i
Southern Luzon State University
LUCENA CAMPUS
College of Technical-Vocational
Teacher Education
T
C
C
H E
EACHING
OMMON
OMPETENCIES IN
OME
CONOMICS
JESS MARK L. ALINEA
Maria Fara A. Cadelina
ii
TABLE OF CONTENTS
Page
Title Page
Table of Contents
Introduction
Disclaimer
Learning Program
i
ii
iv
iv
v
Section 1: Designing Learning Plan
Module 1 – Understanding the Home Economics Curriculum
• The Technology and Livelihood Education (TLE) Framework
• Learning Area Standards
• Grade Level Standards
• Home Economics Specialization in the K to 12 Curriculum
• Apply
1
2
4
5
6
8
Module 2 – Understanding the Curriculum Guides of Home Economics
• Curriculum Guides
• Bread and Pastry Production (NC II)
• Cookery (NC II)
• Events Management Services (NC III)
• Food and Beverage Services (NC III)
• Housekeeping (NC II)
• Apply
10
11
12
24
64
103
124
139
Module 3 – Crafting Home Economics Lesson/Learning Plan
• Lesson Plan
• Parts of Daily Lesson Plan
• The Daily Lesson Log
• Apply
141
142
142
143
144
Module 4 – Crafting Home Economics Module
• Flexible Learning
• Modular Instruction
• Learning Module: Components Dynamics
• Apply
148
149
150
153
158
iii
Section 2 – Methods and Techniques in Teaching
Module 5 – Pedagogical Approaches Mandated by R.A. 10533
• Pedagogical Approaches
• Republic Act No. 10533
• DepEd Region IV-A Memorandum No. 233 s. 2016
• The 2C-2I-1R Pedagogical Approaches
• Pedagogy
• Constructivist Approach
• Collaborative Approach
• Integrative Approach
• Inquiry-based Approach
• Reflective Approach
• Apply
159
160
161
162
162
162
163
164
168
171
174
176
References
179
iv
INTRODUCTION
Teaching is a mission met with enthusiasm and fear. Taking up an Education
degree is not an easy route to college graduation; it requires extreme patience,
knowledge and creativity.
This learning module is designed for all who desire to learn or enhance their
teaching skills. Moreover, this material serves as guide to all future teachers in
understanding the nature of teaching-learning process to achieve effective delivery
of instruction leading to outstanding student performance.
The concepts presented here provide solid groundings on the theoretical and
practical aspects of teaching. Also, the activities are well designed to challenge the
readers to be more adaptive, comprehensive and experts in handling teaching
scenarios.
As technical teacher education students, you will also be exposed and
experience the various principles and strategies of teaching contextualized to
technical fields. Home economics, in particular, is a field in Technology and Livelihood
Education (TLE) (Junior High School) and Technical-Vocational-Livelihood (TVL)
Track (Senior High School).
This course will provide prospective teachers a foundation in teaching
different competencies in Home Economics track, including concepts that will help to
develop knowledge, skills, and attitude to perform different tasks on the track chosen.
It covers pedagogical approaches and teaching strategies contextualized to Home
Economics competencies. Exploratory courses of Home Economics will be a part of
the study but will focus on the methods and techniques on how a prospective teacher
may teach the subject.
DISCLAIMER
This module is just a compilation of lessons and activities coming from various
resources, primarily, Principles of Teaching by Jocelyn Gagalang, Ph.D., Froilyn
Villas Lunaria, MA, Mary Joy Rosales-Orante, MPA, and Rommel Maglaya, D.E.M.
Various curriculum guides from the Department of Education and Training
Regulations of Trainers Methodology from Technical Education and Skills
Development Authority are also utilized in this module. No part of this book has been
claimed and owned by the compiler and this is solely intended to be used due to
emergent need to facilitate lessons during the time of pandemic.
v
LEARNING PROGRAM
Southern Luzon State University
Dual Training and Livelihood Center
Lucena Campus
Lucena City
VISION STATEMENT: Southern Luzon State University as an excellent academic hub
in its curricular programs, transdisciplinary researches, and responsive extension
services
MISSION STATEMENT: The University commits to develop a sustained culture of
delivering quality service and undertaking continuous innovations in instruction,
research and extension in its relevant curricular programs supportive of national and
global development goals.
Core Values
GO
S
L
S
U
God-loving
Service-Oriented
Leadership by Example
Sustained Passion for Excellence
Undiminished Commitment to Peace and Environmental Advocacy
SLSU DTLC LUCENA OBJECTIVES
1. To provide students the opportunities to become mature and responsible
persons with the values embodied in the college’s mission statement as
evident in their innovative and active responses psychologically, spiritually
and develop environmentally sound and market-driven technologies at par
with the international standards
2. To instill relevant and responsive academic programs and professional
trainings that will enhance graduates for national development
3. To prepare and train the students for appropriate competency standards by
providing relevant programs, competent faculty, modern facilities, expand
linkages for productivity enhancement and community empowerment
4. To develop students as leaders, practitioners and to become globally
competitive individuals.
vi
Program Educational Objectives
(CMO No. 79, Series of 2017)
Prepare teachers in TLE for Grades 9-10, senior high school for
the technical-vocational-livelihood track, technical-vocational
1
education and training (TVET), and for higher education
institutions offering BTVTEd and other allied programs
Produce teachers who can assume the following major roles:
a. effective synthesizers of organized knowledge to allow
analytical and critical thinking;
b. efficient and effective promoters and facilitators of
learning to enable the learners to develop to the fullest
their potential for a continuing pursuit of lifelong
learning;
c. committed humanists whose clear understanding and
2
appreciation of human ideals and values inspire learners
to realize their potentials;
d. model teachers with high regard for learning imbued
with proper work attitude and values as practiced in
industry;
e. nationally certified trainer in their fields of
specialization; and
f. implementers of TVTE innovative approaches/insights,
best practices in the context of K-12 TVL Track
Lucena
Objectives
1 2 3 4
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COURSE SYLLABUS
1. Course Code:
2. Course Title:
TIC05
Teaching Common Competencies in Home
Economics
HE001 – Home Economics Literacy
none
3 units
3. Pre-Requisite:
4. Co-Requisite:
5. Credit/Class Schedule:
6. Course Description:
This course provides prospective teachers a foundation in teaching
different competencies in Home Economics track, including concepts that will help
to develop knowledge, skills, and attitude to perform different tasks on the track
chosen. It covers pedagogical approaches and teaching strategies contextualized to
Home Economics competencies. Exploratory courses of Home Economics will be a
vii
part of the study but will focus on the methods and techniques on how a
prospective teacher may teach the subject.
