UNIT 3: Teaching Approaches, Methods, Techniques and

Strategies in EPP/TLE
Guidelines and Guiding Principles in the Teaching of EPP/TLE

1. Cover the four TLE areas in Grade 7 and 8 for exploratory purposes-agriculture and
fisheries, ICT, home economics and industrial arts.
2. Develop student‟s entrepeneurial mindset.
3. Do contectualized teaching.
4. Teach entrepreneurial concepts in the context of the TLE student‟s specialization in
Grades 9 to 12.
5. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential
Learning.
6. Subject offering must be done systematically from Grades 7 to 12 to enable the TLE
student to obtain an NC 1 in Grade 10 and NC II in Grade 12.
7. The teaching is focused on knowledge and information, entrepreneurial concept including
process and delivery, work values and life skills.

Teaching Approaches, Methods, and Techniques

The framework of TLE teaching in the K to 12 curriculum made by the TLE experts
of the department of education cited the following in relation to teaching approaches,
methods and techniques- entrepreneurial, contectualized, integrative, experiential,
authentic and constructivist learning.

Direct Method of Instruction:

Since TLE is a skill subject, direct instruction is most appropriate. The

demonstration method is a direct method of instruction. It is referred to as the “show and

tell” method.

The teacher simply shows to the students how a thing I done and explains as

he/she demonstrate. For an effective demonstrations, it is necessary that the teacher

mentions the dos and don‟ts of the process for emphasis and clarity.

1
It is important that as a teacher demonstrates a process, he/she cautions students

on steps of a skill where students are most often mistaken or which are most often missed.
 It is expected that after the teacher demonstrate of a process, the sudents are

given the opportunity to demonstrate th eproces or the skill themselves. However, students

should not expected to demonstrate the process or the skil immediately on their own after

the teacher has shown it. This has to be done gradually. The steps are:

1. Teacher demonstrates- “Watch me and listen to me”

2. Students demonstrate with scaffolding from teacher- “Let‟s do it together” 3. When

students can do the process by himself/herself, student demonstrate the skill or process-

“Do it as I watch”

4. Teacher gives more opportunity for practice for skill mastery Teacher assesses to

determine skill mastery by all students.

WHAT I NEED TO KNOW

At the end of the lesson, the students should be able to:
✔ Identify and use appropriate method/approach/technique in teaching specific knowledge
and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts
 The
classroom is a dynamic environment, bringing together students from different

backgrounds with various abilities and personalities. Being an effective teacher therefore requires

the implementation of creative and innovative teaching strategies in order to meet students‟

individual needs.

WHAT I NEED TO KNOW

Whether you‟ve been teaching two months or twenty years, it can be difficult to

know which teaching strategies will work best with your students. As a teacher there is

3
no „one size fits all‟ solution, so here is a range of effective teaching strategies you can

use to inspire your classroom practice.

Meaning of Approach, Methods and Techniques Approach is a set of assumptions that

define beliefs and theories about the

nature of the learner and the process of learning.

 Method is an overall for systematic presentation of a lesson based upon a

selected approach (Brown, 1994). Some authors call it design.

Techniques are the specific activities manifested in the classroom that are

consistent with a method and therefore in harmony with an approach as well (Brown,

1994). Technique is referred to also as a task or activity.

LET’S LEARN ABOUT IT!

APPROACHES, METHODS AND TECHNIQUES IN TEACHING EPP 1.

Demonstration Method

The demonstration method is a direct method of instruction. It is referred as the “show

and tell” method. The teacher simply shows to the students how a thing is done and

explains as he/she demonstrates. For an effective demonstration, it is necessary that

the teacher mentions the do‟s and don‟ts of the process for emphasis and clarity. It is

important that as a teacher demonstrates a process, he/she cautions students on

steps of a skill where students are often mistaken or which are most often missed.

4
TWO TYPES OF DEMONSTRATION

A. Demonstration of a Product

B. Demonstration of a Process

It is expected that after the teacher demonstration of a process, the students are given the

opportunity to demonstrate the process or the skill themselves. However, students should not be

expected to demonstrate the process or the skill immediately on their own after the teacher has

shown it. This has to be done gradually. The steps are:

a. Teacher demonstrates. – “Watch me and listen to me”.

b. Student demonstrates with scaffolding from teacher. – “Let‟s do it together”. c. When

student can do the process by himself/herself, student demonstrates the skill or

process. – “Do it as I watch”.

d. Teacher gives more opportunity for practice for skill mastery.

e. Teacher assesses to determine skill mastery by all students

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It goes without saying that at all times, while students practice the newly learned skill,

teacher must be visibly supervising students while they practice for mastery.
2. Hands on Learning

Hands-on learning, more formally known as experiential education, reflects a

teaching philosophy that promotes learning by doing. The strategy allows children to

practice guided tactile learning in which they absorb knowledge not only by listening, but

by experiencing.

Generally speaking, hands-on learning is learning through experience. Students

handle the materials, equipment, and instruments in real time and manipulate it. It is

obtaining the skills, knowledge, and competencies that are necessary. Working in hands-

on way is presumed to extend a more thrilling and realistic experience of the content. The

most verifiable researches bear evidence for the speculation that employing hands-on

activities steers to positive motivational result. Although there are also evidences that

adults may be over-challenged when independent problem-solving is involved during

these kinds of activities, especially those who are not used to open laboratory work were

found to be low in confidence regarding aspects of practical and hands-on work that

require analysis and critical thinking.

