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TOPIC: 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,
contextualized, integrative, experiential, authentic and constructivist learning.

Entrepreneurial learning is providing TLE students with an entrepreneurial mindset. TLE students should be
taught to be innovative to generate innovative business ideas and to use information and communication
technologies (ICT) to achieve better business results. That is why entrepreneurship concepts are taught as early
as Grade 4 until Grade 10 and as a separate applied track subject in the Senior High School Curriculum.

Contextualized learning is learning in context such as teaching entrepreneurship concepts and the
common competencies in the context of the TLE specialization. Contextualized learning may also internship,
apprenticeship and on-the-job training (OJT). It is actual hands-on learning by working on the job-site. For OJT,
special arrangements are made by school with industry for this purpose.

Experiential learning is learning by doing, learning by action. Learning through experience, by discovery
and exploration. It is clearly explained by the following maxims:

“What I hear, I forget; what I see, I remember; what I do, I understand.” - Confucius

“Tell me and I forget; teach me and I remember; involve me and I will learn” - Benjamin Franklin

“There is an intimate and necessary relation between the process of actual experience and education.”-
John Dewey

Authentic learning is making students learn real-life tasks in real-world context. It is learning by solving
real-world problems. Authentic learning makes use of problem-based activities and case studies. It is a real-
world application of content learned. Necessarily, authentic learning brings into play multiple disciplines,
multiple preservatives, different ways of working which are true of real community.

Research distilled the essence of authentic learning to the following elements:

1. real-world tasks

2. well-defined problem - no single solution; open to multiple interpretations

3. Sustained investigation - problem is not simplistic and so requires time for investigation

4. Multiple sources - no clear cut solution; problem requires a variety of resources

5. Collaboration - problem resolution calls for collaborative work of all concerned

6. Reflection- authentic activities make students reflect on their choices and on their learning

7. Interdisciplinary perspective - resolution of real-life problem calls an interdisciplinary approach

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8. Integrated assessment - assessment is not only done at the end nor it merely a paper-and-pencil test;
assessment is seamlessly woven into the learning process and is a direct real-world task assessment of what
was learned.

9. Polished product - authentic learning end with a valuable and useful product

10. Multiple interpretations and outcomes - authentic activities welcome diverse interpretation and competing
solutions ( Lombardi, Marilyn, Authentic Learning for the 21st Century, May 2007 - https://educause.edu
Retrieved December 4, 2014).

Integrative learning is authentic. Integrative TLE teaching makes use real-world problems and real-world tasks.
On-the-Job training is authentic learning because it makes use of real-world tasks and presents real world-
problems.

Constructivist TLE learning means TLE teachers facilitate learning by encouraging TLE students to engage in
inquiry such as questioning procedures, Tacit assumptions as TLE teachers coach them in the construction of
new knowledge and understanding.

This is the contrast of TLE teachers lecturing on topics and students passively receive information.
Constructivist TLE teachers are more concerned with uncovering meanings than in covering prescribed
material.

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 is done and explains as he/she demonstrates. For an effective demonstration, it is
necessary that the teacher mentions the dos and don’t s of the process for emphasis and clarity. It is important
that as teacher demonstrates the process or the skill themselves. However, students should not be expected to
demonstrate the process or skill immediately on their own after the teacher has shown it. This has to be done
gradually. The steps are:

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

2. Students demonstrates with scaffolding from the teacher - “let’s do it together”.

3. When student can do the process by himself/herself, student demonstrates the skill or process - “Do it
as I watch”

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

5. Teacher assess to determine skill mastery by all students.

It goes without saying that at all times, while students practise the newly learned skill, teacher must be
visibly supervising while they practise for mastery.

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Gagne’s Nine Events of Instruction

An application of Robert Gagne’s (1985) nine steps of instruction aids the students in the learning process.
Study the nine steps:

The first step is gaining attention. This ensures that students will give for their attention. You can do this by
increasing the volume of your voice, giving a lesson introduction or perhaps a short video presentation

The second step requires you to state the objective/s of your lesson Part of creating an environment
conducive for learning is explaining to them what they are supposed to learn from the course, what they are
expected to demonstrate as evidence of learning at the end of the instruction. You may also explain why what
they are about to learn is significant.

The third step is stimulating recall of prior learning. In the learning. In the earlier Chapters, we said that the
students have entry knowledge and skills that what they are about to learn becomes more interesting and
easier to learn if a connection between what they already know and what you are about to teach is established.

Presenting the material as the fourth step is actually the presentation of the day’s lesson. Present in your
lesson systematically by the use of appropriate methods and techniques considering multiple intelligences and
learning styles avoid information overload.

The fifth step is providing guidance for learning. Coach your students on how to learn the skill. If you leave
them to discover for themselves how to learn what you want them to learn you may lose precious time or
some may end up frustrated for not learning.

After having provided them the guidance they need to learn, elicit performance, sixth step. Make the
learners do something with the new knowledge or skill learned.

Then after having seen your students perform, provide feedback, seventh step. For your feedback to work,
it must be specific.

The eighth step of instruction is assessing performance. After having taught them and after having given
them enough time for practice, assess learning to determine if learning target set at the beginning of the class
was realized. Present assessment findings to your students and utilize assessment results in planning next
instructional steps.

This leads to the ninth step of instruction, enhancing retention and transfer. This you can do by reviewing
the lesson and by proving opportunity to students for more practice and additional materials and transfer of
learning. What your students learned must be internalized and so can readily apply it in new situations

stimulating
informing providing enhancing
gainining recall of presenting eliciting providing assessing
learners of learning etention and
attention prior the stimulus performance feedback performance
the objective guidance transfer
learning

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