Teaching Edukasyong Pantahanan at Pangkabuhayan (EPP) PDF

TEACHING EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP) MICHAEL T. SEBULLEN, PhD Teaching Edukasyong Pantahanan at Pangkabuhayan (EPP) Copyright © 2024 by Michael Tomas Sebullen, PhD All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the authors, except in the case of brief quotations embodied in critical reviews and certain other noncommercial uses permitted by copyright law. For permission requests, write to the publisher at the address below. Paperback: 978-621-96879-1-1 Printed in the Philippines First Edition: April 2024 Published by: TWR Book Publishing Services Tisa, Cebu City Cebu, Philippines [email protected] "To the students who believe in the power of knowledge, curiosity, and perseverance. Your trust in me as your guide and mentor has been the greatest honor of my career. Through your dedication and determination, you inspire me to strive for excellence every day. This book is dedicated to you, the bright minds who remind me why I chose to embark on this journey of education. May you continue to reach for the stars and never lose faith in your potential. Together, we will shape the future with wisdom and passion." FOREWORD Teaching Home Economics and Livelihood Education I is a pivotal stage in shaping the youth towards becoming responsible citizens and contributors to their families and society. This subject underscores the importance of understanding and valuing the knowledge and skills related to various household and community activities. This book is published to serve as a guide for students and teachers in studying and teaching Home Economics and Livelihood Education I. It aims to provide comprehensive knowledge and skills in different aspects of planning, managing, and evaluating household and community tasks. In crafting this book, we strive to impart skills and knowledge that will not only aid students in their development in the realms of home and livelihood but also their growth as responsible members of society. I sincerely hope that this book will be an invaluable tool in enhancing the knowledge and skills of students and ultimately serve as the foundation for their success in the future. May this book serve as a guide and companion to every student and teacher on their journey towards knowledge and skills in the field of Home Economics and Livelihood Education I. With hope and determination, Author INTRODUCTION Welcome to the dynamic world of Home Economics and Livelihood Education I, where the fusion of practical skills and essential life lessons forms the bedrock of personal and societal development. In this introductory chapter, we embark on a transformative journey that transcends conventional education, embracing the interconnectedness of home life, community engagement, and personal empowerment. Home Economics and Livelihood Education I stands as a beacon of empowerment, equipping learners with the fundamental skills necessary to navigate the complexities of contemporary living. Rooted in the principles of practicality and resilience, this course seeks to empower individuals to become architects of their own destiny, capable of making informed decisions and adapting to a rapidly changing world. This book serves as a gateway to a wealth of knowledge and experiences, providing students and educators alike with a comprehensive roadmap to mastering the intricacies of home management, economic principles, and community engagement. Through a series of engaging chapters, learners will explore topics ranging from nutrition and meal planning to financial literacy and entrepreneurship, each offering valuable insights into the art of sustainable living and responsible citizenship. At its heart, Home Economics and Livelihood Education I embodies the spirit of experiential learning, inviting students to step beyond the confines of traditional education and embrace the richness of real-world experiences. As we delve into the intricacies of household management and economic decision-making, we do so with a profound awareness of the transformative power of knowledge and its ability to shape lives for the better. As we embark on this educational odyssey, let us embrace the spirit of curiosity, resilience, and collaboration. Let us seize this opportunity to expand our horizons, challenge our assumptions, and emerge as empowered agents of change within our homes and communities. Together, let us embark on a journey of discovery, growth, and transformation through Home Economics and Livelihood Education I. TABLE OF CONTENTS Page No. Chapter I: Policies, Standards, and Guidelines of the BEED 1 Program Lesson 1: Key Standards of EPP 1 Chapter II: Contemporary Learning Theories/ Psychologists: 4 Their Impact on EPP Teaching Lesson 2: Bruner’s Discovery Learning 4 Lesson 3: Gagne’s Hierarchy of Learning 6 Chapter III: The Need for Teaching EPP in the Intermediate 9 Grades Using a Combination of Mother Tongue, Filipino, and English as Medium of Instruction Lesson 4: Mother Tongue-Based Multilingual Education 9 Lesson 5: Teaching EPP Using the Combination of Mother Tongue, 12 Filipino and English Chapter IV: Latest Studies and Trends in Teaching EPP 14 Lesson 6: Consumerism And Hospitality Management 14 Lesson 7: Interpersonal Skills 16 Lesson 8: Personality Development 17 Chapter V: Approaches, Methods, and Techniques in Teaching 22 EPP Lesson 9: Demonstration Method 22 Lesson 10: Hands-On Learning 25 Lesson 11: Cooperative Learning 28 Lesson 12: Project Method 31 Lesson 13: Instructional Modules 32 Lesson 14: Utilization of Resource Persons and Community 33 Materials Lesson 15: Field Trip/Home Visits/ Community Work 35 Chapter VI: Authentic Assessment & Traditional Assessment 38 Lesson 16: Authentic Assessment 38 Lesson 17: Traditional Assessment 44 Chapter VII: Lesson Planning in EPP 47 Lesson 18: Guidelines In Lesson Planning 47 Lesson 19: Lesson Planning The K-12 Curriculum 55 Chapter VIII: Preparation of Instructional Materials 65 Lesson 20: Key Concepts 65 Lesson 21: Instructional Materials/Technology 70 Chapter IX: Demonstration Teaching 79 Lesson 22: Guidelines and Key Concepts 79 Lesson 23: Preparations 82 Chapter 1 Policies, Standards, and Guidelines of the BEED Program Lesson 1 Key Standards of EPP Lesson Objective: Demonstrate and explain the basic knowledge and skills in ICT, Agriculture, Home Economics, and Industrial Arts toward the improvement of life skills, family, and community. Introduction 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 is used as medium of instruction in Grade 6 EPP in preparation for the teaching of TLE in English starting Grade 7. If you examine the EPP Curriculum Guide, the Curriculum Guide for Grade 6 EPP is in English while that of Grade 4 and 5 is in Filipino. EPP and TLE cover 4 areas – Agriculture and Fisheries, ICT, Industrial Arts, Home Economics. Entrepreneurship is integrated in all the four areas of TLE from Grades 4 to 10. It is offered as an 80 – hour subject in Senior High School as an applied track subject. There is a total of at least 24 TLE courses from the four areas of Agriculture and Fisheries, ICT, Industrial Arts and Home Economics which schools can offer considering community need. Schools, however are not limited to the 24 courses listed by DepEd. They may offer additional courses needed by the community. The Enhanced Basic Education Act of 2013, which is more popularly known as the K to 12 law, states: ‖ The Curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their educational and social contexts…‖ Edukasyong Pantahanan at Pangkabuhayan (E.P.P.) covers Entrepreneurship, Information and Communication Technology (I.C.T.), Home Economics (H.E.), Agriculture (AG) and Industrial Arts (I.A.). It is geared towards the development of technological proficiency and is anchored on knowledge and information, skills and processes, and the acquisition of proper work values and life skills. 1 Edukasyong Pantahanan at Pangkabuhayan equips pupils with skills for lifelong learning. It is focus on mastery of skills and processes, without right work values it is anemic and dangerous. An effective E.P.P. is one that is founded on the cognitive, behavioral, or psychomotor and affective dimensions of human development. Therefore teaching E.P.P. means teaching facts, concepts, skills and values in their entirety. E.P.P. by its nature is a skill subject, hence we teachers must engage pupils in an experiential, contextualized and authentic teaching-learning process. It is a subject in which pupils learn best by doing. Grades 4 to 6 Key Stage Standards The learner demonstrates an 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. Grades 4 to 6 are concerned with the study of basic knowledge, skills and attitudes in ICT, Agriculture and Fisheries, Industrial Arts, Home Economics and Entrepreneurship. The five areas are introduced in EPP. Grade Level Standards What are taught? Level The learner demonstrates basic Basic knowledge, skills, and values knowledge, skills, and values in in agriculture, entrepreneurship, agriculture, entrepreneurship, and ICT, home economics and Grade 4 and ICT, home economics and industrial arts that can help industrial arts that can help improve self and family life. improve self and family life. The learner demonstrates Increased knowledge, skills, and increased knowledge, skills, values in agriculture, and values in agriculture, entrepreneurship, and ICT, home entrepreneurship, and ICT, economics and industrial arts Grade 5 home economics and industrial towards improving family life and arts towards improving family the community. life and the community. The learner demonstrates Enhanced and expanded enhanced and expanded knowledge, in agriculture, knowledge, in agriculture, entrepreneurship, and ICT, home entrepreneurship, and ICT, economics and industrial arts Grade 6 home economics and towards improving family‘s industrial arts towards economic life and the community. improving family‘s economic life and the community. 2 EXERCISE 1 Name: ____________________________ Date: _______ Score: _____ Course/Year/Section: ____________________________ Direction: Briefly explain the basic knowledge and skills in ICT, Agriculture, Home Economics, and Industrial Arts towards the improvement of life skills, family, and community. