TR.docx

**Learner-Centered Teaching** An approach to teaching that focuses on the learners and their development rather than on the transmission of concept Maryellen Weimer - addresses the wide spread use of the term "learner-centered" in her post, "Five Characteristics of Learner-Centered Teaching" on Th...

**Learner-Centered Teaching** An approach to teaching that focuses on the learners and their development rather than on the transmission of concept Maryellen Weimer - addresses the wide spread use of the term "learner-centered" in her post, "Five Characteristics of Learner-Centered Teaching" on The Teaching Professor Blog at Faculty Focus. 1. **Learner-centered teaching encourages students in the hard, messy work of learning** \- working much harder 2. **Learner-centered includes explicit skill instruction** \- how to think and solve problem 3. **Learner-centered encourages students to reflect on what they are learning and how they are learning it.** \- assumption about learning 4. **Learner-centered teaching motivates students by gibing some control over learning process** \- share power with stdents 5. **Learner-centered encourages collaboration** \- promote shared commitments to learning **Learner-Centered Psychological Principles** **Cognitive and metacognitive Factors** 1. **Nature of the learning process.** 2. **Goal of the learning process** 3. **Construction of knowledge** 4. **Strategic thinking** 5. **Thinking about thinking** 6. **Context of learning** **Motivation and affective factors** 7. **Motivational and emotional influences on learning** 8. **Intrinsic motivation to learn** 9. **Effects of motivation on effort** **Developmental and Social factors** 10. **Developmental influences on learning** 11. **Social influences on learning** **Individual influences factors** 12. **Individual influences in learning** 13. **Learning and diversity** 14. **Standards and assessment** **Learning theories-** Sets of conjectures and hypothesis that explain the process of learning **Behaviorism** - Observable and measurable aspects of human behavior. Rewarded immediately **John B. Watson** - known as the father of behaviorism **Stimuli**- Something causing or regarded as causing a response **Conditioning**- established manner that occurs through interaction with environment. A. **Classical conditioning by Ivan petrovich pavlov** **Unconditioned stimulus-** Triggered automatic response **Neutral stimulus-** doesn't initially triggered a response on its own **Conditioned stimulus-** neutral leads to response **Unconditioned response-** automatic response **Conditioned response-** response where no response before B. **Operant Conditioning and reinforcement by burrhus frederic skinner** **Reinforcer -** is a stimulus **Reinforcement -** is the effect of this stimulus **Types of reinforcer** 1. **Primary Reinforcer -** Related to both biological and physiological needs such as food 2. **Secondary Reinforcer** - Associated with primary reinforcer such as money, grades 3. **Positive Reinforcer**- Strengthen the behavior 4. **Negative Reinforcer** - Weaken a behavior **Types of reinforcement** 1. **Verbal** - Praise and encouragement 2. **Physical** - Shoulder or hug for doing great. Touch, pat, hugs 3. **Nonverbal**- smile, winks, warm looks 4. **Activity** - Games, enjoyment 5. **Token** - Point stars 6. **Consumable** - Candies, chocolate **Cognitivism** - Processing Information. How information received, **9 events of instruction** 1. **Gaining attention** 2. **Inform the learner of the objectives** 3. **Stimulation recall of prior knowledge** 4. **Presenting the stimulus** 5. **Providing learning guidance** 6. **Eliciting Performance** 7. **Providing feedback** 8. **Assessing performance** 9. **Enhancing retention and transfer** **Constructivism approach -** build knowledge out of their experiences **Howard Gardner -** 7 distinct intelligences 1. Verbal-linguistic intelligence 2. Logical-Mathematical intelligence 3. Virtual-spatial intelligence 4. Bodily-kinethetic intelligence 5. Mucial intelligence 6. Interpersonal intelligences 7. Intrapersonal intelligences 8. Naturalist intelligence 9. Existential intelligence **Connectivism approach** - learn their own **Skill -** group of task performed to specific level of competency **Competency** - performed to specific standard under specific condition. Applying knowledge and skills **Trainer's Methodology 1**- training program **CBT** - Delivery approach, learner can actually do, focus on outcome Competencies are gained through: a. life experiences b. formal education c. apprenticeship d. on-the-job experiences e. self-help programs f. training and development programs **Dimension of competency** 1. **Task skills -** this requires performance of the task/s to the required standards 2. **Task Management skills** - captures the skills used as people plan and integrate a number of potentially different tasks 3. **Contingency Management skills** - the requirement to respond to irregularities and breakdown in routines. 