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K to 12 TLE Consumer Eectronics Teacher's Guide

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K to 12 TLE Consumer Eectronics Teacher's Guide

K to 12 TLE Consumer Eectronics Teacher's Guide

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  • 1. K to 12 BASIC EDUCATION CURRICULUMExploratory Course onCONSUMER ELECTRONICS SERVICINGRepublic of the PhilippinesDEPARTMENT OF EDCUATIONTECHNOLOGY AND LIVELIHOOD EDUCATIONTEACHER’S GUIDE
  • 2. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 2TABLE OF CONTENTSIntroduction..................................................................................................................................................................................................................3Background InformationThe Overall Goal of the K to 12 Curriculum .......................................................................................................................................................3The Conceptual Framework of the Teaching of TLE..........................................................................................................................................3The TLE Exploratory Courses ...........................................................................................................................................................................5The Learning Modules and Lessons............................................................................................................................................................................6New Feature of the Teaching of TLE ...........................................................................................................................................................................6About the Learning ModuleDesign of the Module.........................................................................................................................................................................................7Parts of the Lesson ...........................................................................................................................................................................................8Reflection ..................................................................................................................................................................................................................11Curriculum Guide.......................................................................................................................................................................................................12
  • 3. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 3Teacher’s Guide for TLE Exploratory Course on CONSUMER ELECTRONICS SERVICINGIntroductionThis Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of theK to 12 curriculum. To ensure that you teach the TLE exploratory courses the way they were intended to be taught, you must see the big picture of the K to 12curriculum and the teaching of TLE. Some background information is necessary.Background Information1. The Overall Goal of the K to 12 CurriculumThe K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21stcentury skills who is adequatelyprepared for work, entrepreneurship, middle level skills development and higher education. The over arching goal of the K to 12 curriculum, tellsyou that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or not the K to 12 graduateis skilled and ready for work, entrepreneurship and middle skills development depend to a great extent on how effectively you taught TLE.2. The Conceptual Framework of the Teaching of TLEBelow is a schematic diagram of Technology and Livelihood Education (TLE) framework in general secondary schools. This should guide you inthe teaching of the TLE exploratory courses.
  • 4. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 4Figure 1.TLE FrameworkThe diagram shows that Technology and Livelihood Education encompasses the field of Home Economics, Industrial Arts, Agri-Fishery Arts and ICT. The 24TLE courses can be categorized under any of these fields.
  • 5. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 5TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts,process and delivery, work values and life skills. K to 12 TLE is…a. one that is built on adequate mastery of knowledge and information, skills and processes, acquisition of right work values and life skills;b. one that equip students with skills for lifelong learning; andc. one that is founded on cognitive, behavioral or psychomotor and affective dimensions of human development.The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that your TLE students,after using the Learning Module on Entrepreneurship, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areasof Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology.TLE by its nature is dominantly a skill subject and so you must engage your students in an experiential, contextualized, and authentic teaching-learning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates entrepreneurshipwith all the areas of TLE. It integrates concepts, skills and values.3. The TLE Exploratory CoursesTLE in Grades 7 and 8 are exploratory in nature. Your school will choose at least 4 from the list of 24 courses for which 23 Learning Modules havebeen prepared. 1Your school’s choice is determined by the availability of its resources (faculty and facilities) as well as the local needs andresources of the community.The 24 TLE exploratory courses focus on four basic common competencies: 1) use and maintenance of tools and equipment; 2) mensuration andcalculation; 3) occupational health and safety procedures, and 4) preparation and interpretation of technical drawing. Why are these competenciescalled basic? Because they are competencies that you must acquire in order that you can do higher level competencies. They are also describedcommon because these are true to all TR-based TLE courses.1There are 24 TLE courses but there are only 23 Learning Modules because there is one Learning Module for Tailoring and Dressmaking.