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ SCORING RUBRIC POINTS SCORING CRITERIA The student answers the questions correctly and completely. Students incorporates information from the text or class notes into the 4 answer. Students shows some prior knowledge and may use terminology to answer the question. Student does not use appropriate information 3 from the text or lecture notes to answer the question. (May be partially correct but still incomplete) Student try to answer the question but does not show evidence of any previous knowledge to assist in answering. Student may reveal 2 misconception from the text or lecture notes to answer the question. (Incorrect answer) 1 Student says he/she does not know how to answer the question. Source: https://serc.carleton.edu/download/images/25074/jitt_scoring_rubric_12774786 3 Chapter 2 Contemporary Learning Theories/ Psychologists: Their Impact on EPP Teaching Lesson 2 Bruner’s Discovery Learning Lesson Objective: The students can explain the significance of the learning theory of Bruner in the teaching-learning process of the different skill in the EPP subject. Jerome Bruner and Discovery Learning Theory Bruner (1966) was concerned with how knowledge is represented and organized through different modes of thinking (or representation). In his research on the cognitive development of children, Jerome Bruner proposed three modes of representation: 1. Enactive representation (action-based) 2. Iconic representation (image-based) 3. Symbolic representation (language-based) Bruner's constructivist theory suggests it is effective when faced with new material to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners. Bruner's work also suggests that a learner even of a very young age is capable of learning any material so long as the instruction is organized appropriately, in sharp contrast to the beliefs of Piaget and other stage theorists. Key Concepts Discovery Learning is an inquiry based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions 4 and controversies, or performing experiments. As a result, students may be more likely to remember concepts and knowledge discovered on their own. Models that are based upon discovery learning model include guided discovery, problem-based learning, simulation-based learning, case- learning, incidental learning, among others. The theory is closely related to work by Jean Piaget and Sigmund Freud. Proponents of this theory believes that: It encourages active engagement Promotes motivation Promotes autonomy, responsibility, independence Tailors learning experiences. Critics believe that: Creates cognitive overload May result in potential misconceptions Makes it difficult to detect problems and misconceptions. 5 Lesson 3 Gagne’s Hierarchy of Learning Lesson Objective: The students can explain the significance of the learning theory of Gagne in the teaching-learning process of the different skill in the EPP subject. Robert Gagne and Learning Hierarchy Born in 1916 in North Andover, Massachusetts Received Bachelor of Arts and earned his doctoral from Brown University. Gagne built on the work of behavioral and information processing theories by translating principles from their learning theories into practical instructional strategies that teachers could employ with directed instruction In 1956, the American educational psychologist Robert M. Gagne proposed a system of classifying different types of learning in terms of the degree of complexity of the mental processes involved. Gagne’s Nine Steps of Instruction The first step is gaining attention: Ensures that students will give their attention. You can do t his by increasing the volume of your voice, giving a lesson introduction or perhaps by 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 instruction. You may also explain why, what they are about to learn is significant. The third step is stimulating recall of prior learning: It is said that students have entry 6 knowledge and skills and 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 materials as the fourth step is actually the presentation of the day’s lesson. Present 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. The sixth step is eliciting performance for 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. The seventh step is providing feedback. Then after having seen your students perform, provide feedback, seventh step. For your 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 step. This leads to the ninth step of instruction, enhancing retention and transfer. This you can do by reviewing the lesson and by providing 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. 7 EXERCISE 2 Name: ____________________________ Date: _______ Score: _____ Course/Year/Section: ____________________________ Direction: Base from the presented learning theories of Bruner and Gagne, explain the significance of their learning theories in the teaching-learning process of the different skill in the EPP subject. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ SCORING RUBRIC POINTS SCORING CRITERIA The student answers the questions correctly and completely. Students incorporates information from the text or class notes into the 4 answer. Students shows some prior knowledge and may use terminology to answer the question. Student does not use appropriate information 3 from the text or lecture notes to answer the question. (May be partially correct but still incomplete) Student try to answer the question but does not show evidence of any previous knowledge to assist in answering. Student may reveal 2 misconception from the text or lecture notes to answer the question. (Incorrect answer) 1 Student says he/she does not know how to answer the question. Source: https://serc.carleton.edu/download/images/25074/jitt_scoring_rubric_12774786 8 Chapter 3 The Need for Teaching EPP in the Intermediate Grades Using a Combination of Mother Tongue, Filipino, and English as Medium of Instruction Lesson 4 Mother Tongue-Based Multilingual Education Lesson Objective: The students can appreciate the importance of using a language best understood by the pupils, particularly in the EPP subject Introduction MTB MLE is learning communicative competence in more then one language based on the child‘s another tongue. First, learning does not begin in school. Learning starts at home in the learners‘ home language. Although the start of school is a continuation of this learning, it also presents significant changes in the mode of education. The school system structures and controls the content and delivery of a pre- determined curriculum where previously the child was learning from experience. On starting school, children find themselves in a physical environment. The classroom is new, most of the classmates are strangers, the center of authority (the teacher) is a stranger too. The structured way of learning is also new. If, in addition to these things, there is an abrupt change in the language of interaction, then the situation can get quite complicated. Indeed, it can negatively affect a child‘s progress. However, by using the learners‘ home language, schools can help children navigate the new environment and bridge their learning at school with the experience they bring from home. Second, by using the learners‘ home language, learners are more likely to engage in the learning process. The interactive learner-centered approach – recommended by all educationalists – thrives in an environment where learners are sufficiently proficient in the language of instruction. It allows learners to make suggestions, ask questions, answer questions and create 9 and communicate new knowledge with enthusiasm. It gives learners confidence and helps to affirm their cultural identity. This in turn has a positive impact on the way learners see the relevance of school to their lives. But when learners start school in a language that is still new to them, it leads to a teacher- centered approach and reinforces passiveness and silence in classrooms. This in turn suppresses young learners‘ potential and liberty to express themselves free ly. It dulls the enthusiasm of young minds, inhibits their creativity, and makes the learning experience unpleasant. All of which is bound to have a negative effect on learning outcomes. A crucial learning aim in the early years of education is the development of basic literacy skills: reading, writing and arithmetic. Essentially, the skills of reading and writing come down to the ability to associate the sounds of a language with the letters or symbols used in the written form. These skills build on the foundational and interactional skills of speaking and listening. When learners speak or understand the language used to instruct them, they develop reading and writing skills faster and in a more meaningful way. Introducing reading and writing to learners in a language they speak and understand leads to great excitement when they discover that they can make sense of written texts and can write the names of people and things in their environment. Research in Early Grade Reading (EGRA) has shown that pupils who develop reading skills early have a head- start in education. It has also been shown that skills and concepts taught in the learners‘ home language do not have to be re-taught when they transfer to a second language. A learner who knows how to read and write in one language will develop reading and writing skills in a new language faster. The learner already knows that letters represent sounds, the only new learning he or she needs is how the new language ‗sounds‘ its letters. In the same way, learners automatically transfer knowledge acquired in one language to another language as soon as they have learned sufficient vocabulary in the new language. For example, if you teach learners in their mother tongue, that seeds need soil, moisture and warmth to germinate. You do not have to re-teach this in English. When they have developed adequate vocabulary in English, they will translate the information. Thus, knowledge and skills are transferable from one language to another. Starting school in the learners‘ 10 mother tongue does not delay education but leads to faster acquisition of the skills and attitudes needed for success in formal education. Use of the learners‘ home language at the start of school also lessens the burden on teachers, especially where the teacher speaks the local language well (which is the case in the majority of the rural schools in multilingual settings). Research has shown that in learning situations where both the teacher and the learner are non-native users of the language of instruction, the teacher struggles as much as the learners, particularly at the start of education. But when teaching starts in the teachers‘ and learners‘ home language, the experience is more natural and less stressful for all. As a result, the teacher can be more creative and innovative in designing teaching/learning materials and approaches, leading to improved learning outcomes. 