4. **Job/Role Environment Skills** -- the requirement to deal with the responsibilities and expectations of the work environment. **CS-** -- is the written specification of the knowledge, skills and attitudes **CBC** - is derived from the Competency Standards. a plan for structured series of learning experiences toward. is a specification of the course a trainee will undertake to attain workplace competencies. It is developed based on the Training Regulations. **TR**- is the document that serves as basis in the formulation of competency assessment and the development **Parts of CS** 1. **Unit title -** defines the area of competency 2. **Unit Descriptor** -- outlines what is done in the workplace 3. **Elements and Performance Criteria** **Elements** -- describe in output terms the function that a person who works in a particular area of work is able to do. **Performance criteria** -- are evaluative statements that specify what is to be assessed and the required 4. **Elements** -- building blocks of a unit of competency. 5. **Performance Criteria** -- specifies what is to be assessed and the required level of performance. 6. **Range of Variables** -- describes the curriculum or context in which the work is to be performed. 7. **. Evidence Plan**-- the purpose of the evidence plan is to guide the assessor in the collection of evidence. 8. **Critical Aspects of Competency**-- tells the assessor what evidence is essential for successful performance. 9. **underpinning Knowledge**-- knowledge or concepts involved in performing skills of the competency. 10. **Underpinning Skills**-- skills needed to achieve the elements and performance criteria in the unit of competency. **Course Design -** is an overall description of the course. **Course design format** 1. Course Title/ Qualification Level -- a name rising out of the qualification and NC level in the PTQF. Example: Computer Hardware Servicing NC II. 2. Nominal Duration -- the approximate length of time the course will be finished. Example: 329 hours 3. Course Description -- statement on the coverage of the course, its relevance in the industry sector, and the possible occupations the trainee will have after completion. 4.. Entry Requirements -- qualifications of a trainee who intend to enter the course. 5. Course Structure -- tabulated presentation of units of competency covered by the course and the corresponding module title -- its learning outcomes and nominal duration. 6. Assessment Methods -- a listing of all the methods of gathering evidences used in the course to measure the attainment of the learning outcomes. 7.. Course Delivery -- the training modes used to implement the course. **Module of instruction** 1. **Unit Title** -- a unit of competency which when applied a work situation can logically stand alone. It express in outcome terms. 2. **Module Title** -- the name given to curricular unit, it should be associated with the unit of competency. 3. **Module Descriptor** -- brief description of the intention of the module, its scope and delimitation. 4. **Nominal Duration** -- estimated/ suggested number of training hours per module (time tachieve the module). 5. **Learning Outcom**e-- it is a statement that specifies what learner will be able to do as a result of the learning process. 6. **Assessment Criteria**-- list of criteria by which the achievement of the learning outcome will be judged based on evidence. 7. **Content**-- list of specific knowledge, skills, attitudes and safety that are necessary in order to achieve the specific learning outcomes. 8. **Conditions** -- specifies the context of the training, this include list of tools and equipment, access to learning resources and equipment manuals, and types of facility. 9. **Methodologies** -- one or combinations of different learning approaches, method and techniques to deliver learning activity/ies which are consistent with CBT principles. 10. **Assessment Method** -- the methods used to gather evidences of sufficient quantity on which to make sound judgement about trainee's competency. **Characteristics of Learners/ Trainees** - Language literacy and numeracy - Cultural background - Education and general knowledge - Previous experience with the topic - Previous learning experience - Training level completed - Gender - Age - Physical ability - Special courses - Learning styles - Other needs **Learning styles** 1. **Visual learner** - takes mental pictures of information given, so in order for this kind of learner to retain information, oral or written, presentations 2. **Kinesthetic learner**s are described as the students in the classroom, who have problems sitting still and often bounce their legs while tapping their fingers on their desks. 