orientation
ORGANIC AGRICULTURE PRODUCTION NC II
GETTING TO KNOW YOU
I’ am
Patrick Anthony G. Vales
Eva J. Montilla Farm School
Offers:
ACP
OAP
Cookery
ICT
Hummanities
QUALIFICATION 232 of hours
ORGANIC
TITLE AGRICULTU Basic- 18
Common - 64
RE
The ORGANIC
PRODUCTIO Core – 96
AGRICULTURE
PRODUCTION NC II N NC II Elective - 54
Qualification consists of
competencies that a
person must achieve to
produce organic farm
products such as chicken
and vegetables including
producing of organic
supplements such as
fertilizer, concoctions and
Become organic farmer, farm
extracts. It has two (2) technician, organic fertilizer
elective competencies producer, organic animal raiser
which are on raising
organic hogs and raising
organic small ruminants.
Basic Competencies
01 02 03 04
Participate in Work in a team Practice career Practice
workplace environment professionalism occupational
communication health and
safety
procedures
Common competencie
1 2 3 4 5
Apply safety Use farm tools Perform Develop and Perform record
measures in and equipment estimation and update keeping
farm calculations industry
operations knowledge
Raise organic chicken
Core
competenci Produce organic vegetables
es
Produce organic fertilizer
Produce organic concoctions
and extracts
Elective Raise organic hogs
competenci
Raise organic small
es ruminants
CBT
orientation
Competency Based Training
What is a training delivery approach that focuses on the
CBT?
competency development of the learner as a
result of the training;
Emphasizes most on what the learner can actually
do;
Focuses on outcomes rather than the learning
process within specified time;
Concerned with the attainment and application of
knowledge, skills and attitudes to a specific level of
competency
10 CBT
principles
Principle # The training is based on curriculum
developed from the competency standards
1
Principle # Learning is competency-based or modular in
structure
2
Principle # Training delivery is individualized
and self-paced
3
Training is based on work that must be
Principle #4 performed
Training materials are directly related to
Principle #5 the competency standards and the
curriculum
Assessment of learners is based in the
collection of evidences of work
Principle #6 performance based on industry or
organizational required standards
Training is based both on and off the job
Principle #7 components
The system allows Recognition of Prior
Principle #8 Learning (RPL)
The system allows for learners to enter
and exit programs at different times and
Principle #9 levels and to receive an award for
competencies attained at any point.
Principle Approved training programs are nationally
accredited
#10
CBT Process Flow
Review learning
Trainee enters
package YES
program
• Administer RPL View Satisfac
torily
• Orientation multimedia Trainer Perfor
• Role of trainer/trainee materials Trainer Rates med
observes performan NO Compe
tency?
performance ce
Use manuals YES
NO Have
comple
Trainee ted
Trainee selects Observe all the
Trainee Rates own
competency demonstration compe
practices task performanc tencies
and receive ?
e
instructions
Practice skills in
• Administer Learning workshop
Contract
• Organize learning strategy
• Provide materials Receive
• Introduce CBLM materials assistance and
• Introduce the Use of Undergo
advise Trainee exits
Nat’l
Achievement Progress program
Assessment
Report
Traditional vs cbt
TRADITIONAL CBT
Teachers focus on managing the Trainers focus on managing the
INSTRUCTION LEARNING
Students enter at the same time Trainees enter at various time of the
year
Students cover the same materials
Trainees may use different materials in
Students proceed to the next topic
the same program
at the same time
Trainees move to the next task after
Teachers control the learning pace
mastering the task
All students tested at once
Each trainee progresses at its own
Very little continuous feedback is pacing
given
Each trainee is tested when ready to
Retesting is not allowed or demonstrate the mastery
discouraged Immediate feedback is given
Retesting is encouraged for mastery
Role of trainer
SERVES AS A STIMULATES MANAGES DIAGNOSES AND EVALUATES ASSISTS ASSISTS EACH
TEAM MEMBER TRAINEES’ LEARNING: A SOLVES STUDENTS LEARNERS TO TRAINEE IN
TO DETERMINE MOTIVATION CONSULTANT LEARNING ACHIEVEMENT OBTAIN DESIGNING A
WHAT IS TO BE RATHER THAN PROBLEMS INDIVIDUALIZED PERSONALIZED
LEARNED PROVIDER OF REWARDS PLAN OF STUDY
INFORMATION; A
FACILITATOR OF
LEARNING
INSTALLS
CONFIDENCE IN
THE LEARNER BY
PROVIDING
EXPERIENCES
WHERE
LEARNERS MAY
SUCCEED
Role of trainee
Trainee may select WHAT
TO LEARN, HOW TO Compete against present
LEARN at their OWN job standards (not
PACING within program against other trainees)
guidelines
Rated mainly on
performance while paper
Evaluate their own
and pen tests is used for
progress
checking knowledge of
the task.
Use of CBLM
▪ Competency Based Learning Materials
Learning guides (Information Sheets)
Activities (Self Check, Task Sheet, Job Sheet, Operation Sheet)
Assessment Materials (Answer Key, Performance Criteria Checklist,
Procedural Checklist
Monitoring tools
ACHIEVEMENT PROGRESS CHART TRAINEE’S RECORD
CHART BOOK (TRB)
Evaluation System
PERFORMANCE ORAL
TEST QUESTIONING
Grading System
Competent
Not Yet Competent
House rules
Leave all bags at the deposit counter
Use of Cellphone is not allowed at the training venue
Wear you ID all the time while on campus
Avoid unnecessary noise
Keep cleanliness and orderliness of the working area
Return tools and equipment after use
Shop lay-out
INSERT YOUR SHOPLAY-OUT HERE
Training Needs Analysis
Trainee’s Profile
Trainee’s Learning Style
Self Assessment Checklist
Thank you
