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    Day 2 June 7, 2021 (Monday) : Trainers Methodology Level Ii Develop Training Curriculum (DTC)

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    jenesis dimayuga
    This document provides an overview of Trainers Methodology Level II for developing training curriculums. It discusses developing competency-based curriculums based on training regulations and competency standards. It covers developing course structures, modules of instruction, training delivery modes such as dualized training and online learning. Training delivery methods like lectures, demonstrations and role plays are examined. Assessment strategies like preparing evaluation instruments and identifying enabling objectives are also outlined.

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    Day 2 June 7, 2021 (Monday) : Trainers Methodology Level Ii Develop Training Curriculum (DTC)

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    jenesis dimayuga
    28 views26 pages
    This document provides an overview of Trainers Methodology Level II for developing training curriculums. It discusses developing competency-based curriculums based on training regulations and competency standards. It covers developing course structures, modules of instruction, training delivery modes such as dualized training and online learning. Training delivery methods like lectures, demonstrations and role plays are examined. Assessment strategies like preparing evaluation instruments and identifying enabling objectives are also outlined.

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    This document provides an overview of Trainers Methodology Level II for developing training curriculums. It discusses developing competency-based curriculums based on training regulations and competency standards. It covers developing course structures, modules of instruction, training delivery modes such as dualized training and online learning. Training delivery methods like lectures, demonstrations and role plays are examined. Assessment strategies like preparing evaluation instruments and identifying enabling objectives are also outlined.

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    28 views26 pages

    Day 2 June 7, 2021 (Monday) : Trainers Methodology Level Ii Develop Training Curriculum (DTC)

    Uploaded by

    jenesis dimayuga
    This document provides an overview of Trainers Methodology Level II for developing training curriculums. It discusses developing competency-based curriculums based on training regulations and competency standards. It covers developing course structures, modules of instruction, training delivery modes such as dualized training and online learning. Training delivery methods like lectures, demonstrations and role plays are examined. Assessment strategies like preparing evaluation instruments and identifying enabling objectives are also outlined.

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    of 26

    TRAINERS METHODOLOGY LEVEL II

    DEVELOP TRAINING CURRICULUM


    (DTC)

    DAY 2
    June 7, 2021
    (MONDAY)
    ENGR. DARIO C. MALAZO
    TRAINER – TM II
    DEVELOP COMPETENCY BASED-CURRICULUM
    • Training regulations/ competency standards and
    relevant specification
    • CBC development procedures
    • Training delivery modes of CBT
    • Training delivery methods of CBT
    • Adult learning theory
    • Relevant policies, legal requirements, codes of
    practice and national standards
    • Assessment strategies
    Key Points:
    URL: www.menti.com
    Code:
    Answer:
    DAY 1 DTC KEY POINTS TO REMEMBER?

