EDUC 221B

Curriculum Development
and Evaluation with
Emphasis on Trainers’
Methodology II

COURSEPACK
2

MODULE 1
Developing a
Competency-Based Curriculum
Module 1 - Lessons
LESSON 1 – Translating a Competency Standard into Competency-Based
Curriculum
LESSON 2 – Determining Learning Outcomes and specifying the Assessment
Criteria
LESSON 3 – Module Content and Training Delivery Method

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Module
1 Developing a Competency-Based Curriculum

Module 1 Intended Learning Outcomes

At the end of the module, the students will be able to:
1. Analyze competency standards/other relevant specifications to
determine specific learning objectives, outcomes or goals;
2. Specify competencies to be acquired by the learners;
3. Develop or modify instructions according to needs and procedures;
and
4. Establish learning outcomes and assessment criteria according to
procedures;

A competency-based curriculum is the set of specifications for a course or

subject (module) which describes all the training experiences a trainee or learner
undergoes. It generally includes learning outcomes, contents, conditions,
methodologies and assessment methods. It specifies outcomes which are consistent
with the requirements of the workplace as agreed through industry or community
consultation.

Curriculum development is a process of translating the Competency

Standards into specific training plans and actions towards the attainment of
competencies of the qualification while ensuring the alignment of learning
outcomes to industry practices and standards.

Lesson 1: Translating a Competency Standard into a Competency-Based Curriculum

Lesson 1 Intended Learning Outcomes
At the end of the module, the students will be able to:
1. Define Competency Standard;
2. Identify the parts of the Competency Standard; and
3. Identify the elements and performance criteria of your
competency;

Introduction

The Competency Standard is the main basis of Competency-Based Training.

All learning materials shall be based on the assessment criteria of each
competency.

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 In this lesson, you will be introduced to the CS which will be helpful in
planning your training activities. You may need a copy of the Competency Standard
of your qualification to better understand this lesson.

Activity:

Analyze the diagram below.

What do you think?

1. What is your own interpretation on the diagram?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Let’s dig deeper!

Competency Standard
Competency Standard (CS) is the written specification of the knowledge,
skills and attitudes and values required for the performance of a job, occupation or
trade and the corresponding standard of performance required for these in the
workplace.

Unit of Competency
Together all the parts of the unit of competency:

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• Describe a work activity
• Guide the trainer in determining whether the learner is competent.

Each part of the unit of competency was written with the purpose of achieving these
two aims.

Parts of Competency Standard

UNIT OF COMPETENCY

UNIT OF DESCRIPTOR

ELEMENTS PERFORMANCE CRITERIA

RANGE OF VARIABLES

EVIDENCE GUIDE

1. Unit Title
• Defines the area of competency
• Written in output terms – obtain prepare and supply materials for production (verb)
• Comprise a manageable component of work

2. Unit Descriptor
• Outlines what is done in the workplace
• Expands on information in the title
• Clarifies scope and intent of the unit
• Helps to differentiate competencies with similar titles

3. Elements and Performance

• Elements describe in output terms the functions that a person who works in a
particular area of work is able to do.
• Performance criteria are evaluate statements that specify what is to be assessed and
the required level of performance.

4. Elements
• Building blocks of a unit of competency
• Describe in outcomes terms the functions that a persons who works in a particular
area of work is able to perform.

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• Describe actions or outcomes that are demonstrable and assessable and which the
candidate must attain.

5. Performance Criteria
• Specifies what is assessed and the required level of performance
• Precise standards of the competency
• Covers all components/dimensions of competency
• Focus on evidence to prove competency evaluate statements

6. Range of Variables
• Describes the curriculum or context in which the work is to be performed
• Defines the boundaries within which unit of competency applies
• Range of situations that should be the focus of assessment.
• Relates to the unit of competency as a whole.

7. Evidence Plan
• The purpose of the evidence guide is to guide the assessor in the collection of
evidence
• It must be related directly to: the elements and performance criteria and range of
variables.

8. Critical Aspect of Competency

• Tells the assessor what evidence is essential for successful performance
• It identifies the essential:
- Productive evidence – complete workplace/service to specification
- Knowledge evidence – things that must be known
- Process evidence
• Complies with industry practice and procedures
• Complies with OHS practice.
Examples:
Set up tolls and equipment, Handle tools, materials and equipment, identifies and
solves faults and problems, communicate with others to ensure safe and effective
operations.
9. Underpinning Knowledge
• Knowledge or concepts involved in performing skills of the competency.
• In includes: Specific knowledge that is essential to the performance of the
competency and evidence knowledge of legislation, regulations and Code of
Practice.

