Welcome to the

Trainer’s Methodology
Level 1 Training
Date: June 2024

MR. LORENZO F. DOCTOLERO

(Facilitator)
FOCUSED TOPICS:
► 1. POLICIES AND HOUSE RULES
► 2. EXPECTATIONS
► 3. TM 1 UNITS OF COMPETENCIES
► 4. TRAINING APPROACH
► - CBT
► -PRINCIPLES OF CBT
► 5. ROLES OF TRAINEES
► 6. ROLES OF TRAINER
► 7. HOW TO USE THE CBLM
► 8. TM1 REQUIREMENTS
► 9. OTHER MATTERS
POLICY:
FINALIZATION OF SCHOLARS WILL
BE DONE ONLY AFTER THE NAMES
ARE OFFICIALLY ENTERED OR
ENROLLED IN THE BSRS.
(CONTRACT/SCHOLAR’S UNDERTAKING IN
VOUCHER WILL BE MADE LATER)
House Rules
ATTENDANCE
Checking of attendance is a must.
THIS IS THROUGH BSRS ON LINE...
TIME MANAGEMENT
Sessions shall start promptly at 8:00 in the
morning and ends at 5:00 in the afternoon –
Monday to Friday (for the self-paced &
SELF-STUDY).
Sessions for coaching shall be on Saturday
9:00 AM t o 5:00 pm and Sunday sat 9:00 am
to 5:00 pm
Sessions MAY BE extended as the need arises.
ON LINE SESSIONS WILL BE DAILY AT 7:00 TO
9PM MON TO FRI.
(These may change if flexible learning.)
The average time allotment per competency shall
be:
1. Plan Training Sessions (PTS) – 3 – 5 days
2. Maintain Training Facilities (MTF) – 1 to 2 days
3. Supervise Work-Based Training (SWBT) – 1 to
2 days
4. Utilize Electronics-Media in Facilitating Training
(UEMFT) – 3 – 4 days (during waiting time/vacant
time AT PTC, PIGCAWAYAN)
5. Facilitate Learning Sessions (FLS) – 2-3 days
(during waiting time/vacant time for demo)
6. Conduct Competency Assessment (CCA) – 2-3
days (during waiting time/vacant timefor demo )
WORKSHOP
MATERIALS/SUPPLIES
You are responsible for your own
printing and binding of your
portfolio.
Provide your own materials and
equipment for the
DEMONSTRATIONS. (You can ask
help from the secretariat for
assistance, if available.)
 Please maintain CLEANLINESS and
ORDERLINESS of our training rooms.
We must PRACTICE proper waste
disposal and 5S management.
Each one of us should MAINTAIN THE
AREA where we are currently enrolled
in.
Clean As You Go.
5S program is a part of Maintain Training
Facilities.
Queries?
LEVELING OF
EXPECTATIONS
1. What are your expectations?
• from the program
• from the facilitators/trainers;
and
• from your co-trainees

2. What are the hindrances that will

stop you from attaining your
expectations?
 TM1 UNITS OF
COMPETENCIES
► 1. BASIC COMPETENCIES – 128 hours
► 2. CORE COMPETENCIES – 136 hours
► TOTAL - 264 hours/

► 33 days
The TRAINERS
METHODOLOGY LEVEL I
consists of competencies a TVET
trainer performing functions of
trainer and assessor must achieve.
A TVET trainer is a person who
enables a learner or a group of
learners to develop competencies
to performing a particular trade or
technical work.
 st
21 Century Skills,
Education 3.0, 4.0 and 5.0
will be INTEGRATED IN
BASIC AND CORE
COMPETENCIES.
The TRAINING
APPROACH
 Competency-Based
Training (CBT)

CBT is a training delivery

approach that focuses
on the competency
development of the
learner as a result of the
training.
 Competency-Based Training . . .

1. emphasizes most on what the learner

can actually do;
2. focuses on outcomes rather than the
learning process within specified time;
3. is concerned with the attainment and
application of knowledge, skills and
attitude to a specific level of
competency.
Why the Competency-Based
Approach?