One of the benefits of hands-on learning environment is that students will get a feel

for materials and equipment that is commonly used in the workplace after the course. This

is particularly good if the student is working with equipment and tools. One of the main

reasons for accidents in the workplace comes from equipment and tools misuse; knowing

how to properly handle equipment increases safety.

By definition, hands-on learning requires students to engage in the education

process using multiple senses including sight, hearing and touch known as multisensory

learning; the hands-on teaching strategy engages the senses in a way that promotes

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learning comprehension on multiple levels. This practice allows students to understand

information and also use it. For example, a young child may verbally acknowledge

understanding basic math facts, but is unable to solve problems on an addition worksheet.

Manipulating tactile math blocks allows that student to better comprehend the concepts
 by actively utilizing acquired knowledge.

3. Laboratory, workshop or studio work

Figure 3.6.3.1 Concordia University wood shop

Today, we take almost for granted that laboratory classes are an essential part of teaching science and

engineering. Workshops and studios are considered critical for many forms of trades training or the

development of creative arts. Labs, workshops and studios serve a number of important functions or

goals, which include:

• to give students hands-on experience in choosing and using common scientific, engineering or

trades equipment appropriately;

• to develop motor skills in using scientific, engineering or industrial tools or creative media;

• to give students an understanding of the advantages and limitations of laboratory experiments;

• to enable students to see science, engineering or trade work ‘in action’;

• to enable students to test hypotheses or to see how well concepts, theories, procedures actually

work when tested under laboratory conditions;

 • to teach students how to design and/or conduct experiments;

• to enable students to design and create objects or equipment in different physical media.

An important pedagogical value of laboratory classes is that they enable students to move from the

concrete (observing phenomena) to the abstract (understanding the principles or theories that are

derived from the observation of phenomena). Another is that the laboratory introduces students to a

critical cultural aspect of science and engineering, that all ideas need to be tested in a rigorous and

particular manner for them to be considered ‘true’.

One major criticism of traditional educational labs or workshops is that they are limited in the kinds

of equipment and experiences that scientists, engineers and trades people need today. As scientific,

engineering and trades equipment becomes more sophisticated and expensive, it becomes increasingly

difficult to provide students in schools especially but increasingly now in colleges and universities direct

access to such equipment. Furthermore traditional teaching labs or workshops are capital and labour

intensive and hence do not scale easily, a critical disadvantage in rapidly expanding educational

opportunities.

Because laboratory work is such an accepted part of science teaching, it is worth remembering that

teaching science through laboratory work is in historical terms a fairly recent development.

At the same time, scientific and engineering progress since the nineteenth century has resulted in other

forms of scientific testing and validation that take place outside at least the kind of ‘wet labs’ so common

in schools and universities. Examples are nuclear accelerators, nanotechnology, quantum mechanics

and space exploration. Often the only way to observe or record phenomena in such contexts is remotely

or digitally. It is also important to be clear about the objectives of lab, workshop and studio work. There

may now be other, more practical, more economic, or more powerful ways of achieving these objectives

through the use of new technology, such as remote labs, simulations, and experiential learning.
4. Cooperative Learning

Cooperative Learning, sometimes called small-group learning, is an instructional strategy in

which small groups of students work together on a common task. The task can be as simple as solving

a multi-step math problem together, or as complex as developing a design for a new kind of school. In

some cases, each group member is individually accountable for part of the task; in other cases, group

members work together without formal role assignments.

According to David Johnson and Roger Johnson (1999), there are five basic elements that

allow successful small-group learning:

∙ Positive interdependence: Students feel responsible for their own and the group's effort.

∙ Face-to-face interaction: Students encourage and support one another; the environment

encourages discussion and eye contact.

∙ Individual and group accountability: Each student is responsible for doing their part; the

group is accountable for meeting its goal.

∙ Group behaviors: Group members gain direct instruction in the interpersonal, social, and

collaborative skills needed to work with others occurs.

∙ Group processing: Group members analyze their own and the group's ability to work together.

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Cooperative learning changes students' and teachers' roles in classrooms. The ownership

of teaching and learning is shared by groups of students, and is no longer the sole responsibility

of the teacher. The authority of setting goals, assessing learning, and facilitating learning is

shared by all. Students have more opportunities to actively participate in their learning, question

and challenge each other, share and discuss their ideas, and internalize their learning. Along with

improving academic learning, cooperative learning helps students engage in thoughtful discourse

and examine different perspectives, and it has been proven to increase students' self-esteem,

motivation, and empathy.

Some challenges of using cooperative learning include releasing the control of learning,

managing noise levels, resolving conflicts, and assessing student learning. Carefully structured
 activities can help students learn the skills to work together successfully, and structured

discussion and reflection on group process can help avoid some problems.

5. Project Method/Project-Based Method

This is a strategy where learners acquire knowledge through planning and execution of practical

projects

Types of Project-Based Method

∙ Individual Project
∙ Group Project
∙ Simplex Project
∙ Complex Project

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According to Kilpatrick-Kaun (2014) Project can be classified into:

a. Constructive Project – practical or physical tasks such as construction of article

making a model and playing drama are done in this type.

b. Aesthetic Project – appreciation powers of learners are developed through musical

program, beautification of things and appreciation of poems and so on.

c. Problematic Project – develop the problem solving the capacity of learners through

their experiences.

d. Drill Project – it develops mastery of the skill and knowledge of the learners.