11 Lesson 5 Teaching EPP Using the Combination of Mother Tongue, Filipino and English Lesson Objective: The students can appreciate the importance of using a language best understood by the pupils, particularly in the EPP subject. 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 is used as medium of instruction in Grade 6 EPP in preparation for the teaching of TLE in English starting Grade 7. If you examine the EPP Curriculum Guide, the Curriculum Guide for Grade 6 EPP is in English while that of Grade 4 and 5 is in Filipino. EPP and TLE cover 4 areas – Agriculture and Fisheries, ICT, Industrial Arts, Home Economics. Entrepreneurship is integrated in all the four areas of TLE from Grades 4 to 10. It is offered as an 80 – hour subject in Senior High School as an applied track subject. There is a total of at least 24 TLE coursesfrom the four areas of Agriculture and Fisheries, ICT, Industrial Arts and Home Economics which schools can offer considering community need. Schools, however are not limited to the 24 courses listed by DepEd. They may offer additional courses needed by the community. The Enhanced Basic Education Act of 2013, which is more popularly known as the K to 12 law, states:‖ The Curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their educational and social contexts…‖ 12 EXERCISE 3 Name: ____________________________ Date: _______ Score: _____ Course/Year/Section: ____________________________ Direction: Show your appreciation on the importance of using a language best understood by the pupils, particularly in the EPP subject, by: writing a poem, painting, drawing, composing a song, and creating a poster. Choose one only. 13 Chapter 4 Latest Studies and Trends in Teaching EPP Lesson 6 Consumerism And Hospitality Management Lesson Objective: The students can explain the importance of developing the different skills needed to improve their quality of life. Consumerism Consumerism, according to its textbook definition, is the human desire to own and obtain products and goods in excess of one's basic needs. Basic needs typically refer to having sufficient food, clothing and shelter. Consumerism involves buyers knowing their rights in seeking protection from being unfairly treated or being taken advantage of by merchants. However, many references to consumerism refer to people buying goods. Consumerism is an economic and societal way of viewing and understanding the economy, which focuses on the idea of the consumption of a steady supply of goods and services by the citizens of a given country. The consumption of goods and services by individual consumers helps drive the economic engine of a consumerist society in that it creates jobs for workers and wealth for businesses owners. In general, consumerism has five main positive elements, including: a) Increases economic output and creates jobs. b) Leads to increases in wealth for companies. c) Promotes competition between companies. d) Allows for a large variety of goods and services. e) Improves the quality of life for people. 14 Hospitality Management A hospitality management degree provides you with an in-depth understanding of the structure and operation of the hospitality sector and related industries. You develop skills and knowledge in people management, service delivery, leadership, finance and marketing, as well as identifying, understanding and responding to the needs of clients. You can also choose modules that further your career interests in, for example, conferences and events. You also develop a range of other skills that are valued by employers. These include: a) analytical, critical and problem-solving skills - developed through researching, evaluating and presenting arguments and data. b) verbal communication skills - gained from group work and presentations. c) written communication skills - gained from report and essay writing d) negotiation and team work skills - developed through working both independently and on group projects. e) leadership and delegation skills - gained through group work. f) IT skills - through the collection, analysis and presentation of information in the form of spreadsheets and databases. g) the ability to network - developed through discussion and debate with student peers. 15 Lesson 7 Interpersonal Skills Lesson Objective: The students can explain the importance of developing the different skills needed to improve their quality of life. Interpersonal Skills Interpersonal skills, also known as people skills, soft skills, or emotional intelligence, are related to the way you communicate and interact with others. When employers are hiring, interpersonal skills are one of the top criteria used to evaluate candidates. Regardless of the type of job you have, it‘s important to be able to get along well with coworkers, managers, customers, and vendors. Strong interpersonal skills are essential for succeeding in today‘s workplace. Interpersonal skills are sometimes called employability skills. The word ―employability‖ is a tip-off about the importance of interpersonal skills: they‘re so crucial that hiring managers really don‘t want to hire candidates without them. Many careers require consistent, if not constant, interaction with other people. This is true even for jobs that would seem to favor introverted personalities and independent work styles. For example, even if you‘re a software engineer, writer, or statistician, you still need to be able to communicate and collaborate with your team. It‘s important to emphasize your interpersonal skills in your cover letter and resume, and then back up those claims with your behavior during job interviews. Even if you excel at the technical aspects of your job, employers won‘t want to hire you if it seems like you‘d be a disaster to work with. 16 Lesson 8 Personality Development Lesson Objective: The students can explain the importance of developing the different skills needed to improve their quality of life. Personal Development Personal development is the ongoing act of assessing your life goals and values and building your skills and qualities to reach your potential. They can contribute to your maturity, success and satisfaction. Many people strengthen their personal development skills throughout their lives to better themselves and reach their goals. They can do this through education, advice from a mentor, self-help and more. In this article, we will describe some of the most important personal development skills that can help in your journey to becoming more capable and confident. What are personal development skills? Personal development skills are qualities and abilities that help you grow both personally and professionally. In other words, they are skills that help you nurture your personal development. Understanding and improving these skills can help you maximize your potential. This process is also known as self-development or personal growth. Personality Development A personality means individual‘s behavior, style, characteristics, attitude, mindset and the perceptions along with the unique way to see the things around. Going forward and getting succeeded in any task – may it be a career path, achievement of short and long-term goals, academic education, any profession; it holds true and applied equally to all the things. Personality Development is today has become but a new buzzword for its essence and truly possessing a good personality will help a lot in achieving the goals. The impressive personality, confident in opinion with pleasing behavior and positive attitude will help you achieve desired goals synergizing the recourses available very easily. 17 What does it mean by Personality Development? Good communication is a must. Obviously, a good and effective communication will help you express the things very conveniently in a convincing and best way. A person with good communication skills will always succeed in passing his/her thoughts and to convince the people to get tasks done cordially. People are judged most of the time by their communication skills so one needs to hone the communication skill to go higher in the career path. Clothing and attire also matter. With a dirty and scruffy appearance no one should expect the acceptance as desired. Attire has great say in impression on the people. Tidy and neat clothing appeals and makes a fine impression. Like, if you are going to be interviewed for a job you must be in proper dressing formally. The dressing has the first impression and helps you become confident. Knowledge. Knowledge makes everything perfect. Personality without knowledge is incomplete per say. It‘s like making a fizz which is ineffective in all the ways all the forms and becomes mere show-off without knowledge. Knowledge makes things solid. Knowledge helps you become aware and take the steps accordingly. Knowledge gives you confidence. Body language. Body Language, has a great share in personality development, is a non-verbal form of communication and consists of body movements, eye-contacts while communicating others, posture, facial expressions, and gestures, etc. A good and positive body language helps you impress the work and people around which obviously, in turn, helps in your career management. To be more passionate. Being more passionate, you would achieve more. Being passionate about your goals and targets in life is important. The personality of the passionate person