MC TLE 1 TEACHING EDUKASYONG PANTAHANAN AT PANGKABUHAYAN

3. CLASSROOM RULES AND ETIQUETTE
➢Come to school regularly and be on time.
➢Dress appropriately.
➢Be respectful at all times.
➢Participate during the class discussion.
➢Cooperate if there are group activities to be
performed/submitted.
➢Feel free to ask questions in a nice and polite manner.
➢Submit outputs / requirements on the deadlines.
➢Refrain from using cellphones unless being
required/necessary.
➢ATTITUDE is everything.

4. Vision
An academic institution of excellence, highly responsive
to the evolving culture and practice of teaching and
learning for quality education that is committed to
producing empowered, productive, and globally-
competitive professionals.
Mission
To produce quality, relevant and productive
graduates by employing best practices and
actively diffusing a culture of research and
excellence.

5. Goals
1. Provide high quality education to each student; to fully develop
knowledge, desirable values, and skills of learning.
2. Provide a safe nurturing, disciplined and stimulating environment in
which each individual is challenged and enriched by learning within a
culture of mutual respect.
3. Prepare each student for fulfilling happy and successful life as an active
citizen in a global and sustainable society.
4. Engage in positive partnership with all parents & guardians to support
and recognize each student student’s learning and development.
5. Network with other internal and external stakeholders to support the
needs and professional development of staff and stakeholders

6. Course Requirements:
➢Attendance - 10%
➢Instructional Materials- 10%
➢Written Examination - 30%
➢Outputs/Project - 20%
➢Demonstration Teaching – 30%
100%

7. COURSE DESCRIPTION:
Experiential in its approach, this course shall include
pedagogical content and technological knowledge and skills
and technology and livelihood education necessary in
teaching and learning in the elementary level. Selected
topics in home economics, industrial arts, agriculture,
technology and livelihood education shall form parts of the
course. Appropriate teaching and assessment strategies,
preparation of instructional materials and resources shall
be the focus of this course.

9. CONTENT/ TOPIC

12. The Teaching of
Edukasyong Pantahanan
at Pangkabuhayan (EPP)
and Technology and
Livelihood Education (TLE)

13. EPP is the name of the subject in TLE from
grades 4 to 6. Filipino is the medium of
instruction for grades 4 to 5. English for
grade 6 in preparation for teaching TLE.
Entrepreneurship is integrated in all four
areas of TLE.

14. SALIENT FEATURES OF EDUKASYONG
PANTAHANAN AT PANGKABUHAYAN
➢ It covers Home Economics, Elementary Agriculture,
Industrial Arts, Retail Trade, and other livelihood
activities designed to develop awareness of
occupational opportunities.
➢ It encourages concentration in at least one of the
occupational or work skills. It develops expertise.
1. It is a learning area common to boys and girls. In
the new curriculum, both boys and girls undertake the
same learning experiences in Grades 4, 5, and 6.

15. 2. It focuses on the development of responsible and
worthy home membership. It provides activities
that emphasize the development of desirable work
attitudes, basic work skills and habits and the
production of useful articles through learning
situations relevant to everyday chores at home,
school, and the community.

16. The Legal Basis of the Teaching EPP and TLE
➢ 1987 Constitution Art. II, section 17- It is
declared policy of the state to “give
priority to education, science and
technology, arts, culture, and sports to
foster patriotism and nationalism,
accelerate social progress, and promote
total human liberation and development”.

17. RA 10647
-an Act Strengthening the Ladderized Interface Between
Technical-Vocational Education and Training in Higher
Education, which was signed into law on November
21,2014 states: “It’s hereby declared the policy of the state
to institutionalize the ladderized interface between
Technical-vocational Educational Education And Training
(TVET) and higher education to open the pathways of
opportunities for career and educational progression of
students and workers.

18. Intended Outcomes of the Teaching of EPP
and TLE/ learning Area
Standard:
TLE teaching indicates;
• the teaching and learning of TLE
ultimately leads to higher education,
• middle level power,
• entrepreneurship and employment

19. Study of the Areas of TLE
❑ Agriculture Arts
❑ Industrial Arts
❑ Home Economics
❑ ICT is expected to lead to technological
proficiency.