Steps in preparing a learning activity under the Project-based learning technique:

∙ Creating Situation – teacher tells the method and procedure to be done. ∙ Selecting the

Project – apply the six principles project method (purpose, utility, activity, freedom, reality
 and prior planning.)

∙ Planning – teacher discusses various points to the learners and take part in the

discussion.

∙ Execution – select relevant facts.

∙ Evaluation – when finished, project is evaluated by the group within themselves and

reported to the teacher.

∙ Reporting – learners write each and every step on how they finished the project.

6. Problem-based learning

The earliest form of systematised problem-based learning (PBL) was developed in 1969 by

Howard Barrows and colleagues in the School of Medicine at McMaster University in Canada, from

where it has spread to many other universities, colleges and schools. This approach is increasingly

used in subject domains where the knowledge base is rapidly expanding and where it is impossible

for students to master all the knowledge in the domain within a limited period of study. Working in

groups, students identify what they already know, what they need to know, and how and where to

access new information that may lead to resolution of the problem. The role of the instructor (usually

called a tutor in classic PBL) is critical in facilitating and guiding the learning process.

Usually PBL follows a strongly systematised approach to solving problems, although the

detailed steps and sequence tend to vary to some extent, depending on the subject domain. The

following is a typical example:

Figure 3.6.3.2 (derived from Gijeselaers, 1995)

Traditionally, the first five steps would be done in a small face-to-face class tutorial of 20-25

students, with the sixth step requiring either individual or small group (four or five students) private

study, with a the seventh step being accomplished in a full group meeting with the tutor. However, this

approach also lends itself to blended learning in particular, where the research solution is done mainly

online, although some instructors have managed the whole process online, using a combination of

synchronous web conferencing and asynchronous online discussion.

Developing a complete problem-based learning curriculum is challenging, as problems must

be carefully chosen, increasing in complexity and difficulty over the course of study, and problems

must be chosen so as to cover all the required components of the curriculum. Students often find the

problem-based learning approach challenging, particularly in the early stages, where their

foundational knowledge base may not be sufficient to solve some of the problems. (The term

‘cognitive overload’ has been used to describe this situation.) Others argue that lectures provide a

quicker and more condensed way to cover the same topics. Assessment also has to be carefully

designed, especially if a final exam carries heavy weight in grading, to ensure that problem-solving

skills as well as content coverage are measured.

 However, research (see for instance, Strobel and van Barneveld, 2009) has found that

problem-based learning is better for long-term retention of material and developing ‘replicable’ skills,

as well as for improving students’ attitudes towards learning. There are now many variations on the

‘pure’ PBL approach, with problems being set after initial content has been covered in more traditional

ways, such as lectures or prior reading, for instance.

7. Lecture method

Lecture method is the oldest method of teaching. It is based on the philosophy of idealism.

This method refers to the explanation of the topic to the students. The emphasis is on the

presentation of the content. The teacher clarifies the content matter to the students by using gestures,

simple devices, by changing voice, change in position and facial expressions. Teachers are more

active and students are passive but the teacher also asks questions to keep the students attentive.

This method is economical and can be used among large number of students. It saves time

and also covers syllabus. It is the simplest method for teachers and does not require any

arrangements. It gives the students training in listening. It provides an opportunity an opportunity for

better clarification of the topics and lying stress on significant ideas. It brings a personal contact and

touch to impress or influence the pupils.

This method is useful in large classes, but it also has some limitations. This method makes the

students passive listeners. There is very little scope for pupil activity. It is against the principle of

learning by doing. It does not take into consideration individual differences. It does not develop power

of rezoning of the students. It becomes monotonous to the students.

Though this method has much limitation but still it is the most used method. The lecture method can

be made effective by using following points matter should be arranged properly. Teacher should have

process in between the lesson. These should be abundant repetition of the topic. The teacher should
encourage the students to ask questions teaching aids should also be used to make the lecture

effective. The content of the lecture should be logical and according to the standard of the students.

Thus, we conclude that the lecture method can be very effective, if it is made more interactive

and interesting for students.

8. Performance-based learning is when students participate in performing tasks or activities that are

meaningful and engaging. The purpose of this kind of learning is to help students acquire and apply

knowledge, practice skills, and develop independent and collaborative work habits. The culminating

activity or product for performance-based learning is one that lets a student demonstrate evidence of

understanding through a transfer of skills.

9. Instructional Modules

Modular Teaching is one of the most widespread and recognizes learning techniques. An

Instructional Module is a self-contained and self-sufficient unit of instruction for the learner to

achieve a set of objectives.

Characteristics:

∙ Independent

∙ Self-contained

∙ Self-instructional

∙ Clearly defined objectives

∙ Concerned with individual differences

∙ Systematically organized learning opportunities

∙ Utilization of variety of media

∙ Active participation of learner

Components of Module:

1. Title – the title of the module should be clear

2. Introduction – background of the module

3. Overview- the overview introduces the learner to the theme of the module, its purpose,
organization and uses

4. Instruction to the Users – to provide clear instruction to the learner as to how he should

proceed, and what he has to do after each step

5. Pre-test – a pre-test is given at the beginning

6. Objectives – the instructional objectives of the module should be clearly stated

7. Learning Activities – enable the learner to develop behavior in predetermined direction

8. Formative Tests – are given at the end of each learning unit/learning activity
9. Summative Evaluation – is done with the help of a post-test

Advantages:

⮚ Learning becomes very effective.