will be more assertive and energetic than the person who is shy and comfortable in life and not bothering about making any change forward in life. Be patient. There must be no hurry getting the things done if it has been planned beforehand. Going by plan step by step makes things clear and gets your goal nearer to you. Patience bears fruits always. Just plan the things, and go ahead without bothering about the final result as it has to be completed successfully. Become better individual. Be good! To be good you cost nothing by the way. Goodness helps in many ways. It helps boost your moral. Goodness is appreciated and the person with is trusted and believed all the while. Good 18 people easily reach higher the ladder. Handle your emotions. Don‘t do any things being in emotional attachment. Decisions taken in the flares of emotions will not be sound. You must control your emotions and be sound all the time. We understand by the word ‗emotions‘ that the feelings that we experience within us such as love, pride, happiness, guilt, anxiety, loneliness, anger, regret, excitement, shame, etc. Emotions are the main influencing factor behind the every decision, work and task but if not controlled properly, they have potential to harm the things. Outlook towards life. Simply be positive! Be open-minded and have a holistic approach toward the outer world. Attitude towards the things in control of you and the uncontrolled too matters most. Perception of the things also matters the most. You will see the world filled with happiness if that very happiness has been in your perception. Life becomes easy with a positive attitude and it helps go forward in your career. Positive thoughts and actions. People are impressed very well if you are action-oriented. There will be no value for mere speeches and thoughts. Thoughts are well interpreted and appreciated they are based on actions. Positive thoughts charge the environment and have a synergic effect. Personality development helps excel in career path and live life happily. Positive and effective personality helps to manage things very well. To be confident is necessary. Confidence makes tasks easy. A positive personality helps and gives confidence. A good personality causes develop a positive attitude in life, you become credible and trusted in your workplace that helps achieve more in terms of promotions, financial and non- financial benefits. The most important thing is that you will be able to build strong personal relationships for your better future. You know? every great personality of all the time was known for their better decision-making ability and really your decision-making becomes finest with the improving personality. The Last but not the least that the pleasing personality wins everyone out there only to help you get succeeded in your work field. Decision Making Decision making is the mental process of choosing from a set of alternatives. Every decision-making process produces an outcome that might be an action, a recommendation, or an opinion. Since doing nothing or remaining neutral is usually among the set of options one chooses from, selecting that course is also making a decision. 19 Decisions are commonly focused on a problem or challenge. Decision makers must gather and consider data before making a choice. Decision Making – No one can deny that the ability to make decisions is a core skill that every entrepreneur must possess if he or she wants to be successful. The key is to be decisive and learn from mistakes, rather than fearing mistakes to the point that you avoid decisions. 20 EXERCISE 4 Name: ____________________________ Date: _______ Score: _____ Course/Year/Section: ____________________________ Direction: Explain briefly the importance of developing the different skills needed to improve their quality of life. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ SCORING RUBRIC POINTS SCORING CRITERIA The student answers the questions correctly and completely. Students incorporates information from the text or class notes into the 4 answer. Students shows some prior knowledge and may use terminology to answer the question. Student does not use appropriate information 3 from the text or lecture notes to answer the question. (May be partially correct but still incomplete) Student try to answer the question but does not show evidence of any previous knowledge to assist in answering. Student may reveal 2 misconception from the text or lecture notes to answer the question. (Incorrect answer) 1 Student says he/she does not know how to answer the question. Source: https://serc.carleton.edu/download/images/25074/jitt_scoring_rubric_12774786 21 Chapter 5 Approaches, Methods, and Techniques in Teaching EPP Lesson 9 Demonstration Method Lesson Objective: The students can identify and use appropriate method/approach /technique in teaching specific knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts. and Industrial Arts. Introduction 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 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 mean internship, apprenticeship and on-the-job training (OJT). It is actual or 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 22 “Tell me I forget; teach me and I remember; involve me and I will learn.” – Benjamin Franklin “There is an ultimate 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 perspectives, different ways of working which are true of a real community. 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 materials. Demonstration Method Demonstration method is a learning activity which is performed by a student, a group of 3 or 4 members or a teacher while the rest become observers. This approach is employed in presenting lessons that use sophisticated equipment and technical know-how. Learning a skill is faster and more effective when the students are shown how the job is done by using the actual tools, machines and materials they are expected to work with on the job. Materials that are not easily available or expensive are used sparingly in a demonstration. The demonstrator is knowledgeable in preparing the apparatus needed according to the steps to be followed. The rest of the class becomes focused on the activity and concentration on the subject is assured. 23 Steps of the Demonstration Method: 1. Purposing. The class decides on an activity which involves the process of demonstration. The teacher may suggest it but he should not impose it on them. He may encourage them to go through with it but he should not dictate it on them. 2. Planning. This phase consists of the object of the demonstration, the person/s to conduct it, the materials to be needed, and the date, time and place of the activity. If an outside resource speaker will be invited, necessary arrangements like a letter or invitation should be made. 3. Demonstration Proper. Before the demonstration is done, all the preliminaries should have been prepared – materials, procedure and the physical arrangement of the classroom. 4. Executing. Students are expected to carry out or repeat the same performance shown during the activity. During this phase, the teacher should keep a close watch of the students‘ performance for they may likely need his assistance and further explanation. 5. Evaluation: This is done to assess how successful the students are in following certain instruction, in duplicating an observed phenomenon, and in showing their creativity. Techniques in Teaching. 1. Teacher-directed technique. The teacher performs the demonstration, especially when there is only one set of materials available for instructional purposes, making it possible for the students to work ibn groups. The teacher also does demonstration when the activity requires the handling of harmful materials and delicate, fragile equipment. 2. Student-directed technique. Students especially the most capable ones could be taught how to show a demonstration although it could be done with joint teacher -student participation. The teacher can give the instruction while the selected students follow them. 3. Teacher-student directed technique. The teacher performs the demonstration with the students helping in handling the materials over to the teacher as he needs them during the demonstration. 4. Resource speaker-directed technique. An invited resource speaker could be the demonstrating teacher himself. The class may likely welcome this change and besides their teacher may not be in a position to demonstrate such particular lesson or procedure. The resource speaker may be found more effective as he can provide the class with the necessary know-what and know-how in line with his own expertise and special training. 24 Lesson 10 Hands-On Learning Lesson Objective: The students can identify and use appropriate method/approach /technique in teaching specific knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts. and Industrial Arts. Hands-On Learning Hands-on learning is a form of education in which children learn by doing. Instead of simply listening to a teacher or instructor lecture about a given subject, the student engages with the subject matter to solve a problem or create something. The Philosophy of Hands-on Learning a. Solving problems as part of math class b. Completing a lab experiment as part of a science class c. Building circuits or working machines as a part of a technology class d. Recreating a historical document or artifact as part of history class e. Writing a creative story, poem or essay as a part of English class Benefits Hands-on by no means a ―new‖ movement in the classroom. This learning methods/ approach brings so many benefits to students, including: a. Hands-on is another way to learn. Some children learn best by looking at visuals. Some children learn best by listening to a parent or teacher speak. And some children learn best by reading and writing about something. These are called visual, auditory, and reading/writing learning styles, respectively. But there is a fourth learning style that is easy to overlook: Kinesthetic learning, which is a fancy way of saying ―learning by doing.‖ There are a lot of theories about why hands-on learning is so effective. The reality is, there is no single reason ―why.