WELCOME!

!!
PIGCARANGAN
INTEGRATED SCHOOL
Pigcarangan, Tubod, Lanao del Norte

DRESSMAKING NC II
 VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
 MISSION
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and
motivating environment.
Teachers facilitate learning and constantly nurture every
learner.
Administrators and staff, as stewards of the institution, ensure
an enabling and supportive environment for effective learning
to happen.
Family, community, and other stakeholders are actively
engaged and share responsibility for developing life-long
learners.
 COMPETENCY-BASED TRAINING(CBT)

The unit of progression is mastery of specific

knowledge and skills and is learner- or participant-
centered. Two key terms used in competency-based training
are:
Skill —A task or group of tasks performed to a
specific level of competency or proficiency which often
use motor functions and typically require the manipulation
of instruments and equipment (e.g., use of vacuum cleaner
in cleaning carpeted floor). Some skills, however, such as
counseling, are knowledge- and attitude-based.
Competency—a skill performed to a specific standard under
specific conditions
 10 Principles of CBT
6.Assessment of learner is based
1.Learning is based on the
in the collection of
Competency-based Curriculum
evidences of work

2.Learning is modular in its 7.Training is based on and off

structure the job components and off
the job components
3.Training delivery is 8.The system allows Recognition
individualized and self-paced of Prior Learning (RPL)

4.Training is based on work that 9.Training allows for multiple

must be performed entry and exit.

5.Training materials are directly

10.Approved training programs
related to the competency
are nationally accredited
standards and the curriculum.
 Role of Trainer

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 of the 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.
 Role of Trainee

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 o a task list completed at another training site.
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 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,
learning style and other needs.
8. Trainees compete against pres 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 center.
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.
 CBT vs. TRADITIONAL

In CBT the difference is that we learn individually in our

own preference, because it is self paced and individualized. Prior
learning is recognized, so if you knew already a topic you may
proceed to the next topic. You may conduct practice anytime
and most of all I’m always here to guide and help you.
In CBT there are two people involve that is ME, and YOU. Each of us
have distinguished roles and responsibilities to carry out the lesson.
Me as a trainer is your FACILITATOR that will coordinate your
learning activities. My responsibility is more on monitoring,
guiding and evaluating your learning outcomes rather than
dispensing knowledge. And you as a trainee, your role is to pursue
instructions given to you at your own pace. You will spend more
time for self-study and practice. Your whole learning will
depend in you according to your own needs and interest.
 
 CBT vs. TRADITIONAL

INSTRUCTORS INSTRUCTORS
FOCUS ON FOCUS ON
MANAGING MANAGING
LEARNING
INSTRUCTION

MOST STUDENTS TRAINEES ENTER

ENTER AT ABOUT AT VARIOUS
THE SAME TIME TIMES
THROUGHOUT
THE YEAR
 CBT vs. TRADITIONAL

STUDENTS ALL DIFFERENT TRAINEES

COVER THE SAME MAYBE TRAINED FOR
MATERIAL DIFFERENT UNIT OF
COMPETENCY WITHIN
THE SAME PROGRAM

STUDENTS ALL EACH TRAINEE MOVES

PROCEED FROM ON THE NEXT TASK
ONE TOPIC TO THE ONLY AFTER
MASTERING THE TASK
NEXT AT THE
HE OR SHE IS
SAME TIME CURRENTLY WORKING
ON
 CBT vs. TRADITIONAL

THE INSTRUCTOR EACH TRAINEE

CONTROLS THE PROGRESS AT HIS
LEARNING PACE OR HER OWN PACE

ALL STUDENTS ARE EACH TRAINEE IS

USUALLY TESTED TESTED WHEN
AT ONCE READY TO
DEMONSTRATE
MASTERY
 CBT vs. TRADITIONAL

VERY LITTLE IMMEDIATE

CONTINUOUS FEEDBACK IS
GIVEN AT
FEEDBACK IS CRITICAL
GIVEN. POINTS IN THE
LEARNING
PROCESS.