⮚ It establishes a system of assessment other than marks or guides. ⮚ Modules can be

administered to single use, small group or large group. ⮚ It is more appropriate to mature

students.

Disadvantages:

⮚ Modules are economical in their use.

⮚ Appropriate only for matured students.

⮚ Time Consuming

⮚ Demands smart classrooms

SAMPLE LESSON PLANS IN EDUKASYONG PANTAHANAN

AT PANGKABUHAYAN (EPP) AND IN
TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)

The sample lesson plans can be used as your model lesson plan in
EPP/TLE. The sample lesson plans can be used as your model lesson plan in
EPP/TLE. Take note of the objectives. You will note that the objectives are stated in
behavioral

Take note of the objectives. You will note that the objectives are stated in
behavioral terms which include the three domains of skills to be developed in the
 students: the terms which include the three domains of skills to be developed in the
students: the cognitive, psychomotor, and affective.
cognitive, psychomotor, and affective.

APPENDIX A

SAMPLE LESSON PLAN IN AGRICULTURE

(MAY BE TAUGHT IN GRADE VI, AND IN FIRST AND SECOND YEAR HIGH SCHOOL)

I. Objectives:

At the end of a session’s lesson the students are expected to:

a. Identify the tools and materials needed in making an open terrarium. b.

Show interest in making an open terrarium.

c. Perform the steps in making a terrarium.

II. Subject Matter:

A. Topic: Horticulture/Ornamental Gardening

SubTopic: (Urban Farming) Making an open terrarium

B. Tools and Materials

Tools Materials

Hand Trowel Pebbles

Charcoal(pulverized)
Water sprayer Fish bowl or glass container
Loam soil
Pruning scissors or shears Sand
Plants
Decorative materials
Figurines
Organic fertilizer/ manure (optional)
 III. Procedure

Preparation

A. Classroom routinary activities

B. Review of the past lesson.

1. What is Agriculture?

2. What are the different branches of agriculture?

C. Motivation

D. Presentation of the lesson

Key questions to unlock lesson difficulties:

1. What is ornamental gardening?

2. What is urban farming?

3. How can urban farming be practiced in your communities?

4. What is an open terrarium? (As an urban farming method.)

5. What are the tools and materials needed in making an open terrarium? 6.

What are the steps in making an open terrarium?

A. Definition of technical terms

1. Terrarium

2. Open Terrarium

3. Closed Terrarium

4. Organic fertilizer (optional)

B. Safety precautions to be observed in making an open terrarium.

1. Cover your nose with a handkerchief to avoid inhaling the pulverized

charcoal and organic fertilizer (if used).
2. Be careful in handling the hand trowel and the pruning scissors to
avoid hurting your fingers.
 3. Avoid spilling or dropping water on the floor so that the floor will not
become slippery.
4. Move carefully in order to avoid spilling the soil.

C. Steps in making an open terrarium

1. Prepare all the needed tools and materials.

2. Wipe the bottle or glass container to make it very

clearly transparent.
3. Put a one-inch thick layer of pulverized charcoal into the
glass container.
4. Put a one-inch thick layer of sand on top of the pulverized
charcoal.

Put a one-inch thick layer of fertilizer (organic or commercial)

next to the pulverized soil.

5. Fill the remaining space in the glass container with loam soil.

6. Trim the terminal roots of the plant material with the aid of
the pruning scissors.
7. Plant or set the plant material in the glass container, taking
into consideration the design to be created. Herbaceous/shrub
plants should be used specially those that do not grow big.
8. Press the soil slightly around the plant.
9. Place the decorative materials such as pebbles and figurines.

10.Water with a fine spray. Water should just be enough to be absorbed by the

soil media. This includes the loam, sand, fertilizer and charcoal.

11.Place in a shaded area or inside the house.

 12.Trim the plants occasionally to maintain the correct height.

D. Application

Call one or more students to re-demonstrate the steps in making the open
terrarium.
.

E. Generalization

Call one or more students to generalize the topic that has been discussed.

IV. Evaluation: Short Quiz

Direction: Choose the letter of the correct answer.

1. It is a miniature landscape garden in a container.

a. flat garden

b. bonsai

c. open terrarium

2. It is the material used to enhance the beauty or appearance of the

open terrarium.
a. soil

b. pebbles

c. charcoal

3. It is a kind of tool used to supply water in fine sprays to the open terrarium.
a. handwater sprayer

b. water hose

c. sprinkler

4. It is a farming method done when there is no available lot area or

open field.
 a. container gardening

b. garden plot making

c. ornamental gardening

5. It is a kind of plant that is suited to be grown in a container such as an open

terrarium.
a. trees

b. vine plants

c. small shrubs and herbs

Key to Correction

1. c

2. b

3. a

4. a

5. c

V. Assignment

Follow up assignment

1. Make an open terrarium in your house.

Advanced assignment:

1. Read about vegetable gardening.

2. What are the atmospheric factors that affect plant growth?

3. Define the following terms.

a. Weather

b. Climate

c. Humidity
 d. Topography

e. Photoperiod

Reference:

Senn Andrews, Fundamentals of Horticulture. Manila: National Bookstore, 1978.

APPENDIX B

BANGHAY-ARALIN SA AGRIKULTURA

BAITANG V

Mga Layunin

1. Matutunan ang batayang konsepto sa tamang paghahalamang

ornamental. 2. Matukoy ang mga kinakailangan sa paghahalamang

ornamental. 3. Makapagtanim ng halamang ornamental.

