WESTMIN INSTITUTE OF TECHNOLOGY

Trainer- Bread and Pastry Production NC II

 What is CBT?
iapproach that focuses on the
competency development of the learner
as a result of the training
1. The training is based on curriculum
developed from the competency standards
2. Learning is competency-based or modular
in structure.
3. Training delivery is individualized and self-
paced
4. Training is based on work that must be
performed.
5. Training materials are directly related to the
competency standards and the
curriculum.
7. Training is based both on and off the job
components.
8. The system allows Recognition of Prior
Learning (RPL).
9. The system allows for learners to enter and exit
programs at different times and levels and
to receive an award for competencies attained
at any point.
10. Approved training programs are
nationally accredited.
 CBT
. Trainers focus on managing learning.
1
2.Trainees enter various times
throughout the year.
3. Different trainees maybe training for
different occupations within the same
program.
4. Each trainee moves on the next task
he/she is currently working on.
5. Each trainee progress at his/her own
pace
6. Each trainee is tested when ready to
demonstrate mastery.
7. Immediate feedback is given to each
trainee at critical points in the learning
process
8. Retesting is encourage for mastery.
 TRADITIONAL APPROACH
. 1.Instructors focus on managing
instructions
2. Most students enter at about the
same time.
3. Students all cover the same
materials.
4. Students all proceed from one
topic to the next at the same time.
5. The instructor controls the
learning pace
6. All students are usually tested
once
7. Very little continuous feedback is
given.
8. Retesting is discouraged or not
allowed at all.
1. Serves as a team member to
determine what is to be learned
2. Stimulates trainees‟ motivation.
3. Manages learning: a consultation
rather than a provider of
information; a facilitator of the
learning.
4. Diagnose and solves learning
problems
5. Evaluates student achievement

6. Assist learners to obtain individualized

rewards.

7.Assist each trainee in designing a

personalized plan of study.

8.Installs confidence in the learner by

providing experiences where learners
may succeed.
9. Serves as a model for desirable
work habits, attitudes and tasks
performance in the occupational field.

10.Spends more time interacting with

students on a 1:1 or small group basis.

11.Helps those students who really

need help.

12.Accepts responsibility along with

the student for the tasks learned or
not learned.
1. Trainees may select what they want to
learn and when they want to learn it, within
reason.
2. Trainees learn at their own rate within
program guidelines. They may speed up,
slow down, stop or even repeat a task.
3. Trainees 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, style and other needs.
4.Trainees may choose how they want to learn-
individually, on a one-to- one basis, in small
group, in large groups or with audio-visuals.

5. Trainees are responsible for what they

learn and when they learn it.

6. Trainees 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
the task.
7. Trainees help develop personalized prescription
for learning worked out cooperatively and based
upon what the students already knows, his
preference for learning.

8. Trainees compete against prescribed job

standards and not against other students and
are graded on achievement of the standards or
criteria of each task.

9. Trainees know “up front”, before

instruction begins what they are expected
to know and do to complete the program.
10. Trainees evaluate their own progress
to see how well they are doing.
11. Trainees move freely in the
workshop, laboratory and or training
centers.
12. Trainees know they will be rated
mainly on performance, while paper
and pencil tests will be used mainly to
check their knowledge of the task.
13. Trainees learn according to their
interest, needs and abilities – not
according to teacher timelines and
expediency.
1. Prepare and produce bakery
products
2. Prepare and produce pastry products
3. Prepare and present gateaux, tortes
and cakes
4. Prepare and display petit fours
5. Present desserts
CORE # 1- PREPARE AND PRODUCE BAKERY
PRODUCTS

LO 1: Prepare bakery products

LO 2: Decorate and present bakery products

LO 3: Store bakery products

LO 1: Prepare pastry products

LO 2: Decorate and present pastry

products

LO 3: Store pastry products

LO 1: Prepare sponge and cakes
LO 2: Prepare and use fillings
LO 3: Decorate cakes
LO 4: Present cakes
LO 5: Store cakes
LO 1: Prepare Iced petit fours

LO 2: Prepare fresh petit fours

LO 3: Prepare caramelized petit fours

Lo 4: Display petit fours

LO 5: Store petit fours

LO 1: Present and serve plated desserts

LO 2: Plan, prepare and present dessert

buffet selection or plating

LO 3: Store and package desserts

 A CBLM is a printed instructional aid that:
 provide trainers with guidance and
resources for conducting or supporting
learning activities
 serve as guide or resource for ‘self paced’
learning
 providing learners and assessors with
resources for understanding and
completing assessments
Welcome to the Module “Bread
and Pastry Production ”. This
module contains training
materials and activities for you
to complete.
 The unit of competency “Prepare
and present gateaux, tortes and
cakes” contains the knowledge,
skills and attitudes required for
Bread and Pastry Production
course. This is one of the common
modules for National Certificate
level II (NC II).
 You are required to go
through a series of learning
activities in order to complete
each of the learning outcomes
of the module. In each learning
outcome there are Information
Sheets, Operation Sheets and
Job Sheets
 If you have questions,
don’t hesitate to ask your
facilitator for assistance.
Evaluation System for Bread and Pastry
Production NC II In using the CBLM

• Written

• Performance

•Oral Interview
 Adjectival Grade

• C – Competent

• NYC – Not Yet Competent

 Training Activity Matrix
Facilities/ Venue
Training Activity Trainee Tools and (Workstation Date & Time Remarks
Equipment /Area)
Modules
Prayer All trainees
CBC

Recap of the lesson Questionai March 1,2017

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about the baked All trainees re, Ballpen 8:00 AM to
resource area evaluation
products and paper 5:00 PM

1. Lyns Computer,
Tabuco informatio
Film Viewing on March 1,2017
2. Jeshyl n sheet, Computer Proceed to next
Preparing Chiffon 8:00 AM to
Sarin ballpen, Area acitivity
Cake 5:00 PM
3. Myerdal paper,Vide
Hila o clips
1. Ella
Arsua Ballpen,
Main Ingredients March 1,2017
2. CharryR paper, Learning Practice some
used for variety of 8:00 AM to
amos Informatio resource area more
sponge and cakes 5:00 PM
3. Aisan n sheet
Latao
1.Roniel
Pecenio
Baking
2.Jamaicka March 1,2017
Perform Chiffon tools, For Institutional
Porras Practical Area 8:00 AM to
Cake making ingredient evaluation
3. Jen Yu 5:00 PM
s
4. Daryl
Saldua
 WORKSHOP FOR BREAD AND PASTRY PRODUCTION NC II

COMPUTER LABORATORY AREA LEARNING RESOURCE AREA FIRE EXIT

FIRE
Segregate PRACTICAL
EXTINGUISHER
EXIT Waste
WORK
AREA TRAINER’S
1 TABLE TABLE TABLE
RESOURCE
0
m DISTANCE AREA
LEARNING
INSTITUTIONAL SUPPORT
AREA
ASSESSMENT SERVICE AREA
AREA
CONTEXTUAL QUALITY
LEARNING AREA TABLE TABLE CONTROL
ENTRANCE
AREA
15.6 m (156 sq.m.)