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WELCOMEParticipants/Trainees
to the
June 6 – August 26, 201660 days- 480 hrs
Geronimo R. RosarioTrainer
Aquaculture NCII Training
Orientation of Trainees
June 6, 20168:00 AM
Function HallPSU Binmaley Campus
Binmaley, Pangasinan
Introduction to Competency-Based
Training (CBT)
Competency-Based Training (CBT)- is a delivery training approach that focuses on the competency of the learner as a result of the training.
Competency-Based Training
Competency-Based Training
Ten Principles of CBT
Learning is based on Competency-based curriculum.
Geared towards the needs and standards of the industry
Training is based on curriculum developed from the competency
standards.
Principle #1
Learning is modular in its structure.
Competency-based training is facilitated by modular instruction
One competency=one module
Learn one competency after another
Principle #2
Learning is done by the learner at own pace
Allow trainee to advance on his own without waiting for others
Training delivery is individualized and self-paced
Principle #3
Learning is based on the actual industry practiced
Training should provide for a simulated work environment
Training is based on work that must be performed
Principle #4
Learning materials should always conform to the competency-based curriculum and competency standards
Training is directly related to the competency standards and
curriculum
Principle #5
Trainee is assessed against the evidences based on standard and not against from other trainees
Assessment is based in the collection of evidence of the performance of work
to the industry required standard
Principle #6
Training is done in simulated work environment and actual work environment;
OJT Supervised industry
training
Training is based both on and off the job components
Principle #7
Current competencies are recognized based on previous trainings, employment and life experience
Training program allows for Recognition of Prior Learning (RPL) or current competencies
Principle #8
Trainee does not need to wait for the others after completing a competency.
Trainee can proceed to another competency and may graduate faster than the other.
Training allows for multiple entry and exit
Principle #9
UTPRAS serves as the quality assurance of the training program entered by the trainee
Training programs are registered with the UTPRAS (Unified TVET Program
Registration and Accreditation)
Principle #10
We’re the Trainees
I’m your Trainer
Roles of Trainer and Trainees
The major role of a trainer is to coordinate learning activities other than dispensing information.
The following are the functions/roles of a CBT trainer:
Role of a Trainer
1. Serves as a team member to determine what is to be learned.
2. Stimulates trainee’s motivation
3. Manages learning: a consultation rather than a provider of information; a facilitator of learning.
4. Diagnoses and solves learning problems.
5. Evaluates student achievement.6. Assists learners to obtain
individualized reward.
Role of a Trainer
7. Assists each trainee in designing a personalized plan of study.
8. Installs confidence in the learner by providing experiences where learners may succeed.
9. Serves as a model for desirable work habits, attitudes and tasks performance in the occupational field.
Role of a Trainer
10. Spends more time interacting with students on a 1:1 or small group basis.
11. Helps those students who really need help.
12. Accepts responsibility along with the student for the task learned or not learned.
Role of a Trainer
Competency-Based Training (CBT) is individualized and “Learner-Centered,” Therefore, trainees pursue instructions for their personal goals and objectives.
The trainees spend most of his/her time in directed-self study and practice, supervised by the trainer who can provide immediate assistance and feedback.
Role of a Trainee
In CBT, the trainee has the following roles:
1. Select what they want to learn and when they want to learn it, within reason.
2. Learn at their own rate within program guidelines. They may speed up , slow down, stop or even repeat a task.
Role of a Trainee
3. May request to receive credit for what they already know through pre-testing or through review of a task list completed at another training site.
4. May choose how they want to learn – individually, on a one-on-one basis, in small group, in large groups or with audio-visuals.
Role of a Trainee
5.Responsible for what they learn and when they learn it.
6.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.
Role of a Trainee
7. Help develop personalized prescription for learning worked out cooperatively and based upon what the students already know, his preference for learning, learning style and other needs.
8. Compete against pre job standards and not against other students and are graded on achievement of the standards or criteria of each task.
Role of a Trainee
9. Know “up-front”, before instruction begins what they are expected to know and do to complete the program.
10. Evaluate their own progress to see how well they are doing.
11. Move freely in the workshop, laboratory, and or training center.
Role of a Trainee
12. Know they will be rated mainly on performance, while paper or pencil tests will be used mainly to check their knowledge of the task.
13. Learn according to their interest, needs and abilities and not according to teacher timelines and expediency.
Role of a Trainee
CBLM- are learning materials that are well design and carefully developed to give trainees detailed instructions to guide them through the learning process.
COMPETENCY-BASED LEARNING MATERIALS (CBLM)
CBLM is a compilation of trainee’s materials that provide background information, like reprints of articles, lecture outlines or summaries, termed as Information Sheet
CBLM also provides support for training activities like instructions, for exercises (written and practical test),worksheets, schedules, goals and objectives, termed as JOB Sheets
CONTENTS OF CBLM
INFORMATION SHEET - Primarily designed to deliver pertinent information needed in the attainment of the learning outcome
TASK SHEET- A set of instructions telling the trainee to perform a single task
OPERATION SHEET- is a set of instructions for the operation or use of a particular machine or equipment
JOB SHEET- is a set of instruction for the performance of a job, combination of task and operation
CONTENTS OF CBLM
Trainee’s Guide on How to Use CBLM
PROGRESS CHARTThis chart is used to monitor the learning outcomes and competency achieved by the trainee.
