Facilitate learning session in bpp

1. 1. Welcome ! to Competency Based Training CAPIZ NATIONAL HIGH SCHOOL

Fuentes Drive , Roxas City
2. 2. Bread and Pastry Production NC II AILYN MAE O. BENGAN Trainer
3. 3. Capiz National High School VISION Capiz National High School is a secondary
institution committed in molding students with desirable values, love of God, country and
environment that cater to the needs of the community.
4. 4. MISSION Capiz National High School serves to produce quality graduates who are
well rounded with moral and spiritual values, environmental concerns, skills and
academic excellence through indigenization of curriculum, staff and coordinator.
5. 5. GOALS - Makatao - Makabayan - Makabansa - Makadiyos
6. 6. What is Competency Based Training Delivery? an approach that focuses on the
competency development of the learner as a result of the training.
7. 7. Difference between Traditional and CBT
8. 8. TRADITIONAL CBT Instructors focus on managing instruction Instructors focus on
managing learning Most students enter at about the same time Trainees enter various
times throughout the year Students all cover the same materials Different trainees may be
training for different occupations within the same program
9. 9. Students all proceed from one topic to the next at the same time TRADITIONAL CBT
Each trainee, moves on to next task only after mastering the task he is currently working
on The instructor controls the learning pace Each trainee progress at his own pace All
students are usually tested at once Each trainee is tested when ready to demonstrate
mastery
10. 10. Very little continuous feedback is given Immediate feedback is given to each trainee
at critical points in the learning process The instructor is involved in teaching only one
topic at a time The trainer must be able to answer questions on many different tasks each
day TRADITIONAL CBT
11. 11. TRADITIONAL CBT Retesting is discouraged or not allowed at all. Retesting is
encouraged for mastery Materials, tools and supplies for only one topic are needed at a
time The trainer must see that all materials needed for many tasks are readily available
12. 12. ON CURRICULUM The curriculum is based on the Competency Standards and is
available at the workshop/laboratory and can be accessed to anytime. ON WORKSHOPS
The required area for the workshop, as provided in the Training Regulations, is strictly
complied with. To be able to do this, the school had to break down walls to increase the
area of the workshops. Work stations are provided for the competencies where
tools/facilities/equipment are ready for use by the students. Signage are placed where
necessary. ON RECOGNITION OF PRIOR LEARNING If the student/trainee has had
prior experience and/or knowledge in a particular competency, he is asked to demonstrate
the activity to his trainer. If found competent, he is no longer required to undergo the
module in that competency. Related Certificates of Competencies completed or
Certificates of related work experience/s are also required for submission.
13. 13. 1. The training is based on curriculum developed from the competency standards 2.
Learning is competency-based or 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 competency standards and the curriculum
14. 14. 6. Assessment of learners is based in the collection of evidences of work performance
based on industry or organizational required standards 7. Training is based both on and
off the job components 8. The system allows Recognition of Prior Learning (RPL) 9. The
system allows for learners to enter and exit programs at different times and levels and to
receive an award for competencies attained at any point. 10. Approved training programs
are nationally accredited
15. 15. Roles and Responsibilities of the Trainer and the Trainees
16. 16. Role and Responsibility of the Trainee(s) Selects on what competency to start
Progresses at own rate Work and ask help with others Decides on when ready to
demonstrate Competes against industry Standards Evaluates own performance Request to
receive credits on what they know Moves freely in the workshop
17. 17. Role of the Trainee 1. Trainees may select what they want to learn and when they
want to learn it, within reason. 2. Trainees learn at their own rate within program
guidelines. They may speed up, slow down, stop or even repeat a task. 3. Trainees may
request to receive credit for what they already know. This is done either through pre-
testing or through a review a task list completed at another training site. 4. 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. 5. Trainees are responsible for what they learn and
when they learn it.
18. 18. Role of the Trainee 6. 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. 7. Trainees help develop personalized prescription for learning worked out
cooperatively and based upon what the students already knows, his preference for
learning, learning style and other needs. 8. Trainees compete against pres job standards
and not against other students and are graded on achievement of the standards or criteria
of each task. 9. Trainees know “up front”, before instruction begins what they are
expected to know and do to complete the program. 10. Trainees evaluate their own
progress to see how well they are doing.
