 FACILITATE

LEARNING SESSION
Prepared by:
wilmer j. directo
Trainer
Technical Education and Skills Development
Authority
ROSALES SKILLS TRAINING CENTER
Rosales, Pangasinan
QUALIFICATION OFFERED:
SHIELDED METAL ARC WELDING NC II

FOOD PROCESSING NC II

BREAD AND PASTRY PRODUCTION NC II

COMMERCIAL COOKING NC II

FOOD AND BEVERAGE SERVICES NC II

HOUSEKEEPING NC II

COMPUTER HARDWARE SERVICES NC-II

ELECTRICAL INSTALLATION AND MAINTENANCE NC II

COMPUTER HARDWARE SERVICING NC II

AUTOMOTIVE SERVICING NCII

CONSUMER ELECTRONICS SERVICING NC II

  COMPETENCY BASED TRAINING
DELIVERY

Review learning
Trainee enters
package YES
program

Satisfactorily
• Administer RPL View multimedia Performed
• Orientation Competency?
materials Trainer Trainer
• Role of trainer/trainee
observes Rates NO
performance performance

Use manuals Have completed YES

all the
NO competencies?

Trainee selects Observe Trainee

Trainee
competency demonstration Rates own
attempts task
and receive performance
Have enough
instructions Competency/ies
Practice skills in NO been
achieved?
• Administer Learning Contract workshop
• Organize learning strategy
YES
• Provide materials Trainee exits
Receive program
• Introduce CBLM materials
• Introduce the Use of assistance and
Achievement Progress advise Trainee exits Undergo Nat’l
Report program Assessment
Principles of COMPETENCY
BASED TRAINING
PRINCIPLE ONE
The training is based on curriculum
developed from the competency
standards

Learning is based on the

Competency-based curriculum
Principle Two

Learning is competency-based or
modular in structure
Unit of Competency

Module 1 Module 2 Module 3

PRINCIPLE THREE

Training delivery is individualized

and self-paced

Learning is done by the

learner at own pace
 PRINCIPLE FOUR

Training is based on work that must

be performed

Learning is based on the

actual industry practice
PRINCIPLE FIVE

Training materials are directly related

to the competency standards and the
curriculum

CS to CBC to LMs
 PRINCIPLE SIX
Assessment of learners is based in the
collection of evidences of work
performance based on industry or
organizational required standards

Traditional CBTVET
Each student is
Students are judged
assessed against
against each other
the evidences
(norm referenced
based on required
Assessment)
standard

Students are not judged against each other

 PRINCIPLE SEVEN

Training is based both on and off the

job components

Better learning with industry and

school partnership
PRINCIPLE EIGHT

The system allows Recognition of

Prior Learning (RPL)

Workers and Students can have prior

skills recognized
 PRINCIPLE NINE

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.

There is flexibility for entry

and exit from programs
PRINCIPLE TEN

Approved training programs are

nationally accredited

Training programs are registered

within UTPRAS
SECTOR: METALS & ENGINEERING
 
QUALIFICATION: SHIELDED METAL ARC WELDING NCII 

 Training Duration:

BASC COMPETENCY: 18 Hrs.

COMMON COMPETENCY: 50 Hrs

CORE COMPETENCY 200 Hrs.

BASIC COMPETENCIES

 
Participate in workplace communication
Work in a team environment
Practice career professionalism
Practice occupational health and safety
procedures
 
COMMON COMPETENCIES

 
Essentials of welding
Safe welding practices
Welding defects, causes and remedies 
Welding Procedure and Specifications (WPS)
International welding codes and standards
Acceptable weld profiles
Welding technique and procedures

 
CORE COMPETENCIES

 
Weld Carbon Steel Plates Using SMAW

Weld Carbon Steel Plates Using SMAW

 Role of the 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 learning.
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized of
study
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 the 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
3. Trainees may request to receive credit for what
they already know. This is done either through
pre-testing or through a review or a task list
completed at another task.
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 for
learning worked out cooperatively
and based upon what the students already
knows, his preference for learning, learning
styles 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
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
14. according to teacher timelines and
expediency.
 HOW TO PERFORM
ROOT PASS
1. Prepare the edge of the two(2) plates,
with a bevel angle of 30 degrees and 2mm
root face.
 2. Wear suitable protective clothing
 to avoid burns and radiation
 3. Set the welding machine;
 Current setting:3.2mm, E6013: 90

 – 120 amperes
 5. Put the plates on the welding table in
flat
 position and make sure that
 the root gap is 3.2mm.
 6. Position the plates;
 Clamp the plates in the positioner in a

 flat position.
. 8. Strike the arc and hold the
 electrode at 90 degrees work angle
 and 75 – 80 degrees travel.
 9. Maintain a short arc.
 10. Move the electrode using a
 whipping motion and maintain a
 keyhole
 Until you reach the other end of
 the plates.