THE INSTRUCTOR THE INSTRUCTOR

IS INVOLVED IN MUST BE ABLE
TO ANSWER
TEACHING ONLY QUESTIONS ON
ONE TOPIC AT A MANY DIFFERENT
TASKS EACH
TIME.
DAY.
 CBT vs. TRADITIONAL

RETESTING IS RETESTING IS
DISCOURAGED ENCOURAGED
OR NOT TO REACH
ALLOWED. MASTERY

MATERIALS, THE TRAINER

TOOLS AND MUST SEE THAT
SUPPLIES FOR ALL MATERIALS
NEEDED FOR
ONLY ONE
MANY TASKS ARE
TOPIC ARE
READILY
• NEEDED AT A
AVAILABLE.
TIME.
 CBT vs. TRADITIONAL

THE PROGRAM THE PROGRAM

IS USUALLY IS USUALLY
CLOSED DOWN OPERATED
ALL YEAR
OR SHORTENED
ROUND
DURING THE
SUMMER
MONTHS
DRESSMAKING NC II COMPETENCIES
Code No. BASIC COMPETENCIES
500311105 Participate in workplace communication
500311106 Work in a team environment
500311107 Practice career professionalism
500311108 Practice occupational health and safety
procedures
 
 
DRESSMAKING NC II COMPETENCIES
  Code No. COMMON COMPETENCIES
GRM743203 Carry out measurements and calculation
GRM743204 Set up and operate machine/s
GRM743205 Perform basic maintenance
GRM743206 Apply quality standards
 
DRESSMAKING NC II COMPETENCIES
Code No. CORE COMPETENCIES
GRM743301 Draft and cut pattern of
casual apparel
GRM743302 Prepare and cut materials
of casual apparel
GRM743303 Sew casual apparel
GRM743304 Apply finishing touches on
casual apparel
 COMPETENCY-BASED LEARNING
MODULE(CBLM)
CBLM – well designed
and carefully
developed Learning
materials that give
trainees detailed
instructions to guide
them through the
learning process.
 FACILITIES AND RESOURCES
TOOLS EQUIPMENT MATERIALS
QTY QTY QTY

25 pcs Tape 25 units Single Needle 25 pcs Pencils

Measure Lockstitch
Machines
25 pcs Hip- curve 10 units High Speed 25 rolls Pattern Paper
Machines
Attachment
25 pcs Meter stick 5 units 3 Threads over 25 pcs Tailor’s Chalk
lock machine
25 pcs French curve 5 units Flat Iron 25 packs Dressmaker’s
Tracing Paper
10 pcs Scissors 5 units Steam Press 75 cones Thread (assorted
colors)
25 pcs Cutting 5 units Ironing Board 2 gross Buttons
Shears
25 pairs L-square 10 units Cutting Table 75 pcs Zipper 8”

25 pairs Transparent 25 pcs Stools 25 pcs Record Book

ruler with grid
24
25 pcs Basin/Pail 1 pc Button Holer 75 pcs Zipper 20”

25 pcs Sewing Box 10 units Body Form/Model 12.5 yds Fusible Interlining
Shop Layout
 9 DIFFERENT TRAINING AREAS

1. Contextual Learning Resource Area - This facility

ensures that the underpinning knowledge and
communication principles as applied to the
technology are provided to the learner.
2. Learning Resource Area -This area provides the
learner with the knowledge requirements in the
various modules responding to the competencies.
3. Distance Learning Area - This is to enable the learning
provision outside and away from the training
institution in terms of print and non-print media.
4. Computer Laboratory - This laboratory has an
array of computer units of which learners are
provided for them to learn and gain
appropriate IT competencies.
5. Trainers Resource Area - the place where
instructors produce courseware or training
materials.
6. Quality Control Area - Various tests aside
from metrology and calibration are conducted
in this area including in-process quality control.
7. Practical Work Area - This area is where the
learner acquires the skills and knowledge
components of the competencies
prescribed by the standard
8. Institutional Assessment Area - is where
Recognition of Prior Learning is done by the
trainer.
9. Support Service Area -This area
provides value-adding competencies.
 Evaluation system
• ACHIEVEMENT CHART
• - used by all teachers as a framework to assess and evaluate
student achievement. It supports teachers in making consistent
judgments about the quality of student learning based on clear
performance standards.
 Evaluation
PROGRESSsystem CHART
It provides a visual picture of goal setting and helps the
learner to achieve the goal and be able to receive a
reward. It's a solid basis to a skill that learner will have to
know in the future. The charts give learner immediate
feedback and this usually invokes fewer consequences.
INSTITUTIONAL ASSESSMENT

Demonstration
Oral
Questioning
Observation
Written
Examination
THANK YOU FOR
LISTENING!!!