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IRIS P.

BONIAO
BREAD AND PASTRY PRODUCTION NC II
IMMACULATE CONCEPTION SCHOOL OF
TECHONOLGY
ICST

The Leading Frontier of Global Technology


Vision
Aspires to contribute and play the time’s
challenging role of “Advancing the
frontiers of Technology” and provide
learners relevant, appropriate and God
given skills and knowledge significant to
technological needs and capabilities in the
city, country and the world.
Mission

As it implements and realizes its VISION, ICSTOC is


driven by the local, national and global needs to
commit to: The pursuit of developing life-long
technology learners and users empowered with devout
commitment, burning passion in providing productive
services to be shared to all as they aspire to become
skilled leaders in industry, education and society
through programs that focus on technology application
and management. I could say that this vision-mission of
ICST is never in vain because many of the graduates in
this school are now employed locally and
internationally
 BARTENDING NC II  AUTOMOTIVE SERVICING
 BOOKKEEPING NC II NC II
 COMMPUTER SYSTEM  BREAD & PASRTY
SERVICING NC II PPRODUCTION NC II
 DOMESTIC WORK NC II  COOKERY NC II
 FOOD AND BEVERAGE
SERVICES NC II
 PIPEFITTING NC II
 TRAINERS
METHODOLOGY I
 VISUAL GRAPHICS
DESIGN NC II
COMPETENCY BASED
TRAINING
a training delivery
approach that focuses on the
competency development of
the learner as a result of the
training.
CBT VERSUS TRADITIONAL

TRADITIONAL APPROACH CBT APPROACH


 Instructors focus on  Trainers focus on
managing managing learning
instructions  Trainees enter various
 Most students enter times throughout the
at about the same year
time  Different trainees may
 Students all cover be training for different
the same material occupations within the
same program
TRADITIONAL APPROACH CBT APPROACH
 Students all proceed from  Each trainee moves on to
one topic to the next at next task only after
the same time mastering the task he/she
is currently working on.
 The instructor controls the  Each trainee progresses at
learning pace his or her own pace
 All students are usually  Each trainee is tested
tested once when ready to demonstrate
mastery
 Instructors focus on
managing instructions  Trainers focus on managing
learning
 Most students enter at
about the same time  Trainees enter various
times throughout the year
TRADITIONAL APPROACH CBT APPROACH

 Students all cover the Different trainees may be


training for different
same material
occupations within the
same program
 Students all proceed from  Each trainee moves on to
one topic to the next at next task only after
the same time mastering the task he/she
is currently working on.
 The instructor controls
 Each trainee progresses at
the learning pace
his or her own pace
 All students are usually
 Each trainee is tested
tested once when ready to
demonstrate mastery
 Very little continuous  Immediate feedback is
feedback is given given to each trainee at
critical points in the
learning process.


