COMPETENCY-BASED LEARNING

MODULE FOR THE

ADOPTION OF THE
LEARNER-CENTERED APPROACH

Volume 1

0
Contents
I. Background...........................................................................................................................................2
II. Description of the Competency Based Learning Materials...................................................................2
III. Objectives.............................................................................................................................................3
IV. LCA Training: Program of Activities.......................................................................................................4

Module 1. Teaching in SSTVET.....................................................................................6

Module 2. Effective Strategies for Quality Teaching and Learning.............................................16

Module 3. COMPETENCY-BASED TRAINING APPROACH........................................29

Module 4. Interactive Teaching.......................................................................90

Module 5. Experiment-Based Teaching...............................................................................98

1
I. Background
Welcome to the V o l u m e 1 o f t w o v o l u m e s o f t h e l e a r n i n g m a t er i a l s o n t h e
L e a r n e r - C e n t e r e d A p p r o a c h f o r T V E T . This module contains training materials and
activities for you to study and complete by yourself, based on a self-study mode.
While the material can be used by an individual learner, it is recommended that it
be used for group study with a designated Instructor/Trainer to enhance learning
and in order to allow opportunities for experiential learning.

You are required to go through a series of learning activities in order to complete each
learning outcome of the module. Activity-based assessment of your learning is included.
At the end of each section are self-checks on whether you have learned learning contents that
was intended for you to learn.

II. Description of the Competency-Based Learning Materials

This learning material is designed for learners to adopt the learner-centered approach in TVET
sessions. It consists of:

 Information Sheets designed to allow you to check if you have gained knowledge on
subjects that you need to know about. Each Information sheet has a learning
objective that you need to attain while reading the Information Sheets. After
each Information Sheet is a Self-Check that will help you test yourself if you have
attained the learning objectives.

 Task Sheets and Job Sheets w h i c h are activity sheets that will help you
practice the skills previously discussed in the Information Sheets or
demonstrated by your trainer. A Performance Criteria Checklist is provided with the
Task Sheets and Job Sheets which will allow for self- evaluation or peer evaluation.
Performance Criteria/Task m a y be used by your I n s t r u c t o r / T r a i n e r to
evaluate your performance. Follow these activities on your own. If you have
questions, don’t hesitate to ask your I nst r uc t or / Tr ai ne r for assistance.

The goal of this course is the development of practical skills. To gain these skills, you
must learn basic concepts and terminology. For the most part, you'll get this information
from the Information Sheets. When you feel confident that you have had sufficient

2
practice, ask your Trainer/Instructor to evaluate you. The results of your assessment
will be recorded in your Progress Chart and Accomplishment Portfolio.

You must pass the TVET Institutional Competency Evaluation for a specific competency
before moving on to another competency. A Certificate of LCA Achievement will
be awarded to you by your College through the endorsement of your Instructor/Trainer
after passing the evaluation. While the materials are designed to support Competency-Based
Learning, the initial delivery mode will be via a training workshop which will be supported by
Competency-Based Training at the college level. Follow-through training via CBT will be
supported by 2 LCA Instructor/Trainers to be selected from each College.

III. Objectives

With these Competency-Based Learning Materials (CBLM) on the Learner-Centered Approach,

you should be able to:

1) Deeply understand the

Principles of the Learner-
Centered
Approach/Competency-Based
Training
2) Distinguish characteristics of
LCA versus the traditional
approach
3) Clearly understand Principles
of Adult Learning
4) Know How to Prepare
Instructional Delivery Plans
3
5) Know How to Prepare Learning
Stations
6) Know How to Prepare the
Training Activity Matrix
7) Know How to Apply the
Learner-Centered Approach
through CBT to Enhance
Instructions
8) Know How to use the various LCA teaching strategies to improve learning
outcome.

4
IV. LCA Training: Program of Activities

Per the diagram below, the Learner-Centered Approach will be learned with focus on
competency-based teaching. Additionally, LCA teaching strategies applicable for TVET will be
explored and put to good use in TVET learning sessions. This CBLM is composed of 10
learning modules, with the first 2 modules designed to introduce the importance and adoption of
the learner-centered approach in TVET. Module 3 is on Competency-Based Training, which is
an important training strategy for TVET. Modules 4-10 are teaching strategies that TVET
Teachers/Learners have to learn to make TVET learning more purposeful and meaningful, with
the end view of achieving better learning outcomes with more competent and engaged learners.
Module 11 is on Learning Assessment.

5
 Competency Learner Centered
Interactive
-Based Approach:
Teaching
Training Teaching Strategies fo
Mod 4
Mod 3 TVET

Learner- Experiment-
Simulation Based
Centered
Mod 8 Teaching
Approach
Mod 1-2 Mod 5

Project Experiential
Discovery
Role Play Based Learning
Learning
Mod 7 Learning Mod 9
Mod 10
Mod 6

Learning
Assess-
ment

Figure 1. The LCA for TVET Learning Road Map

6
 Module 1. Teaching in SSTVET

Information Sheet: This module focuses on the mission and task of teachers in TVET. It deals
with the importance of narrowing the gap between TVET education and the world of work.