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10. Underpinning Skills
• Skills needed to achieve the elements and performance criteria in the unit of
competency.
• It includes both: generic skills (communication) and industry specific skills (hand
tools)
Competency-Based Curriculum (CBC)
The CBC is a plan for structured series of learning experiences toward
achieving of competencies identified by the industry; it details training
methodologies, resources, facilities, infrastructure and other materials required
both for training and assessment strategies. It is a specification s of the course a
trainee will undertake to attain workplace competencies. It is developed based on
the Training Regulations.
Components of CBC

Course Design Module of Instruction

Course Title Unit Title
Nominal Duration Module Title
Qualification Level Module Descriptor
Course Description Nominal Duration
Entry Requirements Summary of Learning Outcomes
Course Structure Assessment Criteria Contents
Resources Condition
Assessment Method Assessment Method
Course of Delivers
Trainer’s Qualification

Course Design – is an overall description of the course. It includes, among others,

information on the:

• Qualification covered by the course;

• Course outcomes;
• Units of competency and the corresponding module titles;
• Students entry requirements;
• Resources;
• Training delivery and assessment strategies; and
• Trainer’s qualifications.
Course Design Format

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1. Course Title/ Qualification Level – a name rising out of the qualification and NC
level in the PPTAF. Example: Computer Hardware Servicing NC II
2. Nominal Duration – the approximately 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.
Example: This course is designed to develop knowledge, skills, and attitudes of a
Computer Technician in accordance with industry standards. It covers basic and
common competencies such as installing, maintaining, configuring and diagnosing
computer systems and networks.
4. Entry Requirements – qualifications of a trainee who intend to enter the course.
These are stated as competencies. Any physical traits must also be stated. Example:
Students/trainee must possess the following qualifications:
• Able to communicate both oral and written
• Physically and mentally fit
• With good moral characters
• Can perform basic mathematic and logical computations
• Analytical and logical thinking
5. Course Structure – tabulated presentation of units of competency
covered by the course and the corresponding module title- its learning
outcomes and nominal duration.
Example:

Units of Module Nominal

Learning
Competency Title Duration
Outcomes
1.Install 1.1Installin 1.1.1 60 hours
computer g computer Plan and
systems prepare for
systems and and installation
networks networks

1.1.2
2.Diagnose and 2.1 Install
2.1.1 Plan 100
troubleshoot equipment/
and prepare hours
computer Diagnosing device
for diagnosis
and system
of faults of
systems trouble computer
shooting systems
computer 1.1.3
systems Conduct test
2.1.2
Diagnose
faults of
computer
systems

2.1.3 Repair
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defects in
computer
systems and
networks
6. Assessment Methods – A listing of all the methods of gathering evidences used in
the course to measure the attainment of the learning outcomes. Example:
Observation/questioning, demonstration/questioning, written examination
7. Course Delivery – the training modes used to implement the course. Example:
dual training, apprenticeship, distance education
Module of Instruction
1. Unit Title – a unit of competency which when applied a work situation can
logically stand alone. It expresses in outcome terms. Example: Install Computer
Systems and Networks
2. Module Title – the name given to curricular unit, it should be associated with
the unit of competency. Example: Installing Computer Systems and Networks
3. Module Descriptor – brief description of the intention of the module, its scope
and delimitation. Example: this module covers the outcomes required in installing,
assembling and testing computers and common peripherals.
4. Nominal Duration- estimated/suggested number of training hours per module
(time to achieve the module). Example: 60 hours
5. Learning Outcome – it is a statement that specifies what learner will be able to
do as result of the learning process; it should be written in an action statement,
begins with action verb plus the object of the action.
Example:
LO1. Plan and prepare installation
LO2. Install equipment/device system
6. Assessment Criteria – list of criteria by which the achievement of the learning
outcome will be judged based on evidence; specify the performance outcome the
learner will be expected to demonstrate at the conclusion of the learning outcome.
Example:
1. Installation planned and prepared to ensure that safety measures, policies
and procedures followed, and that work is appropriately sequenced in
accordance with the industry standards
2. Technical personnel consulted to ensure that the work coordinated
effectively with others involved on the worksite
3. Computer systems and network devices obtained in accordance with the
established procedures and to comply with requirements