Education and training

must
keep pace with
technology
and customer
requirements.
Principles of CBT
Principle One

The training is based on curriculum

developed from the competency
standards

Learning is based on the

Competency-based curriculum
Principle Two

Learning is competency-based or
modular in structure

Unit of Competency

Module 1 Module 2 Module 3

Principle Three

Training delivery is individualized

and self-paced

Learning is done by the

learner at own pace
Principle Four

Training is based on work that must

be performed

Learning is based on the

actual industry practice
Principle Five

Training materials are directly related

to the competency standards and the
curriculum

CS to CBC to LMs
[CS-Competency Standards/
CBC-Competency-Based Curriculum/
LMs-Learning Materials]
 Principle Six
Assessment of learners is based in the
collection of evidences of work
performance based on industry or
organizational required standards

Traditional CBTVET
Each student is
Students are judged
assessed against
againts each other
the evidences
(norm referenced
based on required
Assessment)
standard

Students are not judged against each other

Principle Seven

Training is based both on and off the

job components

Better learning with industry and

school partnership
Principle Eight

The system allows Recognition of

Prior Learning (RPL)

Workers and Students can have prior

skills recognized
Principle Nine

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.

There is flexibility for entry

and exit from programs
 Principle Ten

Approved training programs are

nationally accredited

Training programs are registered

within (UTPRAS) Unified TVET Program
Registration & Accreditation System
TRADITIONAL
APPROACH VS. CBT
APPROACH
 TRADITIONAL
CBT APPROACH
APPROACH
Instructors focus on Trainers focus on
managing instruction managing learning
Trainees enter various
Most students enter at
times throughout the
about the same time
year
Different trainees may
Students all cover the be training for different
same material occupations within the
same program
TRADITIONAL CBT
APPROACH APPROACH
Each trainee moves on to
Students all proceed next task only after
from one topic to the mastering the task he/
next at the same time she is currently working
on.
The instructor controls Each trainee progresses
the learning pace at his/her own pace
Each trainee is tested
All students are usually
when ready to
tested once
demonstrate mastery
 TRADITIONAL
CBT APPROACH
APPROACH
Immediate feedback is
Very little continuous given to each trainee at
feedback is given critical points in the
learning process
The trainer must be able
The instructor is
to answer questions on
involved in teaching only
many different tasks each
one topic at a time
day

Retesting is discouraged Retesting is encouraged

or not allowed at all for mastery
TRADITIONAL CBT
APPROACH APPROACH
Materials, tools and The trainer must see that
supplies for only one all materials needed for
topic are needed at a many tasks are readily
time available

The number of students

enrolled is maximum As vacancies are filled,
capacity at the trainees enrolment
beginning of the year or remains at maximum
term and declines to half capacity all year long
or less toward the end
TRADITIONAL
CBT APPROACH
APPROACH
The trainer must
Most instruction is
manage the use of a
delivered by or
wide variety of
dependent upon the
instructional media
instructor
and materials each day

The program is
usually closed down The program usually
or shortened during operates year round
the summer months
The Role of the
Trainer
The Role of a CBT Trainer
1. Serves as a team member to determine what is
to be learned
2. Stimulates trainees’ motivation
3. Manages learning: a consultation rather than a
provider of information; a facilitator of the
learning
4. Diagnoses and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized
plan of study
 The Role of a CBT Trainer
8. Instils confidence in the learner by providing
experiences where learners may succeed
9. Serves as a model for desirable work habits,
attitudes and task performances in the
occupational field
10. 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
The Role of the
Trainee
 The Role of a CBT Trainee
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 of
task list completed at another training site.
 The Role of a CBT Trainee
4. Trainees help develop personalized prescription
for learning worked out cooperatively and based
upon what the students already knows, his
preference for learning, learning styles and other
needs.
5. Trainees compete against job standards and not
against other students and are graded on
achievement of the standards or criteria of each
task.
6. Trainees know “up front”, before instruction
begins what they are expected to know and do to
complete the program.
 The Role of a CBT Trainee
7. Trainees evaluate their own progress to see how
well they are doing.
8. Trainees move freely in the workshop, laboratory
and/or training center.
9. Trainees know they will be rated mainly on
performance, while paper and pencil tests will be
used mainly to check their knowledge of the task.
10. Trainees learn according to their interest, needs
and abilities not according to teacher timelines and
expediency.
 The CBT
Process Flow
How To Use
The CBLM/
Module
12. Evaluate your own
output using
Performance Criteria
Checklist 1.1-5
13. Read Information
Sheet 1.1-6 on
Trainees’ Current
Competencies
14. Answer Self-Check
1.1-6
Compare answers
with Answer Key
1.1-6
15. Perform Job Sheet
1.1-6 on How to
prepare TNA Forms
16. Evaluate your own After doing all
output using activities of this
Performance Criteria LO, you are
Checklist 1.1-6 ready to proceed
to the next LO on
preparing
session plan.
 National Assessment
Requirements for TM1
Ways to collect evidences/
Evidence gathering method in
TM1:

► Portfolio
► Written
► Demonstration
► Questioning/Interview
 PLAN TRAINING SESSIONS

1. Sample Session Plan

∙ Sample Learning Materials (Printed material
and Power point presentation)
∙ Sample Assessment Tools
∙ Training Activity Matrix
2. Third Party Certification
3. Training Certificates
 MAINTAIN TRAINING
FACILITIES
1. Shop Layout
2. Maintenance Schedule
3. Inspection Checklist
4. Waste Segregation Plan
5. Sample Equipment Purchase Request
6. Relevant Training Certificates
7. Third Party Certification
 SUPERVISE WORK-BASED
LEARNING
1. Sample Training Plan

2. Sample Monitoring Sheet

3. Sample Evaluation Form

4. Relevant Training Certificates

5. Third Party Certification

The evidence provided by the
candidate should be:

Valid
Authentic
Current
Recent
Consistent
Accepted for Rating
RUBRICS for
TM1
 COC #1: DELIVER TRAINING SESSION
Unit of Competency Weight Factor
1. Plan Training Session 30%
1. Portfolio 20%
2. Written Report 10%
2. Utilize Electronic Media in Facilitating Training 10%
1. Demonstration w/Oral Questioning 8%
2. Interview 2%
3. Facilitate Training Session 40%
1. Demonstration w/Oral Questioning 30%
1. Pre 5%
2. During 20%
3. After 5%
2. Written Report 10%
4. Maintain Training Facilities 10%
1. Portfolio 5%
2. Written Report 5%
5. Supervise work-based Learning 10%
1. Portfolio 5%
2. Written Report 5%
TOTAL 100%
 COC #2: CONDUCT COMPETENCY ASSESSMENT

Weight
Unit of Competency
factor

1. Conduct Competency Assessment 100%

1. Demonstration w/ Oral
70%
Questioning
2. Written Report 30%

A score of 80.00 points (80 .00%) or

COMPETENT
better =

NOT YET
Less than 80.00 points (80.00%) =
COMPETENT
ADDITIONAL POLICIES:
WRITTEN: DEDUCTION OF 5 POINTS IF
LACKS TITLE, BULLETED, NOT
ORDER, WRONG GRAMMAR, ETC.

PORTFOLIO DEDUCTION OF 5 POINTS IF NOT

ORGANIZED
ACRONYMS TO FAMILIARIZE
1. TR-TRAINING REGULATION

2. CBC-COMPETENCY BASED CURRICULUM

3. UC-UNIT OF COMPETENCY
4. LO-LEARNING OUTCOME
5. COC-CERTIFICATE OF COMPETENCY
6.
 CBT LEARNING STATIONS:
1. PRACTICAL WORK / 2. ASSESSMENT AREA
3. DISTANCE LEARNING AREA/ 4. COMPUTER
LABORATORY
5. CONTEXTUAL LEARNING/ 6. LEARNING
RESOURCE AREA
7. QUALITY CONTROL AREA / 8. TRAINER’S
RESOURCE AREA
9. SUPPORT SERVICES AREA
 MONITORING PROGRESS
1. TRAINING ACTIVITY MATRIX
2. USING ACHIEVEMENT CHART
3. USING PROGRESS CHART
RECOGNIZING ACHIEVEMENT