7. Program Outcomes and Relationship to Program Educational Objectives:
Program Outcomes
a
b
c
d
e
f
g
h
Demonstrate the competencies required of the
Philippine TVET Trainers – Assessors Qualifications
Framework (PTTQF)
Demonstrate broad, meaningful and coherent
knowledge and skills in any of the specific fields in
technical and vocational teacher education
Apply with minimal supervision specialized knowledge
and skills in any of the specific fields in technical teacher
education
Demonstrate higher level literacy, communication,
numeracy, critical thinking, learning skills needed for
higher learning
Manifest a deep and principled understanding of the
learning processes and the role of the teacher in
facilitating these processes in their students
Show a deep and principled understanding of how
educational processes relate to larger historical, social,
cultural, and political processes
Apply a wide range of teaching process skills (including
curriculum development, lesson planning, materials
development, educational assessment, and teaching
approaches)
Reflect on the relationships among the teaching process
skills, the learning processing in the students, the nature
of the content/subject matter, and other factors affecting
educational processes in order to constantly improve
their teaching knowledge, skills and practice
Program
Educational
Objective
1
2
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viii
8. Course Objectives and Relationship to Program Outcomes:
Course Objectives
1
2
3
4
5
6
7
8
Understands the central concepts, tools of
inquiry, and structures of the discipline(s)
he/she teaches and can create
learning experiences that make these
aspects of subject matter meaningful for
students
Understands how students learn and
develop and can provide learning
opportunities that support their
intellectual, social and personal
development
Understands how students differ in their
approaches to learning and creates
instructional opportunities that are
adapted to diverse learners
Understands and uses a variety of
instructional strategies to encourage
students’ development of critical thinking,
problem solving, and performance skills
Uses an understanding of individual and
group motivation and behavior to create a
learning environment that encourages
positive social interaction, active
engagement in learning, and selfmotivation
Uses knowledge of effective verbal,
nonverbal, and media communication
techniques to foster active inquiry,
collaboration, and supportive interaction
in the classroom
Plans instruction based upon knowledge
of subject matter, students, the
community, and curriculum goals
Understands and uses formal and
informal assessment strategies to
evaluate and ensure the continuous
intellectual, social and physical
development of the learner
Program Outcomes
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ix
Become a reflective practitioner who
continually evaluates the effects of
his/her choices and actions on others
(students, parents, and other
professionals in the learning community)
and who actively seeks out opportunities
to grow professionally
Fosters relationships with school
colleagues, parents, and agencies in the
larger community to support students’
learning and well-being
9
10
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9. Course Coverage
Weeks
TOPICS/LESSONS
PRELIMINARY TERM
Orientation; discussion of course goals and expected outcomes; discussion of course
policies, grading system
1
2
Introduction
• Outcome-based Education: Response to Quality Learning
SECTION 1: Designing Learning Plan
• Understanding the Home Economics Curriculum
3
•
Understanding the Curriculum Guides of Home Economics
4
•
Crafting Home Economics Syllabus and Lesson/Learning Plan
5
•
Crafting Home Economics Module
PRELIMINARY EXAMINATION
Completion and Submission of Portfolio
6
MIDDLE TERM
7
8
Section 2: Methods and Techniques in Teaching
• Introduction
• Pedagogical Approaches Mandated by R.A. 10533
o Constructivist Approach
9
o Collaborative Approach
10
o Inquiry-based Approach
11
12
o Integrative Approach
o Reflective Approach
MIDDLE TERM EXAMINATION
Completion and Submission of Portfolio
x
FINAL TERM
13
14
Section 3: Teaching Common Home Economics Competencies
• Teaching Exploratory Course in Bread and Pastry Production NC II
• Teaching Exploratory Course in Cookery NC II
15
•
Teaching Exploratory Course in Food and Beverage Services NC II
16
•
Teaching Exploratory Course in Events Management NC III
17
•
Teaching Exploratory Course in Housekeeping NC II
FINAL EXAMINATION
Completion and Submission of Portfolio
18
xi
10. Course Outcomes and Relationship to Course Objectives/Program Outcomes:
Course Outcome
Contextualized to Home Economics,
a student completing this course, at the
minimum, should be:
Planning and Preparation
1
• Demonstrating Knowledge of
Content and Pedagogy
• Demonstrating Knowledge of
2
Students
3
4
5
6
7
8
9
Course Objectives
Program Outcomes
1
2
3
4
5
6
7
8
9
10
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Selecting Instructional Goals
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Demonstrating Knowledge of
Resources
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Designing Coherent Instruction
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• Assessing Student Learning
The Classroom Environment
• Creating an Environment of
Respect and Rapport
• Establishing a Culture for
Learning
• Managing Classroom
Procedures
10
•
Managing Student Behavior
11
•
Organizing Physical Space
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xii
12
13
Instruction
• Communicating Clearly and
Accurately
• Using Questioning and
Discussion Techniques
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Engaging Students in Learning
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Providing Feedback to Students
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Demonstrating Flexibility and
Responsiveness
Professional Responsibilities
• Reflecting on Teaching
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Communicating with Families
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Submitting complete portfolio
on the subject
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11. Contribution of the Course to Meeting the Professional Component:
Professional Education Components
: 70%
Technical Education Components
: 20%
General Education Component
: 10%
12. Textbook:
Corpuz, B. B. (2015). Principles of Teaching. Lorimar Publishing, Inc. Quezon City, Manila.
Training Regulations for Bread and Pastry Production NC II. Technical Education and Skills Development Authority.
Training Regulations for Food and Beverage Services NC II. Technical Education and Skills Development Authority.
Training Regulations for Cookery NC II. Technical Education and Skills Development Authority
Training Regulations for Events Management NC III. Technical Education and Skills Development Authority
Training Regulations for Housekeeping NC II. Technical Education and Skills Development Authority
xiii
13. Course Evaluation:
The minimum requirement for a passing grade is 60% of the total scores
from the following:
Flexible Learning Modality
• Performance Assessments (including Portfolios) 60%
• Major Examinations
25%
• Quizzes
15%
100%
Aside from academic deficiency, other grounds for a FAILING GRADE are:
• Grave misconduct and/or cheating during examinations
• Unexcused absences of more than 20% of required number of
meetings per term
• A failing academic standing, failure to take the final exam, and
failing to submit projects/portfolio
14. References:
Brown, A.H., & Green T.D., (2015). The essentials of instructional design: Connecting
fundamental principles with process and practice. Routledge.
Kolomitro, K., & Gee, K. (2015). Developing effective learning outcomes: a practical
guide. Retrieved
from http://www.queensu.ca/ctl/resources/publications/learningoutcomes.html opens in new window
McDonald, J., Siddall, G., Mandell, D., & Hughes, S. (2010). Two sides of the same coin:
Student-faculty perspectives of the course syllabus. Collected Essays on
Teaching and Learning, 3. Retrieved from
http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3249/262
6 opens in new window
McIver, D., Fitzsimmons, S., Flanagan, D. (2016). A Knowledge-in-practice approach
to choosing instructional methods. Journal of Management Education Vol 40
Issue 1.
Shulman, L. (2005, Summer). Signature pedagogies in the professions. Daedalus, 134,
52-59.
15. Course Materials Made Available:
a. Samples of portfolios from students
b. Samples of quizzes and major exams from students
c. End-of-course assessment report by the students and the faculty
xiv
16. Course Requirements:
Any of the following:
• Portfolios
• Seminar and Workshop
1
Section 1
DESIGNING THE LEARNING PLAN
Module 1
Understanding the
Home Economics Curriculum
Intended Learning Outcome (ILO)
The learners are expected to:
1. Enhance understanding of the TLE
curriculum framework;
2. Interview Home Economics teachers
regarding their teaching approaches; and
3. Analyze and reflect on the significance of
Home Economics to students’ lives
through a photo presentation.
