TESDA DRESSMAKING PRESENTATION (TM).pptx

Sample presentation for tesda trainers methodology for dressmaking

1. DRESSMAKING NC-II DRAFT AND CUT PATTERNS OF CASUAL APPAREL Prepared by: Analeen S. Nolasco

2. Competency-Based Training

3. 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

4. emphasizes most on what the learner can actually do ; focuses on outcomes rather than the learning process within specified time ; is concerned with the attainment and application of knowledge, skills and attitude to a specific level of competency. Competency-Based Training . . .

5. What Is Competency?

6. The ability to do something well or effectively .

7. A possession and application of Skills, Knowledge and Right Attitudes to perform work activities to the standard expected in the workplace

8. Education and training must keep pace with technology and customer requirements Why the Competency-Based Approach?

9. 10 Principles of CBT

10. Principle One The training is based on curriculum developed from the competency standards Learning is based on the competency – based curriculum

11. Principle Two Unit of Competency Module 1 Module 2 Module 3 Learning is competency-based or modular in structure

12. Principle Three Learning is done by the learner at own pace Training delivery is individualized and self-paced

13. Principle Four Training delivery is individualized and self-paced Learning is based on the actual industry practice

14. Principle Five Training materials are directly related to the competency standards and the curriculum CS to CBC to LMs [ CS- Competency Standards/ CBC -Competency-Based Curriculum/ LMs -Learning Materials]

15. Principle Six Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards Students are judged againts each other (norm referenced Assessment) Each student is assessed against the evidences based on required standard Students are not judged against each other

16. Principle Seven Better learning with industry and school partnership Training is based both on and off the job components

17. Principle Eight Workers and Students can have prior skills recognized The system allows Recognition of Prior Learning (RPL)

18. Principle Nine There is flexibility for entry and exit from programs 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.

19. Principle Ten Training programs are registered within UTPRAS Approved training programs are nationally accredited

20. Roles of a Trainer Serve as a team member to determined what is to be learned. Stimulates trainees motivation. Manages learning: a consultation rather than a provider of information; a facilitator of the learning Diagnose and solve learning problems Evaluates student achievement Assist learners to obtain individualized rewards Assist each trainee in designing a personalized plan of study Installs confidence in the learner by providing experience where learner may succeed Serves as a model for desirable work habits, attitudes and tasks performance in the occupational field Spend more time interacting with student on 1:1 or small group basis Help those who really need help Accepts responsibility along with the student for the tasks learned or not learned.

21. Roles of a Trainee Trainee learn at their own rate within program guidelines. They may speed up, slow down, stop or even repeat the task Trainees may request to receive credits Trainees may select what they want to learn and when they want to learn it, within reason. or that they already know this done either through pre-testing or though a review of a task list completed at another site. Trainee may choose how they want to learn-individualized, on a one-to one basis, in a small group, in large group or with audio-visual Trainee are responsible for that they learn and when they learn it. Trainee 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.

22. Trainee help develop personalized prescription for learning worked out cooperatively and based upon what the student already knows his preference for learning, learning style and other needs. Trainees compete against pres job standards and not against other student and are graded on achievement of standard or criteria of each task Trainees know “up front”, before instruction begins what they are expected to know and do to complete the program. Trainees evaluate their own progress to see how well they are doing. Trainee move freely in the workshop, laboratory and or training center Trainees know they will be rated mainly on performance, while papers and pencil tests will be used mainly to check their knowledge of the task. Trainees learn according to their interest, needs and abilities-not According to teacher timelines and expediency.

23. CBT Process Flow 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 selects 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

24. Competency-based learning Material (CBLM)

25. CBLM defined … Instructional Media that facilitates individualized training. Package used by the trainer/instructor and trainee/student in competency learning. Further defined by its part .

26. Parts of CBLM Front page List of competency Module content Learning outcome summary Learning experience Information sheet Self check Self check/answer key Operation/Task/Job Sheet Performance Criteria checklist Reference/further reading

27. Characteristics of CBT ( 9 Components ) This are the structure/arrangement provide for learning purposes. Practical Work Area- the trainee acquired the skills & knowledge of the competencies. Learning Resource Area- this area provide the trainee with the knowledge requirements in the various modules responding to the competencies. (CBLMs) Institutional Assessment area- This is were recognition of prior learning is done by the trainees. Contextual learning laboratory- this facility that the underpinning knowledge, science, , mathematics & communication mathematics & communication.