‖ But one hard-to-argue fact about hands-on learning is this: It is incredibly engaging. b. Hands-on gives students practice. Beyond simply leading to better 25 engagement, hands-on learning allows students to practice the skills that they have already learned. As anyone who has ever learned a skill or learned information can attest to, the more practice you get, the better you will be at that skill, and the better you will be able to retain the information. c. Hands-on gives students something “real.” When it comes to education, one of the most difficult things for young children to understand is why what they are learning is important. They want to know: When will I use this in my life? Why does it matter? Incorporating hands-on learning into the classroom or into the home is an easy way for parents and teachers to show their children exactly how what they are learning can be used in the real world. Through hands-on learning, students will often actively create something, whether an essay, story, piece of art, construction project, or something else. This is something real. It is something that a student can look at and think: I was able to create this because of what I have learned and because of the skills that I have practiced. Because of me, it is here. That realization is incredibly empowering, because it shows students that they can have an impact on the world around them. It shows them that they can use their education to achieve something. And it‘s a physical embodiment of what they‘ve learned. d. Hands-on lets students be creative. Creativity is a muscle. Just like other muscles, it needs to be regularly exercised or else it will become harder and harder to be creative. Hands-on learning gives your child one more opportunity to exercise their creative skills so that they don‘t lose them. Hands-On Learning in the Time of COVID-19 When children are enrolled in a school that emphasizes hands-on learning, most of that learning is likely to take place in the classroom. Science labs, makerspaces, and even just traditional classrooms are all equipped with tools to facilitate such exercises. Unfortunately, due to COVID-19 and the social distancing guidelines necessary to keep the pandemic at bay, children may not physically be in the classroom at this time. This means that they may be lacking the tools and supervision required to help them complete various hands-on learning tasks. This does not, however, mean that hands-on learning no longer has a role to play in your child‘s education. 26 If your child‘s school hasn‘t taken steps to build hands-on activities into their remote curriculum, there are luckily steps that you can take to facilitate these yourself. You might, for example, encourage your child to create a diorama illustrating a critical scene from their summer reading assignments. If your child is an aspiring coder, there are many resources you can turn to online (or purchase from a store) to let them practice their skills. The possibilities really are endless. What Can Parents do to Encourage Hands-On Learning in their Children? When children are young and at home, parents have more control over how their children learn. At this stage of a child‘s life, it‘s important for parents to encourage hands-on activities that will challenge their child to learn through doing. But when a child moves beyond the home—entering a nursery program, preschool, kindergarten, or grade school—parents who prioritize hands-on education will need to find a school that shares this priority. In addition to evaluating the school‘s curriculum and asking questions during the admissions process, parents should also keep an eye out for schools that embrace Maker Education, which encourages learning through doing and offers many other benefits similar to hands-on education. 27 Lesson 11 Cooperative Learning Lesson Objective: The students can identify and use appropriate method/approach /technique in teaching specific knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts. and Industrial Arts. Cooperative Learning Cooperative Learning is a model of teaching with a set of common attributes and features. It is a set of instructional methods in which the students work in small mixed ability working groups. It involves the instructional use of small groups so that the students work together to maximize their own and each other‘s learning. It encompasses a wide variety of strategies to promote academic learning through peer cooperation and communication. It implies that the students help each other, share ideas and resources, and plan cooperatively what and how to study. It is a student-centered learning approach. The goal of cooperative learning is to maximize the learning of all the students to increase the mutuality of their relationships with the children different from their race or themselves. Situations that Require Cooperative Learning Cooperative learning is best for activities that demand cooperative thoughts or mathematical thinking included in this are solutions where long-term retention is desired, lessons that require decision making, task where solutions are not readily apparent, and lessons that need higher level reasoning strategies and critical thinking. Cooperative learning can also be used in open-minded problem-solving activities that call for clarification and a range of strategies for finding the solution. Included in this is a task that require hypothesizing, estimating and experimenting. Cooperative learning can also be used for activities where there are limited resources and lessons that provide opportunities for students to apply and/or extend skills and concepts. 28 Philosophy of Cooperative Learning a. Development of individual in reference to his group‘s completion of a task. b. Create a positive impact on the individual‘s self-esteem, helping behavior, interest, personal liking, mutual concern among peers, cooperation, and attitude toward school and learning. c. Leads to greater cohesiveness, susceptibility to peer influence and an unwillingness to risk disagreement. d. Provide ―a forum in which students ask questions, discuss ideas, make mistakes, learn to listen to others‘ ideas, offer constructive criticisms, and summarize their discoveries in writing‖ e. The teacher is no longer seen as the authority to dispense knowledge. f. Students become more important resources for one another in the learning process. g. Learners work together helping each other integrate prior knowledge and discover their own meanings as they explore, discuss, explain, relate, and question new ideas and problems that arise in the group. Basic Elements in Cooperative Learning 1. Positive Interdependence. Students in the group believe they can work together. Success of one is success of all. Structure: a. Establish a positive goal interdependence b. Provide a positive reinforcement (rewards) c. Promote positive resource interdependence. Created when the members of the group are given a limited resource to be shared d. Create a positive interdependence. Each member should be assigned a role. (reader, recorder, checker, encourager and elaborator. 2. Face-to-face promotion interaction. The result of positive interdependence among the members of the group. If members of the group are able to encourage and assist one another in learning a lesson, promotive interaction exists. The generous exchange of needed resources, efficient and effective processing of information, and honest and open feedback mechanism to improve performance are indication of promotive interaction. 3. Individual accountability and personal responsibility. Entails an assessment of each student‘s performance. It is important that the group knows who among the members would need more assistance and encouragement to perform tasks assigned. 29 4. Social Skills. Involves the use of interpersonal ang small group skills. 5. Group Processing. An act of reflecting on what actions of the group members were helpful to the achievement of the goals and deciding on what action should be changed and continue. Two level of Group Processing 1. Small group. The teacher allows time after each class session for the group to discuss how they have performed their assigned tasks that contribute to attainment of the goal. 2. Whole Class. Holding a discussion in front of the class on how the group worked/performed on the tasks that led the attainment of the goal. Both of small group and whole class processing should allow the students a feeling of celebration. Specific Tasks from the Teacher a. Specifying objectives of the lesson; b. Making decisions about placing the students in learning groups before the lesson is taught. c. Explaining the task and goal structure to the students; d. Monitoring the effectiveness of the cooperative learning groups; and e. Evaluating the student‘s achievement. Guidelines for Cooperative Learning a. Arrange the classroom to promote cooperative goals b. Present the objectives as group objectives c. Communicate intentions and expectations. d. Encourage a division of labor where appropriate e. Encourage the students to share ideas, materials and resources. f. Supply a variety of materials. g. Encourage the students to communicate their ideas clearly. h. Encourage supportive behavior and point out rejecting or hostile behavior. i. Provide appropriate cues and signals. j. Monitor the group. k. Evaluate the individual and group. l. Reward the group for successful completion of its task. 30 Lesson 12 Project Method Lesson Objective: The students can identify and use appropriate method/approach /technique in teaching specific knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts. and Industrial Arts. Project Method A project is a significant, practical unit of activity of a problematic nature, planned and carried to completion by the student in a natural manner, and involving the use of physical materials to complete the unit of experience. Types of Projects a. Construction project. The motive is to do something. Pupils have ideas that they want to put in concrete form. b. Employment Project. The motive is participation in an activity that is accompanied by enjoyment or satisfaction. c. Problem Project. The motive is to master some intellectual difficulties which come from the learner himself. d. Learning Project. The inner drive is toward acquisition of a skill or some knowledge. Steps on the Project Method 1. Purposing. It is important for the teacher to consider the pupils‘ needs, abilities, and interests at this step of the lesson. Goals and activities can be decided upon cooperatively by students and teachers. 