Prepared by: Michael E.

Mananghaya
E-mail Address: [email protected]

Central Luzon State University

Science City of Muñoz 3120
Nueva Ecija, Philippines

Instructional Module for the Course

TLSED 3200 – THE LEARNER-CENTERED APPROACHES WITH EMPHASIS
ON TRAINERS METHODOLOGY I

Module 1 PLANNING TRAINING SESSION

Lesson 1 Introduction to Trainers Methodology

Overview

In this Module, you will learn the role as trainer or

assessor. As a trainer or assessor, you need to know
what and how to teach, and how to work effectively with
others. We look forward to see you competent enough
as you study this course. The skills and knowledge
required to become a competent trainer.
It focuses on skills development - the Competency
Based Training (CBT), the trainees characteristics that
will lead to successful session plan and pre-training
assessment to evaluates trainee’s knowledge, skills,
strength and weaknesses prior to teaching.

I. Objectives

Upon completion of this module, you are expected to:

1. Distinguish a trainer from an assessor

2. Determine roles of trainer and/or assessor in assuring quality
technical-vocational courses
3. Determine the skills and knowledge that a trainer or assessor should
have
4. Explain required skills as a trainer and/or assessor
5. Define commonly used Competency-Based Training terminologies
 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

6. Explain ten principles of Competency-Based Training

7. Differentiate traditional education with Competency-Based Training
8. Determine adult learners’ characteristics

II. Learning Activities

Who is Trainer and/or Assessor?

Plan Training Session is one of the six competencies to be mastered in

Trainers Methodology I (TM I). But before we focus on planning, let us have an
overview of the whole training program

Trainee’s Entry Requirements

It is expected that you will be a Trainer and/or Assessor as you finish this
course, Trainers Methodology I (TM I).

What is a TVET Trainer?

TVET Trainer is a professional who enables a

learner or a group of learners to develop
competencies to performing a particular trade or
technical work. Towards this end, a TVET
Trainer may assume various roles such as
training facilitator, competency assessor,
training designer, developer or training
supervisor 1.

What is a Trainer / Assessor?

From the Training Regulation, a Trainer is a person who enables group of learners
to develop competencies toward performing a particular trade or technical work
while an Assessor is an individual accredited and authorized to evaluate or assess
competencies of a candidate applying for certification or
any one of the purpose of assessment.

1. Trainer/Assessor is at least NC II holder and who has

achieved all the required units of competency identified
in the Trainers Methodology Level I (TM Level I) under
the PTTQF. He is also a holder of National TVET Trainer
Certificate Level I (NTTC I)

2. A Trainer is an Assessor; an Assessor is a Trainer

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 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

3. To qualify for this course, a candidate or trainee must satisfy the following
requirements:
 Graduate of baccalaureate degree or equivalent in training or
experience along the field of Technical Vocational Education and
Training
 Certified at the same or higher NC Level in the qualification that
will be handled (for technical trainers)
 Able to communicate orally and in writing
 Physically fit and mentally healthy
 Proficient in quantitative and qualitative analysis
 Proficient in verbal reasoning

Keep in mind the skills and knowledge required to become a competent trainer.
Remember that awareness of your skills and capabilities will help you make
informed choices.

Basic and Core Competencies

Listed are the knowledge, skills, and attitudes required of Trainers Methodology
(TM) Level I

Basic Competencies (or skills and knowledge that everyone needs for work):

 Lead workplace Communication

 Apply math and science principles in technical training
 Apply environmental principles and advocate conservation
 Utilize IT applications in technical training
 Lead small teams
 Apply work ethics, values and quality principles
 Work effectively in vocational education and training
 Foster and promote a learning culture
 Ensure a healthy and safe learning environment
 Maintain and enhance professional practice
 Develop and promote appreciation for cost-benefits of technical
training
 Develop and promote global understanding of labor market

Core Competencies (or specific skills and knowledge needed in TM1):

 Plan training sessions

 Facilitate learning sessions
 Supervise work-based learning
 Conduct competency assessment
 Maintain training facilities

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 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

 Utilize electronic media in facilitating training

Getting the idea on structure and principles

embedded in training is important before
designing a session plan. Do you know
how to teach a Technical-Vocational
Education and Training (TVET) program?
That will be the focus of today’s lesson.

The framework in teaching skill-based

lesson is called Competency Based
Training (or CBT). It focuses on skills
development that is why its approach
differs from the traditional education.

In traditional education, the teacher

controls the environment (or called teacher-centered approach); while in CBT, the
learners control and manipulate the tools and equipment’s with the guide of a
teacher (also known as student-centered approach).

In addition to that, learners are not compared among each other, instead their skills
are compared against the norms or standard set by the industry. The training is
also self-paced; an example of this is when the trainer allows the students to study
the materials & practice the skill on their own. Lastly, the focus of CBT is on the
outcome or the end product.

CBT Terminologies

The need to understand commonly used

terminologies is important before starting
this courseware. Comprehending these
terminologies will empower you to
understand easily the next lessons.

