ppt fACILITATE LEARNING ls cookerync2.pptx

FACILITATE LEARNING SESSION

1. BREAD AND PASTRY PRODUCTION NC II ORIENTATION 2024 MARY JANE L. PA LATTAO TRAINER

2. BREAD AND PASTRY PRODUCTION 141 HO URS

3. BREAD AND PASTRY PRODUCTION NC II Qualification consists of competencies that person must achieve to be able to clean equipment , tools and utensils and prepare, portion and plate pastries, breads and other dessert items to guests in hotels, motels, restaurants, clubs, canteens, resorts and luxury lines/cruises and other related operations.

4. COMMON COMPETENCIES 18 HOURS 18 HOURS 105 HOURS

5. BASIC COMPETENCIES 500311105 PARTICIPATE IN WORKPLACE COMMUNICATION 500311106 WORK IN TEAM ENVIRONMENT 500311107 PRACTICE CAREER PROFESSIONALISM 500311108 PRACTICE OCCUPATIONAL HEALTH AND SAFETY PROCEDURES

6. COMMON COMPETENCIES TRS311201 PERFORM WORKPLACE AND SAFETY PRACTICES TRS311202 PROVIDE EFFECTIVE CUSTOMER SERVICE TRS311203 OBSERVE WORKPLACE HYGIENE PROCEDURES TRS311204 DEVELOP AND UPDATE INDUSTRY KNOWLEDGE TRS311205 PERFORM COMPUTER OPERATIONS

7. CORE COMPETENCIES TRS741379 PREPARE AND PRODUCE BAKERY PRODUCTS TRS741380 PREPARE AND PRODUCE PASTRY PRODUCTS TRS741342 PREPARE AND PRESENT GATEAUX, TORTES AND CAKES TRS741344 PREPARE AND DISPLAY PETITS FOURS TRS741343 PRESENT DESSERTS

8. A person who has achieved this qualification is competent to be: PASTRY COMMIS BAKER

9. WHY CBT? Emphasizes most on what the learner can actually do 1 2 Focuses on outcomes rather than the learning process within specified time 3 Is concerned with the attainment and application of knowledge, skills and attitude to a specific level of competency.

10. 10 PRINCIPLES OF COMPETENCY BASED TRAINING

11. PRINCIPLE 1 The training is based on curriculum developed from the competency standards. LEARNING IS BASED ON THE COMPETENCY-BASED CURRICULUM

12. PRINCIPLE 2 LEARNING IS COMPETENCY-BASED OR MODULAR IN STRUCTURE UNIT OF COMPETENCY MODULE 1 MODULE 2 MODULE 3

13. PRINCIPLE 3 Training delivery is individualized and self-paced LEARNING IS DONE BY THE learner at his own pace

14. PRINCIPLE 4 Training is based on work that must be performed. LEARNING IS BASED ON THE actual industry practice

15. PRINCIPLE 5 Training materials are directly related to the competency standards and the curriculum modules CS – CBC - LMS

16. PRINCIPLE 6 Assessment of learners is based in the collection of evidence of the performance of work to the industry required standards. Students are judged against each other (norm referenced Assessment) Each student is assessed against the evidences based on required standard TRADITIONAL CBTVET Students are not judged against each other

17. PRINCIPLE 7 Training is based both on and off the job components BETTER LEARNING WITH INDUSTRY AND SCHOOL PARTNERSHIP 1.Training can be done both in the training institution and industry. 2. Know what, why and how

18. PRINCIPLE 8 The system allows Recognition of Prior Learning (RPL) WORKERS AND STUDENTS CAN HAVE PRIOR SKILLS RECOGNIZED Identifying RPL through interview, pre-assessment, third party report and portfolio assessment; Competencies gained in life or work (application of RPL ) 2. Competencies assessed and recognized are credited against required competencies of a qualification

19. PRINCIPLE 9 Training allows for multiple entry and exit. THERE IS FLEXIBILITY FOR ENTRY AND EXIT FROM THE PROGRAM Multiple entry, multiple exit Single entry (block entry), multiple exit 1. CBT program allows learners to enter and exit at any given time after finishing competency/ ies required on a qualification

20. PRINCIPLE 10 Training programs are registered within UTPRAS Approved training programs are nationally accredited Training Regulations 1.Certificate of Program Registration ( CoPR ) is nationally recognized. (Unified TVET Program Registration and Accreditation)

21. Have enough Competency/ies been achieved? YES YES Trainee exits program Trainer observes performance Trainee practices task Trainee Rates own performance Trainer Rates performance Trainee enters program Administer RPL Orientation Role of trainer/trainee Trainee is given a Competency and receive instructions Administer Learning Contract Organize learning strategy Provide materials Introduce CBLM materials Introduce the Use of Achievement Progress Report Review learning package View multimedia materials Use manuals Observe demonstration Practice skills in workshop Receive assistance and advise YES Trainee exits program Have completed all the competencies? Satisfactorily Performed Competency? Undergo Nat’l Assessment NO NO NO CBT PROCESS FLOW

22. MONITORING TOOLS Training Activity Matrix Achievement Chart Progress Chart Learner’s Record Book

23. Coordinate learning activities Demonstrate Assign tasks to trainees Provide individual and small group assistance Evaluate trainee’s progress Provide individual consultation ROLE OF THE TRAINER In the CBT system trainers.....

24. To accomplish what is required To present the performed task To monitor his/her own accomplishment To be responsible ROLE OF THE TRAINEE

25. CBLM Competency-Based Learning Materials A well-designed and carefully developed learning materials (hard or soft copy) that provide detailed instruction to guide and help a learner acquire the necessary knowledge, skills, and attitude of a specific unit of competency on a self-paced learning modality.

26. THE EVALUATION SYSTEM •IN CBT, EVALUATION IS THE SYSTEMATIC COLLECTION AND ANALYSIS OF DATA NEEDED TO MAKE DECISIONS WHETHER A TRAINEE IS COMPETENT OR NOT YET COMPETENT. Written Test Demonstration with oral questioning Interview

27. COMPETENCY BASED TRAINING(CBT) is a training delivery approach that focuses on the competency development of the learner as a result of the training. NO NUMERICAL RATING C -COMPETENT NC- NOT COMPETENT

28. 9 COMPONENTS OF CBT WORKSHOP AND ITS STATION

29. BREAD AND PASTRY PRODUCTION NC II WORKSHOP LAY-OUT