2. Planning. No matter how young the pupils are, they can always offer very good suggestions. When activities are planned and initiated by the pupils, they perform their parts willingly and enthusiastically. 3. Executing. Carrying out activities as planned and envisioned by the class. 4. Evaluating. Finished product are displayed and judged by both pupils and teacher. Here is an excellent chance to help develop critical thinking among the pupils. They should be trained to look for what is positive and not merely that which is negative. 31 Lesson 13 Instructional Modules Lesson Objective: The students can identify and use appropriate method/approach /technique in teaching specific knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts. and Industrial Arts. Instructional Modules Modules as instructional materials have concretized pretty well the principle of individual differences, allowing Each student to proceed at its own pace. Dr. Constantine M. Torralba the leading proponent of learning modules adopted two definitions of modules: A module is a self-contained and independent unit of instruction with a primary focus on a few well-defined objectives. The substance of a module consists of materials and instructions needed to accomplish these objectives.‖ (Darrel Murray) A module is a set of learning opportunities systematically organized around a well-defined topic which contains the element of instructions –specific objectives, teaching-learning activities and evaluation using criterion referenced measure.‖ (Workshop in the Application of Educational Technology sponsored by DECS-UNESCO) Components of Modules: a. Title b. Target population c. Overview d. Objectives e. Instructions to the learners f. Entry behavior and prerequisite skills g. Pre-test h. Pre-test feedback and evaluation i. Learning activities j. Post-test k. Post-test feedback and evaluation. l. Teacher‘s manual or guide 32 Lesson 14 Utilization of Resource Persons and Community Materials Lesson Objective: The students can identify and use appropriate method/approach /technique in teaching specific knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts. and Industrial Arts. Utilization of Resource Persons And Community Materials Resource people are experts or authorities 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 your committee at the program planning stage. Resource people may be from within or outside the organization. Base your selection on their knowledge of the topic and ability to successfully cover and communicate information to the audience. Proper preparation of the resource person – and your committee – can enhance achievement of intended educational goals. Benefits Provide real-world relevance Tired of listening to the same old person- YOU Just like you and your parents, your students will appreciate the information much more when it comes from someone else Real World Examples- Guest Speaker Police officer Landscapers Civic organization leader Welding inspector Professor Armed forces reps Farmer Teacher Doctor Nurse 33 Introducing the Resource Person It‘s an important duty to introduce a speaker – the introduction can determine how well the speaker‘s ideas are accepted by the audience. Prepare yourself by asking these questions about the speaker: 1. Who Is This Person? Audiences usually want to know the person‘s name. Some may already know the person, but many will not. Introduce the speaker as someone the audience would like to know. 2. Where Does This Person Come From? This may seem insignificant, but listeners usually like to know two things: where the speaker was from originally and where the speaker comes from now. 3. How Is This Person Qualified On The Subject? Choose facts to share from the speaker‘s experience, abilities, and qualifications – things that relate to the subject of the talk. 4. Why Should I Listen? Show a need for information on this subject. Create audience interest to the speech subject, even create suspense. When You Introduce a Speaker, You Should: Usually cover all four questions above, briefly. Plan, prepare, and practice your introduction. Check the introduction you‘ll make with the speaker. Adjust the nature of the introduction to the tone of the speech. Aim your remarks at the audience, not the speaker. Speak loudly and clearly – sound enthusiastic about having this person as a speaker. Pronounce the speaker‘s name correctly – give correct title. Ask the speaker how he/she wants to be addressed: Mr., Dr., Ms. Miss, Mrs. – or by name only. Announce the subject or title of the speech. Remain standing until the speaker has come forward. Don‘t mix the introduction with announcements, reports or other business. Don‘t use trite remarks like, ―Our speaker needs no introduction...‖ or ―We are fortunate tonight to have...‖ Don‘t cover material the speaker has been asked to talk about. Don‘t tell embarrassing stories about the speaker or say he/she is a substitute or isn‘t well known. Tell how the person is qualified on the subject. Don‘t rehash the speech after the speaker has finished. 34 Lesson 15 Field Trip/Home Visits/ Community Work Lesson Objective: The students can identify and use appropriate method/approach /technique in teaching specific knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts. and Industrial Arts. Field Trip/Home Visits/ Community Work In field-based learning, teaching is extended to a site outside of the classroom or laboratory, exposing students to a real-world setting. Students learn though direct interaction with an environment that reflects taught concepts rather than learning through indirect presentations of the setting such as textbooks or lectures. Queens‘ Bader International Study Centre (ISC) at Herstmonceux Castle in Essex, U.K., uses field-based learning as an essential part of the curriculum. Field-based learning may serve a diverse range of teaching aims and goals as students are provided with a perspective of materials, objects or phenomena that are not accessible in, or fully appreciated through, other settings. Field-based learning is generally chosen because the experience: provides an opportunity to present materials, objects or phenomena that are not accessible otherwise to students in a way that enables direct contact and interaction provides students with an opportunity to practice skills or techniques that cannot be carried out elsewhere stimulates higher understanding and reinforcement of previously learned classroom material stimulates an appreciation for, concern or valuing of the visited environment (Lonergan, N. & Andresen, L.W (1988) field-based education: some theoretical considerations. Higher Education Research & Development, 7 (1) 63-77.) 35 Field-Based Learning Teaching Strategies When teaching one-day field studies: a. Prepare Students. Establish the basic narrative/description elements of the material to be studied on the field study before the trip takes place (via lecture, handout, etc.). Point students toward any useful resources to gain important foundational knowledge. This strategy allows for more time to be spent on deeper and more analytical and evaluative thinking when on-site. b. Foster Awareness. Teach and Foster a self-conscious awareness on the site. Many students may be unaware of the history, significance or background of a site that is necessary for critical consideration of the environment that their learning is taking place in. c. Engage. Encourage students to ask questions of guides, to interact with the site and its environment, and to chat with other visitors. What, for instance, do local visitors say about the site? Do they react notably differently to your group? Why? d. Provoke Meta-Learning. Have students think about how what they experienced at the site complicates or contradicts what they have read or discussed in class. How might they account for any such differences? How does the medium of learning affect their conclusions? e. Build Upon Learning. Leave time for discussion on site while the issues are fresh; always follow up field studies with a discussion in class once students have had time to reflect on their experiences. f. Illustrate Concepts. Try, where it is useful, to find new or slightly oblique ways to teach concepts. For example, a Literature and Philosophy class on the theorizations of subjectivity visits a gallery specializing in contemporary British conceptual art to address the core issues of the course visually rather the textually. g. Assess. Inform students of upcoming assignments/assessments on what they learn during their field studies. This will help students to check in on their learning throughout their trip and to ensure they are learning what they need to. 36 EXERCISE 5 Name: ____________________________ Date: _______ Score: _____ Course/Year/Section: ____________________________ Direction: Have a demonstration of your either cooking show, making a chair out of bamboo, planting a plant session, or any, which shows the components of TLE subject and use appropriate method/ approach/ technique in teaching specific knowledge and skill in teaching ICT, Agriculture, Home Economics, and Industrial Arts. and Industrial Arts. Make sure that you have introduced all your equipment or materials at the beginning of your video before having a demonstration on how to do it. Then show the finished product. 