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7. Content – list of specific knowledge, skills, attitudes and safety that are necessary
in order to achieve the specific learning outcomes.
Example:

• Safety procedures
• Basic terms, concepts, functions and characteristics of PC Hardware components
• Structure of operating systems
• Familiarization with the various computer systems’ Components and peripherals
• system configuration/ settings of computer systems and Devices
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.
Example: The students/trainees must be provided with the following:
Personal Protective equipment ( ex. protective eyewear, antistatic wrist wrap)
Electronic laboratory hand tools (assorted pliers, assorted screw drivers,
soldering iron & desoldering tool)
9. Methodologies – one or combinations of different learning approaches,
methods and techniques to deliver learning activity/ies which are consistent with
CBT principles. Example: Lecture-demonstration, self-paced, group discussion
10. Assessment Method – the methods used to gather evidences of sufficient quantity
on which to make sound judgement about trainee’s competency; assessment
methods include observation, demonstration/simulation, questioning and written
test. Example: Demonstration with questioning, written examination

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 Application:

TASK 1
TITLE:
Determine number of modules per unit of Competency and Assign Module
Title
Performance Objective:
Given a competency standard, writing pad and a writing toll you will determine
the number of modules of instruction for a specific unit of competency and assign
a module title on each module of instruction to be developed.
Supplies/ Materials:
Training Regulations, paper, pen
Equipment:
Computer
Steps/Procedure:
1. Select 5 members of your group. Your group must have the same qualifications.
2. Secure a copy of the competency standard of your group’s qualification.
3. Discus with your groupmates the contents of the standards and decide with them
how many modules of instruction would you develop for a particular unit of
competency following the given examples.
4. Assign a module title for each identified module.
Assessment Method:
Evidences/output

Closure
Congratulations for having completed this lesson. See you in your next journey to
becoming an educator.

57
Module
1 Developing a Competency-Based Curriculum
Criteria
Lesson 2: Determining Learning Outcomes and specifying the Assessment Criteria
Lesson 1 Intended Learning Outcomes
At the end of the lesson, the students will be able to:
1. Identify what is learning outcome and Assessment
Criteria; and
2. Formulate assessment criteria for a particular learning
outcome.

Introduction

The learning outcome is the intended result of learning. It is similar to a

general objective of a session plan.

Each learning outcome can be gained from one training session (lesson)
You must write them in terms of what the learners will learn, acquire and apply,
keeping the statement clear and concise. Each learning outcome is described
separately, beginning with a verb.

Activity:
Tracking My Future Goals in the Future

Directions: Create a SMART goal you would like to accomplish as a future

teacher/assessor.
Specific: Define your specific goal.

Measurable: track the outcome and your progress

Attainable: What will you do to achieve your goal?

Realistic: Is your goal achievable?

Time-Oriented: How long will it take to complete?

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 What do you think?

1. Based on your own idea, discuss why learning objectives should be “SMART”?
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

Let’s dig deeper!

Learning outcomes need to have:

• A Verb
• An object for the activity involved

Examples:
• Select brood/layer stock
• Perform pre-and-post-laying activities
• Select and procure stock

Learning Outcomes and Assessment Criteria must be written in ways that

can be assessed. SMART learning outcomes and assessment criteria tell learners
what they should be able to do, not what the trainer intends to achieve during the
lesson.

To achieve SMART learning outcomes and assessment criteria, use 'action

words' that describe what the learner must be able to do, not 'abstract words' that
are less specific and may be misinterpreted.

Specifying Assessment Criteria

Assessment Criteria are the key indicators of how well learners have
achieved a learning outcome. They are the performance standards against which
achievement of the learning outcomes is judged.

To help you determine whether the statement of learning outcome covers

the three learning domains, assessment criteria needs to be formulated.

Assessment criteria are

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• the building blocks that will help learners to perform the learning outcome
competently
• intermediate steps in showing achievement of the learning outcome
• evaluative statements that specify what learners are expected to do to show that
they can apply the knowledge and skills that they have learnt to achieve the learning
outcome.
• the criteria that an assessor can use to judge how well learners have achieved a
learning outcome.

