Work-based Learning with Emphasis on Trainers Methodology PDF

Preview

Summary

Download Work-based Learning with Emphasis on Trainers Methodology PDF

Description

Course Syllabus Work-based Learning with Emphasis on Trainers Methodology Third Trimester, A.Y. 2020-2021 1st Edition An ecologically responsive University in Southern Philippines that fosters a culture of innovation and sustainability on the quality of lives of the community it serves. The University shall primarily provide advanced education, higher technological, professional instruction and training in the fields of agriculture, fisheries, engineering, information and communication technology, arts and sciences, education, business administration and management, health Mission sciences and other relevant fields of study. It shall also undertake research, extension services and production activities in support of the socioeconomic development of the Province of Misamis Occidental, and provide progressive leadership in its areas of specialization. 1. Produce teachers imbued with relevant professional, pedagogical, and technical knowledge; educational practices, ethical, and socio-cultural values relative to the 21st century skills and competencies for local, national, and global needs and realities; 2. Strengthen indigenous-based research programs that will enhance the generation of new knowledge and its application to both local and global STE situations, and ecological preservation; Objectives 3. Create sustainable research-based extension programs and establish strong linkages among local, national and international entities; and 4. Establish feasible income generating projects utilizing indigenous resources (but not limited to) and facilitate provision of entrepreneurial skills and information relevant to the needs of the college and the community. COURSE INFORMATION Course Code: TM A Credit: 3 units Course Title: Work-based Learning with Emphasis on Trainers Methodology Number of Hours: 54 hours Pre-requisite: None Term: Third Term Co-requisite: None Academic Year: 2020-2021 Vision

Course Description:

This course deals on the different modalities of work-based learning such as, dual training, apprenticeship, on-the-job training and others. It covers the knowledge and skills in establishing the training requirements for trainees, supervising and monitoring work-based training, and evaluating its effectiveness in the attainment of the training programs 3 units objectives. INSTRUCTOR’S INFORMATION Name: Christopher T. Dumadag Email address: [email protected] Baccalaureate Degree: Bachelor of Science in Technology Teacher Education-Industrial Technology Mobile number: 09052173352 Master's Degree: Master in Technician Teacher Education Doctorate Degree: Academic Rank: Instructor I Other Qualifications: TM I, Driving NCII, Pipefitting NCII

STE Objectives

PROGRAM OUTCOMES A B C D E F G H I J K L

Demonstrate mastery of subject matter/discipline Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes Demonstrate the competencies required of the Philippine TVET Trainers Assessors Qualifications Framework Demonstrate broad and coherent, meaningful knowledge and skills in any of the specific fields in technical and vocational education Apply with a minimal supervision specialized knowledge and skills in any of the specific fields in technical and vocational education Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches); and Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affecting educational knowledge, skills, and practices.

Course Outcomes and Relationship to Program Outcomes: Course Outcomes

1 D D D D D P P P D

2

3

4

P P P

Program Outcomes

1

Established training requirements for trainees

A P

B P

C P

D P

E P

F P

G P

H P

I P

J P

K P

L P

2

Monitored work-based training

P

P

P

P

P

P

P

P

P

P

P

P

3

Reviewed and evaluate work-based training effectiveness

P

P

P

P

P

P

P

P

P

P

P

P

Legend: I – Introduced Concepts/Principle; P – Practiced with Supervision; D – Demonstrated across different clinical setting with minimal supervision

Intended Learning Outcome (ILO) ➢ Defined and explained WorkBased Training ➢ Discussed the objectives of work-based training.

Course Content/Topic ✓ Work-Based Training

Teaching-Learning Strategies/ Activities Socratic Method & Collaborative learning • Teacher will choose a group of students to discuss the objectives of work-based training. This approach uses the Socratic method as a collaborative tool for learning.

Outcome-Based Assessment (OBA) Teacher Made Test (Identification, Enumeration, Essay) • Students will be asked to answer written test. Reflection Paper •Students will write a reflection on what they have learned about the topic.

