TESDA Shielded Metal And Welding presentation

Sample power point presentation for shielded metal and welding for trainers methodology in tesda

1. WELCOME!!! TESDA IX Provincial Training Center Zamboanga Cit y SHIELDED METAL ARC WELDING (SMAW NCI) 268 hours/33.5 days Trainer : ABS D. UCKUNG

2. INTRODUCTION Purpose of Training and Assessment TO attain SUFFICIENT KNOWLEDGE, SKILLS and right attitude . TO HAVE NATIONAL CERTIFICATE FOR EMPLOYMENT and promotion

3. Competency-Based Training

4. 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.

5. Competency-Based Training . . . 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.

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

7. Principles of CBT 10

8. Principle One The training is based on curriculum developed from the competency standards Learning is based on the Competency-based curriculum

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

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

11. Principle Four Training is based on work that must be performed Learning is based on the actual industry practice

12. 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]

13. 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 Traditional CBTVET Students are not judged against each other

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

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

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

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

18. COMPETENCY? What is

19. The ability to do something well or effectively .

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

21. 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.

22. 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 .

23.   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.

24. 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

25. Competency-based learning Material (CBLM)

26. 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. .

27. 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

28. 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.

29. 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

30. What will you learn in this training? What will you learn in this training? What will you learn in this training?

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

32. TEAM WORK THE FUEL THAT ALLOWS COMMON PEOPLE TO ATTAIN UNCOMMON RESULTS

33. Common Competencies Apply Safety Practices Interpret Drawings and Sketches Perform Industry Calculations Contribute to Quality System Use Hand Tools Prepare Weld Materials Setup Welding Equipment Fit up Weld Materials Repair Welds

34. QUALITY Only happens when you care enough to do the Best

35. Assessment Methods: Written Test Demonstration Questioning Training Methods : Group Discussion Simulation Lecture Self-Learning/Self-Pace Instruction

36. SHIEDED METAL ARC WELDING (SMAW NCII) Weld Carbon Steel Plates and Pipes using SMAW

37. Attitude is a little thing that makes a BIG Difference attitude

38. ALWAYS OBSERVE SAFETY!!!

39. GOODLUCK AND ENJOY THE TRAINING!