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English Language Proficiency

Darren N. Naelgas

WELCOME TO Aklan Catholic College

ACC VisionWe envision Aklan Catholic College as a vibrant educational institution committed to empower stakeholders as globally competent and authentic Christian.

ACC MissionWe commit ourselves to:Continuously evaluate the relevance of programs and services and the functionality of structures, processes, and leadership styles.Relentlessly expedite leadership and professional development of the stakeholders.Steadfastly inculcate Gospel values for the integral development of the stakeholders.Amply produce excellent graduates through current researches, relevant curriculum offerings, and responsive community extension services.Purposively channel resources towards the sustainability of the institution through value- innovative programs.

ACC Core ValuesFaith: We cultivate a way of life that is wholly dependent on God and expresses itself in generous loving service for God and country.

Accountability: We are accountable to God, to our country and to our community. We demonstrate accountability through our skills, behavior, attitude, and performance.

Character and Competence: We are passionate and intensely focus in serving our stakeholders and helping them achieve their goals.

Excellence: We strive for excellence that glorifies God in all areas of life.

Service: We put all stakeholders at the top of our minds, giving them the best service, satisfying their requirement and valued them for life.

English Language ProficiencyFood and Beverage Services NC IISecurity Service NC IICommercial Cooking NC IIHousekeeping NC IIComputer Hardware Servicing NC-II Bookkeeping NC II

Course Offerings:CBT ProgramDegree ProgramsMaster of Arts in Education (MAEd)MajorsEducational ManagementPsychology and Guidance

Bachelor of Laws (LLB)Degree ProgramsBachelor of Secondary Education (BSEd)PAASCU Accredited Level 2MajorsEnglishMathematicsFilipinoBiological ScienceBachelor of Elementary Education (BEEd)PAASCU Accredited Level 2Bachelor of Arts in English (AB English)PAASCU Accredited Level 2Bachelor of Arts in Political Science (BA Pol Sci)PAASCU Accreditation Level 2Degree ProgramsBachelor of Science in Business Administration (BSBA)PAASCU Accreditation Level 2MajorsMarketing ManagementFinancial ManagementOperations ManagementHuman Resource Development ManagementBachelor of Science in Accountancy (BSA)Bachelor of Science in Criminology (BSCrim)Bachelor of Science in Computer Science (BSCS)Bachelor of Science in Information Technology (BSIT)Degree ProgramsAssociate in Computer Technology (ACT)Bachelor of Science in Hospitality Management (BSHM)ConcentrationsHotel and Restaurant ManagementFood and Beverages Preparation ManagementTour, Cruise Ship and Culinary ArtsAssociate in Food Service Management (AFSM)

English ProficiencyCompetency Based Training DeliveryApproach that focuses on the competency development of the learner as a result of the training.

TRADITIONALCBTINSTRUCTORS FOCUS ON MANAGING INSTRUCTION

MOST STUDENTS ENTER AT ABOUT THE SAME TIME

STUDENTS ALL COVER THE SAME MATERIAL

STUDENTS ALL PROCEED FROM ONE TOPIC TO THE NEXT AT THE SAME TIME

THE INSTRUCTOR CONTROLS THE LEARNING PACE

ALL STUDENTS ARE USUALLY TESTED AT ONCEINSTRUCTORS FOCUS ON MANAGING LEARNING

TRAINEES ENTER VARIOUS TIMES THROUGHT THE YEAR

DIFFERENT TRAINEES MAY BE TRAINING FOR DIFFERENT OCCUPATIONS WITHIN THE SAME PROGRAM

EACH TRAINEE ,MOVES ON TO NEXT TASK ONLY AFTER MASTERING THE TASK HE IS CURRENTLY WORKING ON

EACH TRAINEE PROGRESS AT HIS OWN PACE

EACH TRAINEE IS TESTED WHEN READY TO DEMONSTRATE MASTERYVery little continuousfeedback is givenThe instructor is involved in teaching only one topic at a timeRetesting is discouraged or not allowed at all.Materials, tools and supplies for only one topic are needed at a timeImmediate feedback is given to each trainee at critical points in the learning process The trainer must be able to answer questions on many different tasks each dayRetesting is encouraged for masteryThe trainer must see that all materials needed for many tasks are readily availableTRADITIONALCBTOn Curriculum

The curriculum is based on the Competency Standards and is available at the workshop/laboratory and can be accessed to anytime.