3. **Auditory learner** has the ability to remember speeches and lectures in detail but has a hard time with written text. 4. **Kolb's learning inventory of learning styles** 1. **Activist** Learns by having a go. They perceive information concretely and process it actively 2. **Reflector** Learns most from activities where they can watch, listen and then review what has happened. They perceive information concretely and process it reflectively. 3. **Theorist** Learns most when ideas are linked to existing theories and concepts. They perceive information abstractly and process it reflectively. 4. **Pragmatist** Learns most from learning activities that are directly relevant to their situations. They perceive information abstractly and process it actively. **Trainees' Current Competencies** **Current competencie**s are the skills and knowledge of your new trainees obtained through formal training, work experiences or life experiences **How can Current Competencies be determined?** 1. Self-Assessment Checklist 2. Proof of Competencies 3. Pre-assessment result **Assessment Methodologies** 1. **Observation Checklist** This is a checklist completed by a trainer or the workplace assessor while observing the learner's performance on relevant tasks. 2. **Practical Demonstration** Demonstrates competence by showing steps or process used to produce a product or service 3. **Project** Demonstration of skills and knowledge in the completion of a project. 4. **360˚ Feedback** Using a structured process to gather and analyse feedback from peers, supervisors and people who are supervised. 5. **Oral Presentations** Learners give an oral presentation about an area of knowledge or their projects to a small group, usually including a trainer, their assessor, their colleagues and any other interested parties. 6. **Case Study** Response to a situation which is presented to the learner. Used to ascertain the learners problem solving techniques and underpinning knowledge. 7. **Journal** A journal that records learning activities, skills and knowledge acquisition. Problem Solving Implementing problem solving techniques to analyze a product or process for problems or errors. 8. **Certificate of Award or Employment** Certificate of awards or employment that reflects the responsibilities of the trainee maybe proof of his competencies. 9. **Video or Audio Tapes** Recording performance in the workplace that is subsequently reviewed by an assessor. **Training** is a set of systematic processes designed to meet learning objectives related to trainee's current or future jobs. **Training Design** is a systematic process that is employed to develop education and training programs in a consistent and reliable fashion. **Instructional Design** (also called Instructional Systems Design) is the practice of creating "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing. **Designing** your training session would involve developing learning objectives, choosing an instructional approach, develop assessment instruments and develop instructional strategy **In making your design you should consider the following:** - Characteristics of your trainees - Adult learning principles - Learning styles of your trainees **Key Characteristics of Adult Learners** Adult learners desire that learning be: - relevant - Task-oriented - Participatory (two-way communication) - Friendly - Varied - Build on past experiences Applying the Principles of Adult Learning - Adults must want to learn - Adults will learn only what they feel they need to learn - Adults learn by comparing past experience with new experience. - Adults need immediate feedback concerning their progress. - Adults try to avoid failure - Adults do not all learn the same way **Training delivery modes** consist of the techniques and materials used by trainers to structure or design learning experiences 1.. The **Dualized Mode Training Delivery** is preferred and recommended. Thus, programs would comprise both, in-school and in-industry trainings or fieldwork components 2. **Modular/ Self-paced Learning** is a competency-based training modality where the trainee is allowed to progress at his own pace. 3. **Peer Teaching/ Mentoring** is a training modality where fast learners are given opportunity to assist the slow learners. 4. **Supervised-industry Training or On-the-Job Training** is a training approach designed to enhanced the knowledge and skills of the trainee through actual experience in the workplace. 