1. GIVING CERTIFICATE OF ACHIEVEMENT

RECOGNIZING PRIOR
LEARNING
TO DETERMINE YOUR
KNOWLEDGE AND SKILLS IN
TM 1

1. SELF-CHECK

2. PRE-TEST
TM 1 TIMELINE
WEEK 1:
Day 1 Orientation, Recognizing Prior Learning, Pre-Test, etc.
(Face-to-Face) Familiarizing the CBLM, Downloading Training
Regulations, Competency-Based Curriculum, Information from
internet sources and Books, etc.

Day 2: Portfolio Making: Plan Training Session: Forms 1.1 to 1.4, etc.
Day 3. Making of Session Plan
Day 4-5 Making the CBLM of your NC Qualification. Information
Sheets, Self Check and Oral Questions, Answer Key, Task/
Job/Operation Sheets, Performance Criteria Checklist
Day 6-7, Institutional Assessment Tool: TOS, Test Questions,
Performance Test, References, etc.
(INTEGRATION AND INFUSION OF THE 21ST CENTURY SKILLS AND
THE BASIC COMPETENCIES WILL BE DONE AT ANY DAY)
WEEK 2:
Day 8, Weekly Test, Submission of Week 1
Accomplished Portfolio, Training Activity Matrix,
Achievement Chart, Progress Chart
Day 9, Portfolio Making: Supervised Work-Based
Learning, OJT Evaluation, Training Plan, TRB, Progress
Sheet
Day 10, Portfolio Making: Maintain Training Facilities,
Shop Lay-Out
Day 11, MTF Forms
Day 12, Checking of Accomplished SWBL and MTF
Portfolios
Day 13, Weekly Test, Oral Questioning
Day 14, Updating the Achievement and Progress
Charts, Awarding the Certificates of Achievements
(INTEGRATION AND INFUSION OF THE 21ST CENTURY SKILLS AND THE BASIC
COMPETENCIES WILL BE DONE AT ANY DAY)
WEEK 3:
Day 15, Making the Demonstration Forms,
Making of Props, etc. for Demos
Day 16, Practice for the Demos, Recording of
Demos
Day 17, Submission of Demos via Messenger,
etc
Day 18-21, Critiquing of Demos, SUBMISSION
OF PORTFOLIOS

(INTEGRATION AND INFUSION OF THE 21ST CENTURY SKILLS

AND THE BASIC COMPETENCIES WILL BE DONE AT ANY DAY)
WEEK 4:
Day 22, Manipulation of DLP, Connecting laptop
to DLP, Written Test and Oral Questioning
Day 23-27, Face-to-Face Demonstrations,
PRINTING OF THE FINAL PORTFOLIOS
Day 28-30, Institutional Assessment,
SUBMISSION OF PORTFOLIOS (soft copies) to
the TM1 Panel of Assessors
Day 31-33, NATIONAL ASSESSMENT (Tentative)

(INTEGRATION AND INFUSION OF THE 21ST CENTURY SKILLS AND

THE BASIC COMPETENCIES WILL BE DONE AT ANY DAY)
NOTE: FACE TO FACE
DEMONSTRATIONS WILL BE
DONE EVERY SATURDAYS AND
SUNDAYS FOR WEEKS 2 TO 4
AT PTC PIGCAWAYAN.

PLEASE BE GUIDED
ACCORDINGLY.
IDENTIFYING TRAINING
NEEDS & TRAINING ACTIVITY
MATRIX
THANK YOU!

From Sir Doc.

 THE LEARNING
MANAGEMENT
SYSTEM

Using the
Google Classroom
 Submit your
gmail account first
to your trainer
to be invited.
EXPLORING the
PTC TM1
Google
Classroom
Click the Google Apps Icon, go to
Classroom
Click the PTC Pigcawayan TM1….
Click the ACTIVITY OR ASSIGNMENT
POSTED
ALWAYS visit our Google Classroom for
the other ASSIGNMENTS….
THANK YOU VERY MUCH
AND ENJOY LEARNING!