On WorkshopsThe required area for the workshop, as provided in the Training Regulations, is strictly complied with. To be able to do this, the school had to break down walls to increase the area of the workshops.Work stations are provided for the competencies where tools/facilities/equipment are ready for use by the students.Signages are placed where necessary.

On Recognition of Prior LearningIf the student/trainee has had prior experience and/or knowledge in a particular competency, he is asked to demonstrate the activity to his trainer. If found competent, he is no longer required to undergo the module in that competency. Related Certificates of Competencies completed or Certificates of related work experience/s are also required for submission.

The training is based on curriculum developed from the competency standardsLearning is competency-based or modular in structureTraining delivery is individualized and self-pacedTraining is based on work that must be performed

PRINCIPLES OF CBT 5. Training materials are directly related to the competency standards and the curriculum6. Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards7. Training is based both on and off the job components

Principles of cbtPRINCIPLES OF CBT8. 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

Role and Responsibility of the Trainee(s)Selects on what competency to startProgresses at own rateWork and ask help with othersDecides on when ready to demonstrateCompetes against industry StandardsEvaluates own performanceRequest to receive credits on what they knowMoves freely in the workshopRole of the trainee1. 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.

Role of the trainee4. 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.

Role of the trainee6. 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, learning style and other needs.

Role of the trainee8. Trainees compete against present 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.

Role and Responsibility of a TrainerActorInstructional Material DeveloperCounselorFacilitatorTeacherNegotiatorCoordinatorSession PlannerCurriculum DeveloperCompetencies Based on TRCore (260 hrs.) competencies specific to a certain qualificationApply effective communication skillsFacilitate group discussionsUtilized conflict resolution/negotiation skillsMake presentations

CBLM welldesigned andCarefullyDevelopedLearningmaterials thatgive traineesDetailedinstructions toguide themthrough thelearningprocess.

Training workshop and stationsTraining workshop and stationsAirconFire ExtinguisherClockPRATICAL WORK AREATool CabinetWhiteboardLCD ProjectorTrainees Progress ChartFirst Aid KitTableTrash CanQUALITY CONTROL15 mts. 10mts.Door EntranceLEARNING RESOURCE AREADISTANCE LEARNING AREA SUPPORT SERVICE AREATRAINERS RESOURCE CENTERWindowWindowINSTITUTIONAL ASSESSMENT AREA

CONTEXTUAL LEARNING LABORATORYTraining Workshop and StationsThe different components or areas of a competency-based facility are: 1. Practical Work Area - This area is where the learner acquires the skills and knowledge components of the competencies prescribed by the standard. 2. Learning Resource Area - This area is proximate to the heart - the practical work area. This area provides the learner with the knowledge requirements in the various modules responding to the competencies.

Training Workshop and Stations3. Institutional Assessment Area - It is located very proximate to the practical work area. This is where Recognition of Prior Learning is done by the trainer. This component also provides the mechanism of assessing the completion of competencies of a learner.

Training Workshop and Stations4. Contextual Learning Laboratory - This facility ensures that the underpinning knowledge, science, mathematics and communication principles as applied to the technology are provided to the learner. 5. Quality Control Area Various product output such as cocktails and garnishes are checked to determine correctness and accuracy.Training Workshop and Stations6. Trainers Resource Center - This area houses the learning materials, the training regulations and curriculum exemplars. 7. Distance/E Learning - This is to enable the learning provision outside and away from the training institution in terms of print and non-print media.

Training Workshop and Stations8. Computer Laboratory/Data encoder - This laboratory has an array of computer units of which learners are provided for them to learn and gain appropriate IT competencies that may include Word, Excel even Desktop Publishing and others.9. Support Service Area - The component provides value-adding competencies such flairing competency address underpinning skills in particular competency.

Equipment and Tools Needed

Evaluation SystemWritten Test DemonstrationOral questioningInstitutional Evaluation

Progress ChartAchievement Chart

Its now time for a break and for some clarification about the CBT