5. **Distance Learning** is a formal education process in which majority of the instruction occurs when the students and instructor are not in the same place. **Training Methods:** - Lecture - Role Playing - Modular self-paced - Debate - Group Discussion - Demonstration - Forum - Buzz Group - Structured Learning Exercise - Practice - Brainstorming - Public Speaking - Case Study - Study Circle - Field Trip **Session Plan** is a simply stated, clearly written and flexible trainer aid for conducting a session or module. **Elements of a Session Plan** 1. **Industry Sector/ Qualification and Title** Every qualification belongs to a sector. To know what sector a particular qualification belongs to, refer to the TR or CBC of the said qualification. 2. **Unit of Competency** The Unit of Competencies comprise a Qualification. Basically they grouped into three: Basic Competencies Common Competencies, and Core Competencies 3. **Module Title** This is actually the unit of competency. (Ending in --ing) 4. **Learning Outcomes** These are learning blocks/ units that comprise the module. 5. Introduction This is the part of the session plan that intends to motivate the students to learn. 6. **Learning Activities** These are actions the students will do to achieve the learning outcomes stated in the module of instruction. 7. **Learning Resources** These are materials that will be needed to support and facilitate learning of the students/ trainees. 8. **Trainee's Evaluation** This indicates the method of evaluating the achievement of the Learning Outcome. 9. **Trainer's/ Teacher's Reflection** This part of the session Plan serves as the documentation of the conduct of the training on a unit of competency. **Learning resources** are the things the student will use when carrying out the instructions outlined in the learning activities. **Learning resources** can be used to present instruction, and for practice and feedback. **Types of Learning Resources for Presenting Instruction** - Print Materials - Non-Print Materials - Human Materials **Competency-Based Learning Material** is simply a well-designed and carefully developed learning materials that give trainees detailed instructions to guide them through the learning process Competency-Based Learning Materials (CBLM) refers to: 1. Media that contain information related to work requirements; 2. Learning that is guided towards achieving the competency required in a workplace; 3. Tools that facilitate individual learning process; and 4. Instruments that measures the competency required in the workplace. Different Forms of Learning Materials Learning guides Assessment materials Workbook with activities, tasks and content Background reading materials or documents Hand outs and other audio visuals materials Industry competency standards Organizational policies, procedures or legislation 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 **Parts of CBLM** 1. **Front Page** Preliminary page and cover page of the CBLM 2. **Trainees Guide on How to Use the CBLM** This page gives instructions on how the CBLM Material is used in training. 3. **List of Competencies** This page contains the Qualification Title on top of the page A table follows with the following columns: **a. Competency Number** -- the competencies should be numbered as they are arranged in the TR. **b. Unit of Competenc**y -- the units of competency should be reflected in this column as they are stated in the TR and the CBC **c. Module Titl**e-- the unit competency whose verb is in the present participle (-ing) form. **d. Code**-- the unit code is indicated in the TR and the CBC of the qualification **4. Module Content** This page reflects the contents and the skills discussed in the module particularly stated in the unit descriptor. **5. Learning Outcome Summary** This page is a summary of the learning outcome. **6. Learning Experiences** This page has the Learning Outcome number and title and a table of all the activities for presentation, practice and feedback the trainee can undergo for him to attain the required competence. **Types of instruction Sheets** 1. Information Sheet\ 2. Task Sheet 2. Operation Sheet 3. Job Sheet **Information Sheet** This sheet is developed when there are no resources available to explain the required information or to summarize an article that illustrate new trends and technology and present hard-to --find data. **Self-Checks and Answer Keys** Self-checks are sets of questions that would verify the acquisition of knowledge stated in the learning objectives. Answer keys are essential feedback tools **Task Sheet** The Task Sheet is a set of instructions telling the trainee to perform a single task. **Operation Sheet** The Operation Sheet is a set of instructions for the operation or use of a particular machine or equipment. **Job Sheet** The Job Sheet is a set of instructions for the performance of a job **Performance Criteria