PRINCESS HANNAH A.

TAGUD BTLED 2D

Self-Check 1.3-1
I.Enumeration

1-5 Principle of CBT that have to be considered in developing the CBLM

1. Learning is based on competency required in a workplace;
2. Training materials are directly related to the competency standards and the
curriculum;
3. Training is geared toward performance activities;
4. Criteria for assessing is based on workplace standard;
5. Assessment uses actual performance or evidence related to work requirement;
6. Learning is done by the learner at own pace.

6-10 Factors to be considered when developing the CBLM

1. Principles of CBT
2. Training regulations
3. Trainees characteristics
4. Characteristics of Adult Learners
5. Learning styles
6. Nine events of instruction
7. Dimensions of Competency

11-15 Characteristics of Adult Learners

Adult learners desire that learning be:
• relevant;
• task-oriented;
• participatory (two-way communication);
• friendly (controlled stress, positive feedback);
• varied (demonstrations, case-studies, role play; not just lectures); and
• built on past experience.

16– 20 Principles of Adult Learning

These characteristics are based on the following eight principles of adult learning
(Sullivan et al 1995):
• Learning is most productive when the student is ready to learn. Although motivation is
internal, it is up to the clinical trainer to create a climate that will nurture motivation.
• Learning is most effective when it builds on what the student already knows or has
experienced.
• Learning is most effective when students are aware of what they need to learn.
• Learning is made easier by using a variety of training methods and techniques