  • 6. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 6The Learning Modules and LessonsThere is a Learning Module for each exploratory course. If there are 24 exploratory courses then you have 24 Learning Modules in your hands. Butyou will use 4 Modules only for the entire year in Grade 7Each Learning Module consists of 4 to 5 Lessons2. The Lessons are focused on the 4 to 5 basic competencies. To avoid meaningless repetition of theteaching of the 5 common competencies, you have to teach them in the context of the TLE course. For example, you teach “use and maintenance of tools” inbeauty care when you are teaching the course on Beauty Care. You teach the same competencies - use and maintenance of tools-in Horticulture but in thecontext of Horticulture and so your tools will not be entirely the same.New Feature on the Teaching of TLEWhat’s new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learningoutcomes and performance criteria stated on the Training Regulations(TR)from Technical Education and Skills Development Authority (TESDA). They are TR-based.Why is this necessary? To prepare the K to 12 graduate for lucrative work, he/she must earn a National Certificate (NC)I, II or even an NC of higherlevel that is required by industries. This he/she earns after passing an assessment given by TESDA.How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it that youteach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations.Do the exploratory courses enable the high school student to earn already an NC? Not yet. Completion of the exploratory courses may not yetqualify a high school student to take an assessment for an NC. Instead, it helps him/her earn a Certificate of Competency (COC) at least in Grade 9 that willlead eventually him/her to an NC. In short, the COC paves the way to the earning of an NC.2Some Learning Modules combined use and maintenance of tools to make one Lesson, so the number of Lessons amount to 4; others made separate Lessons for use of tools and formaintenance of tools, thus the total is 5 Lessons.
  • 7. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 7Student’s choice of TLE specialization begins in Grades 9.Afterhaving been exposed to an array of TLE courses during the exploratory phase in thefirst two years, the student will be most benefited, if in Grades 10,11, or 12 he/she continues with a TLE course in which he/she already has a COC. In thatway, he/she will get an NC faster.About the Learning Module1. Design of the Modulea. The Module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that a Grade 7 TLE ought to possess. Itexplores the course on Consumer Electronics Servicing which helps your student earn a Certificate of Competency in Grade 9which leads to aNational Certificate Level I / II (NCI / II)in Grades 10, 11 or 12.b. The Learning Module is made up of 4 to 5 Lessons based on the competencies. Each Lesson contains the following:1) Learning Outcomes2) Performance Standards3) Materials/Resources4) Definition of Terms5) What Do You Already Know?6) What Do You Need to Know?7) How Much Have You Learned?8) How Do You Apply What You Learned?9) How Well Did You Perform?10) ReferencesThere are some TLE Modules which have a section on “How Do You Extend Your Learning?”, This section is meant for enrichment. It is usuallygiven as an assignment for not everything can be taught and done in the classroom given a limited time.c. The Self-check can also serve as the posttest of the lesson.
  • 8. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 82. Parts of the Lesson. -The following explain the parts of each Lesson and describe what your students’- as well as your tasks are.Part of the Lesson Students’ Task Teacher’s Task1. Learning outcomes are what your TLEstudent is supposed to know and be able to doafter using the module. Since our TLE coursesare TR-based, all learning outcomes are liftedfrom the TESDA TR. In the Curriculum Guide(the matrix which contains Content Standard,Performance Standard, LearningCompetencies, Projects/Activities,Assessment, Duration), the identified LearningOutcomes are written in the column of LearningCompetencies.Students acquaint themselves with the learningoutcomes and performance standards and makethem their personal goals.You introduce the learning outcomes to yourstudents and make sure that they understandthem and make these learning targets theirown.Make these your goals for instruction.2. Performance Standards are referred to as“performance criteria” in the TESDA TR. Theyare more specific descriptions of the student’sbehavior that serve as evidence that theexpected learning outcomes have beenrealized with the expected level of proficiencyor in accordance with established standards.The learning outcomes and performancestandards set the direction of your lessons.These are what you should teach and, in turn,what you should assess. They are identifiedand are written for you in the Curriculum Guide.Students clearly understand the performancestandards and make them their own learning goals.You introduce the performance standards toyour students and make sure that theyunderstand them and make these performancestandards their own.Let these standards give your lesson itsspecific direction.3. Materials/Resources and ReferencesTo teach effectively, you need materials andGet to know the materials. They are part of theLesson.Prepare the materials you need in advance.For gadget, tool or equipment, it is always wise