Assessment criteria may:

• be directly related to a learning outcome.

• specify required underpinning knowledge.
• be related to process; that is, to some aspect of the activity
• be related to product; that is; to some aspect of the result of the activity.

Assessment criteria are used to guide the judgment of whether or not a

learner has achieved a learning outcome. It also dictates the scope of the learning
outcome. It is stated in a passive voice of the statement. It must have the object of
performance and the level of performance. The object of performance describes
what needs to be done and the level of performance describes how it should be done
or how well should it be done.

Example 1:
Learning Outcome: Select and Procure Stock
Assessment Criteria:

As you can see, the formulated assessment criteria are derived from the
performance criteria. “Breed/strains/hybrid is identified according to industry
standard”.

Example 2:
Learning Outcome: Start and shutdown Computers
Assessment Criteria:

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 GUIDELINES FOR SPECIFYING THE ASSESSMENT CRITERIA
Assessment criteria should:

• be the essential factors used to judge whether or not a learner has achieved a
learning outcome
• relevant to the learning outcome
• able to be measured in some way
• clearly stated so that they are easily understood

Usually, each learning outcome should have between three and six
assessment criteria. If there are less than three assessment criteria, it is possible that
some have been overlooked, or the learning outcome is too superficial. If there are
more than six assessment criteria, it is possible that some of them are not essential
and they may be learning steps rather than assessment criteria.

Assessment criteria should provide a satisfactory link between the learning

outcome and evidence of achievement of the learning outcome. To do this,
assessment criteria must be

• Specific, so that both teacher and learners know exactly what is intended and there
is no ambiguity.
• Measurable, so that both teacher and learners can assess to what extent the learners
have achieved what they should be able to do.
• Achievable, because if the assessment criteria cannot be achieved by the learners,
with some effort, the learners will not be motivated to learn.
• Relevant, because satisfying the assessment criteria must make some difference to
the learner's ability to achieve the lesson outcome.
• Time-bound, so that both teacher and learners will know how learners are
progressing towards the outcome as learning proceeds.

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 Application:

TASK 2
TITLE:
Determine Learning Outcomes and Assessment Criteria
Performance Objective:
Given an approved competency standard, a writing pad and writing tools you are
to determine the learning outcomes based on competency standard and formulate
assessment criteria for a particular learning outcome.
Supplies/ Materials:
Training Regulations, paper, pen
Equipment:
Computer
Steps/Procedure:
This will be a continuation of previous group work.
1. Secure a copy of the competency standard
2. Determine learning outcomes based on elements of competency standards or by
clustering of performance criteria.
3. Select appropriate verb to describe the performance.
4. Formulate assessment criteria based from performance criteria of each element,
critical aspect of competencies, underpinning knowledge and skills.
5. States the assessment criteria in passive voice.
Assessment Method:
Evidences/output

Closure
Congratulations for having completed this lesson. See you in your next journey to
becoming an educator.

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Module
1 Identifying the Module Content and Training Delivery Method

Lesson 3: Module Content and Training Delivery Method

Lesson 3 Intended Learning Outcomes

At the end of the lesson, the students will be able to:
1. Define module content and Training Delivery Method; and
2. Enumerate the types of training method.

Introduction

The content is a part of module of instruction that presents what the

trainees needs to learn (knowledge, skills and attitude) to attain the unit of
competency. This content can only be identified thru in-depth analysis of the
competency standard.

Looking back at the illustration showing the relationship of the competency

standard with the module of instruction, you will notice that there are three sources
wherein you can identify the content, namely; the range of variables and evidence
guide from the competency standard, and from the assessment criteria of the
modules of instruction. Let us now explore how you will get the content from those
sources.

Activity:
Write your perception of a traditional Assessor/Teacher and an innovative
teacher.
Traditional Assessor/Teacher Innovative Assessor/Teacher

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 What do you think?

1. What kind of assessor are you and what are your methodologies to assess your
trainee in the training?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Let’s dig deeper!

DETERMINING THE MODULE CONTENT

Range of Variables

We all know that the italicized terms listed in the performance criteria of the
competency standard are elaborated in the range of variables. Those italicized
words can serve as source of content.

Example:
Qualification: Animal Production NC II
Unit of Competency: Raise Swine
Element: Perform farrowing activities
Performance Criteria: Farrowing problems are monitored.
Range of Variables: Farrowing problems are Agalactiae, Mastitits, Metritis and
Dystocia.

