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What is CBT?

Competency-Based Training (CBT) is a training delivery approach that focuses on the competency development of the learner as a result of the training.

TEN PRINCIPLES OF CBT

TEN PRINCIPLES OF CBT

The training is based on curriculum developed from the competency standards (Competency-based standards);

Learning is modular in its structure Training delivery is learner centred and should

accommodate individualized and self-paced learning strategies.

TEN PRINCIPLES OF CBT

Training is based on work that must be performed;

Training materials are directly related to the competency standards and the curriculum modules;

Assessment is based on the collection of evidence of the performance of work to the industry required standard;

Training is based on and off the job components; Training programs allows for Recognition of Prior

Learning (RPL) or current competencies; Training allows for multiple entry and exits; Training programs are registered with the Unified

TVET Program Registration and Accreditation System (UTPRAS);

TEN PRINCIPLES OF CBT

Role of the Trainer

Role of the Trainer

1. Serves as a team member

2. Stimulates trainees’ motivation.

3. Manages learning

Role of the Trainer

4. Diagnose and solves learning problems

5. Evaluates student achievement

6. Assist learners to obtain individualized rewards

Role of the Trainer7. Assist each trainee in designing a personalized plan of study.

8. Installs confidence by providing experiences where learners may succeed

9. Serves as a model

Role of the Trainer10. Spends more time interacting with students on a 1:1 or small group basis

11. Helps those students who really need help

12. Accepts responsibility along with the student for the tasks learned or not learned

Walk through all the information and complete the activities in each module

Role of the Trainee

Read information sheets and complete the self-check

Test your own progress through the Self Check, Operation sheets or Task sheets at the end of each sections

Refer to the Performance Criteria Checklists or Procedural Checklists to check your own performance

Role of the Trainee

When you have sufficient practice, ask your Trainer to evaluate you

REMEMBER, you need to complete the module before you can perform the next module.

CBLM-Package is a well design and carefully developed learning materials that give trainees detailed instructions to guide them through the learning process;

CBLM is a complication of trainee’s materials that provide background information, like reprints of articles, lecture outlines or summaries, termed as Information Sheet

CBLM also provides support for training activities like instructions, for exercises (written and practical test), worksheets, schedules, goals and objectives, termed as JOB Sheets

Competency-Based Learning Materials (CBLM)

INFORMATION SHEET - Primarily designed to deliver pertinent information needed in the attainment of the learning outcome

TASK SHEET- A set of instructions telling the trainee to perform a single task

OPERATION SHEET- is a set of instructions for the operation or use of a particular machine or equipment

JOB SHEET- Is a set of instruction for the performance of a job, combination of task and operation

CONTENTS OF CBLM

PROGRESS CHARTThis chart is a monitor of a learning outcomes and competency achieved by the trainee.

ACHIEVEMENT CHARTThis chart is the monitor of the required projects and activities usually in the sheets of the CBLM.

MONITORING TOOLS

TRAINEES RECORD BOOKThis is the monitor tools for the trainees in the supervised industry training or on the job training.

TRAINEES PROGRESS CHARTThis also a monitoring sheet for the industry training. This monitor is accomplished during the monitoring visits.

MONITORING TOOLS

WRITTEN EXAM DEMONSTRATION ORAL QUESTIONING

EVALUATION SYSTEM METHOD

COMPETENT

NOT YET COMPETENT

EVALUATION SYSTEM RESULT

Basic Competencies• Participate in workplace communication• Work in team environment• Practice career professionalism• Practice occupational health and safety

procedures

Competencies

Common Competencies• Using hand tools• Performing mensuration and calculation• Preparing and interpreting technical drawing• Applying quality standards• Performing computer operations• Terminating and connecting electrical wiring

and electronic circuits

Competencies

Core Competencies• Assemble and Disassemble Consumer

Electronics Products and System• Maintain and Repair Audio and Video

Product and System• Maintain and Repair Electronically

Controlled Domestic Appliances• Maintain and Repair Cellular Phone

Competencies

Components of CBT (9 Work Stations)

1.Practical Work Area- this is where the learner acquire skills and knowledge components of the competencies prescribed by the standard.

2. Learning Resource Area- this area is proximate to the heart-the practical work area. This area provides the learner with knowledge requirements in the various

modules responding to the competencies. It is place where project can be planned and

self paced learning is based. This area has an array of learning materials in print or soft-

copies for multimedia environment.3. Institutional Assessment Area -It is located very proximate to the practical work area. This is where Recognition of Prior Learning is done by the trainer. This component also provides the mechanism of assessing the completion of competencies of a learner. Upon completion of all modules within a competency, the trainee is handed a Certificate of Achievement by the institution. This facility is provided with a computer system that houses and manages learners’ individual records. The skills assessment is conducted at the practical work area.