20. Technological proficiency - is the
ability to apply the technical
knowledge and skills and values
learned in the four areas of TLE.

21. Key Stage Standards
Grade 4 – 6 : The learner demonstrates
understanding of the basic knowledge and
skills in entrepreneurship & ICT,
Agriculture, Home Economics, and
Industrial Arts towards the improvement of
personal life, family, and community.

22. Grade 7 – 10 : The learner demonstrates an
understanding of the basic concepts of selected TLE
course in Home Economics, Industrial Arts and ICT
competencies common to TLE courses such as use of
and maintenance of tools, observing, safety in the
workplace, mensuration and calculation, and
interpreting technical drawings: and gain socialized
knowledge and skills in at least one TLE that would
enable his/her to obtain NC II.

23. Grade 11 – 12: The learner
demonstrate specialized technical
skills that would enable him/her to
obtain NC II.

24. What are these NC I and NC II ?
- These are the different levels of national certificates awarded
by the Technical Skills and Development Authority (TESDA) to a
student who passes the assessment given the same agency.
The Two Levels of NC
1. NC I- a student who obtains an NC I means that he/she is able to
“perform routine and predictable tasks, has little judgment and works
under supervision.”
2. NC II-a holder of NC II is one who can perform a prescribed range
of functions involving known routines and procedures. He/she has
limited choice and complexity of functions and has little
accountability.”

25. Grade Level Standards (What are taught?)
Grade 4
Basic concepts in agriculture, entrepreneurship and
ICT, home economics, industrial arts to improve self
and family life.
Grade 5
Increased knowledge in agriculture, entrepreneurship
and ICT, home economics, industrial arts to improve
family life and the community.

26. Grade 6
Enhanced and expanded knowledge in agriculture,
entrepreneurship and ICT, home economics, industrial
arts to improve family life and community.
Grade 7 and 8
Exploratory courses in at least 8 subjects ( 4 subjects in Grade
7 and 4 in Grade 8) in the 4 TLE areas- agriculture, ICT, home
economics Focus is on common competencies – use and
maintenance of tools, mensuration and calculation, interpreting
drawing, occupational safety and health Personal
Entrepreneurial Competencies only in Grade 8.

27. Grade 9 and 10
Specialization with Personal Entrepreneurial Competencies,
environment and market, process/production and delivery.
Grade 11
Continuation of specialization started in Grade 9; with
preparing and implementing a business plan, simple
accounting and financial plan to determine the feasibility and
viability of one’s business.
Grade12
Continuation of specialization and entrepreneurship as an
applied track subject.

28. 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 entrepreneurial mindset.
3. Do contextualized teaching.
4. Teach entrepreneurial concepts in the context of
the TLE student’s specialization in Grades 9 to 12.

29. 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. Teaching TLE is focused on knowledge and
information, entrepreneurial concept including process
and delivery, work values and life skills.

31. Jerome
Bruner and
Discovery
Learning

32. Dr. Jerome Bruner, born in 1915, is an
American psychologist whose work has
become especially influential in the field of
education. "
Jerome Bruner’s theory is very
influential and has direct
implications for teaching practices.

33. The main ideas of the theory can be summarized as follows:
➢ Learning is an active process. Learners
select and transform information.
➢ Learners make appropriate decisions and
postulate hypotheses and test their
effectiveness.
➢ Learners use prior experience to fit new
information into pre-existing structures.

34. ➢ Scaffolding is the process through which able peers or
adults offer supports for learning. This assistance
becomes gradually less frequent as it becomes
unnecessary.
➢ Intellectual development includes three stages.
1. ENACTIVE
2. ICONIC STAGE
3. SYMBOLIC STAGE

35. ➢ The notion of a spiral curriculum states
that a curriculum should revisit basic
ideas, building on them until the student
grasps the full formal concept.
➢ Although extrinsic motivation may work in
the short run, intrinsic motivation has more
value

38. IMPLICATIONS ON THE LEARNING PROCESS
1.Instruction must be appropriate to the level of
the learners.
2.The teachers must revisit the material to
enhance their knowledge.
3.The material must be presented in a sequence
giving the learners the opportunity to:
a. acquire and construct knowledge,
b. transform and transfer his learning.