2
INTRODUCTION
Although the appellation differs according to the stage of school education in
the context of postwar educational reform, “domestic science” has established a firm
place in schools as a subject taught to both boys and girls over the past sixty years.
Looking at the situation in other Asian countries, home economics is taught in
countries including Singapore, South Korea, and Taiwan. Still, it does not form part of
the curriculum in most other countries, where one may surmise that it is considered
to be a subject whose content should be transmitted in the home from parent to child.
Accordingly, bearing in mind that daily life proceeds based on the home, there
would appear to be a lack of awareness of the need for education in connection with
everyday living, and even if the education of some kind is provided in a fragmentary
manner, the content tends to be unbalanced and unsystematic. It has been pointed
out that students are not acquiring the knowledge they need to conduct everyday life.
Regarding a home economics curriculum, the aims of which are to enable
people to get by on their own in everyday life and create their own lives within the
home.
DISCUSSION
THE TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) FRAMEWORK
Technology and Livelihood Education encompasses the field of Home
Economics (H.E.); Industrial Arts (IA); Agri-Fishery Arts (AFA); and Information,
Communication. and Technology (ICT). The 24 TLE courses can be categorized under
any of these fields.
TLE as a course has two streams—the TR-based TLE and the Entrepreneurbased 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.
TLE is geared toward the development of technological proficiency and is
anchored on knowledge and information, entrepreneurial concepts, process and
delivery, work values, and life skills. This means that the TLE that works is one which
is built on adequate mastery of knowledge and information, skills and processes, and
the acquisition of right work values and life skills. The TLE that is functional is one
which equips students with skills for lifelong learning. TLE that is concerned only
with mere definition of terms is meaningless and shallow. TLE that is focused on
mastery of skills and processes without right work values is anemic and dangerous.
An effective TLE is one that is founded on the cognitive, behavioral, or psychomotor
3
and affective dimensions of human development. Therefore, teaching TLE means
teaching facts, concepts, skills, and values in their entirety.
The diagram likewise shows that entrepreneurial concepts also form part of
the foundation of quality TLE. It is expected that TLE students, after using the
Learning Modules on Entrepreneurship-based TLE, imbibe the entrepreneurial spirit
and consequently set up their own businesses in the areas of Agri-Fishery Arts,
Industrial Arts, Home Economics, and Information and Communication Technology.
TLE by its nature is dominantly a skill subject; hence the teacher must engage
students in an experiential, contextualized, and authentic teaching-learning process.
It is a subject in which students learn best by doing. It is integrative in approach. For
instance, it integrates entrepreneurship with all the areas of TLE. It integrates
concepts, skills, and values.
4
LEARNING AREA STANDARD
The learner demonstrates the knowledge, skills, values, and attitudes (KSVA)
in Technology and Livelihood Education (TLE), which will enable him/her to gain
employment, become an entrepreneur, a middle level manpower and/or pursue
higher education.
KEY STAGE STANDARDS
Grades 4–6
Grades 7–10
Grades 11–12
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.
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.
The learner demonstrates
specialized technical skills
that would enable him/her
to obtain NC II.
5
GRADE LEVEL STANDARDS
GRADE
LEVEL
LEVEL STANDARDS
4
The learner demonstrates basic knowledge, skills, and values in
agriculture, entrepreneurship and ICT, home economics, and industrial
arts that can help improve self and family life.
5
The learner demonstrates increased knowledge, skills, and values in
entrepreneurship and ICT, agriculture, home economics, and industrial
arts toward improving family life and the community.
6
The learner demonstrates enhanced and expanded knowledge in
entrepreneurship & ICT, agriculture, home economics, and industrial
arts toward the improvement of the family’s economic life and the
community.
7
The learner demonstrates an understanding of basic concepts and
underlying principles in developing fundamental skills in Exploratory
Technology and Vocational Education (EPP/TLE/TVE).
8
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
9
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
10
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
11
The learner demonstrates an understanding of the principles in
preparing a creative and innovative business plan as it relates with
marketing, operations and human resource, and simple accounting and
financial plans to determine the feasibility and viability of the business
of his/her technology and Vocational specialization.
12
The learner demonstrates an understanding of the principles in
applying the business plan of his/her choice based on his/her T&VE
specialization.
6
HOME ECONOMICS SPECIALIZATION IN THE K TO 12 CURRICULUM
Detailed below are the specializations in Home Economics under the
curriculum guide for Technology and Livelihood Education of the Department of
Education.
Specialization
Number
of Hours
1.
Attractions and Theme Parks Operations with Ecotourism (NC II)
160
2.
Barbering (NC II)
320
3.
Bartending (NC II)
320
4.
Beauty/Nail Care (NC II)
160
5.
Bread and Pastry Production (NC II)
160
6.
Caregiving (NC II)
640
7.
Commercial Cooking (NC III)
(Prerequisite: Cookery NC II)
320
8.
Cookery (NC II)
320
9.
Dressmaking (NC II)
320
10.
Events Management Services (NC III)
320
11.
Fashion Design (Apparel) (NC III)
(Prerequisite: Dressmaking NC II or Tailoring NC II)
640
160
12.
Food and Beverage Services (NC II) updated based on
TESDA Training Regulations published December 28,
2013
13.
Front Office Services (NC II)
160
14.
Hairdressing (NC II)
320
15.
Hairdressing (NC III)
(Prerequisite: Hairdressing NC II)
640
16.
Handicraft (Basketry, Macrame) (Non-NC)
160
17.
Handicraft (Fashion Accessories, Paper Craft) (Non-NC)
160
18.
Handicraft (Needlecraft) (Non-NC)
160
19.
Handicraft (Woodcraft, Leathercraft) (Non-NC)
160
7
160
20.
Housekeeping (NC II)
updated based on TESDA Training Regulations published
December 28, 2013
21.
Local Guiding Services (NC II)
160
22.
Tailoring (NC II)
320
23.
Tourism Promotion Services (NC II)
160
24.
Travel Services (NC II)
160
25.
Wellness Massage (NC II)
160
SPECIALIZATIONS
Since this module focused on the processes on how to teach and not on the
TLE/TVL course itself, only five specializations will be given emphasis. These are
Bread and Pastry Production, Cookery, Food and Beverage Services, Events
Management, and Housekeeping. Aside from the fact that the five specializations are
widely known and are frequently enrolled in by most of students, the knowledge
acquired in teaching the five will also make ease in the facilitation of other
specializations, provided that the teacher has the technical skills in the area he/she
intends to teach.
•
Bread and Pastry Production (NC II)
The BREAD AND PASTRY PRODUCTION NC II Qualification consists of
competencies that person must achieve to be able to clean equipment , tools
and utensils and prepare, portion and plate pastries, breads and other
dessert items to guests in hotels, motels, restaurants, clubs, canteens, resorts
and luxury lines/cruises and other related operations.