4. Mapahalagahan ang pag-aalaga at pagkultura sa halamang ornamental.

Mga Paksa

• Batayang konsepto sa pag-aalaga at pagkultura ng halamang ornamental •

Mga kinakailangan sa paghahalamang ornamental

• Tamang pamaraan sa pagtatanim ng halamang ornamental

Karagdagang Kaalaman Para sa Guro at Mag-aaral

Sa paghahalaman ay may mga batayang konsepto na dapat muna malaman.

Ito ang mga konsepto sayantipiko na may kinalaman sa pagtubo at paglaki ng
halaman hanggang sa ito ay maging prodaktib: ang tamang uri ng lupa na
pagtataniman, tamang panahon o klima, init ng araw, tamang ulan o pagdidilig, at
tamang pag aalaga.

Pamaraan
 A. Paghahanda

Isulat sa pisara ang maikling tula na ito:

Magtanim magtanim ngayon

Pagandahin ang ating nayon

Hindi lang sa amin, ngunit sa inyo rin.

Malinis na hangin ating langhapin

Kapaligiran ay gawing luntian

Nang tayong lahat ay makalanghap.

Tanungin ang mga bata kung ano ang dulot ng halaman ayon sa maikling tula.
Ang sagot ay dapat nagmumula sa tulang ito.

B. Paglinang

Mga materyales at kagamitan sa paghahalamang ornamental.

May mga mahalagang materyales at kagamitang kinakailangan sa

paghahalamang ornamental. Ito ay ang mga sumusunod:
Materyales: Kagamitan:

--Lupang loam --paso na pagtataniman --Lupang organiko --hand

trowel

--Konting buhangin --hand gloves sa pagtatanim --Binhi o halaman --

regadera

C Hakbang sa Pagtanim Ng Halamang Ornamental

1. Ihanda ang lahat ng mga materyales at kagamitan.

2. Isapin ang buhangin sa loob ng paso. Sa ganitong paraan ay maiiwasan

ang pagdikit o pagkapit ng ugat ng halaman sa ilalim. Ito ay teknik para
mapadali ang paglipat-tanim sakaling lumaki na ito at kailanganing mailipat sa
mas malaking paso.
3. Haluin o pagsamahin sa parehong proporsiyon ang lupang loam at organiko.
4. Ilagay ang magkahalong dalawang uri ng lupa hanggang sa kalahatian
ng paso.
5. Itanim ang binhi o halamang ornamental sa gitna ng paso.

6. Punan ng pinagsamang loam at organikong lupa ang natitirang

bakanteng lugar ng paso.

7. Idiin ang lupa sa paligid ng halaman nang katamtamang lakas. 8.

Diligan nang may pag-iingat para hindi maanod ang lupa sa ibabaw.

9. Ilagay sa lilim hanggang isang linggo bago ito paarawan. Kailangan ito
para ang halaman ay hindi malanta dahil sa pagkakagalaw ng mga ugat nito.
10. Diligan lamang kung kinakailangan.

D. Pagtatapos at Pagtaya

Pagsunod- sunurin ang mga hakbang sa pagtatanim ng halamang

ornamental. Ilagay ang tamang numero sa puwang.
_______ a. Itanim ang binhi o halaman sa paso.

_______ b. Ilagay ang magkahalong lupa hanggang sa kalahatian ng

paso. _______ c. Idiin ang lupa sa paligid ng halaman.

_______ d. Diligan lamang kung kinakailangan.

_______ e. Ihanda ang lahat ng mga materyales at

kagamitan. _______ f. Haluin o pagsamahin ang loam at

organikong lupa. _______ g. Isapin ang buhangin sa loob ng

paso.

_______ h. Diligan nang may pag-iingat para hindi maanod ang

lupa. _______ i. Ilagay sa lilim.

_______ j. Punan ng lupa ang natitirang bakanteng lugar sa

paso. Sanggunian:
 Senn Andrews. Fundamentals of Horticulture. New York: Pub.,

1975. Susi sa Pagwawasto

a. 5 f. 3

b. 4 g. 2

c. 7 h. 8

d. 10 i. 9

e. I j. 6

APPENDIX C

SAMPLE LESSON PLAN IN HOME ECONOMICS

(MAY BE TAUGHT IN THE SECOND YEAR HIGH SCHOOL)

I. Objectives:

At the end of the lesson the students are expected to:

A. Enumerate the characteristics of a newborn baby.

B. Recognize the differences among babies.

C. Show interest in familiarizing oneself with the characteristics of newborn

babies.

II. Subject Matter:

A. Topic: Babyhood Years

Subtopic: Characteristics of a newborn baby

B. Instructional Materials:

Aids and devices

Charts

Pictures of babies
 III. Procedure:

A. Preparation.

1. Daily classroom routine

2. Review of the past lesson

B. Motivation:

There are different letters in the chart. Select some letters which can form
a word and encircle them. The words you shall form are the characteristics
of a newborn baby.

B F D H I K P J I G Q D

A P P E A R A N C E E R

U T E L V H G E M P X F

V U L P C K Q W W T Y B

Y T I L A U D V I D N I

E D C E H S S O L R M B

H G I S O F N A X Z Y A

J K L S N E S A N C Z F

You will form the following words.

