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Final Ppt for Simulation

Universidad De Manila aims to provide free and quality tertiary education to underprivileged youth, focusing on competency-based training (CBT) in various fields, including cookery. The CBT approach emphasizes individualized learning, allowing trainees to select their learning pace and methods while being assessed based on industry standards. The document outlines the roles of trainers and trainees, detailing the principles and competencies required for the cookery qualification.

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pinedanathalia0
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3 views

Final Ppt for Simulation

Universidad De Manila aims to provide free and quality tertiary education to underprivileged youth, focusing on competency-based training (CBT) in various fields, including cookery. The CBT approach emphasizes individualized learning, allowing trainees to select their learning pace and methods while being assessed based on industry standards. The document outlines the roles of trainers and trainees, detailing the principles and competencies required for the cookery qualification.

Uploaded by

pinedanathalia0
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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*Poker Face*

PAPUNTA PA
LANG TAYO SA
EXCITED PART.
UNIVERSIDAD DE TESDA
MANILA 1994
1995
VISION
Universidad De Manila is paragon of learning, research,
excellence, and empowerment for the underprivileged
youth of Manila

MISSION
Universidad De Manila promotes free and quality tertiary
education for the underprivileged youth, relevant curricular
and research programs and responsive extension service all
these benefiting the City of Manila and the country.
PRAYER
ATTENDA
NCE
WELCOME
TO THE
COMPETENC
Y BASED
Qualification:
COOKERY
NC II
KERBY
MABANSAG
COMPETENCE BASED
TRAINING
Approach that focuses on the
competency development of the
learner as a result of the training.
Principles of
CBT
1. The training is based on curriculum developed from the
competency standards.
2. Learning is competency- based or modular in structure.
3. Training delivery is individualized and self- paced.
4. Training is based on work that must be performed.
5. Training materials are directly related to the competency
standards and the curriculum.
6. Assessment of learners is based in the collection of
evidences of work performance based on industry or
organizational required standards.
7. Training is based both on and off the job components.
8. The system allows Recognition of Prior Learning (RPL)
9. The system allows for learners to enter and exit programs
at different times and levels and to receive an award for
competencies attained at any point.
Roles of
 Actor Trainer
 Instructional Material
Developer
 Counselor
 Facilitator
 Teacher
 Coordinator
 Session Planner
 Curriculum Developer
Roles of the
Trainees
1. Trainees may select what they want to learn and when they want
to learn it, within reason.
2. Trainees learn at their own rate within program guidelines. They
may speed up, slow down, stop or even repeat a task.
3. Trainees may request to receive credit for what they already
know. This is done either through pre- testing or through a
review or a task list completed at another training site.
4. Trainees may choose how they want to learn-individually, on a
one- to-one basis, in small group, in large groups or with audio-
visuals.
5. Trainees are responsible for what they learn and when they learn
it.
Roles of the
Trainees
6. Trainees 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.

7. Trainees help develop personalized prescription for learning


worked out cooperatively and based upon what the students
already knows, his preference for learning, learning style and
other needs.

8. Trainees compete against present job standards and not


against other students and are graded on achievement of the
standards or criteria of each task.

9. Trainees know “up front”, before instruction begins what they


are expected to know and do to complete the program.

10. Trainees evaluate their own progress to see how well they are
RIA
BERNICE
PEREZ
TRAINING
WORKSH
OPS &
EXAMINER
JOHN
CARLO
MACALINAO
PROGRESS
CHECKER
FRANCIS
NAPUCAO
DEMONSTRAT
OR OF A
QUALIFICATIO
N
JHUZMI ERICA
N ANN
QUALIFICATION: COOKERY NCII
CORE COMPETENCY: PREPARING
APPETIZER
LO1: Prepare Mise-en-place
LO2: Prepare a Range of
Appetizers
LO3: Present a Range of
Appetizer
TUNA ONION
1. CANAPE
Combine tuna, onion, and cucumber in a bowl. Using a 1. RINGS
Heat the oil in a deep-fryer
spoon, mix all the ingredients together. 2. Separate the onion slices into rings, and set aside.
2. Add mayonnaise. Continue to mix. Taste the mixture and add 3. Dip the onion slices into the flour mixture until
salt and pepper as needed. Make sure that the ingredients are they are all coated; set aside.
well blended.
4. Deep fry the rings for 2 to 3 minutes, or until
3. Scoop a tablespoon of the mixture and top over crackers.
golden brown.
4. Serve. Share and enjoy!

DYNAMITE PINWHEEL
SANDWHICH
Step 1: slice cheese into sticks 1. Using a bread knife remove the brown edges of
Step 2: wash and remove the seeds of green chilies So now each bread
let's assemble our cheesy dynamite sticks Step 3: Stuff with
2. Don’t throw the brown edges
cheese
3. Use a rolling pin to flatten the bread.
Step 4: Wrap chili with lumpia wrapper and seal with water.
Step 5: So you can repeat the process step by step until you
4. After that put some amount of mayonnaise on

are all done. bread.


Step 6: So now it's time to fry our dynamite cheese sticks Do 5. Then put the ham and cheese.
not overcrowd the frying pan and fry until light brown and 6. Secure it with toothpick.
EVALUATOR
ROBERT
PINEDA
QUALIFICATION: COOKERY NCII
CORE COMPETENCY: PREPARING
APPETIZER
LO1: Prepare Mise-en-place
LO2: Prepare a Range of
Appetizers
LO3: Present a Range of
Appetizer
PROGRESS
CHART
FRANCIS
NAPUCAO
ASSESSOR
RYAN
PAULO
NICDAO
THANK YOU &
CONGRATULATI
ON

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