It emphasizes that the world is changing and as such, teaching and learning strategies must
change as well.

Video: https://www.youtube.com/watch?v=VCbrxMfoQ2s&feature=youtu.be

Task and Job Sheets:

(i) Please identify your specific task as a teacher to ensure that your students are
prepared to the world of work after finishing a TVET course. Please list down
at least 5 important tasks.

(ii) Please write T if the sentence is TRUE and F if the sentence is FALSE. This can
be used as a pre- and post- test:

______1. The main mission of a TVET teacher is to prepare students to the world of work.

______2. To improve TVET teaching, there is a need to shift from traditional teaching to real or
authentic learning.

______3. Holistic approach to TVET means the integrated development of knowledge, skills
and attitudes.

______4. Lifelong learning is important because of the need to update training and knowledge
to respond to the needs of the changing times.

______5. The changing times do not require changes in strategies of TVET education.

Performance Criteria: By the end of this module, the teacher must clearly understand his or
her important role as a TVET teacher, that is, in ensuring that through his or her learning
sessions/opportunities provided to students, they are prepared for the world of work.

7
8
9
10
11
12
13
14
15
 Module 2. Effective Strategies for Quality Teaching and Learning

Information Sheet: This module focuses on the discussion of the following: 1) TVET
contemporary issues; 2) policy framework; 3) skills for sustainable development; 4)
expectations on TVET graduates; 5) training program requisites; 6) teaching and learning
strategies; 7) recommendations. It targets to provide teachers knowledge on the various topics
so they can clearly understand their roles as teachers.

Video:

Task and Job Sheets:

(i) Please identify and discuss the current TVET teaching environment. What are
the relevant factors and why the need to change learning approaches?

(ii) Please write T if the sentence is TRUE and F if the sentence is FALSE. This can
be used as a pre- and post- test:

_______1. It is important to change the mindset of TVET trainers through process re‐
engineering and re‐tooling to embrace new development approaches in pedagogy and acquire
pedagogical skills.

_______2. TVET trainers need to adopt systems approach – analysis, design, development,
implementation & evaluation to encourage critical thinking and problem-solving capacity in
learners.

______3. TVET trainers need to infuse contemporary issues such as ESD, HIV & AIDS, gender
equity and equality, entrepreneurship, work ethics/readiness, etc.

______4. Learners have to engage in life‐long learning to enable them to be productive

citizens and deal with emerging issues as future leaders and entrepreneurs.

______5. Trainers should have the competencies to guide and counsel learners on the
demands of industry and the challenges of un‐employment & opportunities of self‐employment.

______6. Trainers should not have continuous professional development & industrial
attachment.

Activity: Divide participants into 5 groups. As them to discuss among themselves to answer
the following: 1) Current teaching practices; 2) What should be improved? ; 3) How to
improve?; 4) What do you need to improve?

16
Performance Criteria: By the end of this module, the teacher must appreciate the changing
world of TVET and the need to change learning experiences for students to learn more to
prepare them for the world of work.

17
18
19
20
21
22
23
24
25
26
27
 Module 3. COMPETENCY-BASED TRAINING
APPROACH

Information Sheet: This module focuses on the discussion of the competency-based training
approach. It compares it with the traditional approach and highlights advantages/benefits for its
adoption.

After the training, you should be able to:

1. Deeply understand the Principles of Competency-Based Training

2. Distinguish characteristics of CBT versus the traditional approach

3. Clearly understand Principles of Adult Learning

4. Know How to Prepare Instructional Delivery Plans

5. Know How to Prepare Learning Stations

6. Know How to Prepare the Training Activity Matrix

7. Know How to Apply the Learner-Centered Approach through CBT to Enhance

Instructions

Task and Job Sheets:

(i) Please write T if the sentence is TRUE and F if the sentence is FALSE. This
can be used as a pre- and post- test:

_______1. Competency-Based Training (CBT) is a training delivery approach that

focuses on the competency development of the learner as a result of the training.

_______2. In competency-based training, trainees are treated as individual learners

with different characteristics, learning styles and training needs.

_______3. CBT Learning Materials should provide for self-evaluation or peer evaluation
so that immediate feedback on the performance of each trainee is sought for in every
learning activity.

_______4. In CBT, trainees enter at various times throughout the year.

28
 _______5. In CBT, different trainees may be training for different occupations within the
same program.

______6. The competency-based TVET system recognizes various types of delivery

modes, both on and off-the job as long as the learning is driven by the competency
standards specified by the industry.

______7. A CBT course is only as effective as the process used to identify the
competencies. When little or no attention is given to identification of the essential job
skills, then the resulting training course is likely to be ineffective.

______8. In CBT, the number of students enrolled is maximum capacity at the beginning
of the year or term and declines to half or less toward the end.