•
Cookery (NC II)
The COOKERY NC II Qualification consists of competencies that a
person must achieve to clean kitchen areas, prepare hot, cold meals and
desserts for guests in various food and beverage service facilities
•
Events Management Services (NC III)
The EVENTS MANAGEMENT SERVICES NC III Qualification consists of
competencies that a person must achieve to coordinate events, functions
and/or conferences which may be held in conference centers, hotels, motels,
restaurants, clubs, resorts and luxury liners. It includes competencies on
8
event planning such as planning and developing an event proposal, concept,
and program, selecting a venue and site, and updating event industry
knowledge, as well as competencies on on-site event management such as
providing onsite management services, managing contractors and updating
knowledge on protocol.
•
Food and Beverage Services (NC II)
The FOOD AND BEVERAGE SERVICES NC II Qualification consists of
competencies that a person must achieve to provide food and beverage service
to guests in various food and beverage service facilities.
•
Housekeeping (NC II)
The HOUSEKEEPING NC II Qualification consists of competencies that
a person must achieve to prepare guest rooms, clean public areas and
equipment, provide housekeeping services, provide valet services, handle
intoxicated guest, and laundry linen and guest clothes to a range of
accommodation services.
APPLY
Answer/Perform the following comprehensively:
1. Using your own definition, what is Home Economics?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. Explain the TLE framework during a scheduled online class with the professor.
Grade _____
3. How are you going to cope up teaching TLE specialization that is not aligned
to your line of expertise?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
9
4. Create a photo essay captured in various settings within your home. You are
free to choose whatever themes and platform you will use. Just make sure your
photo essay conveys the relevance of Home Economics to student’s lives. Paste
your photo essay below. Grade _____
10
Section 1
DESIGNING THE LEARNING PLAN
Module 2
Understanding the Curriculum
Guides of Home Economics
Intended Learning Outcome (ILO)
The learners are expected to:
1. Understand the components of
curriculum guides;
2. Develop a portion of curriculum guide in
a specific topic; and
3. Analyze the significance of understanding
the curriculum guide in the teacher’s
classroom
11
INTRODUCTION
A curriculum guide is a structured document that delineates the philosophy,
goals, objectives, learning experiences, instructional resources and assessments that
comprise a specific educational program. Additionally, it represents an articulation of
what students should know and be able to do and supports teachers in knowing how
to achieve these goals.
DISCUSSION
CURRICULUM GUIDES
Understanding curriculum guides is essential in the crafting of lesson plans or
learning activities. It is necessary for prospective teacher to fully develop
comprehensive meaning of what are written in the guides. This is to ensure that the
classroom teachers know what he/she is doing and that his/her doings are aligned to
the vision, mission, goals, and objectives of the school.
Study the following curriculum guides. See how each part is crafted and
aligned to the overall philosophy, goals and objectives of DepEd.
12
Bread and Pastry Production (NC II)
13
14
15
16
17
18
19
20
21
22
23
24
Cookery (NC II)
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
Events Management Services (NC III)
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
Food and Beverage Services (NC II)
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
Housekeeping (NC II)
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
APPLY
ACTIVITY 1. Synthesize each curriculum guide and complete the table below. Use
your own words.
Curriculum
Guide
Bread and
Pastry
Production
Cookery
Events
Management
Services
Food and
Service
Management
Housekeeping
Content
Content
Standard
Performance
Standard
Learning
Competencies
140
ACTIVITY 2. Let’s say that T-shirt printing is an NC II area. Develop a portion of the
curriculum guide on T-shirt Printing. Complete the table below.
Curriculum
Guide
Content
(1 only)
•
•
Content
Standard
Performance
Standard
Learning
Competencies
(1 only)
(1 only)
(3 only)
•
•
•
T-shirt Printing
•
ACTIVITY 3. As an educator, how significant is your understanding of the curriculum
guide in this profession?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Section 1
DESIGNING THE LEARNING PLAN
Module 3
Crafting Home Economics
Lesson/Learning Plan
Intended Learning Outcome (ILO)
The learners are expected to:
1. Identify learning outcomes that are
aligned with competencies; and
2. Prepare developmentally sequenced
teaching and learning process to meet
curriculum requirements
142
INTRODUCTION
Since you are all third-year education students, you are fully aware of the
basics, types, and structures of daily lesson plan. The details in this module are the
structures of the lesson plan that you will need to include in the activity part.
DISCUSSION
LESSON PLAN
Lesson Plan/Learning Plan is the blueprint of the daily activities in the
teaching-learning process.
• It guides the teacher on the instructional activities he/she will implement in
class.
• This is an important component in the instructional process.
• This will help teachers become systematic and organized and on track/on task
while teaching.
• This will aid the teachers to teacher MORE and DO MORE and will help her/his
learners attain the outcomes set for the day.
• This will help the teachers plan differentiated activities to cater to diverse
types of learners.
• This gives a sense of direction in relation to the curriculum map and teaching
guides prepared for the subject.
• It also serves as practical and useful basis for future plans.
• It gives the teacher more confidence in carrying out the daily tasks.
Parts of the Daily Lesson Plan (DLP DepEd Order No. 42, series 2016)
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures
A. Before the Lesson – Opening the Lesson
• conduct/review of the previous lesson
• clarify concepts of the previous lessons
• introduce the connection of the new and past lesson
• state the new lesson objectives
• check background knowledge of the learners
- connect lesson to what is already known
- get learners’ interest in the new lesson, to start up and warm up
activities
- provides the learners opportunity to ask questions about the lesson
143
B. The Lesson Proper – Middle or Main Part of the Lesson
- explain, model, demonstrate and illustrate concepts, ideas, skills and
processes for learners to internalize the lesson
- convey new information to the learner
- provide feedback
- regularly check for learners’ understanding
C. After the Lesson – Closing or End of the Lesson
- do wrap-up activities
- provide summary of the lesson or ask students to summarize the key
concepts and activities
- reinforce what the teacher has taught and what the learners have
completed
Note: Assessment Methods are integrated in the DLP to regularly check the
understanding of the lesson.
- Formative Assessment to be done before, during or after the lesson
V.
VI.
VII.
Assignment (OPTIONAL) – It should be related to the lesson. It should allow
learners to master what was learned. (Read DepEd Order No. 329, series
2010)
Remarks
- This is to document specific instances that result in the continuation of
the lesson in cases of:
i. re-teaching
ii. insufficient time
iii. transfer of lesson to the following day as a result of class suspension
Reflection (to be filled out after the lesson by the teacher intern)
• To write parts of the lesson that went well or the parts that were weak, and
write briefly about it/them
• To share their thoughts and feelings about the lesson that were
successfully implemented, need improvement or could be adjusted in the
future
• To talk also to the learners who did not do well or those who need help
The Daily Lesson Log (DLL)
It is a template teachers use to log parts of their daily lesson. Teachers who
have been in the service for at least one (1) year, handling learning areas with
available LMS and TGs provided by the DepEd shall not be required to write the DLP
instead they shall be required to fill out a weekly Daily Lesson Log (DLL).
144
APPLY
ACTIVITY 1. Request a sample lesson plan or a Daily Learning Plan from you’re a
Home Economics Teacher. Study each part carefully. Paste it here creatively.
145
Question: Is the learning plan developmentally sequenced to meet curriculum
requirements? Explain.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Insights on the Daily Learning Plan
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
What is the impact of this to me as a future educator?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
ACTIVITY 2. Make your Daily Learning Plan (DLP) outline using the given template.
