Berhanu topic introduction to ttlm
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This document provides guidance on preparing teaching and learning materials (TTLM) for technical and vocational education and training (TVET) programs. It discusses that TTLM should include a teachers' guide, learning guide, and assessment packet. The teachers' guide outlines the competencies, session plans, assessments and reference materials. The learning guide tells trainees what to learn, activities, and the teachers' expectations. It can be self-contained or resource-based. The assessment packet includes demonstration checklists, formative and summative evaluations to check trainees' mastery of the competencies. Trainers should have relevant qualifications and experience to effectively impart the required skills and knowledge to trainees.
Berhanu topic introduction to ttlm
- 2. Teacher-made printed instructional aid that supplements the teacher’s oral and visual instructions Well-designed and carefully developed learning aid that provides detailed learning instructions to the trainee/learner Self-instructions to guide the trainee/learner in learning and progressing at a rate comfortable to them
- 3. Provides all the necessary information needed to understand and acquire the identified learning outcome It is a support in acquiring the level of competence required of the particular occupation addressed by the program curriculum Instructional media that facilitates individualized learning
- 4. Directly related to the occupational standards and the curriculum An instructional media that is individualized, self- faced instruction allowing the trainee to learn and move along independently without much or constant direction, correction and instruction from the teacher Designed by the teacher to fit local condition and appropriate to intended trainees
- 5. Designed in a way that addresses the learning for the learning outcome within the learning module Provide structure to the learning process by giving detailed instructions about what to do and when to do it Ensure that trainees/learners receive the same instructions and information with the rest of the class Provide a system of learning that the trainee have more active involvement
- 6. Useful when contents are not available in textbooks, manuals, etc. Helpful in ensuring that the trainee/learner remember the required information Useful in providing a permanent record of the content of the training program Useful as a critical component of an individualized instructional system Helpful when trainee/learner missed a lesson
- 7. Resource-Based Learning Materials ◦ Structured materials designed to direct the learner to experience learning through a series of learning activities, and to a range of external resources, to achieve specified competences or learning outcomes.
- 8. Self-Contained Learning Materials ◦ Integrated resources which are packaged into one complete unit of planned learning activities and instructions designed to assist the learner to accomplish well defined competences or outcomes. ◦ Series of planned activities
- 9. Teachers Guide it includes cover page matrixes of competence, learning methods Session plan, assessment context , list of support/reference materials Annexes: ( it contains trainees practical test guide and knowledge test for summative assessment ) progressive chart
- 10. Trident computer institute Clerical work support level II assessment progressive chart No Name of the trainees Formative evaluation Summative evaluationLO1 Lo2 Lo3 Lo4….. Deliver a Service to Customers Process and Maintain Workplace Information Handling Mail Contribute to Workplace Innovation All occupational standards Satisfactory /NYS Satisfactory /NYS Satisfactory / NYS Satisfactory /NYS Competent /NYCO 1 Kebede Abebe Satisfactory Satisfactory Satisfactory Satisfactory Competent 2 Abera belaye Satisfactory Satisfactory Satisfactory NYS ? 3 Belete Akelilu NYS Satisfactory Satisfactory NYS ? 4 Hirute Asmelash Satisfactory NYS NYS NYS ?
- 11. Learning Materials Learning Guide The Learning Guide is either a self-contained or resource-based packet of information and learning activities. It tells the trainee what need to do, when and how to do it and what the teacher expects from him/her to know and be able to do once the learning activities are completed. It informs the trainee what is to be learned and mastered; motivates trainee to want to learn; recalls the trainee of any pre-requisite learning or background knowledge or skills needed to master the required learning outcomes or tasks; presents instructions appropriate for the tasks for each learning outcome; and lastly, provide appropriate application or practice of what was presented.
