CONSULTATION MEETING

By: DR. AGUIRRE

April 4, 2019
MORNING SESSION
 Prayer:
- Opening prayer must start with “ Let us always be reminded that we are in the holy presence of the
God” then prayer
- Closing prayer: include Virgin of the poor and Ven. Aloysius Scwhartz , answer: pray for us
 The consultation of the consistency of the Subject offer in the school, TLE must be the same with the
mission and vision of the school which is Technical-Vocational Education.
 The expected date for designing curriculum for DepED, TESDA and PEAC/SMS curriculum will be on August
2019. Uniqueness of SMS curriculum will justify the mission for “intensive Technical-Vocational”
 Curriculum Clusters (TVE)
1. Virtues and Ethics
Choose a scriptures and Fr. Al’s message related to the module
Suggestion: Principal in every campus must decide a scriptures and Fr. Al message that will relate the
module
2. SMS curricular program
2.1. Focus of development: Functional skills and industry based skills
2.2. Core pedagogical approach: Skills-based learning approach
*** In skill based instruction
-the right label on how to call the student for the training in senior high call them trainees and
classify it in every trade for example for the BPP subject call them “ chef” however for the term
mentor term refer for the expert trainer that must require authenticated paper requirements
and apprentice for the learner.
- Proper use of PPE during training in preparation for their OJT
-it is suggested that the trainer will emphasize the “most necessary PPE” must be applied during
the training and must be applied in the workshop in designing the CBLM.
-Sr. Eva suggests for the PPE, for example in SMAW trade must purchase shoes enough for the
enrolees in that certain quarter.
- Proper sanitation in BPP using a proper shoes inside the shop.
-in exploratory class, teacher must conduct lecture to the student.
-In skills-based, trainer must demonstrate the skill and the trainees must perform the skill in
return.

*** In module designing

- CBLM information will be done in shopping from the internet.

- in making the assessment in every major exam teacher will make a parallel questions in 5 set-
test
3. Holistic, functional and God-loving citizens.

CURVE LINE AROUND

** Communication

** Collaboration and teamwork

** Critical thinking and problem solving

** Lifelong learning and career skills

 ** Learning innovation

** Information management

** Occupational health and safety

** Environmental literacy

**Entrepreneurship (important to inform the students the rate of their skills acquired especially if they have
national certificate acquired)

BROKEN LINE AROUND

*** focus on behaviour goals

*** provide basic accurate information

*** Model and practice skills (Trainers will provide a video demonstration for the repetition of the demo
and suggested it must be projected in Television/laptop/Tablets)

*** train hands-on extensively

*** evaluate outcomes

SOLID LINE AROUND

**** Immersion or on –the –job

**** Exploratory training

**** Skills-level training

 TVET assessment and pedagogical construct

Types of knowledge

1. Know-what (factual knowledge – literal thinking)

-trainers must be specific on their instruction
2. Know- why (conceptual knowledge-literal thinking)
- Evolution and innovation of the skills by sir Docdor with certificate according to Dr. Aguirre
3. Know-how (procedural knowledge-critical thinking)
-procedures how to perform the skill
4. Know-when (metacognitive knowledge – creative thinking)
-higher order thinking skills

Note:

 In making the TOS for the TQ must be in the CBLM it will not go beyond otherwise it is already same in academic
 Design a maximum of 5 set-master test for the school year and it must be parallel.
 In constructing the master test, it is suggested to use different type of test since it is skill based.
 Consider the two type of self-check it can be the supply test (identification, true or false, Fill-in the blank,
analogy) and multiply choice except essay test.
 Quarter test must be in higher form of test
  Table of specification (TOS)
-summative test (at the end of every module) and quarter test
-types of knowledge must equal in giving the item number

Exploratory (50 item- number)

12 items (know-what)
12 items (know-why)
14 items (know-how)
12 items (know- when)

Skill based (50 item- number)

12 items (know-what)
12 items (know-why)
12 items (know-how)
14 items (know-when)

It is agreed that in TVE subject item number will be 50 items.