  • 9. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 9references. Materials may include equipment,hand tools or consumables. The referencesare the books, magazines, articles, websitesyou yourself and your students will read orrefer to in order to gain greater understandingof the lesson. They are either in soft copy orhard copy.By all means, read the references for lessonmastery.to prepare, check and try them in advance toensure that they function when you use them.As the saying goes “forewarned is forearmed.”Be resourceful in the preparation of materials.You are strongly encouraged to useappropriate local materials as substitute forlisted materials that are not available.For effective teaching, your lesson preparationshould include reading the list of references.Do not limit yourself to the list of references. Ifyou discover good reference material/s, add tothe list of references.Introduce the references to your students.Motivate them to read these references as theygo through the module for mastery of thelesson.4. The definition of terms and acronyms willhelp you understand the meaning of key wordsin your lesson. Defining key words as they areused in your lesson will ensure that the keyterms in your lesson mean one and the samefor everyone in class and so avoidmisunderstanding.Refer to the definition of terms for greaterunderstanding of the lesson.Remind your students to refer to the definitionof terms and acronyms for clearerunderstanding of the lesson.5. The section “What Do You Already Know” isintended to determine entry knowledge andskills of your students to find out if you have toTake the test honestly.Check answers against the answer key provided.Tell your students to accomplish the pretest.Explain that the purpose of the pretest is to findout how much they already know about the
  • 10. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 10teach the lesson, teach some parts of thelesson or skip it entirely because your studentsalready know it. This is done by way of apretest.lesson in order to determine your next steps. Itis, therefore, necessary that they take the testhonestly, if they want to learn or want to behelped.Make it clear to them that their scores will notbe recorded for grading purposes and will notbe taken against them.If you find out that your students already knowwhat you are about to teach, logic dictates thatyou do not need to teach it anymore. You mayas well proceed to the next lesson. If, however,you find out that they do not yet know what youare about to teach, then by all means teach. Orif you discover that your students have someerroneous concepts, then teach and correcttheir misconceptions. To know what yourstudents already know and do not yet know willguide you in adjusting your instruction.6. “What Do You Need To Know?”- Thissection contains one or more InformationSheets and for some modules an OperationSheet. These are important notes for the TLEstudent to read after which he/she is asked todo a Self-check to determine how much he/shehas learned. The self-check functions as apretest.Read and understand the Information Sheet/s and/or Operation Sheet.Be prepared For a Self-check which serves as aposttest.Correct answers by referring to the answer key.Make sure students are engaged in readingthe Information Sheet/Observation Sheet andin answering the self-check.Give assistance to your students whereneeded.7. “How Do You Apply What You Learned?” –In this section, you give your student theDo the Activity. Find a way to test real life application of whatyour students have learned.
  • 11. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 11opportunity to transfer what he/she has learnedin another activity or in real life situation.Ideally, this should be a performance test, whatyou usually call practical test. If “the proof ofthe pudding is in the eating”, then your studentmust be able to apply what she/he learned inreal-life setting or must be able to come up witha product as an evidence of learning.To determine level of performance, use the scoringrubrics or check answers against the answer key,which ever is applicable.Reflect on assessment results.Do not hesitate to use ways of determininghow your students can apply learned facts andconcepts which are more authentic andrealistic than that/those given in the Module.Reflect on assessment results. Useassessment results in planning yourinstruction.8. How Do You Extend Your Learning? – Asthe word implies, this activity is done outsideclass hours for enrichment purposes. This canreinforce lesson mastery.Do the task assigned outside class hours. Motivate the students to do the task by makingclear what the enrichment activity is about –why it is given, how it is done, how it relates tothe class lesson .ReflectionIt is a good habit to reflect on your teaching for the day – what went well, what did not go well, why this activity went well with this group, why it didn’twork well with the other group. What are your realizations? What are lessons learned? Jot them down in your diary. Commit them to your memory. If you dothis consistently, you will find your delivery improve substantially.