 The trainer must be able
The instructor is involved
to answer questions on
in teaching only one topic
many different tasks each
at a time
day.
 Retesting is discourage or
 Retesting is encourage for
not allowed at all
mastery
 Materials, tools and
 The trainer must see that
supplies for only one topic
all materials needed for
are needed at a time
many tasks are readily
available.
 The number of students  As vacancies are filled,
enrolled is maximum the trainees enrollment
capacity at the beginning remains at maximum
of the year or term and capacity all year long.
declines to half or less
towards the end.
 If possible, trainees
 The instructor controls the determine the sequence
sequence in which topics of tasks.
will be covered.
 Training is based on curriculum
developed from the competency
standard.
 Learning is competency based or modular
structure.
 Training delivery is individualized of self-
paced.
 Training is based on work that must be
performed.
 Training materials are directly related to
the competency standards and the
curriculum
 Assessment of learning is based in the
collection of evidences of work
performance
 Training is based on and off the job
components
 The system allows recognition of
prior learning
 The system allows for learners to
enter and exit programs at
different times and levels
 Approved training programs are
nationally accredited.
 Serves as a team member to determine what is to
be learned
 Stimulates trainee’s motivation
 Manages learning: a consultation rather than a
provider of information; a facilitator of the
facilitator of the learning
 Diagnose and solves learning problems
 Evaluate student achievement
 Assist learners to obtain individualized rewards
 Spends more time interacting with students on
1:1 or small group basis
 Helps those students who really need help
 Accepts responsibility along with the student for
the tasks learned or not learned
 Install confidence in the learner by providing
experiences where learners may succeed
 Assist each trainee in designing a personalized
plan of study
 They
may select what they want to learn and
when they want to learn it, within reason
 Theylearn it at their own rate within
program guidelines. They may speed up, slow
down, stop or even repeat a task.
 They may request to receive credit for what
they already know. This is done either
through pre-testing or through a review of a
task list completed at another training site.
 They may choose how they want to learn-
individually, on a one-to-one basis, in small group,
in large groups or with audio-visuals.
 They are responsible for what they learn and
when they learn it.
 They decide when they are ready to perform each
task or demonstrate mastery of learning to a job-
like level of proficiency before receiving credit for
task.
 They help develop personalized prescription for
learning worked out cooperatively and based upon
what the students already knows, his preference
for learning, learning style and other needs.
 They compete against pres job standards and not against other
students and are graded on achievement of the standards or
criteria of each task
 They know “up front”, before instruction begins what they are
expected to know and do to complete the program.
 They evaluate their own progress to see how well they are doing.
 They move freely in the workshop, laboratory and or training
center
 They know that they will be rated mainly on performance, while
paper and pencil tests will be used mainly to check their
knowledge of the task
 They learn according to their interest, needs and abilities not
according to teacher timelines and expediency.
COMPETENCY-BASED LEARNING MATERIAL

CBLM
 serveas guide or resource for ‘self paced’
learning providing learners and assessors
with resources for understanding and
completing assessments
 providetrainers with guidance and
resources for conducting or supporting
learning activities
This Qualification BREAD
AND PASRTRY PRODUCTION
NC II is designed to
enhance the knowledge,
skills and attitude in bread
and pastry production to
prepare and present
desserts; prepare and
display petits four in
accordance with industry
standards
Core Competencies
PREPARE & PRODUCE PREPARE & PRODUCE
BAKERY PRODUCTS PASTRY PRODUCTS

LO1. PREPARE BAKERY LO1. PREPARE PASTRY


PRODUCTS PRODUCTS
LO2. DECORATE AND LO2. DECORATE AND
PRESENT BAKERY PRESENT PASTRY
PRODUCTS PRODUCTS
LO3. STORE BAKERY LO3. STORE PASTRY
PRODUCTS PRODUCTS
PREPARE & PRESENT PREPARE & SERVE OTHER
GATEAUX, TORTES & TYPES OF DESSERTS
CAKES

LO1. PREPARE SPONGE LO1. PREPARE OTHER


AND CAKES TYPES OF DESSERTS
LO2. PREPARE AND USE LO2. PLAN, PREPARE AND
FILLINGS CONDUCT A DESSERT
LO3. DECORATAE CAKES TROLLEY
LO4. PRESENT CAKES LO3. STORE & PACKAGE
DESSERTS
LO5. STORE CAKES
PREPARE AND DISPLAY PETIT FOURS

LO1. PREPARE ICED PETIT FOURS


LO2. PREPARE FRESH PETIT FOURS
LO3. PREPARE MARZIPAN PETIT FOURS
LO4. PREPARE CARAMELIZED PETIT FOURS
LO5. DISPLAY PETIT FOURS
LO6. STORE PETIT FOURS
MEDICAL CABINET
LEARNING RESOURCES

CONTEXTUAL LEARNING

AREA

CR MATERIAL & SUPPLY

ENTRANCE

EXIT

BREAD AND PASTRY PRODUCTION NC II

TRAINERS RESOURCES

SUPPORT SERVICE AREA QUALITY CONTROL AREA AREA