19. 19. Role and Responsibility of a Trainer Actor Instructional Material Developer
Counselor Facilitator Teacher Negotiator Coordinator Session Planner Curriculum
Developer
20. 20. Competencies based on the TR Basic (18 hrs.) –knowledge necessary to be acquired
for whatever qualification you want to achieve •Participate in workplace communication
•Work in a team environment •Practice career professionalism •Practice occupational
health and safety procedures
21. 21. Competencies based on the TR Common (18 hrs.) – competencies necessary to
enhance the core competencies • Develop and Update Industry Knowledge • Observe
Workplace Hygiene Procedures • Perform Computer Operations • Perform Workplace
and Safety Practices • Provide Effective Customer Service
22. 22. Competencies based on the TR Core ( 105 hrs.) –competencies specific to a certain
qualification • Prepare and Produce Bakery Products • Prepare and Produce Pastry
Products • Prepare and Present Gateaux, Tortes and Cakes • Prepare and Display Petits
Fours • Present Desserts
23. 23. SHOP LAYOUT: BREAD AND PASTRY PRODUCTION NC II LABORATORY
ENTRANCE SHOP LAYOUT FOR BAKING/PASTRY PRODUCTION NC II Sink
Table SUPPORT/SERVICE AREA INSTITUTIONAL ASSESSMENT AREA
 QUALITYCONTROL AREA PRACTICAL WORK AREA LEARNING RESOURCE
AREA TRAINER’S RESOURCE AREA CONTEXTUAL RESOURCE AREA
COMPUTER LABORATORY/ E Learning/DISTANCE LEARNING AREA Medicinal
Kit Trash Can
24. 24. CBLM –well designed and Carefully Developed Learning materials that give trainees
Detailed instructions to guide them through the learning process.
25. 25. Training Workshop and Stations The different components or areas of a competency-
based facility are: 1. Practical Work Area - This area is where the learner acquires the
skills and knowledge components of the competencies prescribed by the standard. 2.
Learning Resource Area - This area is proximate to the heart of the practical work area.
This area provides the learner with the knowledge requirements in the various modules
responding to the competencies. 3. Institutional Assessment Area - It is located very
proximate to the practical work area. This is where Recognition of Prior Learning is done
by the trainer. This component also provides the mechanism of assessing the completion
of competencies of a learner.
26. 26. Training Workshop and Stations 4. Contextual Learning Laboratory - This facility
ensures that the underpinning knowledge, science, mathematics and communication
principles as applied to the technology are provided to the learner. 5. Quality Control
Area - Various tests aside from metrology and calibration are conducted in this area
including in-process quality control. 6. Trainers Resource Center - This area houses the
learning materials, the training regulations and curriculum exemplars.
27. 27. Training Workshop and Stations 7. Distance Learning - This is to enable the learning
provision outside and away from the training institution in terms of print and non-print
media. 8. Computer Laboratory - This laboratory has an array of computer units of which
learners are provided for them to learn and gain appropriate IT competencies that may
include Word, Excel even Desktop Publishing and others. 9. Support Service Area - The
component provides value- adding competencies such baking competency address
underpinning skills in particular competency.
28. 28. Equipment and Tools Needed Wooden Spoon Baking Pans Pastry bag Deck of
Cabinet Proofing Box Dough Roller
29. 29. Evaluation System Institutional Assessment • Written Test • Demonstration • Oral
Questioning Monitoring Tools • Progress Chart • Achievement Chart
30. 30. It’s now time for a break and for some clarification about the CBT
31. 31. Facilitate Training Session  Pre-test will be given  Monitor attendance of trainees
during training  Assigned respective competencies  Guide Trainees in undergoing the
activities  Provide feedback as the training is going on  After completion of the
requirements for each competency, a post-test will be given.  Trainee could also request
for an institutional assessment when ready as required by certain competency.  Record
trainees “achievement on Progress Chart and Accomplishment Chart.