READ LESSON 1.

3-1 : BASIC INSTRUCTIONAL MATERIALS

Site: etesdartc7.gnomio.com
Course: Trainer's Methodology Level I
Book: Read Lesson 1.3-1 : Basic Instructional Materials
Printed by: OLIVER VILLAMOR CALLEDO
Date: Monday, 28 September 2020, 3:18 PM

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TABLE OF CONTENTS
Basic Instructional Materials

Training Regulations

Key Characteristics of Adult Learners

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BASIC INSTRUCTIONAL MATERIALS
INFORMATION SHEET 1.3-1

Basic Instructional Materials

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to:

enumerate different forms of instructional materials;

identify the factors to be considered when making the CBLM.

Introduction:

Competency -based training is dependent on the readiness of learning materials. In this lesson we will discuss varied learning materials to address the different factors to be considered in designing Competency-based Learning Materials
(CBLM).

Competency-Based Learning Material (CBLM) Package is simply a well-designed and carefully developed learning materials that give trainees detailed instructions to guide them through the learning process.

Competency-Based Learning Materials (CBLM) refer to

Media that contain information related to work requirement;

Learning that is guided toward achieving the competency required in a workplace;

Tools that facilitate individual learning process;

instruments that measure the competency required in the workplace.

Different forms of learning materials

Learning guides,

Assessment materials,

Workbook with activities, tasks and content

Background reading materials or documents

Hand outs and other audio visual materials

Industry competency standards

Organizational policies, procedures or legislation

Factors to be considered when developing the CBLM :

Principles of CBT

Training regulations

Trainees characteristics

Characteristics of Adult Learners

Learning styles

Nine events of instruction

Dimensions of Competency

Principles of CBT

Competency-Based Training is characterized as individualized and self-paced, and this is made possible through the use of self-paced learning materials. Some of the principles of competency -based training that have to be considered in preparing
Competency-Based Learning Materials are the following:

Learning is based on competency required in a workplace;

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

Training is geared toward performance activities;

Criteria for assessing is based on workplace standard;

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 Assessment uses actual performance or evidence related to work requirement;

Learning is done by the learner at own pace.

References:

1. CBLM - NTTA (March 2012)

2. TESDA Training Regulation

3. CBC

4. https://www.google.com/search?q=image+on+Competency+evaluation+tools&tbm=isch&ved=2ahUKEwjP_b2x7oDrAhWGSJQKHYiaAnkQ2-
cCegQIABAA&oq=image+on+Competency+evaluation+tools&gs_lcp=CgNpbWcQAzoCCAA6BAgAEBg6BggAEAUQHjoGCAAQCBAeOgQIABAeUL7CrQRY8K2uBGDhva4EaABwAHgAgAGFAYgBhRWSAQQyNS40mAEAoAEBqgELZ3dzLXdpei1pbW

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TRAINING REGULATIONS
Training Regulations

The main basis of CBT is the competency standards in the training regulations. In writing the CBLM it is crucial that you:

Have a detailed knowledge of the relevant competencies

Can visualize what competent performance would look like in the workplace

Use these understandings to make decisions on the structure, learning activities and content of the materials we are writing

A thorough analysis of the Competency Standard is a very vital process before developing your materials. The process is summarized as follows

Each learning outcome within the unit competency needs to be analysed by considering the performance criteria

For each performance criterion the writer then identifies the embedded knowledge and skills needed for performance. Many of the underpinning skills and knowledge are identified in the evidence guide section of the competency but a prudent
trainer will check this against their knowledge of the learner’s workplace.

Within the learning outcome you should be able to identify the main task to be mastered before identifying the knowledge contents essential in the attainment of the main task/skill. You should be able to determine how this task is related to the main skill of the
competency.

The trainer should take note that a competency is divided into smaller chunks in the learning outcomes. Combining the tasks learned in the learning outcomes would complete the competency

The range statements and evidence guides should then be carefully examined for additional embedded knowledge and skills or to clarify already identified embedded knowledge and skills

Finally the range of variables should be analyzed to determine the context and conditions to which the performance criteria apply.

Overlaps in knowledge and skills to the various learning outcomes and competencies should be identified so that you can efficiently structure you CBLM.

Trainees Characteristics :

Potential barriers to learning may takes its root from the trainees characteristics. As the trainer, you should be sensitive to these possibilities so that you can overcome these barriers. Below are some suggested way to overcome barriers.

