Develop

Competency-Based Learning
Materials

RAYMUND L. LUCZON
TESDA-CCNTS
 Objectives:

 Define CBLM;
 Identify the parts of the CBLM;
 Use CBC / TR as a tool in developing
CBLM; and
 Prepare CBLM

RAYMUND L. LUCZON
TESDA-CCNTS
What is CBLM?

 Media that contain information related to

work requirement;
 Learning aid that is guided towards
achieving the competency required in the
workplace;
 Tools that facilitate individual learning
process; and
 Instrument that measure the competency
required in the workplace.
RAYMUND L. LUCZON
TESDA-CCNTS
Reasons for Using CBLM

 Learning is self-paced;
 Learning is student-centered;
 Develop learning mastery;
 Immediate feedback on the
achievement of learning; and
 Training is well-planned

RAYMUND L. LUCZON
TESDA-CCNTS
Parts of CBLM

Preliminary Pages

1. Front Page
2. Trainee’s Guide on How to Use the CBLM
3. List of Competencies
4. Module Content
5. Learning Outcome Summary
6. Learning Experiences
RAYMUND L. LUCZON
TESDA-CCNTS
Parts of CBLM

Instruction Sheets

1. Information Sheet
2. Self-Check with Answer Key
3. Task Sheet
4. Operation Sheet
5. Job Sheet
6. Performance Criteria Checklist
RAYMUND L. LUCZON
TESDA-CCNTS
RAYMUND L. LUCZON
TESDA-CCNTS
Front Page
Title
Picture

Sector
Qualification
Title
Unit of
Competency
Module Title
Name of the
RAYMUND L. LUCZON

School
TESDA-CCNTS
 Trainees Guide on How to Use the CBLM

Document
Number
(control #) as
per
institution’s
QA system
Date Developed, Revision # (Revision
Institution quality The Qualification Date Revised and number is 00 for A space for
assurance system and the Title and Module the Name of the the first printing of the issuer of
institution’s logo Title Developer the module) the document

Document No.
CBLMs on Trainers Methodology Date Developed:
Level I July 2010 Issued by: Page
Page 3
Date Revised: Number
of 251
Planning Training Sessions March 2012 NTTA

RAYMUND L. LUCZON
TESDA-CCNTS
Module Content

This page reflects the Unit Descriptor

contents and the skills discussed

in the module particularly stated in
the unit descriptor. In the unit
descriptor, you may include the
underpinning attitudes, knowledge
and skills. The learning outcomes
are listed in chronological order as
they are listed in the TR and the
CBC.

RAYMUND L. LUCZON
TESDA-CCNTS
Learning Experiences

This page has the Learning

Outcome number and title and a table
of all the activities for presentation,
practice and feedback the trainee can
undergo to attain the required
competence. Special instructions are
provided for the trainee to provide
directions on the following:
•what training materials to secure
•where to secure or access
instructional materials
•Information Sheets, Operation
sheets, Task Sheets and Self-Check
to be used.
•Recommended sequence of
activities
RAYMUND L. LUCZON
TESDA-CCNTS
RAYMUND L. LUCZON
TESDA-CCNTS
Guidelines in Developing Instruction Sheets

1. Use language that is straight forward and is easy

to understand.
2. Supplement the words with illustration, pictures
and diagram for greater clarity.

3. Give specific directions that are clear and concise.

4. Limit each instruction sheet to one sheet of paper

if possible, but avoid overcrowding the page.

5. Separate items, points, or paragraphs by spacing,

by numbers, letter or bullets.
RAYMUND L. LUCZON
TESDA-CCNTS
 Guidelines in Developing Instruction Sheets

6. Develop a uniform format for all instruction sheets.

7. Use underlines to emphasize or to distinguish the

headings, subheading, and content.

8. Be consistent in the use of terminology to avoid

confusion.

9. Include only relevant information

RAYMUND L. LUCZON
TESDA-CCNTS
1. Information Sheet

An instruction sheet containing

cognitive information or
knowledge which the learner
needs to know.

Example:
Unleaded
Gasoline: Its Advantages and
Disadvantages

RAYMUND L. LUCZON
TESDA-CCNTS
 Characteristics of a Good
Information Sheet
• Free from violation of copyright law;
• Contains information essential to the
attainment of the learning outcomes;
• Has a title that gives some idea of the
coverage of the sheet;
• Approach in terms of content and presentation
is appropriate to the interest and reading level
of the learner;
RAYMUND L. LUCZON
TESDA-CCNTS
Characteristics of a Good Information Sheet

• The layout, text and drawings are attractive in

appearance and legible; and
• Has uncommon terms marked for further defining
• Has acknowledgement per copied part of the sheet.