In this example you can already identify one of the content is Farrowing
Problem of Swine, without this content you will not know what is to be monitored
as specified in the performance criteria.

Evidence Guide
The purpose of evidence guide is to guide the assessment of the unit of
competency in the workplace and/or training program. This evidence guide has six
parts, namely; critical aspect of the competency, underpinning knowledge,
underpinning skills, methods of assessment, resource implications, and context for
assessment.

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 You can get the content for your module of instruction from the
underpinning knowledge and attitudes for the required knowledge and attitudes of
the unit of competency, and underpinning skills for the required skills of the unit of
competency.

Assessment Criteria
You have just identified the learning outcomes and the assessment criteria
on your last activity. This is also a good source of identifying your content.

Let us have one example of identifying content thru the assessment criteria.

Module: Utilizing Electronic Media in Facilitating Training

Learning Outcome 2: Present lesson via film viewing method
Assessment Criteria: Set-up of equipment is performed in accordance with
connection guide, safety practices and presentation requirements.

This assessment criterion is all about set-up of video player, monitor/multi-

media projector and public address system. So if you want your trainees to learn
how to set-up, one of the thing that you have to give him is a connection guide. The
following can be included in the content:

• connection guide of the equipment.

• safety practices or safety handling of those equipment
• presentation requirement.

After identifying the content, you have to consider the following;

1. Arrange sequentially the content.

2. Should be in line with intellectual capacities of targeted trainees, indicative of
approach from known to unknown, depict possibility of deeper understanding of
the content, be limited but highly inclusive.

DETERMINING THE TRAINING DELIVERY METHOD

Training Methodology

Training methodology are methods and techniques to deliver learning

contents/activities. Training methodology can be identified based on the identified
contents per learning outcomes.

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 The training methodology must not only be appropriate to cover topics
and content adequately but also depict a process of discovery leading to trainees’
ability to practice the skills and deeper understanding of content. Methods are
chosen in relation to objectives and content of training and must be indicative of
variety, mixing audio and visuals as much as possible

Training delivery methods consist of the techniques and materials used by

trainers to structure or design learning experiences. Different training delivery
methods may be better or worse at achieving various learning objectives.

During the design phase the different training delivery methods are
examined to determine their appropriateness for the learning objectives. Once
appropriate methods are identified, they are applied to the training plan in the
development phase.

There are three categories of learning objectives: knowledge, skills, and

attitudes (KSAs).

• Knowledge objectives are of three types: declarative, procedural, and strategic.

o Declarative knowledge is the person's store of factual information.
o Procedural knowledge is the person's understanding about how and when to apply
the facts.
o Strategic knowledge is used for planning, monitoring, and revising goal-directed
activities.

• A skill reflects one's proficiency at specific tasks such as operating a piece of

equipment, giving a presentation, or making a business decision.

• Attitude can be defined as a "learned tendency to act in a consistent way to a

particular object or situation" (Fishbein- Reference 1). Attitudes have affective,
cognitive and behavioral intention components. A competent person must have the
capacity to sense and recognize a situation, the tendency to act in a controlled and
predictable manner and an ability to be consistent in acting in a manner relevant to
the situation. In relation to safety and health issues, these attributes need to be
directly related to the situation and not of a generalist nature.

Cognitive and Behavioral Training Methods

The various training delivery methods can be divided into cognitive and
behavioral approaches:

Cognitive methods provide information, maybe in oral or written form,

demonstrate relationships among concepts, or provide the rules for how to do
something. They stimulate learning through their impact on cognitive processes and
are associated most closely with changes in knowledge and attitudes. The lecture,
discussion, e-learning and, to some extent, case studies are cognitive methods.

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 Though these types of methods can influence skill development, it is not their
strength.

Conversely, behavioral methods allow the trainee to practice behavior in

a real or simulated fashion. They stimulate learning through experience and are best
at skill development and attitude change. Equipment simulators, business games,
role plays, the in-basket technique, behavior modelling and, to some extent, case
studies are behavioral methods. Both behavioral and cognitive methods can be used
to change attitudes, though they do so through different means.

Types of Training Methods

Learners have different learning preferences and style on how they will
receive learning. Following are methods that a trainer may use.