- 12. Cont’d Self-contained complete all knowledge, skills and attitude expected from trainees, or having all that is needed, in itself. Trainees expected to make product, service and Project preparation and making correction If any error during and after training. Develop and built self confidence for trainees not depending on or influenced by others. It is important increase self-confidence for trainees as strong feeling of trust as possible in one's abilities, qualities, and judgment during and after training. When trainees starts the occupational standards and the unit competency trainees shall be describes the performance outcomes, skills and knowledge required to deliver all aspects of customer service at an introductory level. It includes creating a relationship with customers, identifying their needs, delivering services or products and processing customer feedback.
- 13. Cont’d When we prepare learning guide, we can developed to provide trainees the necessary information regarding the following content coverage and topics … learning guide we can start starting from clear and concise introduction, each learning outcomes to end of … annexes. Entire sheets it includes a.Information sheet b.Self-check sheet … learning activity performance test (LAP test) c.Operation sheet (lessens instruction step by step project or product procedures) d.List of reference materials
- 14. Cont’d LEARNING GUIDE it INCLUDES SUCH MATERIAL AS a. INFORMATION SHEET of Basic clerical works Level II, b. OPRATION SHEET Basic clerical works Level II, c. JOB SHEET Basic clerical works Level II, d. SELF CHECK AND LAP TEST Basic clerical works Level II)
- 15. Assessment packet Assessment guide applied on all projects which provided by the unite of competencies and occupational standards' in the training. Assessment packet it include a.Demonstrate checklist, b.Formative assessment, c.Evidence plan, d.summative assessment knowledge test All guides must be usable to trainees, high quality excellence, effectiveness, efficiencies at international standards
- 16. Methods of Provision of the Training The Ethiopia Occupational Standard (EOS) is the core element of the Ethiopian National TVET- Strategy and an important factor within the context of the National TVET-Qualification Framework (NTQF).There are national Ethiopian standards, which define the occupational requirements and expected outcome related to a specific occupation without taking TVET delivery into account. The provision of TVET training for trainees 70% focused on practical 30% of theoretical the number 70% also serve for cooperative, apprenticeship or in company training.
- 17. Training Methods
- 18. Cont’d Training Modules hold; Unit of Competence describes a distinct work activity. It is documented in a standard format that comprises: •Occupational title, NTQF level •Unit code •Unit title •Unit descriptor •Elements and Performance criteria •Variables and Range statement •Evidence guide
- 19. •Con’t •By using standardized Training Modules •Exercises •Project Work / model exam •Exam Together all the parts of a Unit of Competence guide the assessor in determining whether the candidate is competent. For teaching learning process the donors are responsible to cover entire tuition fee.
- 20. The Standards of Trainers in the TVET Institution Teaching is a form of interpersonal influence, stimulation, guidance, direction and encouragement of learning aiming at changing the attitudes and behaviour of another person.The teacher must know teach another person properly, hence, teaching and learning process (pedagogical knowledge) for the purpose of transferring the skills, knowledge, and attitudes to their student is mandatory , Professional Development
- 21. Cont’d Professional code of conduct, Teacher profession shall be known, what is teaching for you? How do you perceive the concept of learning? Basic questions in the process of education despite, education have numbers of questions some of thus, are as follows, Why to teach? What to teach? “How” to teach? Whom to teach? Who teaches? When to teach? Where to teach?
- 22. Cont’d According to Federal TVET Agency decree in May, 2015 trainers at C level at list level 4 completers only teach in TVET rather than level 3 and level 2. Level 4 graduate take hold of pass mark of National Centre of Competency Assessment and Certification Centre (NCOCAC) for the purpose of improve the quality, efficiency and effectiveness of TVET institutes trainers.
- 23. Information about the how to prepare TTLM Name OF trainer: Berhanu Tadesse Taye Addis Ababa Ethiopia Tel:+251911086066/+25192430741 Email:berhanutat@yahoo.com, berhanutaye17@ gmail.com berhanutat_18@outlook.com, LinkedIn and Slidshare.net berhanu.tadesse.90@faceboook.com ብብብብ ብብብ ብብ ብብ G.S.C. TVET office institutional appraise and quality audit berhanutadesse1@twitter Google talk hi website:www.bertat.bright.light.wordpress.com