  • 12. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 12Curriculum Guide for the Exploratory Course on Consumer Electronics ServicingFor you to get a complete picture of the complete TLE exploratory course on Consumer Electronics Servicing, you are hereby provided with theCurriculum Guide on Consumer Electronics Servicing.Content Standard Performance StandardLearningCompetenciesProject/ Activities Assessment DurationLESSON 1: USE OF HANDTOOLSDemonstrate understandingof/on: Identifying appropriatehand tools Selecting appropriate handtools1. Appropriate hand tools areidentified.2. Hand tools are selectedaccording to the taskrequirements.LO1.Plan andprepare fortasks to beundertaken.1. Drawing the different toolsused in electronic draftingand giving their functions(matrix form).2. Drawing a project plan of asoldering activity.3. Practicing soldering usingcopper wires with specifiedsizes in diameter andlength. Written test Performance test6 hours Operation of hand tools Function of hand tools Common faults of handtools Safety requirements forhandling tools1. Appropriate hand tools arechecked for proper operationand safety.2. Unsafe or faulty tools areidentified.3. All tools for repair according tostandard company proceduresare marked.LO2. Prepare handtools. Performance test Function of tools Safety requirements oftools Proper use of tools1. Tools are used according totasks undertaken.2. All safety procedures in usingtools are observed at alltimes.LO3. Useappropriatehand toolsand testequipment. Performance test
  • 13. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 13Content Standard Performance StandardLearningCompetenciesProject/ Activities Assessment Duration3. Malfunctions, unplanned orunusual events are reported tothe supervisor.LESSON 2: PERFORMING MENSURATION AND CALCULATIONDemonstrate understandingof/on: Types of components andobjects to be identified Correct specificationsrelevant sources Measuring toolsselectingthe job requirements Work instruction Communication skills1. Object or component to bemeasured is identified.2. Correct specifications areobtained from relevant source.3. Appropriate measuringinstrument is selected in linewith job requirement.LO1.Selectmeasuringinstrument.1. Draw the resistor colorcoding chart.2. Identify different resistorsbased on their color codedvalue. Written test Performance test6 hours Appropriate measuringinstruments to be used Using accuratemeasurements for thetasks given. Using the fourfundamental mathematicaloperations Introducing properprocedure in calculatingfractions, percentages,and mixed numbers Interpreting work1. Appropriate measuringinstruments are selected toachieve required outcome.2. Accurate measurements areobtained for job specifications.3. Calculations needed tocomplete work tasks areperformed using the fourfundamental operations(addition, subtractions,multiplication and division)4. Calculation involving fractions,percentages, and mixednumbers are used to complete. LO2. Carry outmeasurementandcalculation.1. Measuring resistors valueand compare to their color-coded value.2. Computing for the tolerancevalues of resistors.3. Solving problems involvingOhm’s Law and Power Law. Performace test Written test Written test
  • 14. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 14Content Standard Performance StandardLearningCompetenciesProject/ Activities Assessment Durationinstruction workplace tasks.5. Instrumentsare read to the limitaccuracy of the tool. Using appropriateinstruments tools to avoiddamage. Proper procedure incleaning up the workplacebefore and after using Identifying the properstorage of the instrumentsto be kept that met themanufacturer’sspecifications andstandard to avoid damagein mismatching. Reading skills required tointerpret work instruction1. Measuring instruments are notdropped to avoid damage.2. Measuring instruments arecleaned before and after using.3. Proper storage of instrumentsis undertaken according to themanufacturer’s specificationsand standard operatingprocedures.LO3. Maintainmeasuringinstrument.1. Demonstrating proper careand handling tools andinstruments in testingelectronic components. Written test Performance test8 hoursLESSON 3: PREPARING AND INTERPRETING TECHNICAL DRAWINGDemonstrate understandingof/on: Drawing conventions Symbols Dimensioningconventions Mark-p/ notation ofdrawings1. Correct technical drawing isselected according to jobrequirements.2. Technical drawings aresegregated in accordance withthe types and kinds of drawings.LO1. Identifydifferent kindsof technicaldrawings.1. Drawing the differentelectronic symbols with theircorresponding physicalappearance. Performance test 8 hours
