OVERVIEW OF TEACHING EPP .pdf
- 2. NATURE AND SCOPE OF TEACHING EPP 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.
- 3. 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.
- 4. THE NATURE OF EPP AND TLE EPP and TLE are skills-based subjects, therefore the teacher must bear in the principles in teaching these subjects. * Adopt an environment that equips the learners with appropriate facilities and equipment. * Engage learners in an experimental, contextualized, and authentic teaching- learning process. * Apply integrative teaching and learning approaches.
- 5. THE STRUCTURE OF EPP/TLE The Training Regulations-based TLE and the Entrepreneur-based TLE and every school has a choice as to which stream to offer, with consideration for faculty, facilities, and resources. Both streams are based on the Training Regulations, but the Entrepreneur- based TLE embeds entrepreneurship concepts in the teaching of the various subjects in HE , IA, AFA, and ICT.
- 6. Training Regulations-based TLE The Tech - Voc - based TLE is designed according to the Training Regulations (TR) of the Technical Education Skills Development Authority (TESDA). It courses on technical skills and development in the area of specialization that the learners want to pursue. THE NEW TLE FRAMEWORK AS A COURSE HAS TWO STREAMS
- 7. THE NEW TLE FRAMEWORK AS A COURSE HAS TWO STREAMS The Entrepreneurship Education- Based Entrepreneur-based TLE TLE is designed to develop among learners some necessary livelihood skills to enable them to start a small enterprise of their own.
- 8. THE CONTENT OF TLE/EPP Grade 4-6 The learner demonstrates an understanding of the basic knowledge and skills in entrepreneurship & ICT, Agriculture, Home Economics, and Industrial Arts toward the improvement of personal life, family, and community.
- 9. THE CONTENT OF TLE/EPP Grade 7-10 The learner demonstrates an understanding of the basic concepts of selected TLE course in Home Economics, Industrial Arts, Agriculture and Fishery Arts and ICT competencies common to TLE courses such as use and maintenance of tools, observing, safety in the workplace, mensuration and calculation, and interpreting technical drawings; and gains specialized knowledge and skills in at least one TLE that would enable him/her to obtain NC II. Grade 11-12 The learner demonstrates specialized technical skills that would enable him/her to obtain NC II.
- 11. 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. • Grade 6 - Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT, home economics, industrial arts to improve family life and community.
- 12. GUIDELINES AND GUIDING PRINCIPLES IN THE TEACHING OF EPP/TLE 1. Cover the four TLE areas in for exploratory purposes-agriculture and fisheries, ICT, home economics and industrial arts. 2. Develop student’s entrepreneurial mindset. 3. Do contextualized teaching. 4. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential learning. 5. The teaching TLE is focused on knowledge and information, entrepreneurial concept including process and delivery, work values and life skills.
- 13. THE LEGAL BASIS OF THE TEACHING OF EPP AND TLE It is a 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” (1987 Philippine Constitution Article II, Section 17) RA 10647, an Act Strengthening the Ladderized Interface Between Technical-Vocational Education and Training in Higher Education, which was signed into law on Nov. 21, 2014 states: “It’s hereby declared the policy of the state to institutionalize the ladderized interface between technical-vocational education and training and (TVET) and higher education to open the pathways of opportunities for career and educational progression of students and workers, create a seamless and borderless system of education, empower students and workers to exercise options or to choose when to enter and exit in the education ladder and provide job platforms at every exit as well as the opportunity to earn income.
- 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. The time allotment is 40 minutes in Grade 4 and 60 minutes in Grades 5 and 6. The subject is taught in Filipino. 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.
- 15. SCHEMES USED IN MANAGING EDUKASYONG PANTAHANAN AT PANGKABUHAYAN (EPP) CLASSES There are schemes to manage the EPP classes, namely: one teacher scheme, departmentalized scheme, and team teaching. In the one-teacher scheme, all the components are taught by one teacher. The components are divided by grading period. For example, the Home Economics area may be taught during the first grading period, Industrial Arts during the second grading period Agricultural Arts during the third grading, and Entrepreneurship during the fourth grading period.