Checklist** This is the checklist that will give immediate feedback on the performance of a trainee as s/he practices the task or skill. **Assessment** is the process of collecting evidence and making judgements on whether competency has been achieved. **Institutional Competency Evaluation** It is the assessment of the knowledge, skills and attitudes acquired from the training **evaluation** is the systematic collection and analysis of data needed to make decisions whether a trainee is competent or not yet competent For the purpose of CBT, assessments are usually given for the following purpose - To validate the current competencies of trainees - To measure how much trainees have learned in the training sessions given - To help diagnose trainee's problems and guide future instructions and - To decide whether trainees are competent or not **Characteristics of a Good Evaluation Tools** 1. **Reliability** This refers to consistency of scores by the same person when re-examined with the same test on different occasion. **Factors that may affect Reliability** a. Length of the test b. Difficulty of the test c. Objectivity 2. **Validity** This is the degree to which the test actually measures what it purports to measure. **Factors that influence the validity of test:** a. Appropriateness of test items b. Directions c. Reading vocabulary and sentence structures d. Difficulty of items e. Construction of test items f. Length of the test g. Arrangement of items h. Patterns of answers 3. **Objectivity** The test must be fair to all the examinee. 4. **Discrimination** It must pick up the good examinees from the poor 5. **Ease of Administration and Scoring** The test must have the right length and level of sophistication to do the job. **Parts of the Competency Evaluation Tool** 1. Evidence Plan 2. Written Test 3. Performance Test 4. Questioning Tool (with answers) **Evidence Plan** In developing evidence gathering tools for an institutional assessment, the first stage is to prepare an evidence plan. **Evidence plans are designed to:** - Serve as a planning tool - Support the assessment process - Assist with the collection of evidence - Inform the learners of what is expected of them before they begin the assessment - Serve as a guide for the trainer in determining the method of assessment to be used. **Parts of the Evidence Plan** 1. **Competency standard** -- this is the title of your qualification. 2. **Unit of Competency** -- the name of the competency is written in this portion. 3. **Evidence Requirements** -- the criteria for judging the competency of the trainee. These are written in the competency standard. 4. **Methods of Assessment** -- the methods of collecting evidences per each performance criteria. (At least 2 methods of assessment **Table of Specification** -- is a table that shows what will be tested. It is a two-way table that matches the objectives or content you have taught with the level at which you expect students to perform **Parts of Table of specification** 1. **Objectives/ Content/ Topic** -- these are the content. 2. **Levels of learning** -- your questions shall be divided into the levels of learning: knowledge, comprehension and application. **Guidelines for Teacher-Made Test as to Format** 1. Include easiest items first. 2. Group smaller items together. 3. Put all item on the same page. 4. Number continuously. 5\. Write clear, precise direction. 6\. For ease of correcting, place blanks for responses to one side of the paper, or use a separate answer sheet. 7\. Avoid patterned responses. 8. Proofread the test carefully for clarity, errors, etc. 9\. Make sure copies of the test are dark and legible. **Performance Evaluation** -- it is the formal determination of an individual's job-related competencies and their outcome. Guideline in Formulating Performance test A. **General instruction** This refers to the overall conduct of the test (before, during and after) which concerns both the testing officer and the examinee. This part of the competency assessment specifies the do's and don\'ts inside the testing area B. **Specific Instruction** This provides the instructions which the examinees must follow in the performance of the test. C. **List of Materials, Equipment** This provides the listing of the materials, equipment/ tools needed in the performance of the skills test. The **Questioning Tool** will be used to verify evidences that were not clearly demonstrated in the other methods of assessment The questioning Tools should contain questions: 1. to follow-up the demonstration of task skills and task management skills; 2. to verify OHS practices; 3. to verify Job Role and Environment management skills; 4. to gather evidences for contingency management skills; and 5\. on knowledge of laws, rules and regulations.