  • 15. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 15Content Standard Performance StandardLearningCompetenciesProject/ Activities Assessment Duration Interpreting workinstructions Interpreting electrical/electronic signs andsymbols1. Components, assemblies orobjects are recognized asrequired.2. Dimensions of the key featuresof the objects depicted in thedrawing are correctly identified.3. Symbols used in the drawingare identified and interpretedcorrectly.4. Drawing are checked andvalidated against jobrequirements or equipment inaccordance with standardoperating procedures.LO2. Interprettechnicaldrawing.1. Drawing the schematic andpictorial diagrams of thefollowing circuits:a. Blinkerb. Power supply Performance test Tools and equipment fordrawing1. Electrical/ electronic schematicdiagrams are drawn andcorrectly identified.2. Correct drawing are identified,equipment are selected andused in accordance with jobrequirements.LO3. Prepare/Makechanges onelectrical/electronicschematicdiagrams.1. Converting the unregulatedpower supply to regulatedone.Written test Performance test
  • 16. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 16Content Standard Performance StandardLearningCompetenciesProject/ Activities Assessment DurationLESSON 4: OBSERVING OCCUPATIONAL HEALTH AND SAFETYDemonstrate understandingof/on: Health hazards in thework area Occupational risks Personal protectiveequipmentSafety nets in the workarea1. Health hazards andoccupational risks areidentified.2. Safety nets are formulated andinstalled.3. Protective equipment areidentified.Occupational health andsafety practices are observed.LO1. Identifyhealthhazards andoccupationalrisks.1. Identifying health hazardsand occupational risksfound in your shop room.2.Determining the presenceof PPE in your laboratoryArea. Performance test Written test Interview6 hours Measures advancingoccupational health. Safety practices inelectronics laboratory.1. Measures advancingoccupational health areobserved.2. Safety procedures arepracticed..LO2 .Observeoccupationalhealth andsafetypractices.1.Arranging laboratoryequipment, tables, chairs,and other related facilitiesin line with standard OHand S. Performance test Written test Interview
  • 17. K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATIONINDUSTRIAL ARTS – CONSUMER ELECTRONICS SERVICING(Exploratory)*TWG on K to 12 Curriculum Guide – version January 31, 2012 17Content Standard Performance StandardLearningCompetenciesProject/ Activities Assessment DurationLESSON 5: MAINTAIN HAND TOOLS AND EQUIPMENTDemonstrate understandingof/on: Maintenance of tools Storage of tools Standard operationalprocedures, principles,and techniques inmaintaining tools1. Tools are used according totasks undertaken.2. Routine maintenance of toolsare undertaken according tostandard operationalprocedures, principles andtechniques.3. Tools are stored safely inappropriate locations inaccordance with manufacturerspecifications or standardorerating procedures.LO1. Maintain handtools 1. Performing maintenanceprocedure on electronictools and equipment.2. Performing functionalarrangement ofelectronic hand toolsand equipment incabinet.Written test,Oral testPerformance test6 hours Preventivemaintenance of handtools and equipment1. Tools and equipment aremaintained according to itsphysical material.2.Preventive maintenanceare regularly conductedLO2. Perform basicmaintenanceof hand toolsandequipment .1. Performing preventiveMaintenance onindividualTool and equipmentWritten test,Oral testPerformance test40 hours“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which iseasiest; and third by experience, which is the bitterest.”- Confucius