Choose a Home Economics topic. Prepare a developmentally sequenced Learning
Plan with learning outcomes aligned with the learning competencies.
Subject Area:
Topic/Learning Content:
Learning Competencies:
146
What to attain or realize?
Learning Outcomes
Content Standards
Performance Standards
What to use?
Learning Resources
Procedures
Before the Lesson
The Lesson Proper
After the Lesson
What to do?
147
ACTIVITY 3. Attach here creatively your own crafted Daily Lesson Plan.
148
Section 1
DESIGNING THE LEARNING PLAN
Module 4
Crafting Home Economics Module
Intended Learning Outcome (ILO)
The learners are expected to:
1. Comprehend the different components of
learning module; and
2. Develop a portion of Home Economics
Module.
149
INTRODUCTION
A Learning Module is an organized collection of content presented together. A
Learning Module can support a course goal, a course objective, a subject, a concept,
or a theme. Instructors can set a structured path through the content items using a
storyboard or a set of dependencies. For example, a Learning Module can present the
concept of magnets’ fields before describing how speakers and microphones work.
Understanding the first concept is dependent on understanding the second concept.
Alternatively, instructors can allow students to explore the content in a Learning
Module in any order, and at their own pace. For example, a Learning Module can
present a series of images and descriptions of various animals in a genus. Students
can view the images and descriptions in any order, as no order is required for
understanding the whole.
DISCUSSION
FLEXIBLE LEARNING
In writing effective module, first, we need to understand what flexible
learning is and how to ensure that its modalities are implemented. Is flexible
learning online learning?
What is FLEXIBLE LEARNING?
• Flexibility entails teaching and learning anywhere, anytime. It calls for a
learner-centered approach.
• The level of flexibility increases with technology integration.
• Learning should continue.
• Ensure the safety of all (students, teachers and employees).
• Ensure that all students will be included (NO ONE SHOULD BE LEFT BEHIND).
What really is FLEXIBLE LEARNING?
• It is about empowering students by offering them choices in delivery
modalities.
• It requires a balance of power between institutions and students, and seeks
to find ways in which choices can be provided that is economically viable
and appropriately manageable for institutions and students.
150
Delivering FL concerns:
1. Pace (Deliver Schedules)
2. Place (Physical location)
3. Mode (Learning Technologies)
What are flexible modalities?
1. Blended learning
2. Distance Learning
What is distance education?
• a mode of instructional delivery whereby the teacher and the learner are
separated in time and space and the instruction is delivered through
specially designed materials and methods using appropriate technologies
and learning management system and supported by organizational and
administrative structures and arrangements.
• enables learning to take place from a distance, virtually and differently from
the conventional classroom or traditional mode.
• Knowledge on:
Flexible Learning + Flexible Modalities = EFFECTIVE MODULE
MODULAR INSTRUCTION
• It is an alternative instructional design that used developed instructional
materials which are based on the needs of the students.
• Students engaged themselves in learning concepts presented in the module.
• They developed a sense of responsibility in accomplishing the tasks provided
in the module.
151
Module (a.k.a. Self-learning kit)
❑ Specially designed materials and methods
❑ A module may consist of one or more units
❑ More interactive than the other types of written IMs
❑ Develops independent study through self-paced instruction
❑ Ideally contains pretest, posttest, lesson inputs, exercises and drillsprovisions for self-paced learning
Learning Module Components
According to Duldulao (2000) …
• Title
• About the Module
• Topic Opener
• Objectives and Topics
• Suggested Methodology
• Materials/Visuals
• References
• Evaluation
152
According to IRRI…
• Title
• Prospectus
• Rationale
• Objectives
• Discussion of Topics
According to PCARRD (1997) …
• Title
• Rationale
• Description and Scope
• Objectives
• Strategies
• Resources
• Requirement
• Topics
According to CLSU-ILO (2000) …
• Title
• Scope
• Overview
• Objectives
• Discussion of Topics
• Self-check Test and Evaluation Activities
• References
In SLSU, we have three (3) models:
Model A
• Objectives
• Discussion (Lesson Proper)
• Self-assessment Questions
• Summary (intersperse within the discussion)
• References
• Mastery test/ Quiz (may be given separately)
• Answers to Self-assessment Question
• Assignment (this can be given separately together with the assignment guide.)
153
Model B
• Title
• Introduction
• Overview
• Instruction to the Users
• Pretest
• Objectives
• Learning Activities
• Formative Test
• Summative Evaluation
Model C
• Title
• Overview
• Objectives
• Discussion
• Evaluation
• References
LEARNING MODULE: COMPONENTS DYNAMICS
1. Title
• The title should state clearly what your module is about.
• This first slide is the advertisement for your module. It is your best
chance to capture your learner’s attention and make them want to
study the module.
• So, make it as attractive and informative as possible!
2. Overview
• The overview introduces the learner to the theme of the module, its
purpose, organization, and uses.
• To provide clear instruction to the learners as to how s/he should
proceed, and what s/he has to do after each step.
3. Objectives
• Do not start to develop your module until you have identified a few
(usually 3-4) clear learning outcomes (LOs)
• The LOs are vital because they:
✓ determine precisely the content of the module
✓ determine precisely the assessment
154
•
•
•
•
•
Once you are happy with your LOs – stick to them and do not allow
the module to wander into other areas – FOCUS!
Good LOs should clearly state what the learner should be able to do by
completing the module
They should be “active” - so that the learner will be able to assess for
themselves whether or not they have achieved the LOs
Try rewording the LOs a few different ways to get the balance right
between sufficient detail but not too long-winded
Use “active” words such as “discuss” and “explain”
4. Discussion
• The content is the information that you want the learner to acquire.
• Clearly, this information has to be accurate and up-to-date.
• The content should also be clearly referenced so that the learner is
able to check the source of the information.
• Start by identifying a small number of reliable and up-to-date sources
of information. It is often useful to use a recent review as the main
source of your content.
155
156
157
5. Evaluation
• In most cases, the assessment for the module should be “formative”.
This is purely for the learner’s benefit – so that he or she can track
their own progress.
• The assessment should be limited to the LOs. The purpose is to allow
the learner to confirm that they have achieved the LOs.
• The learner should perform well in your assessment. This confirms
that your module has been effective!
6. References
• Should include not only the sources used but also additional/
supplementary readings.
158
APPLY
MODULE MAKING. Choose a topic in Home Economics that interests you. Create a
learning module for a single topic. Follow the content below:
✓
✓
✓
✓
✓
✓
Cover Page
Objectives
Introduction
Discussion
Evaluation
References
159
Section 2
METHODS AND
TECHNIQUES IN TEACHING
Module 5
Pedagogical Approaches
Mandated by R.A. 10533
Intended Learning Outcome (ILO)
The learners are expected to:
1. Discuss the different pedagogical
approached mandated by RA 10533;
2. Perform a demonstration teaching on a
specific topic in Home Economics; and
3. Analyze the significance of various
pedagogical approaches in addressing
students’ needs.