4. Contextual Learning Laboratory This facility ensures that the underpinning knowledge, science, mathematics and communication principles as applied to the technology are provided to the learner.

5. Quality Control Area Various tests aside from metrology and calibration are conducted in this area including in-process quality control.

6. Trainers Resource Center This area houses the learning materials, the training regulations and curriculum exemplars. This is, also, the place where instructors produce courseware or training materials.

7. Distance Learning One major issue of TVET is accessibility. This is the major objective of this component–enhance accessibility of TVET. This is to enable the learning provision outside and away from the training institution in terms of print and non-print media.

8. Computer Laboratory -This area depicts the major physical change in the delivery–the use of Information Technology. This laboratory has an array of computer units of which learners are provided for them to learn and gain appropriate IT competencies that may include Word, Excel even Desktop Publishing as may be prescribed in the competency standard and curriculum.

9. Support Service Area This area provides value - adding competencies as such for Automotive Service Technician NC II, welding competency address underpinning skills in the particular competency.

NC II

Consumer

Electronics

Servicing

SAFETY

Can be defined to be the control of recognized hazards to achieve an acceptable level of risk.

KINDS of HAZARD

1. PHYSICAL HAZARDArising from material, equipment, tools, object, etc. that can harm and potentially deadly if misused and misplaced.

2. BIOLOGICAL HAZARDS Coming from living organism.

3. CHEMICAL HAZARDS Any substance hazardous to human health or in the environment.

4. EMOTIONAL HAZARDS When emotional state as an adverse effect on physical and mental performance that will manifest at work.

5. ELECTRICAL HAZARD A major hazard when working with electricity and electronic components.

Refers to protective clothing, helmets, goggles, or other garments or equipment designed to protect the wearer's body from injury. The hazards addressed by protective equipment include physical, electrical, heat, chemicals, biohazards, and airborne particulate matter.

PPE( Personal Protective Equipment)

Multi-Meter

It is an equipment that combines three functions: as a voltmeter that measures both ac and dc voltages; an ohmmeter that measures resistance and ammeter that measures amount of current.

2 Common Types of Multi-meter

Analogue Multi-Meter use a micro-ammeter whose pointer moves over a scale calibrated for all the different measurements that can be made.

Digital Multi-meter (DMM, DVOM) display the measured value in numerals, and may also display a bar of a length proportional to the quantity being measured

3 Meters found in Multi-meter

1. VOLTMETER -It is used to measure the voltage (difference of potential) between two points in a circuit.

Schematic Symbol:2. OHMMETER It is used to measure the resistance. Schematic Symbol: 3. AMMETER It is used to measure current in a circuit. Schematic Symbol:

ANALOG MULTIMETER FAMILIARIZATION 1 7 2 8 9 10 11 3 12 4 13 5 14

NO. DESCRIPTION NO. DESCRIPTION1 METER COVER 8 DCV SCALE2 INFINITE 9 POINTER INDICATOR3 BRAND NAME 10 ZERO VOLT CORRECTOR4 ACV RANGES 11 ZERO Ω ADJUSTER KNOB5 DCV RANGES 12 TEST PROBES WITH TEST LEADS6 DCA RANGES 13 RANGE SELETOR SWITCH KNOB7 OHM SCALE 14 MULTIPLIER (OHM RANGES)

Common Parts of Analogue Multi-meter

1. Scale Plate This is where all of the measuring scales of different functional ranges are displayed.

2, Pointer Indicator It will snap and indicate the value or status you measured.

3. Range Selector Switch Knob A rotary switch to select appropriate range.

4. Ohm ranges (Multipliers) A ranges used when performing resistance test.

5. DCV Ranges A ranges used when performing Direct Current Voltage (DCV) test.

6. ACV Ranges A ranges used when performing Alternating Current Voltage (ACV) test.

7. Zero Ohm Adjuster Knob It is used for calibration of the pointer before resistance test.

8. Zero Volt Corrector It is used for calibration pointer if needed especially before voltage test.

Using Analogue Multi-meter as a Voltmeter

Using Analogue Multi-meter as a Voltmeter

ACV TEST1. Calibrating the pointer using zero volt corrector if necessary.

ZERO VOLT CORRECTOR

2. Given that you test 220VAC. Then, turn the Range Selector Switch Knob to 250ACV Range.

3. Apply the test probe pin for parallel circuit of power outlets.

250ACV Range use to test below 250 AC Voltage

4. Read the move of the pointer indicator on red scale or ACV scale

5. The voltage reading for the power outlet is 225VAC.

RANGE\SCALE VOLTAGE PER DIVISION

250VAC 5 volts per division

ACV Scale (Red Scale)

Pointer Indicator

THANK YOU!Created by:

Mr. Marlon J. Radam

First in Learning Electronics Training Center, Inc.

T.M. Kalaw St., Balintawak, Lipa City