- 16. In the departmentalized scheme, each area is taught by the respective teachers in Home Economics, Industrial Arts. Agricultural Arts, and Entrepreneurship. Different sections take the four areas by rotation. This arrangement is applicable to big schools where teachers who have specialized in each of the four areas are available. The third arrangement is team teaching. Here, two or three teachers with special training in Home Economics, Industrial Arts or Agricultural Arts may form a team to teach EPP. The team can adopt the following annual work plan: 1. Planning at the opening of the school year 2. Evaluative team meetings (Regularly done within the school year) 3. Implementation (for the intermediate grades)
- 17. 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.
- 18. The three domains, namely: cognitive, affective, and psychomotor are emphasized in the various learning competencies. Concept development and hands-on learning experiences are basically the guides in adopting teaching techniques and strategies. The teacher can employ varied instructional materials, techniques, and strategies to accomplish the objectives.
- 19. TEACHING METHOD A. Direct Method of Instruction Since TLE is a skill subject, direct instruction is most appropriate. The demonstration method is a direct method of instruction. It is referred to as the “show and tell” method. The teacher simply shows to the students how a thing is done and explains as he/she demonstrate.
- 20. For an effective demonstration, it is necessary that the teacher mentions the dos and don’ts of the process for emphasis and clarity. It is important that as a teacher demonstrates a process, he/she cautions students on steps of a skill where students are most often mistaken, or which are most often missed. It is expected that after the teacher demonstrate of a process, the students are given the opportunity to demonstrate the process or the skill themselves. However, students should not expect to demonstrate the process or the skill immediately on their own after the teacher has shown it. This has to be done gradually.
- 21. 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 student can do the process by himself/herself, student demonstrates the skill or process. – “Do it as I watch”. 4. Teacher gives more opportunity for practice for skill mastery. Teacher assesses to determine skill mastery by all students
- 22. 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. The teacher can emphasize scientific methods of looking the reasons of the occurrence of events or phenomena and probing. One very important teaching aid which is for hands-on learning is the activity card. This card contains the title of an activity, the materials needed and the procedure which enumerates the steps to be followed by the learner.
- 24. 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.
- 25. The same is true in agricultural arts where a nursery, plots for planting, seedbeds, and gardening tools are needed. In home economies, facilities for sewing, interior decoration, household appliances and relevant tools and equipment are necessary. The laboratories will allow the pupils to plan, execute, and evaluate various activities. The pupils learn while doing the tasks. Opportunities to repeat the same— tasks several times will enable them to acquire the skills. The laboratory experiences are just means an end the application of the skills at home and in the community and the acquisition of a productive income generating project.
- 26. 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.
- 27. E. Instructional Modules Most books in EPP contain modular instructions which encourage the pupils to work independently. A module is a self-contained material with activities to be done by the learner. Some modifications of the module are the activity cards. self-learning kits, and video-taped do-it-yourself projects. Research has shown that the module is as effective as the teacher's demonstration; thus, once in a while, the teacher can try using it.
- 28. F. Work Sessions and Group Activities Another method which is commonly used in EPP is the work-sessions- and- group-activity. The class is usually divided into families and the families are given assignments or tasks to do. The task can be an experiment. a task on creativity or inventing something out of the materials given to the group. The method capitalizes group interaction, cooperative learning, and democratic processes. In this method, the pupils are exposed to simple organization, deliberation, taking notes of their findings, organizing their thoughts, planning for the group presentation, actual group performance, and evaluation by writing the group's insights, reactions, summary, and generalizations.
- 29. G. Utilization of Resource Persons and Community Materials The teacher of EPP can enhance the pupils' enthusiasm and learning by inviting resource person in the community who are experts in performing the chosen field.
- 30. EVALUATION IN HOME ECONOMICS • The team evaluation is used to identify the process of determining the strength or value of work done. It is a way of measuring the result of educational activities. (Morgan) • Evaluation or appraisal in education is a process that when properly used and understood result in teacher student growth. It is the ability to size up progress and chart new direction, the ability to see errors and weaknesses and set up steps for their improvement. (Synder) • Evaluation is the process of gathering and weighing evidences which will reveal changes in the behavior of students. (Magneson)