Appearance

Helplessness

Individuality

C. Presentation of the Lesson

1. Definition of technical terms:

 Appearance

Helplessness

Individuality

2. Unlocking of difficulties

a. What are the characteristics of a newborn baby?

b. What are the differences which are observable among

babies?

D. Application:

Let us now see how well you have learned. Summarize the lesson just
discussed.
E. Evaluation; Short Quiz

Direction: Fill in the blanks with the correct word. Read each item

carefully. 1. ___________ is the state of being dependent babies.

2. The common characteristics of newborn infants are___________

and 3. ____________

4. The physical image of a person is called ____________.

5. Babyhood years begin from the day of birth of the baby until
____________ year of age.

Key to Correction:

1. Helplessness

2. Smallness

3. Top heaviness

4. Appearance

5. One
IV. Assignment:

1. Define the term childhood.

2. Describe the body proportion of an infant.

Reference:

Nursing Services, American Red Cross. Home Nursing. New York: Doubleday and
Company, Inc., 1977, pp. 91-113.

APPENDIX D

BANGHAY-ARALIN SA PAGLULUTO AT NUTRISYON

BAITANG IV

Mga Layunin

1. Matalakay ang kahalagahan ng tamang nutrisyon.

2. Makilala ang iba’t- ibang local na pagkaing nagbibigay ng sustansiya ayon sa food
pyramid.
3. Maipaliwanag ang kahalagahan ng anim na food elements na mahalaga para sa
tamang nutrisyon.
4. Mapahalagahan ang tamang pagbabalak ng pagkain para sa pamilya.

Mga Paksa

• Kahalagahan ng anim na food elements at ng tamang nutrisyon •

Ang anim na food elements para sa mabuting nutrisyon

• Iba’t-ibang uri ng pagkaing lokal na nagbibigay ng mga food elements •

Mahalagang aspeto sa pagbabalak ng pagkain para sa pamilya

Karagdagang Kaalaman Para sa Guro at Mag-aaral

Ang kalusugan ng mga miyembro ng pamilya ay nakasalalay sa tamang pagkain. Ito

ang mga pagkain na nagbibigay ng mga food elements na kinakailangan ng ating
katawan para mapanatili at mapangalagaan ang kalusugan. Maraming uri ng pagkaing
lokal na kayang bilhin ng mag-anak ang maaaring ihanda sa hapag kainan para
matugunan ang tamang pangangailangan ng katawan ng tamang nutrisyon. Ang
pagbibigay ng tamang nutrisyon ay makakamit mula sa tamang pagbabalak
ng pagkain para sa pamilya.

Mga kagamitan

Mga larawan at aktwal na produkto o pagkaing lokal. Larawan ng food pyramid na

nagtataglay ng mga ibat ibang uri ng pagkain na nagbibigay ng mga sustansiya.

Pamaraan

A. Paghahanda

Ganyakin ang mga mag-aaal sa larawan ng food pyramid at aktwal na pagkaing

lokal. Hayaan ang mga mag-aaral na makapagbigay puna sa kanilang nakikita.
B. Paglinang

Ang anim na food elements na kailangan ng katawan para sa

mabuting nutrisyon
• Fats and oils--Ito ang nagbibigay sustansiya para mapanatili ang init
ng katawan at ito ay nagbibigay din ng enerhiya para may lakas
ang katawan
• Vitamins--Ito ay nagbibigay sustansiya para mapasigla at mapaliksi
ang katawan, at nang lumakas ang resistensiya laban sa sakit.
• Minerals–Ito ang nagbibigay sustansiya para mapanatiling matigas ang mga
buto at mga kuko.
• Proteins--Ito ang sustansiyang tumutulong para ang muscles at tissues ng
ating katawan ay siksik at matigas.
• Carbohydrates--Ito ang nagbibigay ng sustansiya para ang ating katawan ay
may enerhiya at lakas.
• Liquids/Water--Ito ang tumutulong sa katawan sa lahat ng metabolismo at
nang sa ganun ay magawa nito nang maayos ang mga prosesong internal.

Mga Halimbawa ng ibat ibang pagkaing lokal na nagbibigay ng mga food elements
• Fats and oils
 Butter/mantikilya Mayonnaise

Mantika Taba ng mga ulam( baboy, manok) • Vitamins

Pinya Ubas

Dalandan Mga prutas

• Minerals

Pagkaing sea shells: Isdang dilis

-Halaan Saging

-Suso

• Proteins

Mga karne: Mga Isda:

- Manok - Hasa-hasa

- Baboy - Tanigue

• Carbohydrates

Kanin Tinapay

Kamote Gabi

Kendy

• Liquids/Water

Tubig Sabaw ng pagkain

Juices

Mga Mahalagang Aspetong Dapat Pagtuunan ng Pansin sa Pagbabalak

ng Pagkain para sa Pamilya
1. Uri ng pagkain at uri ng sustansiya na naibibigay nito

2. Pagkaing nasa panahon ( in season)

3. Abot kaya ng pamilya ang halaga

4. Kasariwaan ng pagkain (freshness)

Pagtatapos at Pagtaya

Piliin ang tamang sagot sa pamamagitan nang pagbilog sa letra ng mga

tinutukoy: 1. Ang food element na nagbibigay enerhiya o lakas sa katawan ay: a.

carbohydrates c. vitamins

b. proteins d. minerals

2. Ang food element na nakakapagpalakas ng resistensiya laban sa

sakit ay:
a. fats and oils c. liquids and water b. vitamins d.