39. 4. Students should be involved in using their
prior experiences and structures to learn new
knowledge.
5. Help students categorize new information to
be able to see similarities and differences between
items.
6. Teachers should assist learners in building
their knowledge. This assistance should fade away
as it becomes unnecessary.

40. 7. Teachers should provide feedback
that is directed toward intrinsic
motivation. Grades and competition are
not helpful in the learning process.
Bruner states that learners must
“experience success and failure not as
reward and punishment, but as
information”

41. DISCOVERY LEARNING
The concept of discovery learning implies that a
learner constructs his or her own knowledge for
themselves by discovering as opposed to being
told about something. According to Bruner, the
teacher should facilitate the learning process by
developing lessons that provide the learner with
information they need without organizing it for
them

44. GAGNE'S HIERARCHY
OF LEARNING
ROBERT M. GAGNE
❖An American educational psychologist
who proposed a system of classifying
different types of learning in terms of the
degree of complexity of the mental
processes involved.

45. GAGNE'S EIGHT CATEGORIES OF
LEARNING
1. SIGNAL LEARNING. This is the
simplest form of learning, and
consists essentially of the classical
conditioning first described by the
behavioral psychologist Pavlov.

46. 2.STIMULUS-RESPONSE
LEARNING. This somewhat more
sophisticated form of learning,
which is also known as operant
conditioning, was originally
developed by Skinner.

47. 3. CHAINING. This is a more advanced form
of learning in which the subject develops
the ability to connect two or more
previously-learned stimulus response bonds
into a linked sequence. It is the process
whereby most complex psychomotor skills
(eg riding a bicycle or playing the piano) are
learned.

48. 5. DISCRIMINATION LEARNING.
This involves developing the ability
to make appropriate (different)
responses to a series of similar
stimuli that differ in a systematic
way.

49. 4. VERBAL ASSOCIATION. This is a
form of chaining in which the links
between the items being connected
are verbal in nature. Verbal association
is one of the key processes in the
development of language skills.

50. 6. CONCEPT LEARNING. This involves
developing the ability to make a
consistent response to different stimuli
that form a common class or category
of some sort. It forms the basis of the
ability to generalize, classify etc.

51. 7. RULE LEARNING. This is a very-high-
level cognitive process that involves
being able to learn relationships between
concepts and apply these relationships
in different situations, including
situations not previously encountered. It
forms the basis of the learning of general
rules, procedures, etc.

52. 8. PROBLEM SOLVING. This is the
highest level of cognitive process
according to Gagne. It involves
developing the ability to invent a complex
rule, algorithm or procedure for the
purpose of solving one particular
problem, and then using the method to
solve other problems of a similar nature.

54. 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.

56. TEACHING METHOD
A. Direct Method of Instruction:
➢ It is referred to as the “show and tell” method.
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.

57. B. Hands-On Learning
➢ Hands on learning provides for manipulation, construction,
experimentation, planning, problem-solving, decision-making,
creating, and even inventing. Such activities would eventually
lead them to conduct simple research.
C. Laboratory Experience
➢ One feature of an ideal EPP classroom is the presence of
laboratories for the various areas in its four components. In
Industrial Arts, the laboratory is composed of working tables and
benches as well as the necessary tools and equipment used in
the areas of electricity, woodworking, handicrafts, and metal
craft.

58. D. Project Method
Almost all the activities in EPP end up with a project which develops
proper planning skills through the preparation of a project plan. The
project plan is their guide in making the project. It contains the name of
the project, the objectives. the sketch, the bill of materials, and
equipment and tools to be used, the procedure in making the project,
and the evaluation instrument to be used in judging the finished
product. The project again enables the students to apply the theories
and principles learned.