160
INTRODUCTION
Understanding teaching starts from developing a viable concept of teaching
that goes beyond analyzing teaching methodology and describing various activities
that go into the process. Traditionally, it has been taken to mean everything that a
teacher does in the classroom. Lately, however, there has been accepted new notions
about teaching that include a thorough understanding of what teaching is and what
implications it gives on the act of teaching itself.
R.A. 10533 better known as the Enhanced Basic Education Act of 2013 or the
K to 12 Curriculum dictates pedagogical approaches that will be used by classroom
teachers today. Detailed in this module are the various pedagogical approaches that
you will be needing in your future classroom settings.
DISCUSSION
PEDAGOGICAL APPROACHES
Pedagogical approaches are often placed on a spectrum from teacher-centered
to learner-centered pedagogy.
Teacher-Centered Pedagogy
Teacher-centered pedagogy positions the teacher at the center of the learning
process and typically relies on methods such as whole-class lecture, rote
memorization, and chorus answers (i.e., call-and-response). This approach is often
criticized, especially when students complete only lower-order tasks and are afraid
of the teacher.
161
Learner-Centered Pedagogy
This pedagogical approach has many associated terms (e.g., constructivist,
student-centered, participatory, active), but generally draws on learning theories
suggesting learners should play an active role in the learning process. Students
therefore use prior knowledge and new experiences to create knowledge. The teacher
facilitates this process, but also creates and structures the conditions for learning.
Burton and Bartlett (2006), as cited by Pritchard & Woollard (2010) suggest
that there is a danger that new ideas for pedagogical approaches in the classroom are
often promoted, sometimes by government agencies, without the detailed research
and theoretical underpinning relating to its being considered with due diligence
“Learning-centered pedagogy” acknowledges both learner-centered and
teacher-centered pedagogy can be effective, but teachers must consider the local
context, including the number of students in the class, the physical environment, the
availability of teaching and learning materials, etc. It suggests that teachers should be
flexible and carefully adapt their pedagogical approaches based upon the school
environment.
REPUBLIC ACT NO. 10533
Enhanced Basic Education Act of 2013
Section 5. Curriculum Development.
The DepED shall work with the Commission on Higher Education (CHED) to
craft harmonized basic and tertiary curricula for the global competitiveness of
Filipino graduates. To ensure college readiness and to avoid remedial and duplication
of basic education subjects, the DepED shall coordinate with the CHED and the
Technical Education, and Skills Development Authority (TESDA). The DepED shall
adhere to the following standards and principles in developing the enhanced basic
education curriculum:
a. The curriculum shall be learner-centered, inclusive and developmentally
appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and integrative;
f. The curriculum shall adhere to the principles, and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE)
g. The curriculum shall use the spiral progression
162
h. The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and
social contexts.
DepEd Region IV-A Memorandum No. 233 s. 2016
Implementation of the Pedagogical Approaches Mandated by R.A. 10533
THE 2C-2I-1R PEDAGOGICAL APPROACHES
• Teaching and Learning Approaches Across Learning Areas that Support
Teacher Practice is a guide to all curriculum planners, designers and leaders
of DepEd Region IV-A. It was crafted to provide support in implementing the
approaches prescribed in R.A. 10533 expected to develop the information
skills, learning and innovation skills, communication skills, life and career
skills of all learners in the basic education program.
• The five major approaches are Constructivist, Collaborative, Integrative,
Reflective and Inquiry-based Learning (2C-2I-1R).
• Implementation of the Pedagogical Approaches
- “…this Office reiterates the use of the 2C-2I-1R approaches cum
suggested strategies and underlying principles…”
Article XIV, Section 5 of the Constitution of the Philippines
• states, “Academic freedom shall be enjoyed in all institutions of higher
learning.”
• The raison d’être (reason for being) of academic freedom is to guarantee that
teaching, learning and research are free from state intervention and
manipulation (Osieja, 2016).
PEDAGOGY
• derived from French and Latin adaptations of the Greek boy + leader, literally
means a man having oversight of a child, or an attendant leading a boy to
school (Mortimore, 1999).
• “Paidagōgos” is an ancient Greek word (παιδαγωγο′ς) meaning “a slave who
takes children to school to learn” (Pritchard & Woollard, 2010).
• It is the heart of teaching. It is the rule and principle that guide effective and
efficient activities which lead to learning (Pritchard & Woollard, 2010)
• The field relies heavily on educational psychology, which encompasses
scientific theories of learning, and to some extent on the philosophy of
education, which considers the aims and value of education from a
philosophical perspective (britannica.com).
163
1. CONSTRUCTIVIST APPROACH
This is based on the central notion that learners construct their own understanding of the world around them
based on experience as they live and grow. They select and transform information from past and current knowledge and
experience into new personal knowledge and understanding (Pritchard & Woollard, 2010).
Constructivist Approach allows learners to be active in the process of constructing meaning and knowledge rather
than passively receiving information. It fosters critical thinking and provides learners with a learning environment that
helps them make connections with their learnings (RM No. 233 s. 2016).
Since the construction is the process of learning, teachers have a big role like (a) to influence, or create motivating
conditions for students, (b) take responsibility for creating problem situations, (c) foster acquisition and retrieval of prior
knowledge, (d) create the process of learning not the product of learning Olsen (1999).
STRATEGIES
1. Thinking Skills
-
2. Activity-based
-
FEATURES
SUGGESTED ACTIVITIES
(What the strategy is all about)
(How to use the strategy)
Strives to improve
achievement by
consciously developing
learners’ ability to consider
ideas
Analyzes perspectives
Solves problems and makes
decisions on their own
Engages learners in
individual or group
experiential learning
opportunities such as
SUGGESTED FORM OF
ASSESSMENT
(Forms/Types of measure to
use to implement the strategy)
The RMFD Activity
- Recall (Past Experiences)
- Model (follow Procedures/steps)
- Familiarize (Repeat the
performance/ scaffolding)
- Decide (form a conclusion)
-
The 3 A's Activity
- Act (giving simple
workshops/coaching)
- Analyze (Compare and Abstract)
-
-
-
OBP (Outcomesbased
Performance)
Rubrics
Paper presentation
Power point
presentation
Project exhibits
164
purposeful conversation,
project planning, hands-on
inquiry, analysis and
product creation
3. Direct
Instruction
-
-
Apply (Use and implement)
Guides/models the learning The TGA Activity
- Tell (Give guidance)
in a quickest way
- Guide (Facilitate the process)
- Act (Apply the concept)
-
-
Activities that will
demonstrate the
multiple
intelligences of the
learner
Laboratory
experiment results
Template
completion
Framework
creation/
interpretation
2. COLLABORATIVE APPROACH
Collaborative learning (CL) is an educational approach to teaching and learning that involves groups of learners
working together to solve a problem, complete a task, or create a product (Laal & Laal, 2012). Collaborative Approach
requires learners to work together towards a common goal. This type of learning has been called in various names like
collective learning, learning communities, peer teaching, peer learning or team learning; Learners engage in a common
task in which each individual depends on and is accountable to each other.
Further, Laal & Laal (2012) stated that good way to understand what CL means is to refer to the definitions
presented by experts in the field:
• CL is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or
students and teachers together. Activities vary, but most center on student’s exploration or application of the
course material, not simply the teacher’s presentation or explication of it (Smith, B.L. & MacGregor, J.T., 1992).