The rule in cascading process of the item number will be the highest item number on whatever the type of knowledge
and lesser on the lower level of knowledge

*** According form TESDA in assessing the students, in rating the students it must be either competent or
incompetent and this practice is also applied in every industry. Students must acquire the skill on whatever
allotted time given otherwise failed.

*** Trainers must not be considerate of the outcomes of task given to the students for the standard skill is the
standard in the industry requirement.

*** Suggested by Ma’am Gonzales to insert a column for the specific type of test to the TOS template.

*** Proposal for Unified assessment in TVE for the four campuses will be in skill competition.

- In clustering the item number is depends by the trainers, however in procedural (know how) knowledge it must be go
together in one type of test cause it is procedural.

-Know what, know why, know how it can be in any type of test but in Know when must be non-negotiable it must be
multiple choice

 Analytic Rubrics
-be specific with rubrics through stating the skill to acquire

For giving the rate

RATE DEPED TESDA

4 Mastery level (ML) Competent

3 Approaching mastery level (AML) Competent

2 Apprentice Level (AL) Incompetent

1 Beginners level (BL) Incompetent

1. Example of criteria in BPP: ANALYTIC RUBRICS FOR BAKING BUTTER CAKES

1.1 Preparation
1.2 Time management
1.3 preparation
1.4 production

*** Statement per criterion: example

1.1 Preparation

1.1.4. Accuracy measurement of ingredient, handling of baking tools and equipment wears proper of PPE, observe
OHS.

1.1.3 Shows only 3 skills

1.1.2. Shows only 2 skills

1.1.2 Shows only 1 skill

Note:

The highest rate must be the most expected that the trainee will perform and all the criteria must be equal in weight.

1.2 Time management

1.2.4 Are able to finish before the time allotted to perform the skill

1.2.3 Are able to finish on time allotted to perform the skill

1.2.2 Are able to finish after the time allotted to perform the skill

1.2.1 Are not able to finish in performing the skill

Note:

4 points is given to the student as the student’s incentive that will differ from the students who finished on time.

 Color coding of documentation/module

Grade 7 - Green

Grade 8 - Yellow

Grade 9 - Red

Grade 10 - Blue

Grade 11 &12 - Orange

AFTERNOON SESSION

 COMPETENCY-BASED LEARNING MATERIAL (CBLM)

 Design:
*** Front page
-Header (grade color) with a footer (name of the school)
-Top: COMPETENCY-BASED LEARNING MATERIAL (CBLM) (center)
-Center: Logo with graphics of the specialization
-Sector
-Qualification
-Unitof competency
-Module title
Below: name of the school

*** Second page

-Copy paste just change the module title
- How to use this module
- A4 bond paper
- 1” margin

Note:

In constructing the CBLM, the teacher must constructs the module during the official time so that the school will have
the hold for the module constructed.

*** Third page onward (Module descriptors)

-requirement of tesda
1. Content standards
-topic of the module
-Tesda, all lessons must have task otherwise if it factual no task.
2. Performance standards
3. Expected learning outcomes
4. Learning competencies
5. Scriptural and Fr. Al’s Message:
-scriptures will take from the internet for every module
st
6. 21 century skills and integration
-put check to the skills integrated in the lessons
7. Integrated SMS goals
8. List of basic competencies
- highlights with bold the focus module

*** Lesson: introduction to Basic concepts…

1. Learning competencies
2. Nominal duration
- be specific the time , short-term use hours -if did not reach in 2 days, long-term use days if 3 -
4 days- or weeks –for more than 5 days)
3. Contents
-from the curriculum guide
4. Learning outcome No1.
-summarize the content
5. Assessment criteria
6. Learning conditions
 7. Assessment method

Content:

Labelled the type of knowledge to acquire

Know-what and know why

- Take the info from the internet

- Just take note the sources of the information either from book or internet

Self-check:

It can be supply test or multiple test but not essay

Know-how and know when

Task sheet has a format to follow

-Title, supplies/materials, procedures, performance criteria (using analytic rubrics)