RAYMUND L. LUCZON
TESDA-CCNTS
 Parts of Information Sheet

Learning Objectives

Statements about what a trainee will gain

from a course or activity.

Introduction/Overview

The paragraph after the objective should be

the “overview” or “recall and rejoinder”
statements.

Body/Text
It should be the development of the lesson or the
content. It is not purely a statement of facts but it
should be developing the content in a way that will
help trainees memorize facts, definition and
functions; analyze associations and connections to
the other concepts. and in some situations providing
an opportunity for trainees to explore their
underpinning values and beliefs.

RAYMUND L. LUCZON
TESDA-CCNTS
 SMART Learning Objectives

RAYMUND L. LUCZON
TESDA-CCNTS
 2. Self-Check
Self-checks are sets of questions
that would verify the acquisition
of knowledge stated in the
learning objectives.
RAYMUND L. LUCZON
TESDA-CCNTS
3. Answer Keys
Answer keys should always
follow a self-check so that a trainee
can check his own answers
immediately. This allows for
immediate feedback.
 Instruction Sheets

Task Operation Job

Cut the wood Operate an electric Make a chair
according to size planer
Prepare pattern Use/Operate sewing Sew a dress
machine
Format a document Operate a computer Prepare a letter
Encode a document

Test continuity of a Use multi-tester Install electrical

circuit fixtures
RAYMUND L. LUCZON
TESDA-CCNTS
 Parts of a Task Sheet/Operation Sheet/Job Sheet

Task Sheet Number

The Task Sheet number shall
follow the code of the last
information sheet preceding the
task sheet

Title

Describes the Task in a few words.

The title starts with a verb that
directly describes the task to be
mastered.

Performance Objective

-identify the specific knowledge, skill, or

attitude the learner should gain and display as
a result of the learning activity.

RAYMUND L. LUCZON
TESDA-CCNTS
Elements of a Performance Objective

Performance :

What the learner is to be able to do.

Example: sew a dress; lay-out plans;
encode a letter;
The performance must be observable.

What do I want students to do?

RAYMUND L. LUCZON
TESDA-CCNTS
Elements of a Performance Objective

Conditions

Important conditions under which the

performance is expected to occur

Examples:
•Given a list of... (sort into stacks);
•when provided with standard tools... (construct a
table);
•without using references... (give the state capitals)

RAYMUND L. LUCZON
TESDA-CCNTS
 Elements of a Performance
Objective

Conditions

What are the important conditions or constraints

under which I want them to perform?
What the learner will be provided?
What will the learner be denied?
Are there special conditions which occur on the
job or when performing?

RAYMUND L. LUCZON
TESDA-CCNTS
Elements of a Performance
Objective

criterion or standard :
The quality or level of performance that will be
considered acceptable

Examples: include measures of speed (in less than 30

minutes...), direction (according to manufacturers
specifications...), accuracy (without error...) , quality (all
cuts must be smooth to the touch).

How well must learners perform for me to be

satisfied they've accomplished the objective?

RAYMUND L. LUCZON
TESDA-CCNTS
 Parts of a Task Sheet/Operation Sheet/Job Sheet

Supplies/Materials
These are necessary materials that will be
needed in the performance of the task

Equipment
These are the equipment needed in
the performance of the task

Procedure

The step-by-step procedures for completing the

Task. This will allow trainees to practice the steps
on their own with minimal assistance from you

Assessment Method
This is a list of methods used in evaluating
the performance of L.the
RAYMUND trainee on the
LUCZON
particular task. TESDA-CCNTS
 7. Performance Criteria Checklist

• give immediate feedback on the

performance of a trainee as he
practices the task or skill.
• required on the performance of the
task.
• provide for self-evaluation and peer
evaluation.
• used when to evaluate the
performance of trainee and decide
for the readiness for the next
learning activity
• for Institutional Evaluation as the
case maybe.
RAYMUND L. LUCZON
TESDA-CCNTS
 7. Performance ...cont.

The following should be

included in the checklist:

•Work
Quality/Workmanship
•Speed
•Proper Use of
Tools/Equipment and Materials
•Safety
•Critical Criteria

RAYMUND L. LUCZON
TESDA-CCNTS
Non-print Learning Materials

 Presentations
 Video clips
 Interactive learning materials
 Simulators
 Mock-ups
 Project displays
 others

RAYMUND L. LUCZON
TESDA-CCNTS
 Thank you

RAYMUND L. LUCZON
TESDA-CCNTS