evidences and rate your performance based on my observation. So the question is, did you satisfactorily performed the competency? If yes, you will go back in choosing another unit of competency to start. And you will repeat using different learning modes and strategies to finish the competency. Another question is, have you completed ALL the competencies? So if yes, you may now undergo national assessment and exit the program. And the last question, have enough competencies been achieved? If yes, you may now exit the program. And enter another program that you want or you need. In all these three questions, if the answer is no then you will go back to start and learn from different learning modes and strategies. Is there any question?
- Roles of CBT Trainers -Coordinate and manage learning activities -Motivate Trainees -Monitor and Evaluate Trainee’s Progress -Provide Individual’s Consolation / Feed backing -Assist Trainee’s in obtaining rewards (Certificates, Positive Feedback) -Diagnose and solves learning problem What is a TVET Trainer? TECHNICAL-VOCATIONAL EDUCATION AND TRAINING (TVET) TVET Trainer is a professional who enables a learner or a group of learners to develop competencies to performing a particular trade or technical work. TVET Trainer may assume various roles such as training facilitator, competency assessor, training designer, developer or training supervisor. What are a Trainer / Assessor? From the Training Regulation, a Trainer is a person who enables group of learners to develop competencies toward performing a particular trade or technical work. Assessor is an individual accredited and authorized to evaluate or assess competencies of a candidate applying for certification or any one of the purpose of assessment. Trainer/Assessor is at least NC II holder and who has achieved all the required units of competency identified in the Trainers Methodology Level I (TM Level I) under the PTTQF. National TVET Trainer Certificate Level I (NTTC I). “A Trainer is an Assessor; an Assessor is a Trainer” I will be your teacher, instructional material developer, actor, session planner, and curriculum developer which means I will plan and prepare the lessons, materials and activities that will help you learn throughout our training. Next, I will be your facilitator and counselor which means I will guide you in our activities, stimulate your motivation and encourage you, diagnose your problems and help you solve these problems in our training. Next, I will be your coordinator and negotiator with regards to applying your qualification in the industry. So these are my roles. Are they any questions?
- -Select what they want and when they want to learn -Choose how they want to learn -Take Responsibility of their Learning -Decide When they are ready to perform each task or demonstrate mastery to a job-like level of proficiency before receiving credit for the task -Evaluate their own progress Trainees may select what they want to learn and when they want to learn it within reason. Trainees learn at their own rate within program guidelines. Trainees may request to receive credit for what they already know. Trainees may choose how they want to learn. 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 Trainees help develop personalized prescription for learning worked out cooperatively. Trainees compete against present job standards and not against other students Trainees know “up front”. Before instruction begins what they are doing. Trainees evaluate their own progress to see how they are doing. Trainees move freely in the workshop, laboratory and or training center. Trainees know they will be rated mainly on performance or skill. Trainees learn according to their interest, needs and abilities.
- Students under the Cookery NCII program are trained in different food preparation and presentation techniques based on industry standards. Topics like receiving, storing and managing kitchen supplies are covered in the program.
- Basic Participate in Workplace Communication Work in a Team Environment Practice Career Professionalism Practice occupational Health and Safety Procedures Common Use Hand Tools Perform Mensuration and Calculation Prepare and Interpret Technical Drawing Apply Quality Standards Perform Computer Operations Terminate and Connect Electrical Wiring and Electronic Circuits
- Basic Participate in Workplace Communication Work in a Team Environment Practice Career Professionalism Practice occupational Health and Safety Procedures Common Use Hand Tools Perform Mensuration and Calculation Prepare and Interpret Technical Drawing Apply Quality Standards Perform Computer Operations Terminate and Connect Electrical Wiring and Electronic Circuits
- To attain the National Qualification of COOKERY NC II, the candidate must demonstrate competence in all the units listed. Successful candidates shall be awarded a National Certificate II signed by the TESDA Director General.
- Well designed and carefully developed learning materials that give trainees detailed instructions to guide them through the learning process Tools that facilitate individual learning process Instrument that measure the competency required in the workplace.
- FrontPage -Module Title, Qualification, Unit of Competency name & Logo of School / Institution and other related information should be in the Front Page Module Content - Unit of Competency, Module Title / Descriptor, Nominal Duration, Learning Outcome and Assessment Learning Experiences – Contains Learning Activities and Special Instructions
- Info Sheet – Deliver Pertinent Information needed in the attainment of a Learning Outcome Self-checks – Set of questions that would verify the acquisition of knowledge stated in the learning objectives Answer Keys – Essential for feedback tools. Allows Immediate Feedback Task Sheet – Set of instructions telling the trainee to perform a single task Operation Sheet – Set of Instructions for the operation or use of a particular machine or equipment Job Sheet – Set of Instructions for the Performance of a Job Performance Criteria Checklist – Give Immediate Feedback of the Performance of the Trainee
- 1. Practical Work Area - The heart of training delivery Learner is expected the specific learning outcomes of units of competencies as prescribed by the CS. Operational equipment should be available as specified in the training curriculum 2. Learning Resource Area – Provide the learners with the knowledge requirements in the various modules responding to the competencies A place where Projects can be planned and concept of self-paced learning is based 3. Institutional Assessment Area - RPL is applied Provides mechanism on assessing the completion of learners competencies Provided with a computer system that houses and manages individual records and some tables where written and portfolio assessment can be assessed and managed from 4. Contextual Learning Area – Ensures that the underpinning knowledge, the science, mathematics and communication principles are applied to the technology are provided to the trainee.
- 5. Quality Control – Various tests aside from metrology and calibration are conducted in this area including in-process quality control 6. Trainer’s Resource Area – Houses Learning Materials, Training Regulations and Curriculum exemplars, the place where trainers produce courseware or training materials 7. Distance Learning Area – enable learning provision outside and away from the training institution in the term of print & non-print media. This is implemented in selected qualifications and training centers with internet connections. 8. Computer Laboratory – Has an array of Computer units where trainees are provided to learn and gain appropriate IT Competencies. 9. Support Service Area - This area provide value-adding competencies to a particular area of competence Example: Automotive Service Technician NC II, Welding competency address underpinning skills in the particular competency