165
•
•
In CL, learning is a naturally social act in which participants talk among themselves. It is through the talk that
learning occurs (Gerlach, J.M., 1994, p.12).
Two or more may be interpreted as a pair, a small group (3-5 subjects) or a class (20-30 subjects). Learn
something may be interpreted as follow a course; perform learning activities such as problem solving. Together
may be interpreted as different forms of interaction which may be face-to-face or computer mediated
(Dillenbourg, P., 1999).
In order to achieve a classroom where collaborative learning approach works, teachers must fully understand
learners preferred learning styles and view of learning. Classroom teachers shall use the following strategies properly:
1. Online - Collaborative Learning
2. Jigsaw Method
3. Think- Pair- Share
4. Integrated Process Approach
5. Peer Teaching
STRATEGIES
1. Online
Collaboration
-
FEATURES
SUGGESTED ACTIVITIES
(What the strategy is all about)
(How to use the strategy)
Prepares learners to be
1. The CPFM Activity
- Create Transparency of
responsible individuals in a
technologically advanced
Expectations
society. Projects and
- Provide Clear Instructions
activities given by the
- Form Small Groups
teachers shall reflect
- Monitor and Support
students/ current and
2. Integration of Information
future needs
Technology (IT) in the lessons
SUGGESTED FORM OF
ASSESSMENT
(Forms/Types of measure to
use to implement the strategy)
-
Project
Presentation
Paper presentation
Action Research
(SHS)
Formal Essay (SHS)
166
2. Jigsaw Method
3. Think-PairShare
-
-
is a cooperative learning
technique in which
learners work in small
groups. It can be used in a
variety of ways for a
variety of goals that allows
for an efficient way for
learners to learn content,
develop their listening,
engagement and empathy
skills aside from allowing
them to interact among
each other and work
independently.
is a strategy in which
students work together to
solve a problem or answer
a question. Students think
through questions using
three distinct steps: TPS
(Think, Pair, and Share).
The TDAR Activity
- Think (Analysis of the problem)
- Discuss (Share ideas on how to
solve the problem)
- Act (Act collaboratively)
- Reflect (Introspect on the results
made by the group)
-
The 2D-2M Activity
- Decide (Upon the problem/issue to
be solved)
- Describe (The purpose of the
strategy and provide guidelines for
discussions)
- Model (ensure that students
understand how to use the strategy)
- Monitor (Support students as they
work)
-
-
-
Group paper
introspection re:
experiences/feeling
during the group
discussion
Product of the
group (in line with
the rubrics
provided by the
teacher)
Group power point
presentation
Paper Reflection
(Self-assessment)
Observation
Checklist to monitor
the desirable
attitudes of the
learners during
collaborative work
167
4. Integrated
Process
Approach/
Project
Management
5. Peer Teaching
-
-
A highly collaborative
activity for it requires the
whole team to think of the
entire project and all of its
systems together/
emphasize connections and
improve communication
among students and
stakeholders throughout
the life of a project.
The Process/Activity
- Think of the project as a whole
- focus on life cycle design
- Work together as a team from the
beginning
- Conduct assessment (e.g., threat,
vulnerability assessments & risk
analysis) to help identify
requirements and set goals
- Develop tailored solutions that
yield multiple benefits while
meeting requirements and goals
- Evaluate solutions
- Ensure requirements and goals
are met
- Emphasize the integrated process
involves learners taking on The AFA Activity
a teaching role in the school - Assign and Design the Lesson
setting. This strategy can be - Facilitate the Lesson
reciprocal teaching, peer
- Assess their Peers
tutoring and cooperative
learning
-
-
Paper presentation
Project
Presentation
Exhibit
Case studies
presentation
Debates results
Demonstration
Collaborative
writing
Paper presentation
Power Point
presentation
Group reports
168
3. INTEGRATIVE APPROACH
Roegiers (2001) as cited by Peyser, Gerard, & Roegiers (2006) said that the goal of such pedagogy is to enable the
learner to master those situations he/she will have to deal with in his/her professional and/or private life.
Integrative Approach provides learners with a learning environment that helps them make connections of their
learning's across curricula. It focuses on connections rather than teaching isolated facts (RM No. 233 s. 2016).
To this effect, pedagogy of integration has four objectives (Peyser, Gerard & Roegiers, 2006):
a. Making sense of the learning process
b. Differentiating matters by relevance
c. Applying the learning to practical situations
d. Associating the learned elements
STRATEGIES
1. ScaffoldKnowledge
Integration
-
-
FEATURES
SUGGESTED ACTIVITIES
(What the strategy is all about)
(How to use the strategy)
Makes thinking visible
Models scientific thinking;
scaffolds students to make
their thinking visible;
provides multiple
representations
Helps students learn from
others
Encourages listening to
others; designs
discussions; highlights
cultural norms
The 4 As Activity
- Activity (Build on students’ ideas)
- Analysis (Make thinking visible)
- Abstraction (Encourage listening to
others)
- Application (Promote
autonomy/lifelong learning)
SUGGESTED FORM OF
ASSESSMENT
(Forms/Types of measure to
use to implement the strategy)
-
Group work
presentation
Projects exhibit
169
Promotes autonomy and
lifelong learning
- Encourages monitoring;
provides complex projects;
revisits and generalizes
inquiry processes; scaffolds
critique
CBI lesson focuses on the topic
or subject matter using the
language they are trying to
learn as a tool for developing
knowledge. They develop their
linguistic ability in the target
language with the content of a
particular subject.
-
2. Content-based
Instruction
(CBD)
This is thought to be a more
natural way of developing
language ability and one that
corresponds more to the way
we originally learn our first
language.
The 4As Activity (same as above)
- Activity
- Analysis
- Abstraction
- Application
-
Power point
presentation
Paper
Action research
(SHS)
170
Six-T's Features
Themes – Central ideas that
organize major curricular units
Text – content resources
which drive the basic planning
of theme units
Topics – sub-units of content
which explore specific aspects
of the theme
Threads – linkages across
themes which create greater
curricular coherence
Tasks – instructional activities
and techniques utilized
Transitions – explicitly
planned actions which provide
coherence across topics in a
theme unit and across tasks
within topics
171
3. Thematic
Teaching &
Learning by
Design
-
-
integrates basic discipline
of all subjects
acquires knowledge best
when learning in the
context of a coherent
"whole" and when they can
connect what they're
learning to the real world.
Seeks to put the teaching of
cognitive skills such as
reading, mathematics,
science, and writing in the
context of a real-world
subject that is both specific
enough to be practical, and
broad enough to allow
creative exploration
The AACE Activity (Kalantzis, 2007)
- Apply (Being Creative)
- Analyze (Being Critical)
- Conceptualize (Design Theory)
- Experience (New concept with
celebration)
-
One way to check if
the teacher is using
thematic approach
is the bulletin
board display
where lessons in
different learning
areas are connected
to each other and
focus on the theme
-
culminating
performance
4. INQUIRY-BASED APPROACH
“Inquiry ... requires more than simply answering questions or getting a right answer. It espouses investigation,
exploration, search, quest, research, pursuit, and study” (Kuklthau, Maniotes & Caspari, 2007).