(ii) Group Activity

 Provide Groups with copies of Modules 3-9

 Give them 4 hours to study and discuss among themselves

 Ask each group to prepare a training activity matrix

 Make them to choose a learning strategy per Modules 3-9 making sure they fully
understand all the learning strategies

 Ask each group to do a demonstration teaching using a specific learning strategy for
two rounds, making sure that all the learning strategies have been covered

 Provide Comments on the Presentation

 Question and Answer for clarification

(iii) Individual Activity

 Please ask teachers to write about what they have learned and what they will use when
they go back to their college

 Give them 30 minutes.

Performance Criteria: By the end of this module, the teachers must appreciate the changing
world of TVET and the need to change learning experiences for students to learn more to
prepare them for the world of work.

29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
 Module 4. INTERACTIVE TEACHING

Information Sheet: This module focuses on the discussion of interactive teaching. It discusses
ways to implement the method.

Task and Job Sheets:

(i) Please write T if the sentence is TRUE and F if the sentence is FALSE. This can
be used as a pre- and post- test:

_______1. Interactive teaching styles are designed around a simple principle: without
practical application, students often fail to comprehend the depths of the study material.

_______2. Teachers making use of interactive teaching styles are better equipped to
assess how well students master a given subject material.

_______3. Applying training methods that involve two-way communications will enable
you to make quick adjustments in processes and approaches.

_______4. Interactive instruction enhances the learning process.

_______5. Two-way teaching dispels student passivity, and when more students are
engaged, you’ll have much more fun too.

_______6. Interactive brainstorming is typically performed in group sessions. The

process is useful for generating creative thoughts and ideas. Brainstorming helps
students learn to pull together.

_______7. Incident Process focuses on learning how to solve real problems that

involve real people—preparing your students for life beyond your classroom.

_______8. Telling is teaching and listening is not learning.

(ii) Please prepare a Training Activity Matrix using the interactive teaching
method.

(iii) Question and Answer

1. On the heels of every topic introduction, but prior to formal lecturing, ask
participants to jot down questions pertaining to the subject matter on 3×5 index
cards.

99
 2. After you collect the cards, mix them up and read and answer participant-
generated questions.

(iv) Group Activity

1. DIVIDE PARTICIPANTS INTO 5 GROUPS AND ASK THEM TO CUSTOMIZE

INTERACTIVE TEACHING METHODS IN A TVET LEARNING ENVIRONMENT.
2. CREATE A LESSON PLAN
3. DEMO TEACHING
4. SYNTHESIS

Performance Criteria: The teacher is able to design a TAM using this method.

100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
 Module 5. EXPERIMENT-BASED TEACHING

Information Sheet: This module is designed for teachers to know about Experiment-Based
Teaching. It discusses how to implement the method.

Task and Job Sheets: Please prepare a Training Activity Matrix using this teaching.

(i) Please write T if the sentence is TRUE and F if the sentence is FALSE. This can
be used as a pre- and post- test:

______1. Developing and teaching an effective laboratory requires as much skill,

creativity, and hard work as proposing and executing a first-rate research project.

______2. Good lab instructors are both great teachers AND great managers. They get
their students to understand the importance of the day’s activities by first clearly
explaining the significance of the activity.

______3. Good Lab instructors are always seeking to make experiments and practical
problems relevant. In fact, some of the best lab instructors turn their experiments into
practical problem-solving exercises.

______4. Good lab instructors spend time early in the semester preparing their students
to work in groups. They assign them to work within specified roles, to use one another to
reach solutions, to in effect “jigsaw” results by using different lab groups to provide
different pieces of the solution “puzzle.”

______5. Good instructors offer just enough help, forcing students to solve problems on
their own. Finally, great lab instructors have eyes in the back of their head and are
always alert for potential problems. They ALWAYS address safety issues before turning
students loose on experiments.

_______6. Good lab instructors do not provide specific clear instructions.

______1. Developing and teaching an effective laboratory requires as much skill,

creativity, and hard work as proposing and executing a first-rate research project.

______2. Good lab instructors are both great teachers AND great managers. They get
their students to understand the importance of the day’s activities by first clearly
explaining the significance of the activity.

______3. Good Lab instructors are always seeking to make experiments and practical
problems relevant. In fact, some of the best lab instructors turn their experiments into
practical problem-solving exercises.

117
 ______4. Good lab instructors spend time early in the semester preparing their students
to work in groups. They assign them to work within specified roles, to use one another to
reach solutions, to in effect “jigsaw” results by using different lab groups to provide
different pieces of the solution “puzzle.”

______5. Good instructors offer just enough help, forcing students to solve problems on
their own. Finally, great lab instructors have eyes in the back of their head and are
always alert for potential problems. They ALWAYS address safety issues before turning
students loose on experiments.

_______6. Good lab instructors do not provide specific clear instructions.

(ii) For Individual/Group Task

• DIVIDE PARTICIPANTS INTO 5 GROUPS AND ASK THEM TO CUSTOMIZE

EXPERIMENT BASED TEACHING IN A TVET LEARNING ENVIRONMENT.

• CREATE A LESSON PLAN

• DEMO TEACHING

• SYNTHESIS

Performance Criteria: The teacher is able to design a TAM using this method.

118
119
120
121
122
123
124
125
126
127
128