Resources/ Instructional Materials Module in TM A PowerPoint Presentation LCD Projector/TV Laptop ICT Tools

Hours 3

Reflective thinking (Students will evaluate themselves based on whether or not they met the objectives of work-based training during their senior year of high school on the job training.) ➢Defined dual training system ➢Discussed the objectives of the dual training system Act of 1994

✓ Dual Training System

➢Discussed the activities needed to establish linkage with the industry for purposes of workbased training ➢Explained the responsibilities of trainers in work-based training

✓ Industry Linkage

Blended Learning, Flipped Classroom • Students will be given this task ahead of time, they will research the Dual Training System Act of 1994 • Teacher and students engage in an open-ended, collaborative exchange of ideas • Teacher asks questions and students answer • Students ask questions and teacher answers Collaborative learning and Peer Response • Students will work together to explained the responsibilities of trainers in work-based training • Students will also search the needed activities on how to establish linkages with the

Teacher Made Test (Multiple Choice) • Students will be asked to answer written test.

Module in TM A PowerPoint Presentation LCD Projector/TV Interviews Using the guide questions provided, Laptop students will conduct interviews with ICT Tools TESDA trainer about how they implement dual training system in their respective training institution.

3

Formative Assessment, Teacher Made Test (Multiple Choice and Essay)

3

• Students will be asked to answer written test.

Module in TM A PowerPoint Presentation LCD Projector/TV Laptop ICT Tools

➢ Determined the current competencies of the trainees/group of trainees. ➢Identified trainees training requirements

✓ Trainees’ Training Requirement

➢ Defined a training plan; ➢ Differentiated a training plan from session plan. ➢ Identified the parts of the train ➢ Described how to accomplish each column of the training planning plan ➢ Prepared training plan.

✓ Training Plan

industry for the purpose of workbased training/ • Students will present their finding in class. • Students will give feedback to their one another. • Teacher will facilitate the learning process. Discussion with Demonstration Socratic Method

Reflection Paper •Students will write a reflection on what they have learned about the topic

Performance Task

Module in TM • This task will ask students to A •Teacher will discuss how to identified determine trainees training PowerPoint trainees training requirements requirement for a work-based Presentation •After telling students what to do, the training using a hypothetical data. LCD teacher will show them exactly how to do They need to prepare the forms of Projector/TV it. their qualification before filling it Laptop up with data of a hypothetical ICT Tools trainee who has just finished inhouse training in your qualification • Performance criteria checklist will be provided. Discussion with Demonstration Performance Task Socratic Method Module in TM •Teacher will discuss the purpose of • Using the list of identified A each evidence gathering tools and trainees’ training requirement PowerPoint how to use it. (output of previous performance Presentation •After telling students what to do, the task, students need to prepare LCD teacher will show them exactly how to the Training Plan using the given Projector/TV do it. template. Laptop • Performance criteria checklist will ICT Tools be provided. MIDTERM EXAM

9

9

➢ Identified the facilities for training based on the trainees training requirement ➢ Classified training facilities

✓ Training Facilities for Work-Based Learning

➢ Identified tools for monitoring ✓ Monitoring Tools for Work-based work-based training. Training ➢ Explained the importance of monitoring training activities in work- based training ➢ Prepared trainees record book. ➢ Prepared progress chart

➢ Provided necessary feedback to the trainees ➢ Stated the purpose of feedback ➢ Identified the characteristic of feedback. ➢ Gave feedback to the trainees.

✓ Feedback

Blended Learning, Flipped Classroom • Students will be given this task ahead of time, they will research the required training facilities in their qualifications • Teacher and students engage in an open-ended, collaborative exchange of ideas • Teacher asks questions and students answer • Students ask questions and teacher answers Socratic Method & Collaborative learning approach • The teacher will ask questions, and the students will answer. • The students will be divided into four groups and will review the tools for monitoring work-based training. • The students will present their answer and the teacher will ask follow up questions.

Discussion with Demonstration • Teacher will discuss the purpose of each evidence gathering tools and how to use it. • After telling students what to do, the teacher will show them exactly how to do it.

Teacher Made Test (Essay) • Students will be asked to answer essay questions.

3

Module in TM A PowerPoint Presentation LCD Reflection Paper Projector/TV • The students will write a brief Laptop reflection paper on the ICT Tools importance of having a complete training facility.