Potential Barriers Suggested Ways to Overcome

Language, Literacy, and Numeracy - Low language, literacy and numeracy is a fact
among trainees in Philippine TVET. To overcome this: Use simple
language Emphasis on pictorial learning materials Pairing or
“buddy’ approaches Ensure reference materials include simple
texts

Diversity - Diversity in gender, race, age, disability, sexual orientation,

cultural background and socio economic status

- Consider the diversity of potential

designing and writing materials Include texts or examples that

reflect a diversity of perspectives

- Acknowledge the diversity of knowledge and

experience of the learners

- Provide a range of learning opportunities learners in

Disabilities - Avoid fast paced or physically complex learning tasks

-Attention to the physical environment that learning is to

take place. - Use plain English in
training materials and where
possible make the large print and
electronic formats

-Be flexible in your training options

- Consider what support may need to be offered

- Consider ‘reasonable adjustment’ in assessments

Personal - Adults frequently have significant constraints to

their capacity or motivation to engage in learning activities.
Family and work commitments frequently mean time is a premium.

- Other personal barriers may show up because of bad experiences in

school or stigma attached to the lack of skills and knowledge.

- Provide support and understanding for adults who are striving to learn

- Some learning may need to be designed to affect a change in a

learners belief and values systems

- Accommodate different learning preferences in the design and

delivery of training or learning

- Be flexible

Isolation -

Location of training venue or learning support in relation

to the learner or other providers.

• Provide information or support for transport to the

venue

• Consider how you can improve access to face-to-face

and other forms of support when using ‘distance

learning’ methods

• Facilitate networking with other learners or people

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who can mentor or coach the learner

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KEY CHARACTERISTICS OF ADULT LEARNERS
Key Characteristics of Adult Learners

Adult learners desire that learning be :

relevant;
task-oriented;
participatory (two-way communication);
friendly (controlled stress, positive feedback);
varied (demonstrations, case-studies, role play; not just lectures); and
built on past experience.

These characteristics are based on the following eight principles of adult learning (Sullivan et al 1995):

Learning is most productive when the student is ready to learn. Although motivation is internal, it is up to the clinical trainer to create a climate that will nurture motivation.
Learning is most effective when it builds on what the student already knows or has experienced.
Learning is most effective when students are aware of what they need to learn.
Learning is made easier by using a variety of training methods and techniques.· Opportunities to practice skills initially in controlled or simulated situations (e.g., through role play or use of anatomic models) are essential for skill acquisition and for
development of skill competency.
Repetition is necessary to become competent or proficient in a skill.
The more realistic the learning situation, the more effective the learning.
To be effective, feedback should be immediate, positive and nonjudgmental

Learning Styles

In LO 1 of this competency, we discussed about the different learning styles. This affect how trainees, gather, organize and think about the information they acquire from learning. A deeper understanding of each of the learning style will help you vary the
activities both in facilitating learning sessions and in developing your learning materials. Since you are developing a learning material which will cater to a wider audience, you should consider how trainees with different learning style learn.

Nine events of instruction

The sequence of learning activities in the session plan was guided by the nine events of instruction. In developing your CBLM, it will likewise be helpful to think of the Robert Gagne’s nine events of instruction as a guide. The following suggestions may be
incorporated into the CBLM to ensure that these steps are addressed and the module provides activities for self-paced learning.

1. Gain Attention

2. Inform learners of objectives

3. Stimulate recall of Prior Learning

4. Present the material

5. Provide guidance for learning

6. Elicit performance

7. Provide feedback

8. Assess performance

9. Enhance retention and transfer.

Dimensions of competency

The CBLM should provide for the acquisition of the four (4) dimensions of competency - task skills, task management skills, job role and environment management skills and contingency management skills. Sometimes learning materials focus on the task
skills and task management skills. Job role and environment management skills are hardly integrated except when discussing the occupational health and safety practices. When you develop your material, be sure to integrate activities that would make the
trainee realize responsibilities towards customer, employer, co-worker and most specially the environment. When discussing rules and regulations and laws that govern the occupation or job, instructional materials should provide activities that will help them
learn to adjust to different situations or conditions of the job.

References:

1. CBLM - NTTA (March 2012)

2. CBC

3. Training Regulations (www.tesda.gov.ph)