37 Chapter 6 Authentic &Traditional Assessment Lesson 16 Authentic Assessment Lesson Objective: Differentiate the two kinds of assessment used in EPP and construct an example for each of them. Introduction Authentic learning is enhanced in the classroom with the use of Authentic assessment tools: performance assessment and portfolio assessment. These are powerful instruments in measuring student growth. When appropriately used by the teacher, the learning becomes more meaningful, and teaching becomes more effective. When used in relevance to all learning activities, carefully prepared by the teacher, the gains of instruction are assured, particularly when applied to real-life situations. Using the principles of assessment and evaluation as guidelines in the conceptualization, implementation, and evaluation of instruction, both the teacher and the student shall be greatly benefitted by authentic assessment. Purpose of Assessment Kellough (2003) explained the significance of assessment as applied to instruction through the following purposes of assessment: To assess and improve student learning. To identify children‘s strength and weaknesses To assess the effectiveness of a particular instructional strategy To assess and improve the effectiveness of curriculum programs To assess and improve teaching effectiveness To improve and communicate to parents and guardian‘s student‘s learning Assessment therefore, should focus on students acquiring knowledge as well as the disposition to use skills and strategies and apply them 38 appropriately (Burke, 1999). Significance of Assessment Assessment sets standards which serve as the bases in evaluating learning Assessment monitors the quality of education and the effectiveness of a program. Assessment identifies the strength and weaknesses of programs and priorities. Assessment helps in making group decisions, gives feedback, and determine s grades, Assessment helps in formulating policies. Assessment as an Instructional Process a. Diagnostic evaluation (pre-assessment) Usually administered at the beginning of a unit of study, orientation of training program, or to start of a course, semester or year, to assess the skills, abilities, interests, level of achievement and areas of difficulties of students. Provides valuable information to teachers about the students‘ knowledge, attitudes, and skills prior to instruction. Examples of Diagnostic Evaluation: Pretests Writing samples Problem solving exercises Skill tests Attitude surveys questionnaires The result of a diagnostic tests assists teachers in planning more effective lessons by providing appropriate activities relevant and tailored to the abilities of students. b. Formative Evaluation Refers to the ongoing assessments conducted continually by schools throughout the year or semester, or a unit of study using check-up tests, home works and classroom questioning. The purpose of formative evaluation is to improve instruction and provide bases for summative evaluation. It provides the teacher a meaningful 39 feedback as to what the students have to do to achieve learning standards. (Cruickshank, Jerkins, & Metcalf 1999) a. Summative Evaluation Refers to the evaluation that occurs at the end of the study of a unit, activity, course or training program. It determines the students‘ achievement and program effectiveness. Authentic Assessment An ongoing and relevant innovation in the teaching learning process today in the utilization of authentic assessment, also alternative assessment, in the classroom. Over the years, Herman Aschbacher, and Winters (1992) gave certain definition of authentic assessment such as: a. Methods that emphasize learning and thinking, especially higher order thinking skills (HOTS) the problem-solving strategies; b. Tasks that focus on the students‘ abilities to produce a quality product or performance; c. Disciplined inquiry that integrates and produces knowledge, rather than reproduces fragments of information of what others have discovered; d. Meaningful tasks at which students should learn to excel in; e. Challenges that require knowledge for good use and good judgment; and f. New type of positive interaction between the assessor and assessee. For Archbald, and Newmann (1988) a valid assessment system provides information about the particular tasks on which students might succeed or fail. More importantly, it presents tasks that are worthwhile, significant and meaningful, in short, authentic. Instruments for Authentic Assessment 1. Performance Assessment It requires students to demonstrate their level of competence or knowledge by creating a product or response Refers to authentic assessment that gauges skill and understanding by directly measuring student performance in a natural setting like giving oral reports, participating in sociodrama, delivering a speech, or singing in a contest. Focuses on the application of knowledge to real-life experience. 40 Helps teachers find out how well students can translate knowledge into action, particularly in performance learning tasks such as: preparing written reports, group reports, demonstrations, integrated arts and music activities; constructing projects; making posters; and holding exhibits Key Characteristics of Performance Tasks: a. Students have the same choice of selecting a task. b. The task requires both the elaboration of core knowledge content and the use of specific processes. c. The task has an explicit scoring system. d. The task is designed for an audience, not the teacher, that is, others outside the classroom who would find value in the work e. The task is carefully crafted to measure what it purports to measure. Performance task provide a systematic way to evaluate skills and procedural knowledge that cannot be effectively measure in formal assessment and evaluation. Teachers can use observation techniques, checklists and rating scales, notes, diaries and logs, and product assessment in assessing skills through performance. 2. Portfolio Assessment Is a collection of students works that exhibits to the student and others the student‘s efforts, progress or achievements in one or more areas as cited in Johnson and Rose (1997). Assumptions about Portfolio, De Fina (1992): Portfolio are systematic, purposeful, and meaningful collections of the students‘ works in one or more subject areas. Students at any age or grade level can learn not only to select pieces to be included in their portfolios, but also to establish criteria for their selections. Portfolio collections may include input from teachers, parents, peers and school administrators. In all cases, portfolios should reflect the actual day-to-day learning activities of the students. Portfolios should be ongoing for them to show the students‘ efforts, progress, and achievements over a period of time. Portfolios may contain several compartments of subfolders. Selected works in portfolio may be in a variety of media and may be multidimensional. 41 Significance of Portfolio Assessment (De Fina (1992): Portfolio Assessment Standardized Testing occurs in the child‘s natural is an unnatural event environment provides a summary of the child‘s provides an opportunity for the failures on certain tasks student to demonstrate his/her provides little diagnostic strengths and weaknesses information gives hands-on information to the provides ranking information teacher on the spot is a one-time ―snapshot‖ of a allows the child, parent, teacher, or student‘s abilities on a particular staff to evaluate the child‘s strengths task and weaknesses assesses artificial tasks which may is ongoing and provides multiple not be meaningful to the child opportunities for observation and asks the child to provide a assessment. singular desired response assesses realistic and meaningful provides parents with essentially daily literary tasks meaningless, often frightening, invites the child to be reflective numerical data (metacognition) about his/her work forces teacher-administration and knowledge conferences invites the parents to be reflective of reinforces the idea that the the child‘s work and knowledge curriculum is the center of the encourages teacher- student educational process conferencing informs instruction and curriculum; places child at the center of the educational process Source: De Fina, A. A. (1992) Portfolio assessment: Getting started, New York: Scholastic Professional Books. Portfolio as Authentic Assessment Tools: Using portfolio as assessment tools enhance authentic learning, Wolf (1991) and Vavrus (1990) as cited in Burke (1999), recommended the utilization of portfolios in different situation of portfolios in different situations such as the following: a. Tools for discussion with peers, teachers, and parents b. Demonstration of students‘ skills and understanding c. Opportunities for students to reflect on their work metacognitively d. Chances to examine current goals and set new ones. e. Documentation of students‘ development and growth in abilities, attitudes, and expressions f. Demonstration of different learning styles, multiple intelligences and cultural diversity. g. Options for students to make critical choices about what they choose for their portfolio h. Evidences to examine the traces of the development of students‘ 42 learning i. Connections between prior knowledge and new learning Scoring Rubric Versus Checklists: Both performance assessment and portfolio assessment use scoring rubrics and checklists instruction. But what are scoring rubrics? What are checklists? How do they differ? Rubric Checklist a rating scales indicates the presence and measures degree of completeness of absence of an attribute attributes: are written descriptions that must identifies all the needed attributes of be present in an acceptable quality or development in a process, performance and extended product, or performance; systematic observation defines different levels for each of the students‘ performances are these attributes (Martin – Kniep, 2000) simply identify the characteristics of student ―check off‖ rather than described work at different levels of quality (Roe in notes (Eggen & Kauchak, 1998) & Ross, 1998) usually show only the desired show the degree of the desired characteristics (Kellough, 2003) characteristics Guidelines for the Development of Good Authentic Assessment (Moore, 2005) a. Design meaningful and worthy programs or tasks that match the contents and outcomes of instruction. b. Ensure that the tasks have real-life applicability. c. Put emphasis on product and process, an convey that both development and achievement matter. d. Provide opportunities for learning self-evaluation. e. Develop scoring procedures and their application. 