carbohydrates

3. Ang food element na nakakapagpatigas ng ating mga buto at kuko

ay: a. fats and oils c. liquids and water b. proteins d. vitamins

4. Ang pagkain na sagana sa vitamins ay:

a. isda c. tinapay

b. mantikilya d. bayabas

5. Ang pagkain na may taglay na proteins ay

a. isda c. tinapay

b. mantikilya d. bayabas

6. Ang pagkain na sagana sa minerals ay:

a. pinya c. halaan

b. manok d. kanin

7. Ang pagkain na taglay ang carbohydrates ay:

a. pinya c. halaan

b. manok d. kanin

Magbigay ng tatlong aspeto na dapat tuunan ng pansin sa pagbabalak ng

pagkain sa pamilya
8.

9.
 10.

Sanggunian:

Luz Rojo. Effective Home Economics, Quezon City: Adriana Publishing, 1998.
Susi Sa Pagwawasto

1. a

2. b

3. b

4. d

5. a

6. c

7. d

8. uri ng pagkain at uri ng sustansiya na naibibigay nito 9. pagkaing

nasa panahon ( in season)

10. abot kaya ng pamilya ang halaga

-- kasariwaan ng pagkain (freshness)

APPENDIX E

SAMPLE LESSON PLAN IN COMPUTERS

(MAY BE TAUGHT IN THE ELEMENTARY AND IN HIGH SCHOOL)

I. Objectives:

Given the information and an hour session, the students are expected to: 1.

Learn the advantages of using power point in making presentations. 2. Appreciate

the advantages of power point presentations.

3. Construct a presentation using power point.

II. Subject Matter:

A. Concept: Power Point / Graphics Presentation

Sub concept: Creating a power point presentation B.

Instructional Materials:

1. Reference: Microsoft Office 2000 Professionals

2. Aids and Devices:

2.1 Visual aids

2.2 Computer unit/s

2.3 M.S. Office 2000 Software

III. Procedure:

Preparation

1. Daily classroom routine.

2. Review of the past lesson.

Topic: Creating a Slide Presentation

A. Motivation:

Class, I have here two drawings of a dove. One on a cartolina and

the other one projected on the screen. Which dove do you like? Why?
B. Presentation:

1. (Unlocking of Difficulties) Discuss the answers to the following key questions:

a. What is a power point presentation?

b. What are the advantages of a power point presentation?

c. What are the structures to be considered in planning a power

point presentation?

d. What are the other elements which can be added or utilized in a power
point presentation to make it more interesting and attractive?
e. What are the steps in creating a power point presentation?

2. Definition of Terms:

a. Power Point

b. Presentation
 c. Layout

d. Dialog Box

C. Application:

Call at least 3 students to create their own presentation using

power point.
D. Generalization:

Call at least 3 students to give a brief summary of the topic that

has been discussed.
E. Evaluation: Short Quiz.

Direction: Write the answer in the space provided.

__________1. It is a pattern or frame.

 UNIT 4: ASSESSMENT and INSTRUCTIONAL
RESOURCES IN TEACHING TLE/EPP
Three Types of Assessment
1. Formative Assessment

This occurs in the short term, as learners are in the process of making meaning of new content

and of integrating it into what they already know. Feedback to the learner is immediate (or nearly

so), to enable the learner to change his/her behavior and understandings right away. Formative

Assessment also enables the teacher to "turn on a dime" and rethink instructional strategies,

activities, and content based on student understanding and performance. His/her role here is

comparable to that of a coach. Formative Assessment can be as informal as observing the

learner's work or as formal as a written test. Formative Assessment is the most powerful type of

assessment for improving student understanding and performance.

Examples: a very interactive class discussion; a warm-up, closure, or exit slip; a on-the-spot

performance; a quiz.

2. Interim Assessment

This takes place occasionally throughout a larger time period. Feedback to the learner is still

quick, but may not be immediate. Interim Assessments tend to be more formal, using tools such

as projects, written assignments, and tests. The learner should be given the opportunity to re-

demonstrate his/her understanding once the feedback has been digested and acted upon. Interim

Assessments can help teachers identify gaps in student understanding and instruction, and

ideally teachers address these before moving on or by weaving remedies into upcoming

instruction and activities.

Examples: Chapter test; extended essay; a project scored with a rubric.

3. Summative Assessment

This takes place at the end of a large chunk of learning, with the results being primarily for the

teacher's or school's use. Results may take time to be returned to the student/parent, feedback
 to the student is usually very limited, and the student usually has no opportunity to be reassessed.

Thus, Summative Assessment tends to have the least impact on improving an individual student's

understanding or performance. Students/parents can use the results of Summative Assessments

to see where the student's performance lies compared to either a standard (MEAP/MME) or to a

group of students (usually a grade-level group, such as all 6th graders nationally, such as Iowa

Tests or ACT). Teachers/schools can use these assessments to identify strengths and

weaknesses of curriculum and instruction, with improvements affecting the next year's/term's

students.

Examples: Standardized testing (MEAP, MME, ACT, WorkKeys, Terra Nova, etc.); Final exams;

Major cumulative projects, research projects, and performances.

A performance-based assessment is open-ended and without a single, correct answer, and it

should demonstrate authentic learning, such as the creation of a newspaper or class debate.