Active Lecture (With questions and discussions):

• Used to present information and ensures that it is understood and remembered.

• Questions allow for involvement of participants and clarification of points made.
• It is flexible and informal, avoids boredom and takes advantage of experience and
different backgrounds.
• It needs a confident and effective trainer to respond to questions and keep
discussion in course.
• GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.

Modular self-paced method requires a trainee to read and follow instructions on

a Competency Based Learning Material (CBLM) and learns on his own pace. The
CBLM should be carefully crafted to help the trainee acquire the knowledge, skills
and attitudes in a specific competency.

This method requires the trainer to have a complete CBLM and other learning
materials.

Debate

• Used to examine alternative views on a contentious subject, to give practice in

preparation and presentation of such views.

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• It is done through alternating one-way communication by a series of speakers on a
set topic.
• There is no guarantee, however, of materials being adequately covered.
• GROUP SIZE CAN BE ANY SIZE.

Group Discussion

• Uses active involvement of participants in the learning process.

• Improves self confidence and takes advantage of existing knowledge and
experience of group.
• Stimulates group to think, question, and express themselves and to clarify their
problems and ideas.
• Done through interactive situation, usually with appointed leader, there is a set
topic, main points and conclusions are usually reported back to large group.
• GROUP SIZE IS FROM 6-10 PARTICIPANTS

Forum

• Used to present a range of expert’s opinion on a topic, and interaction between

conflicting views.
• This provides information and stimulates interest in a topic.
• Here, experts’ seat in front of a group and present their views consecutively.
• It uses one-way communication; although; occasionally questions may be
addressed to the panel.
• It is difficult to ensure balance of views and needs a competent chairperson.

Buzz Group

• Usually used in conjunction with the structure to sound out interests, views, and
opinions in any audience.
• Involves everyone. Breaks up lectures, increases participant activity and alertness
• This may be used to provide feedback
• After a segment of information presentation, the lecturer asks participants to talk
among themselves for a short time (no more than 5 minutes) in response to a
question or topic he/she presents
• SIZE IS USUALLY 3 OR 4 PARTICIPANTS

• Brainstorming
o Used to develop creative thinking. Maybe used as part of a planning exercise or to
get ideas to solve a problem.
o All participants contribute their ideas on a subject or problem.

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o All ideas are recorded. Participants are urged to be as open as possible.
o Contributions are not discussed or evaluated until recording stage is complete.
o As to its limitation, many ideas may not be subsequently used, it is necessary to
be critical on some suggestions, needs time for full process to occur.

Case Study

• Provides discussion and aids understanding of real issues, aids listening and
discussions skills. Helps in problem analysis.
• Provides participants with learning which maybe directly applied to a similar
situation in their work.
• Detailed information about a situation or event which illustrates a particular
problem is necessary. The group addresses the problem in any way which they feel,
constructive.
• This however needs careful preparation. A case may not be relevant to everyone.
Participants and contributions vary. It is time-consuming and careful guidance and
intervention maybe required.
• GROUP SIZE SHOULD BE 3-6 MEMBERS.

Role Playing

• It is the best-known way to help participants both experience certain feelings and
practice certain skills.
• You can set up a dramatic situation in which participants are required to confront
someone else and then discuss the feelings generated by the role-playing
experience.
• In addition, you can design a role-playing exercise to enable participants to practice
constructive methods of confrontation.

Field Trip

• Field work, site work, outside visit

• Allows participants to observe the operation of an activity or process on site and
record their observation for later analysis.

Demonstration

• Used to explain and demonstrate a process or skills, so that each group member can
understand and reproduce the action.
• Immediate practice is a necessary part of this technique; otherwise, the process or
skill maybe forgotten.

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 Structured Learning Exercise

• Exercises are used to simulate real-life situations or incidents in order to highlight

interaction and group process or to focus on problem solving.
• The purpose, structure and operation of exercise are outlined by the trainer.
• Roles of various participants are described and allocated to various people.
• Observers may be appointed, recording of the activity is vital and the trainer usually
does not intervene during operation.
• Review and evaluation form a critical part of the learning process.

Practice

• Used to provide learners with an opportunity to demonstrate their mastery of new

skills or knowledge in a real life situation

Public Speaking

• Every time a participant is called to present or offer to say something in front of the
other participants, it is actually public speaking.
• This does not make it an easy skill to perform. Besides, different people have
different ways to communicate. The bottom line is that, if a person feels confident
when addressing a crowd, he or she usually communicates more effectively.
• This confidence can be enhanced through practice.

