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    Facilitating Training Demo

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    Lyndie Mirafuentes Lim
    This document provides an orientation on competency-based training (CBT) and facilitating a learning session on bread and pastry production. It discusses the 10 principles of CBT, the roles of the trainer and trainees, and the qualifications and competencies covered. It also outlines the facilities, methodologies, monitoring tools, and evaluation used in CBT. The session demonstrates measuring dry ingredients and provides a certificate to those who complete modules.

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    © All Rights Reserved
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    Facilitating Training Demo

    Uploaded by

    Lyndie Mirafuentes Lim
    161 views39 pages
    This document provides an orientation on competency-based training (CBT) and facilitating a learning session on bread and pastry production. It discusses the 10 principles of CBT, the roles of the trainer and trainees, and the qualifications and competencies covered. It also outlines the facilities, methodologies, monitoring tools, and evaluation used in CBT. The session demonstrates measuring dry ingredients and provides a certificate to those who complete modules.

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    BREAD AND PASTRY PRODUCTION

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    This document provides an orientation on competency-based training (CBT) and facilitating a learning session on bread and pastry production. It discusses the 10 principles of CBT, the roles of the trainer and trainees, and the qualifications and competencies covered. It also outlines the facilities, methodologies, monitoring tools, and evaluation used in CBT. The session demonstrates measuring dry ingredients and provides a certificate to those who complete modules.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    161 views39 pages

    Facilitating Training Demo

    Uploaded by

    Lyndie Mirafuentes Lim
    This document provides an orientation on competency-based training (CBT) and facilitating a learning session on bread and pastry production. It discusses the 10 principles of CBT, the roles of the trainer and trainees, and the qualifications and competencies covered. It also outlines the facilities, methodologies, monitoring tools, and evaluation used in CBT. The session demonstrates measuring dry ingredients and provides a certificate to those who complete modules.

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    You are on page 1of 39

    FACILITATE

    LEARNING SESSION
    (demo teaching)
    Lyndie Mirafuentes-Lim
    TI- SAAVTS
    Sapa Anding AVts

    UTPRAS accredited
    • accreditation
    number: 1234ABC
    accredited by TESDA:
    • Training Center
    • Assessment Center
    LYNDIE MIRAFUENTES-LIM
    • A graduate of:
    • Bachelor of Secondary Education Major in
    Technology and Livelihood Education
    Qualifications:
    • Bread and Pastry Production NCII
    BREAD AND PASTRY
    PRODUCTION NC II
    Orientation on:
    – CBT Approach
    – 10 Principles of CBT
    – traditional education VS. CBT
    – Role of Trainer
    – Role of Trainees
    – Qualification overview (basic, Common, Core)
    – TR, CBC, CBLM (parts)
    – Methodologies used
    – Monitoring Tool (update Progress Chart/
    Achievement Chart)
    – Evaluation Tools
    • PRAYER…..
    • MONITOR ATTENDANCE
    • CONDUCT PRE-ASSESSMENT
    (RPL) Data Gathering tool, Trainees
    Characteristic.
    Self-Assessment Form

    * Orientation proper
    COMPETENCY-BASED TRAINING
    (CBT)

    CBT stands for Competency based


    training,
    a training delivery approach that
    focuses on the competency
    development of the learner as a
    result of the training.
    10 PRINCIPLES OF CBT
    1. The training is based on
    curriculum developed from the
    competency standards;
    2. Learning is modular in structure;
    3. Training delivery is individualized
    and self-paced;
    4. Training is based on work that must
    be performed;
    5. Training materials are directly
    related to the CS & Curriculum
    modules;
    6. Assessment is based in the collection
    of evidence of the performance of
    the industry requires standard;
    7. Training is based both On and
    Off the job component;
    8. Training Program allows the
    recognition of prior learning (RPL)
    or current competencies;
    9. Training allows multiple entry
    and exit;
    10. Training Programs are
    registered with UTPRAS or Unified
    TVET Program Registration &
    Accreditation System.
    Comparative Analysis
    between
    Traditional Education
    and CBT
    TRADITIONAL EDUCATION VS. CBT
    WHAT ARE THE ROLES OF A TRAINER?
    Team Manages
    Member Learning