43 Lesson 17 Traditional Assessment Lesson Objective: Differentiate the two kinds of assessment used in EPP and construct an example for each of them. Traditional Assessment Traditional Assessment refers to standardized testing that uses questions with a limited number of answer choices. It includes multiple choice, true or false and some short answer responses. Traditional assessments such as tests are often graded and returned to students with a number and/or a letter grade at the top. Unfortunately, this number or letter grade often becomes more important than the learning the assessment was intended to measure. Even when comments and feedback are provided in addition to the letter or score, students assume that what matters in the end is the grade. Purposes Traditional assessments such as tests are often graded and returned to students with a number and/or a letter grade at the top. Unfortunately, this number or letter grade often becomes more important than the learning the assessment was intended to measure. Even when comments and feedback are provided in addition to the letter or score, students assume that what matters in the end is the grade. Strengths The biggest strength of traditional assessments is the ease with which they can be designed and scored. Some textbooks include sample tests or test banks from which the instructor can choose appropriate questions. These features greatly reduce the time and effort needed to create appropriate tests. The grading of these types of tests is again facilitated with the help of the textbook publishers. If sample tests and a test bank are included, the answers are included as well. Thus, there is no need to work out any of the problems or design thoughtful answers to any of the questions as those things have already been done. The scoring of traditional assessments is further eased when the assessments use a multiple-choice format. Also, there is a perceived degree 44 of objectivity in traditional assessments, especially when assessments have only one right answer. This perceived objectivity is further strengthened when the answer is the main, if not only, goal. Weaknesses Traditional testing methods involve students working alone and are characterized by individual competition: competition for grades, against personal standards, and even for attention. This leads to a solitary experience and squelches the self-affirming possibility of shared interaction (Helmericks, 1993). This type of competition may encourage a few top students to succeed, but for the majority of students, a competitive environment is detrimental to their learning. From an affective perspective, traditional tests often invoke feelings of anxiety severe enough to substantially limit their performance (Kulm, 1994). It is possible that anxiety surrounding test-taking can serve to motivate students to rise to the challenge; however, it is much more likely that this kind of anxiety will interfere with thinking and eventually compel students to give up. Many times, formal testing situations such as these cause students who doubt their abilities to perform even worse than they are normally capable of performing. Finally, the time limit inherent in traditional testing situations restricts the types of questions one can ask; the majority of questions are procedural and encourage rote and superficial learning. These types of questions send the message to students that if you do not know the answer immediately, you cannot solve the problem. It is impossible to give careful thought to a problem, or use any of the many heuristic strategies helpful in solving problems when you only have a few minutes to do so. Examples tests quizzes homework problem sets final exams Impact on Teaching Traditional assessment has both advantages and disadvantages when it comes to the way educators teach. Traditional assessment forces educators to spend time teaching students how to manage tests, including strategies for selecting correct answers from a listed group. 45 EXERCISE 6 Name: ____________________________ Date: _______ Score: _____ Course/Year/Section: ____________________________ Direction: Differentiate the two kinds of assessment used in EPP and construct an example for each of them. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ SCORING RUBRIC POINTS SCORING CRITERIA The student answers the questions correctly and completely. Students incorporates information from the text or class notes into the 4 answer. Students shows some prior knowledge and may use terminology to answer the question. Student does not use appropriate information 3 from the text or lecture notes to answer the question. (May be partially correct but still incomplete) Student try to answer the question but does not show evidence of any previous knowledge to assist in answering. Student may reveal 2 misconception from the text or lecture notes to answer the question. (Incorrect answer) 1 Student says he/she does not know how to answer the question. Source: https://serc.carleton.edu/download/images/25074/jitt_scoring_rubric_12774786 46 Chapter 7 Lesson Planning in EPP Lesson 18 Guidelines In Lesson Planning Lesson Objective: Construct lesson plan appropriate to the skill to be developed As teacher, do we need Lesson Plan? The answer is Yes!! Not only for us, but for our students also. Purpose of Lesson Plan: 1. Used as guide for the teacher They don‘t have to think on their feet. Gives the teacher a starting point They build on previous teaching and prepare for coming lessons 2. Provides direction They are clear on the procedure to follow. 3. Gives teacher a sense of security and confidence They don‘t lose face in front of their learners. 4. Provides record 5. Helps keep good classroom management When a lesson works well, students not only learn— they behave. Classroom management + Well-designed lesson = Higher Achieving Students 47 For the Learner They realize that the teacher cares for their learning. They attend a structured lesson: easier to assimilate They appreciate their teacher‘s work as a model of well-organized work to imitate. What is a Lesson Plan? A written guide used to aid teachers in their lessons. Good Lesson Plan Based on 4 things: Interests and abilities of students Your own interests and strengths Your beliefs about teaching and learning Your own openness to change your plan Objectives and its Purpose: Inform students why they are with you What they will be able to do The learner will………. SMART Rule Objectives should also follow the, S.M.A.R.T rule: Specific Measurable Attainable Result-oriented Time bound 48 Key Elements of Lesson Plan: Transition Use time Variety Easy to follow Precise Anticipatory Set: Get class ready to learn Motivates students Hint to the theme Instructional Input: Teaches skill Presents information Lecture, demo, pictures, etc. Modelling: Show the students Use examples Activities: May be predefined by the teacher Teacher and student activities defined together with ―intents‖ and ―displays.‖ Displays: Learning materials which are typically displayed and used in an instructional setting. Pictures, written materials, spoken words, maps, etc. Integration of Technology in the Classroom: SMART Board Power Point Overhead Projectors Internet 49 Guided Practice: Teacher is available Supervise students as they learn Catch mistakes immediately Independent Practice: Teacher is unavailable Student‘s practice learning on their own Types of Assignments Learning Outcomes Cognitive Outcomes: Intellectual outcomes. They involve the application of facts, theories and concepts. Psychomotor Outcomes: They describe skills the learner develops (Physical). Affective Outcomes: They describe feelings and attitudes which shape our behavior towards people, work and our world (behavioral). Check for understanding 2-way Q and A Ongoing Closure Bring lesson to an end Review key points Tie everything together 50 Evaluation/Reflection Used to assess student‘s knowledge Provides grades for report cards Keeps parents updated Do’s and Don’ts Be specific Anticipate problems Decide timing Have materials ready File your plan for the future Avoid to many details Do not use complex terms or words Behavior Implications If students are consider re-arranging the order of delivery compare what actually happened with your original plan. Types of lesson Plan There are several types of Lesson plan the following: Detailed lesson plan Semi-detailed lesson plan Understanding by Design (UbD) 1. Detailed Lesson plan It provides mastery of what to teach, and gives the teacher the confidence when teaching. In this plan, both teacher‘s and students‘ activities are presented. 2. Semi-detailed Lesson Plan A semi-detailed lesson plan is less intricate than the detailed lesson plan. It is having a general game plan of what you wanted to cover for that subject on that particular day. 51 Parts of Lesson Plan There are five parts of detailed and semi-detailed lesson plans: Objectives Subject matter Procedure Evaluation Assignment Objectives The first thing a teacher does is create an objective, a statement of purpose for the whole lesson. An objective statement itself should answer what students will be able to do by the end of the lesson. The objective drives the whole lesson, it is the reason the lesson exists. Care is taken when creating the objective for each day‘s lesson, as it will determine the activities the students engage in. Subject matter Subject matter or specific topic includes sources of information, e.g., textbooks and library references. The subject matter includes the following: Topic – particular lesson Reference/s – usually from the book and internet websites. Materials – refer to objects or tools that serve as instructional aids for particular subject. Procedure The procedure is the body of your lesson plan, the ways in which you'll share information with students and the methods you'll use to help them assume a measure of mastery of that material. In detailed lesson plan, the expected routines, lesson proper, activities are presented. Questions and answers are written. In semi-detailed lesson plan has only contains procedures or steps to be used in the lesson proper. Evaluation It can take the form of formative test con

Teaching Edukasyong Pantahanan at Pangkabuhayan (EPP) PDF

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