    SUBMIT
    Key Points:
    Training Regulations:
    • It is a document that serves as a basis in the
    formulation of COMPETENCY ASSESSMENT
    and the DEVELOPMENT of CURRICULUM and
    INSTRUCTIONAL MATERIALS.
    1. Competency Assessment & Certification
    2. Registration & Delivery of TRAINING
    PROGRAM.
    Competency Standards:
    • It gives specifications of COMPETENCIES
    required for effective work performance.
    • It is the main basis of COMPETENCY
    BASED TRAINING (CBT)
    • All LEARNING MATERIALS shall be based
    on the Assessment Criteria of each
    competency.
    Relevant Specification:
    • Training Standard
    1. Curriculum Design
    2. Training Delivery
    3. Trainee Entry
    Requirements
    4. Tools Equipment and
    Materials
    5. Training Facilities
    6. Trainers Qualifications
    7. Institutional Assessment
    Competency Based Curriculum:
    • It is a plan for structured series of learning
    experiences achieving COMPETENCIES identified by
    the industry.
    • It contains details training methodologies, resources,
    facilities, infrastructures and other materials required
    for both TRAINING and ASSESSMENT.
    • It is developed based on the TRAINING REGULATION.
    Development Procedures:
    • Component of CBC
    Course Design:
    • Overall description of the course.
    1. Qualification covered by the course
    2. Course Outcome
    3. Unit of competency and corresponding module
    title
    4. Student Entry Requirement
    5. Resources
    6. Training Delivery and Assessment Strategies
    7. Trainers Qualification
    Course Structure:
    • Tabulated presentation of units of competency
    covered by the course.
    Module of Instruction:
    Module of Instruction:
    Training Delivery Modes of CBT
    • The competency-based TVET system
    recognizes various types of delivery modes
    both on and off the job as the learning driven
    by the competency standard specified by the
    industry.
    1. Dualized mode training delivery
    2. Modular/Self-paced Learning
    3. Peer Teaching/Mentoring
    4. Supervised Industry-Training or OJT
    5. Distance Learning
    Training Delivery Method of CBT
    • It consist of TECHNIQUES and MATERIALS used by
    trainers to structure or design LEARNING
    EXPERIENCES.
    • The different training delivery methods are
    examined to determine their APPROPRIATENESS
    for the LEARNING OBJECTIVES.
    1. Lecture 6. Demonstration
    2. Role Play 7. Practice
    3. Group Discussion
    4. Case Study
    5. Modular Self-paced
    Competency Based Training CBT
    • CBT is a training delivery approach that
    focuses on the COMPETENCY DEVELOPMENT
    OF THE LEARNER as a result of the training.
    • And it is concerned with the attainment and
    application of KNOWLEDGE, SKILLS AND
    ATTITUDE to a specific level of competence.
    Principles of CBT:
    • The training is based on CURRICULUM developed
    from the competency standard.
    • Learning modular in its structure.
    • Training delivery is LEARNER- CENTRED and
    should accommodate individualized and self-
    paced learning strategies.
    • Training is based on work that must be
    preformed.
    • Training materials are directed related to CBLM.
    Principles of CBT:
    • Assessment is based in the collection of EVIDENCE
    of the performance of work to the industry
    required standard.
    • Training is based both ON AND OFF THE JOB
    opportunities.
    • Training Program allows for RECOGNITION OF
    PRIOR LEARNING of current competencies.
    • Training programs are registered with the UTPRAS.
    • Training allows for multiple entry
    Learner Centred:
    • Each trainee progresses at HIS OR HER OWN PACE.
    • Each trainee is tested when ready to DEMONSTRATE MASTERY.
    • Immediate feedback is given to each trainees at CRITICAL
    POINTS in the learning process.
    • The instructor must be able to answer questions on many
    different tasks each day.
    • RETESTING is encourage to reach mastery
    • The trainer must see that all materials needed for many task
    readily available.
    • Day and evening program both have access to all learning
    guides and resources.
    Presentation:
    • Adult Learning Theory
    • Relevant policies, Legal
    requirements, Codes of
    practice and National
    standards
    ASSESSMENT STRATEGIES:
    Prepare Assessment Instruments:
    • Institutional Competency Evaluation
    • Evidence Plan
    • Table of Specification
    • Written Test
    • Performance Test
    • Questioning Tool
    Assessment Criteria:
    • Relevant modules of instruction are identified, read and
    interpreted to identify REQUIRED EVIDENCE.
    • Evidence requirements are determined which will show
    FULL COVERAGE OF THE TRAINING MODULE to be assessed
    and consistent to the performance of the training activities.
    • Suitable ASSESSMENT METHODS are identified which are
    appropriate with the learning outcome of the module of
    instruction.
    • ASSESSMENT INSTRUMENTS are prepared in accordance
    with the content and learning outcome specified under the
    assessment criteria of the module of instruction.
    • Assessment instruments are check for VALIDITY, fairness,
    safety and cost effectiveness.
    Enabling Objectives:
    Make learning objectives SMART:
    • Example of measurable action words:
    • Explain, Compare, Evaluate,
    Differentiate, Identify, Analyze, Describe,
    Formulate, Define, Discuss, Assess or List.
    • Avoid the following action words:
    • Know, Understand, Learn and other verbs that
    are too broad.
    GUIDELINES IN PREPARING
    LEARNING OBJECTIVES
    • Describe the information, skills, behaviours or
    perspectives trainees in the session will acquire
    through attendance and participation.
    • Clearly identify the outcomes or actions trainees can
    expect to demonstrate as a result of educational
    experiences.
    • Write the learning objectives that relates to the
    outcomes and that reflect the content of the session.
    Choosing Appropriate Action Words:
    = END =

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