Study Circle

• When a group of workers decide that they want to study or learn from each other’s
experience, they form a study circle.
• The group can meet in private homes in the workplace or in any private function
room (secluded area). The circle assigns a study circle leader who is responsible for
minutes and organizing of the meetings.

Application:

Given the following training methods. Discuss how would you conduct that
training method in the classroom scenario.

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 Training Methods Discussion
1. Lecture
2. Modular
3. Debate
4. Forum
5. Group Discussion
6. Brain storming
7. Buzz group
8. Case Study
9. Field Trip
10. Demonstration
11. Structured Learning Exercises
12. Practice
13. Public Speaking
14. Study Circle

Closure
Congratulations for having completed this lesson. See you in your next journey to
becoming an educator.

71
MODULE SUMMARY
Test I. Multiple Choice
Direction: Select and encircle the best answer.
1. A part of the module of instruction that can be derived from element or group of
performance criteria.
a. Summary of learning outcomes c. performance criteria
b. Content d. conditions
2. A part of the module of instruction that is identified based on the developer’s
strategy in presenting the lesson and availability of training resources.
a. summary of learning outcomes c. content
b. conditions d. training methodology
3. It presents the specific underpinning knowledge, skills, attitudes & safety that are
to be addressed within this learning outcome.
a. Conditions c. content
b. Performance criteria d. evidence guide
4. A technique of identifying training requirements wherein you can uncover a
richer set of training requirements in a shorter period of time.
a. Group interview c. questionnaire
b. Brainstorming d. facilitated session
5. It specifies the performance outcome the learner will be expected to demonstrate
at the conclusion of the learning outcome.
a. Assessment criteria c. range of variables
b. Assessment method d. performance criteria
6. A technique in identifying requirements wherein more than hundred of
respondents from remote locations can input to the requirements.
a. Questionnaire c. group interview
b. Facilitated session d. brainstorming
7. The facilitator gathers the respondents in a room and asks questions regarding the
training requirements.
a. Facilitated session c. group interview
b. Brainstorming d. questionnaire
8. A list of things to be used in the training, such as modules, tools and equipment.
a. Training facilities c. training approach
b. Training resources d. training content

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TEST II.
Directions: Choose the best answer in the box provided.
Seminar Multiple Choice Resources Nominal Duration
True or false matching type Assessment Method Entry Requirements
Interview oral presentation Course Structure Course Description
Simulation qualification level Trainer’s Qualification Course Title

___________1. Verbal communication between Teacher and Learners.

___________2. Learners give an oral exposition or lecture on topics.
___________3. Learners choose between two alternatives, only one of which is correct.
___________4. Consists of a question and a set of alternative answers.
___________5. Learners match information from one list with information in another list.
___________6. Learners give an oral presentation on a topic and then lead a group
discussion.
___________7. This explains the coverage and importance of this course to a specific
sector.
___________8. It can be the name arising out of the competency analysis.
___________9. The total approximate length of the course in hours.
___________10. A list presented in tabular form summarizing the Unit of Competency,
Module Title, Learning Outcomes and Nominal Duration.
___________11. A list summarizing the method of assessment that is based on the
developed module of instruction.
___________12. This specifically define the expected trainees entry requirements.
___________13. A list presented in tabular form summarizing the needed resources.

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MODULE SUMMARY
• The Competency Standard is the main basis of Competency-Based Training.
All learning materials shall be based on the assessment criteria of each
competency.
• Competency Standard (CS) is the written specification of the knowledge, skills
and attitudes and values required for the performance of a job, occupation or trade
and the corresponding standard of performance required for these in the
workplace.
• Learning Outcomes and Assessment Criteria must be written in ways that
can be assessed. SMART learning outcomes and assessment criteria tell
learners what they should be able to do, not what the trainer intends to achieve
during the lesson.
• To achieve SMART learning outcomes and assessment criteria, use 'action
words' that describe what the learner must be able to do, not 'abstract words'
that are less specific and may be misinterpreted.
• The content is a part of module of instruction that presents what the trainees
needs to learn (knowledge, skills and attitude) to attain the unit of competency.
This content can only be identified thru in-depth analysis of the competency
standard.

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