 Knowledge is the cognitive

representation of ideas, events,
activities or tasks derived from practical
or professional experience as well as
from formal instruction or study, e.g.
memory, understanding, analysis.

 Skill refers to the acquired and

practiced ability to carry out a task or
job.

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 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

 Competency
a) The application of knowledge, skills and attitude required to
complete a work activities to the standard expected in the workplace;

b) The possession and application of knowledge, skills and attitudes

to the standard of performance required in the workplace.

The 4 dimensions of competency that describes aspect of work performance are:

 Task Skills – undertaking a specific workplace task

 Task Management Skills – managing a number of different tasks to

complete the entire work activity

 Contingency Management Skills – responding to problems,

irregularities and breakdown in routine when undertaking the work
activity

 Job/Role Environment Skills – dealing with the responsibilities and

expectations of the work environment when undertaking a work
activity

 Competency Standard are industry-determined specification of competencies

required for effective work performance. They are expressed as outcomes and
they focus on work place activity rather
than training or personal attributes, and
capture the ability to apply skills in new
situations and changing work
organization.

 Recognition of Prior Learning (RPL) is

the acknowledgement of an individual’s
skills, knowledge and attitudes gained
from life and work experiences outside
registered training programs.

 Qualification is cluster of units of competency that meets job roles and is

significant in the workplace. It is also a certification awarded to a person on
successful completion of a course and/or in recognition of having demonstrated
competencies relevant to an industry 7.

It has three components:

o Basic Competency – skills and knowledge that everyone needs for work

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 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

o Common Competency – skills and knowledge needed by people working in

a particular industry

o Core Competency – specific skills and knowledge needed in a particular area

of work-industry sector/occupation/job role

 Competency-Based Training (CBT) is a system by which the student is trained

on the basis of demonstrated ability rather than on that of elapsed time 7.

CBT includes:

o Competency-Based Curriculum (CBC) is the specification for a course or

subject (module) which describes all the learning experience a student or
learner undergoes. It specifies outcomes which are consistent with the
requirements of the workplace as agreed through industry or community
consultations

Competency-Based Learning Material (CBLM) refers to the print and non-print

instructional media used as guide in learning workplace activities

The flow of CBT differs from the traditional education approach. To see the big
picture is important before planning a session plan. Below is the CBT delivery
framework:

1. Trainee enters the program. Trainer conducts pre-training assessment to identify

learner’s training needs. Orientation of CBT program on Recognition of Prior
Learning (RPL) and roles of trainer & trainee follows.

2. Trainee selects competency from the

identified training needs and receives
instruction from the trainer. The trainer
administers learning contract or agreement
between him and his trainees, then provides
CBLM materials and introduces the use of
progress and achievement chart.

3. With the selected competency, the

trainee studies the module by doing the
following learning activities (in any order): review learning package, view
multimedia materials, use manuals, observe demonstration, practice skills in
workshop, and receive assistance and advice.

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4. While the trainee practices the skill, the trainer observes and records the
performance on the Progress Chart. Student will attempt the task until he
masters the skill with the help of trainer’s immediate and constructive feedback.

5. Once the trainee determines by himself that he is competent to do the skill, he

will call the attention of trainer. The trainer will observe and rate the performance
based on the Performance Criteria Checklist and will record the result on the
Achievement Chart. If the skill is satisfactorily performed, he will then select
another unit of competency. If the skill is not satisfactorily performed, the trainee
will study again the module.

6. To exit the training program, trainee must satisfactorily perform the skill and must
have enough units of competencies (or has completed all the modules). If the
trainee doesn’t have enough units of competencies, he will then select another
unit of competency, and repeat the competency-based training process.

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 TLSED 3200 – The Learner-Centered Approaches With Emphasis On Trainers Methodology I

COMPETENCY BASED TRAINING

Competency-Based Training without planning and without determining trainees’

characteristics will lead to an unsuccessful session plan.

It is a must for us teachers to know our students – their characteristics as adult

learners, their educational background, and their culture - not only because we
need data for filing purposes, but for us to use these data to analyse and determine
their training needs.

III. Assessment
Please see assessment in our Google classroom via Google form. Answer
it honestly.

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IV. References
CEDEFOP 2008, Europe RA 7796/TESDA Law Procedures Manual on TR
Development Guidelines on Assessment and Certification under the
Philippine TVET Competency Assessment and Certification System –
PTCACS CBT Primer Training Regulations Framework ILO Quality
Procedures Manual – CBC Development

https://www.ptbinternational.com/tvet-trainers-methodology#:

Procedures Manual on Program Registration SAQA 2013 CEDEFOP 2008

TESDA Board Resolution No.2004-13 and Procedures Manual on TR

Development2 Omnibus Guidelines on Program Registration under
UTPRAS

TESDA Circular No. 14 Series of 2011 TESDA Circular No. 14 Series of

2011 TESDA Circular No. 13 Series of 2011

TESDA Training Regulation Framework

Training Regulations Framework Procedures Manual on Program

Registration Terminology of European Education and Training Policy,
Cedefop, 2008.

Online References

https://sites.google.com/a/maine.edu/understanding-different-learning-
styles/

www.tesda.gov.ph

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