MONITORING TOOLS
ACHIEVEMENT CHARTThis chart is used to monitor the required projects and activities usually in the job sheets of the CBLM.
MONITORING TOOLS
TRAINEES RECORD BOOKThis is the monitoring tool for the trainees in the supervised industry training or on the job training. The TRB is kept by the trainee.
TRAINEES PROGRESS SHEETThis also a monitoring sheet for the industry training usually accomplished during monitoring visits. The TRS is kept by the Supervisor.
MONITORING TOOLS
EVALUATION SYSTEM
PERFORMANCE TEST WRITTEN TESTObservation/Demonstration
EVALUATION SYSTEM
COMPETENT NOT YETCOMPETENT
CBT Process Flow
Have enoughCompetency/ies
been achieved?
YES
YESTrainee exits
program
Trainer observes
performance
Trainee practices task
Trainee Rates own
performance
TrainerRates
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 multimediamaterials
Use manuals
Observe demonstration
Practice skills in workshop
Receive assistance and
advise
YES
Trainee exitsprogram
Have completed all the
competencies?
SatisfactorilyPerformed
Competency?
Undergo Nat’lAssessment
NO
NO
NO
CBT Process Flow
The units of competency which comprise qualification fro Aquaculture NC II include the following:
COMPETENCIES TO BE COVEREDFOR AQUACULTURE NC II
BASIC COMPETENCIES
COMMON COMPETENCIES
CORE COMPETENCIES
Participate in workplace communication
Apply safety measures in farm operations
Conduct pre-operational aquaculture activities
Work in a team environment
Use farm tools and equipment
Prepare and maintain aquaculture facilities
Practice career professionalism
Perform estimation and calculations
Operate Fish Nursery
Practice occupational health and safety Procedures
Perform fish or shrimp grow-out operations
COMPETENCY-BASED LEARNING MATERIALS (Aquaculture NC II)
No. Unit of Competency Module Title Code
1 Conduct Pre-Operational Aquaculture Activities
Conducting Pre-Operational Aquaculture Activities
AGR641301
2 Prepare and Maintain Aquaculture Facilities
Preparing and Maintaining Aquaculture Facilities
AGR641302
3 Operate Fish Nursery Operating Fish Nursery AGR641303
4 Perform Fish or Shrimp Grow-out Operations
Performing Fish or Shrimp Grow-out Operations
AGR641304
List of Competencies
Practical Work Area / Institutional Assessment Area 1. Nursery Ponds and Grow-out Ponds
Water Pump, Shovels/Rakes, Seine net, Scoop net, Pails/Basins, Weighing scale,
2. Fisheries / Aquaculture Laboratory DO meter, pH meter, Laboratory Thermometer, Secchi Disk, Plankton Net, Spectrophotometer, Research Microscopes
CBLM, brochures
INSTRUCTIONAL FACILITIES AND RESOURCES
EQUIPMENT AND MATERIALS
Generator
Water Pump
Microscope
DO meter pH meter LimeFertilizer
WORKSHOP AND ITS STATIONS
Training Activity Matrix
Submission of supporting documents of prior training/s related to Aquaculture NC II Core Competencies
Validation of submitted documents
Recognition of prior learning
RECOGNITION OF PRIOR LEARNING (RPL)
Group No.
COMPETENCY No. of Trainees
1 Conduct Pre-Operational Aquaculture Activities
5
2 Prepare and Maintain Aquaculture Facilities
5
3 Operate Fish Nursery 5
4 Perform Fish or Shrimp Grow-out Operation
5
GROUPINGS OF TRAINEES
Conduct Pre-Operational Aquaculture Activities
Prepare and Maintain Aquaculture Facilities
Operate Fish Nursery
Perform Fish or Shrimp Grow-out Operation
1. Pond drying ( 3-5 days until the soil
crack) 2. Soil Sampling (pH) 3. Tilling (nutrients) 4. Levelling (facilitate pond draining)
Preparation of Grow-out Pond
Predator control
Preparation of Grow-out Pond
Methods of controlling predators 1. Physical method (drying pond) 2. Chemical method (use of chemical,
recommended are plant extracted compounds and not organic pesticides)
2.1. Rotenone (Derris roots)
Preparation of Grow-out Pond
2.2. Sapponin – extracted from tea seed cake (Camelli sp.)
2.3. Calcium carbide 2.4. Tobacco dust
Preparation of Grow-out Pond
Liming- application of calcium and magnesium compounds to the soil for the purpose of reducing soil acidity.
Lime is classified into three: Pulverized limestone (agricultural lime) – CaCO3
Burnt limestone (quicklime or unslaked lime) – CaO Hydrated lime (slaked lime) – Ca(OH)2
Preparation of Grow-out Pond
Fertilization refers to the addition of organic and/or inorganic fertilizers to soil or water to stimulate and maintain growth of desirable natural foods such as phytoplankters and other kinds of algae for food of animal organisms including fish.◦ Organic fertilizer- are fertilizers capable to be decomposed
and which contain varying amounts of nutrients. Animal manures, green manures and compost
◦ Inorganic fertilizer- fertilizers that are not decomposed but rather dissolved in water and which contain concentrated amounts of at least one of the three major plant nutrients, namely: Nitrogen (N), Phosphorous (P) and Potassium (K).
Preparation of Grow-out Pond
Thank you and Enjoy the rest of your training days!