The benefit of performance-based assessments is that students who are more actively involved

in the learning process absorb and understand the material at a much deeper level. Other

characteristics of performance-based assessments are that they are complex and time-bound.

Also, there are learning standards in each discipline that set academic expectations and define what

is proficient in meeting that standard. Performance-based activities can integrate two or more subjects

and should also meet 21st Century expectations whenever possible:

• Creativity and Innovation

• Critical Thinking and Problem Solving

• Communication and Collaboration

Performance-based activities can be challenging for students to complete. They need to understand

from the beginning exactly what is being asked of them and how they will be assessed.
 Examples and models may help, but it is more important to provide detailed criteria that will be used

to assess the performance-based assessment. All criteria should be addressed in a scoring rubric.

Observations are an important component and can be used to provide students with feedback to

improve performance. Teachers and students can both use observations. There may be peer to peer

student feedback. There could be a checklist or a tally to record student achievement.

The goal of performance-based learning should be to enhance what the students have learned, not

just have them recall facts.

Utilization of Resource Persons and Community Materials

Resource persons are experts who contribute information and opinions to participants in a

learning situation. They frequently are used to conduct educational activities, but may also be

helpful to a committee at the program planning stage.

If the teacher is not an expert in a given content, you will need resource persons to ensure

a good training where participants gain well-presented knowledge. Resource persons do not just

add expertise but also make the learning more interesting and attractive for the students, as they

can integrate their own experiences.

Using the local community and environment as resources

One important resource at your fingertips is that of the local community and environment.

In your local community you have people who have expertise in a wide range. In your local

environment you also have access to a range of natural resources.

11
Figure 2 explains the benefits of using these resources.
Figure 2 The advantages of using local community and environmental resources.

Using local experts in your classroom

The local community is an often overlooked teaching resource. Maybe you are doing some

work on transportation with Class X. How could you introduce this topic to your students in a way

that will capture their interest? One way would be to invite in a local doctor or a nurse to talk about

the heart and how they measure the blood pressure of their patients. For the topic of excretion,

you could ask someone who has had a kidney transplant to talk about their kidney disease and

operation. This could be a relative or a family friend of the students or staff. For respiration you

could ask a local athlete to come in and explain the how lactic acid affects their performance.

Your students will be interested to hear about what these visitors do and will want to ask

questions, so this needs to be carefully planned. If you choose to do this you need to be clear

12
what you would like your students to gain and learn from the experience, and then follow the

steps in Activity 3 to prepare for the visit.

Case Study 1: Mrs Kumar invites a visitor

Mrs. Kumar invites an expert into her classroom.

 One evening, I was out with a friend in the city. She is a nurse and had just started a new

job in a health clinic for people with heart disease. I had just started „life processes‟ with Class X,

and while we were talking I had a brainwave! I decided to ask my friend to come into the school

and talk to my students.

We arranged that she would bring a machine for measuring blood pressure. She

measured my blood pressure and then talked to my students for about 15 minutes about the

importance of measuring blood pressure, what causes it to be too high and the treatments

available. I had a poster with a diagram of the heart which she used in her explanation.

My students had prepared some questions in advance, which they were able to ask, but

the discussion soon moved on as they thought of more and more questions. Quite a few students

stayed behind after the lesson to find out more about training to be a nurse.

Using local environmental resources

The local environment can support your teaching. In your local environment you also

have access to a range of natural resources. The outside environment can be seen as a place

to collect resources but it can also be used as an extension of your classroom.

7. Field Trips, Home Visits and Community Works

Field trips are recognized as important moments in learning; a shared social experience

that provides the opportunity for students to encounter and explore novel things in an authentic

setting.

13
It is important to recognize that learning outcomes from field trips can range from

cognitive to affective outcomes

Among the many potential outcomes, research has shown that field trips: ∙ Expose

students to new experiences and can increase interest and engagement in science

regardless of prior interest in a topic (Kisiel, 2005; Bonderup Dohn, 2011),

 ∙ Result in affective gains such as more positive feelings toward a topic

(Csikszentmihalyi & Hermanson, 1995; Nadelson & Jordan, 2012).

∙ Are experiences that can be recalled and useful long after a visit (Salmi, 2003; Falk

& Dierking, 1997; Wolins, Jensen, & Ulzheimer, 1992).

What’s More

An approach gives rise to method (design) while a method (design) includes techniques

(tasks or activities).

What I Have Learned

Reflect on the statement, “No size fits all”.

14

What I Can Do
Choose one among the options given below, with the same grouping, you are to vlog

and demonstrate the chosen option. And post it on our group chat.

⮚ Cooking demonstration

⮚ Buying basic commodities

⮚ Making a chair/dustpan
 ⮚ Plant repotting

Chapter Reflection
3things I learned from this chapter
________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2things I will do to apply what I learned

________________________________________________________________
______________________________________________________________________

1 question I have about the lesson

________________________________________________________________

15

REFERENCES:
https://blog.friendscentral.org/benefits-of-hands-on-learning
https://www.quizalize.com/blog/2018/02/23/teaching-strategies/
https://www.scribd.com/document/426194207/Hands-on-LearningChecked
https://www.teachervision.com/professionaldevelopment/cooperative-
learning

https://opentextbc.ca/teachinginadigitalage/chapter/4-4-models-for-teaching-by-doing/

https://www.biyanicolleges.org/lecture-method-teaching-
method/#:~:text=Lecture%20method%20is%20the%20oldest,the%20presentation%20of%20the
%20content.