    Facilitates Monitor
    Learning

    Organize
    Diagnose
    Learning learning Problem
    Activities

    Evaluates Gives Solve learning


    Helper
    performance Feedback Problem
    WHAT ARE THE ROLES OF
    THE TRAINEES?
    Select Competency you want to enroll as
    long as it doesn’t need pre-requisites

    You may learn at your own pace.  You will learn,


    demonstrate,
    You may request to receive credit for perform, and
    what you have already know. you will be
    assessed
    according to the
    You may perform each of the task or
    standard.
    demonstrate mastery when you are
    ready.
    BREAD AND PASTRY PRODUCTION NC II

    •Basic
    • 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 Unit of Competencies:
    • Prepare and produce bakery
    products
    • Prepare and produce pastry
    products
    • Prepare and present gateaux, tortes
    and cakes
    • Prepare and display petits fours
    • Present desserts
    * TRAINING REGULATIONS (TR)
    >serves as the basis of the formulation of
    competency assessment and
    development of curriculum and
    instructional materials.
    • COMPETENCY-BASED
    CURRICULUM (CBC)
    Is a plan for structured series of learning
    experiences towards achieving a
    competencies identified by the industry;
    it details training methodologies,
    resources, facilities, infrastructure and
    other materials required both for training
    and assessment strategies.
    • COMPETENCY-BASED LEARNING
    MATERIAL (CBLM)
    are learning materials where all of
    the information will be given to the
    trainees. Its like a CBT textbook. The
    parts of the CBLM are:
    Preliminary Pages
    Instruction Pages …..
    Methodologies/ Monitoring Tools
    & Evaluation Tool
    • Assessment Method
    Demonstration w/ oral questioning
    Written Test
    Direct Observation
    • Monitoring tool
    Progress Chart
    Achievement Chart
    • Evaluation tool
    Written test
    Demonstration with Oral questioning
    Progress Chart
    Bread and Pastry Production NCII

    Trainees Module 1: LO1: LO2: Assemble AC-


    Assemble AC-DC Identify Parts of DC PS on PCB
    Power Supply AC-DC Power
    Supply
    1. Acosta, Beverly

    2. Aldiano, Julie

    3. Boniao, Apple

    4. Broca, Jack

    5. Dalo, Maine

    6. Pelayo, Danilo
    Achievement Chart
    Bread and Pastry Production NCII

    Trainees LO1: Self-Check 1.1 AC- Task Sheet 1.2


    Identify Parts of DC Power Supply Assembling AC-DC
    AC-DC Power Power Supply
    Supply
    1. Acosta, Beverly

    2. Aldiano, Julie

    3. Boniao, Apple

    4. Broca, Jack

    5. Dalo, Maine

    6. Pelayo, Danilo
    15 mins break..

    • 15 minute break
    • Pre-test
    • Workshop tour
    CBT Facilities (workstations)

    1. Practical Work Area 6. Trainer’s Resource


    2. Learning Resource Area Area
    3. Contextual Learning 7. Computer Laboratory
    Area 8. Distance Learning Area
    4. Assessment Area 9. Simulation Area/ Role
    5. Quality Control Area Playing Area

    SESSION 4 - CBT FACILITY.ppt


    DAY 2
    • Gather Evidence (Self-assessment)
    • Introduce Training Matrix
    • Micro-Teaching
    • Assign individual or small group as
    appropriate
    – Provide Task/ Job/ performance test and provide
    immediate feedback.
    – Monitor progress (update progress chart/
    achievement chart)
    – Provide Certificate of achievement to those who
    completed a module/ competency
    – End the session with a prayer
    • Chef Jacket
    • Hair net
    • Gloves
    • Face Mask
    Measuring Dry Ingredients

    • Measuring tools
    • Graduated measuring cup, measuring
    spoons, weighing scale, individual
    measuring cup
    • Spoon

    • Bowl

    • Sifter
    Material:

    •Flour
    Measuring Flour
    • Sift the flour to remove lumps
    • Scoop to fill the measuring
    cup to overflow. Do not
    shake.
    • Level off the cup with a straight –
    edged utensils or spatula.
    DAY 3
    • Prayer
    • Monitor Attendance
    • Monitor Progress
    • Provide Certificate of achievement to
    those who completed a module/
    competency
    • Awarding of Certificate of
    Achievement
    • Refer to TESDA for Natl Assessment
    END OF SESSION…

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