28. Trainers resource area- this area houses the learning materials, the training regulation & curriculum examples. Distance learning area- this are component-based work shop component that enable learning provision outside the training institution. Computer laboratory- The used of information technology. The trainee provided to learned and gain appropriate IT competencies that may include word and excel. Support service area

29. What will you Learn in this training?

30. Basic Competencies Participate in Workplace Communication Work in Team Environment Practice career professionalism Practice occupational health and safety procedures

31. Common Competencies Carry out measurements and calculation Set – up and operate machine/s Perform basic maintenance Apply quality standards

32. Core Competencies in Dressmaking Draft and cut pattern of casual apparel Prepare and cut materials of casual apparel Sew casual apparel Apply finishing touches of casual apparel

33. TEAM WORK Has the incredible power to increase productivity, job satisfaction and even each person’s individual performance

34. QUALITY cost is more important than quality, but quality is the best way to reduce cost, and the best business plan

35. Draft and cut pattern of casual apparel

36. What is pattern? A pattern is a template to sew a garment in particular shape and size. Usually made out of paper. made up of several pieces like a jigsaw puzzle Comes with clues in the shape of markings to let you know which part goes where.

37. What is pattern? The number of pieces in the pattern in determined by the garment being made. There should be markings on the pattern indicating how many pieces need to be cut. It also indicate if they should be cut on the fold or as two separate parts. Which section should be sewn together. Marking of zipper, buttonholes, and most of the construction information There should also instruction on which part need to be reinforced with stay stitching and confirm seam allowance

38. What is Pattern Drafting? It is the craft of making a paper plan or template for a garment. It is the first step in the design process. It is created from the body measurements. Either for industry or commercial standards or for individual measurements for self – drafted patterns The blueprint of which the final garment is based

39. Two types of pattern Commercial Patterns – available in the market. They are mass-produced Advantages Pattern are tested to ensure accuracy Comes in multi – sized options Compliment current fashion trends A vailable online Disadvantage Sizes can be limited Only for average body Can be expensive Comes with complicated instruction.

40. 2. Self – drafted Patterns – the you drafted yourself . Advantages You can design a garment to your own taste It will ensure better fit Not restricted to the current fashion trends. You can choose your own embellishments Cheaper than buying a pattern Disadvantages Buying correct tools could increase the cost No marking or written instructions Takes time to design Need to learn how to draft a pattern You have to test the pattern yourself.

41. HOW TO DRAFT THE PATTERN PREPARE THE MATERIALS Measuring Tools Measuring tape/Tape measure – this is the most important tools for dressmakers. You need to keep this flexible tape handy for measuring around contoured curves of the body. Also great for measuring fabrics and drafting patterns

42. French Curve – usually made of metal wood or plastic. These rulers are use for blending and connecting points when drafting a patterns. It is used for contoured areas like collars and armholes and necklines.

43. Hip Curve – a tool for making adjustments at the hip line. It is also good for making adjustments whenever there is a slight curve such as sides seams.

44. L – Square – used to create scaled patterns, with perfect right angle corner. It is ore accurate than ruler and convenient for measuring skirts lengths or straight lines of material before starting to pattern layout

45. Meter Stick – it is usually made of plastic, wood or metal. It is used to measure fabrics and draw a straight lines onto the paper or fabric

46. Marking Tools Tailors Chalk – used for temporary markings to indicate where it needs to be cut of left out, shortened or lengthened, or where the pleats need to be made.

47. Markers /Pencil/ Pen – it is best to use to make an outline on drafting a pattern.

48. Pattern Paper – this paper is designed for pattern adjustments and drafting a pattern. It is of a similar weight to Kraft paper, but a little more transparent. It is often with dots or markings to assists with pattern making.

49. Cutting Tools Scissors – use for making multiple cuts on fabrics or textiles. They are used to cut patterns, sewing allowances or to perfect the garments

50. Steps in Drafting a Pattern

51. Get the measurements Take the proper measurements

52. Make a layout styles annd design