1. Develop Competency Based Learning Materials

2. Learning Sessions: • Session Plan • Competency-Based Learning Materials (CBLM) • Institutional Assessment

3. Elements (TR)/ Learning Outcome (CBC) Performance Criteria/ Required or Underpinning Knowledge Unit Descriptor Training Standard Methodology Learning Activities Training Standard Assessment

4. Competency Based Learning Materials (CBLM) • Media that contain information related to work requirements; • Learning aid that is guided towards achieving the competency required in the workplace; • Tools that facilitate individual learning process; and • Instrument that measure the competency required in the workplace.

5. Reasons for Using CBLM • Learning is self-paced; • Learning is student-centered; • Develop learning mastery; • Immediate feedback on the achievement of learning; and • Training is well-planned.

6. Parts of a CBLM • PRELIMINARY PAGES • Cover Page • Trainee’s Guide on How to Use the CBLM • List of Competencies • Module Content • Learning Outcome Summary • Learning Experiences

7. Parts of a CBLM • ACTIVITY SHEETS • Information Sheet • Self-Check with Answer Key • Task Sheet • Operation Sheet • Job Sheet • Performance Criteria Checklist

8. Competency Based Learning Materials

9. Parts of a CBLM

10. COVER PAGE Title Qualification Title Module Title

11. COVER PAGE Title Picture Sector Qualification Title Unit of Competency Module Title Name of the School and Logo

12. TRAINEES GUIDE ON HOW TO USE THE CBLM Unit of Competency Qualification Module Title Instructions Next Module

13. LIST OF COMPETENCIES This page contains the Qualification Title on Top of the page. A table follows with the following columns: Competency Number – the competencies should be numbered as they arranged in the TR. Unit of Competency – The units of competency should be reflected in this column as they are stated in the TR and CBC. Module Title – The module title is the unit of competency whose verb is in the present participle (-ing) form. Code – the unit code is indicated in the TR. The code should be copied as it is.

14. MODULE CONTENT This page reflects the contents and the skills discussed in the module particularly stated in the unit descriptor. In the unit descriptor, you may include the underpinning attitudes, knowledge and skills. The learning outcomes are listed in chronological order as they are listed in the TR and the CBC.

15. LEARNING OUTCOME SUMMARY Content – These are the topics particularly state in the TR either as content, underpinning attitude, knowledge or skills or as deemed necessary to achieve the performance criteria by the trainer/developer. Assessment Criteria – These are the performance criteria identified in the TR as measures to assess the competence of the trainee

16. LEARNING OUTCOME SUMMARY Condition – This is a list of workplace location, equipment, tools, accessories and supplies, and training materials needed by the training to attain competence in the particular LO. Assessment Method – This is a list of expected assessment method or instruments to measure learning

17. LEARNING EXPERIENCES • This page has the Unit of Competency, Learning Outcome number and the title and a list of all the activities (taken from the Session Plan) for presentation, practice and feedback the trainee will undergo to attain the required competence. • Special Instructions are provided for the trainee to provide directions on the following: • the training materials to be secured • where to secure or access instructional materials • the Information Sheets, Operation Sheets, Task Sheets and Self Check to be used • recommended sequence of activities.

18. Learning Activities

19. ACTIVITY SHEETS

20. ACTIVITY SHEETS

21. Reminders in Developing Activity Sheets • Be the expert of your own qualification. Transfer of knowledge and skills to the trainees must be facilitated. • Provide steps and procedures, not instructions, when required. • Performance Criteria Checklist must include criteria of performance. • For Information Sheets, limit them to a maximum of 5 pages. Acknowledge the source of information being used. • Develop the Activity Sheets only when required in the Performance/ Assessment Criteria in the Training Regulations.

22. Guidelines in Developing Activity Sheets • Use language that is straight forward and is easy to understand. • Supplement the words with illustration, pictures and diagram for greater clarity. • Give specific directions that are clear and concise. • Limit each instruction sheet to one sheet of paper if possible, but avoid overcrowding the page. • Separate items, points, or paragraphs by spacing by number, letter or bullets.

23. Guidelines in Developing Activity Sheets • Develop a uniform format for all instruction sheets. • Use underlines to emphasize or to distinguish the headings, subheading and content. • Be consistent in the use of terminology to avoid confusion. • Include only relevant information.

24. INFORMATION SHEET An instruction sheet containing cognitive information or knowledge which the learner needs to know. Example: Dough Mixer: Its advantages and disadvantages

25. Characteristics of a Good Information Sheet • Free from violation of copyright law; • Contains information essential to the attainment of the learning outcomes; • Has a title that gives some idea of the scope of the sheet; • The approach in terms of content and presentation is appropriate to the interest and reading level of the learner. • The lay-out, text and drawings are attractive in appearance and legible; • Has uncommon terms marked for further defining; and • Acknowledges the source of information.

26. SELF-CHECK Self-checks are sets of questions that would verify the acquisition of knowledge stated in the learning objectives.

27. ANSWER KEYS Answer keys should always follow a self-check so that a trainee can check his own answers immediately. This allows for immediate feedback.

28. TASK SHEET It is a set of instructions telling the trainee to perform a single task. OPERATION SHEET It is a set of instructions for the operation or use of a particular machine or equipment. JOB SHEET It is a set of instructions for the performance of a job. A job is a combination of tasks and/or operations needed in to develop a product or performance of a service or a combination of both.

29. ACTIVITY SHEETS

30. Parts of a Task Sheet/ Operation Sheet/ Job Sheet Title Performance Objective (SMART) Supplies/Materials Equipment Steps/Procedure Assessment Method

31. PERFORMANCE CRITERIA CHECKLIST Give immediate feedback on the performance of a trainee as s/he practices the task or skills. Required on the performance of the task. Provides for self-evaluation and peer evaluation. Used to evaluate the performance of trainee and decides for the readiness for the next learning activity. For Institutional Evaluation as the case maybe.

32. PERFORMANCE CRITERIA CHECKLIST • The following should be included in the checklist: • Work Quality/ Workmanship • Speed • Proper Use of Tools/ Equipment and Materials • Safety • Critical Criteria

33. Methods of Assessment • Written Test • Performance Test • Oral Questioning