Performance Task (1) • In reference to the output of the previous activity which is the training plan, the students will prepare their trainees record book following suggested template. • Performance criteria checklist will be provided. Performance Task (2) • The next activity, students need to prepare their trainees progress chart following suggested template. • Performance criteria checklist will be provided. Teacher Made Test (Essay) • Students will be asked to answer essay questions. Reflection Paper •The students will write a brief reflection paper on the importance of having a complete training facility

Module in TM A PowerPoint Presentation LCD Projector/TV Laptop ICT Tools

9

Module in TM A PowerPoint Presentation LCD Projector/TV Laptop ICT Tools

3

Performance Task • Students will role play on how to provide feedback to a trainee who is receiving onthe-job training. •Performance criteria checklist will be provided. ➢ Discussed ways of evaluating the effectiveness of workbased training. ➢ Explained how to prepare work-based training evaluation tools

➢ Identified the different forms designed ➢ Analyzed and Interprated evaluation data.

✓ Work-Based Training Evaluation Tools

✓ Program Evaluation Interpretation and Analysis

Socratic Method & Collaborative learning approach • The teacher will ask questions, and the students will answer. • The students will be divided into four groups and prepare work-based training evaluation tools. • The students will present their answer and the teacher will ask follow up questions. Socratic Method & Collaborative learning approach •The teacher will ask questions, and the students will answer. •The students will be divided into four groups and will analyzed and interpreted evaluation data. •The students will present their answer and the teacher will ask follow up questions. FINAL EXAM

Module in TM Teacher Made Test (Essay) • Students will be asked to answer A PowerPoint essay questions.

3

Presentation LCD Reflection Paper Projector/TV • The students will write a brief Laptop reflection paper on the importance of ICT Tools

work-based evaluation tools.

Performance Task • Given hypothetical data, students should be able to interpret and analyze data using the 5-point Likert scale.

Module in TM A PowerPoint Presentation LCD Projector/TV Laptop ICT Tools

COURSE REQUIREMENTS AND CLASS POLICIES Each Student is required to: 1. Submit all Activity Sheet/ workbook /Worksheet/ Course 2. Submit research output or project. Requirements 3. Give a presentation of the assigned topics. 4. Pass two (2) major, examinations, Midterm and Final Examination. 1. Major examinations are compulsory and failure to take any of them will result to an INC grade. 2. The following cases shall be considered valid to take special examination: sickness, accident, death of immediate member of the family, force Class Policies majeure / acts of God. 3. Special Examination is within one week after the scheduled examination

9

Grading System The grading system is averaging, that is;

Textbooks and Supplementary Readings Books:

Final Grade = (Midterm Grade + Tentative Final Grade) 2 Computation of grades uses the formula below: 50/PS x SS + 50 = SG

National TVET Trainers Academy (2012). Supervised Work-based Training. National TVET Trainers Academy (TESDA)

where: PS = Perfect Score, SS = Student Score, SG = Student's Grade

Ruth Helyer (2015). The Work-Based Learning Student Handbook. Macmillan International Higher Education

Major Examinations (Midterm, Final) 40% Activities (Self Checks, Chapter Assessments) 60% Total: 100%

John Mumford (2016). Understanding Work-Based Learning. CRC Press

Online Resources: Development Asia (2018). Work-Based Learning for Skills Development. https://development.asia/explainer/work-based-learning-skills-development UNEVOC (2013) https://unevoc.unesco.org/fileadmin/up/2013_epub_revisiting_global_trends_in_t vet_chapter5.pdf Suggested Readings: Dawn A. Morley (2018). Enhancing Employability in Higher Education through Work Based Learning. Springer Talbot, Jon (2018). Global Perspectives on Work-Based Learning Initiatives. IGI Global

Prepared:

CHRISTOPHER T. DUMADAG, MTTE Instructor

Recommending Approval:

ANTONIO JR. T. ENERIO, MAEd OIC Dean, STE

Approved:

.

MARILOU M. ABATAYO, Ph.D. VP for Academic Affairs and Student Services...