Inquiry-based learning is an approach of acquiring or obtaining information thru investigation carried out by the
learners who are eager to know the phenomenon in question. It is used to engage learners of all ages to learn by
exploration and discovery. As learners investigate, they build their understanding and create meaning and new
knowledge on a certain content/topic. The process of inquiry begins with gathering information and data through seeing,
hearing, touching, tasting, and smelling.
172
Whitworth, Maeng & Bell (2013) inquiry is an important pedagogical approach in teaching Science. Another
underlying reason is that its success can be significantly improved due to the recent technical developments that allow
the inquiry process to be supported by electronic learning environments (Pedaste, Et al., 2015).
Educators play an active role throughout the process by establishing a culture where ideas are respectfully
challenged, tested, redefined and viewed as improvable, moving children from a position of wondering to a position of
enacted understanding and further questioning (Scardamalia, 2002).
To achieve the desired outcomes using this approach, the following strategies can be adopted (RM No. 233 s.
2016):
a. Simulation
b. Demonstration
c. Experiment
d. Field Study
e. Project Work
STRATEGIES
1. Cyclic Inquiry
Model and the
Practical
Inquiry Model
-
-
FEATURES
SUGGESTED ACTIVITIES
(What the strategy is all about)
(How to use the strategy)
Demonstrates an activity or
a process of a given
content/topic. Post the
topic as a statement starter
or a question on small
board
Communicates through
writing with markers,
asking questions and
SUGGESTED FORM OF
ASSESSMENT
(Forms/Types of measure to
use to implement the strategy)
The AICDR Activity (Bruner 1965)
- Ask (To know)
- Investigate (To analyze)
- Create (To form)
- Discuss (To give arguments)
- Reflect (To introspect)
-
The DCAP Activity (Garrison,
Anderson &Archer, 1999)
-
-
Formal and
informal
observations
Discussions/
conferences
Tasks done in
groups
Demonstrations/
Performances
173
making comments to the
prompt and to each other's
posts
2. KnowledgeBuilding
community
model
Collects/processes the results
at the end to use as data for
later activities based on the
community of learner's
participation. This can be
tweaked by allowing them to
review these results.
Deliberate (Applicability of the
concept)
- Conceive (Idea/concept formulated)
- Act (Application of the concept)
- Perceive (Awareness on the
usability of the concept)
The EIBU Activity
- Experience (setting up the concept)
- Inform (Gather and analyze
information)
- Build knowledge (Processing and
Abstraction)
- Understand (Decision-making)
-
-
-
-
3. Experiment
-
An activity of doing
investigation
Encourages learners’
interest to manipulate
objects, test hypothesis and
work together to solve or
prove something exciting.
Introduce the activity.
Ask the learners to state the
problem in the form of a question.
This will lead them to formulate
their hypothesis
Allow them to do research and
gather information on the problem
-
-
Projects /Portfolios
Peer and SelfAssessment
Self-reflection
Formal and
informal
observations
Discussions/
conferences
Tasks done in
groups
Demonstrations/
Performances
Projects /Portfolios
Peer and SelfAssessment
Self-reflection
Standardized tests,
quizzes and
homework/
assignments
Open-ended
questions that
allow learners/
174
In the process, learners are
able to see or relate
concepts better thereby
contributing to a thorough
understanding of concepts
-
-
Guide them to form a hypothesis
Ask them to do the experiment to
test the hypothesis
Allow them to collect, record and
analyze data from the experiment.
Let them present their findings for
others to comment or react to their
findings.
State a conclusion based on the
results
-
teachers to reflect
on their experience
and give an idea of
what they did and
did not get from the
experiment,
Exhibits
Study/Research
Presentation
5. REFLECTIVE APPROACH
Reflective Teaching Learning Approach means looking at what the teacher and learners do in classroom, thinking
about why they do it, and analyzing about it if it works. This is a process of self-evaluation cum self-observation (Regional
Memorandum No. 233, s. 2016)
• Suggested Strategies: Self-Evaluation and Self Reflection
• Suggested Form of Assessment: Diary Presentation, Paper writing Reports, or Journals
STRATEGIES
Self-evaluation
and Self-reflection
-
FEATURES
SUGGESTED ACTIVITIES
(What the strategy is all about)
(How to use the strategy)
collects information about
what goes on inside the
classroom
The TTRA Activity
- Think (Analyze patterns occurring
during the teaching and learning
process)
SUGGESTED FORM OF
ASSESSMENT
(Forms/Types of measure to
use to implement the strategy)
-
Diary Presentation
Paper writing
Reports
Journals
175
-
-
Analyzes/evaluates the
obtained information by
teacher and learner
Engenders improvements
in teaching towards
effective learning
-
-
-
Talk (Self-talk or group talk done by
the teacher or learner-source of
reflection)
Read (finding out or making
affirmations regarding behavioral
patterns)
Ask (Post questions to get ideas or
opportunities on an area that
interest you to improve/develop)
176
APPLY
Each student in class will do demonstration teaching. They are free to select
their topic of interests as long as it is under the Home Economics field. Rubrics that
will be used in the demonstration is detailed below.
PERFORMANCE INDICATOR
POINTS
I. Personal Appearance (10%)
a. Well-poised
2
b. Properly groomed
2
c. Free of mannerism
2
d. Pleasant disposition
2
e. Strong enough to command respect
and attention
2
Subtotal
10
II. Lesson Planning (10%)
a. Objectives are stated in behavioral
terms (KSA) and in content/
performance standards (K12).
b. Lesson plan contains relevant and
appropriate activities.
c. Lesson plan is well-written requiring
minimum or no revision.
d. Neatness and proper format are
observed.
2
2
2
2
e. Lesson plan is submitted on time.
2
Subtotal
10
RATING
177
III. Preparation and Utilization of
Instructional Material (10%)
a. Instructional materials are
appropriate for activities given.
b. Visual materials are clear, neat, and
attractive.
c. Instructional materials used show
teacher’s creativity and
resourcefulness
d. Instructional materials are utilized
properly and effectively
Subtotal
2
2
3
3
1.5
1.5
2
3
10
IV. Classroom Management (10%)
a. Has a systematic way of checking
attendance, assignment, practice,
exercise, group work, projects,
correcting, distributing, and
collecting papers.
b. Handles disciplinary problems
effectively by means of different
classroom management techniques
(e.g. Tone of voice, etc.)
c. Motivates and keep student’s
attention and interest
d. Create classroom experience,
allowing us to share or express
ideas/opinion/experience freely.
Subtotal
V. Guiding Teaching and Learning
Experience (50%)
a. Makes effective introduction and
motivation
b. Gives clear directions and logical
explanations
3
3
2
3
2
2
1.5
10
4
3
c. Has a mastery of subject matter
5
d. Strategies are well planned and
executed
5
e. Board work is well-done
2
f. Makes effective use of the allotted
time
g. Uses appropriate questioning
techniques
2
3
4
4
2
4
4
2
2
3.5
178
h. Provides varied learning tasks and
students activities
i. Gives incidental teaching when
necessary
j. Focuses students attention on
important points in the lesson
k. Rapport between mentor/pupils is
shown
l. Guides students in summarizing
main ideas/concepts
m. Handles wrong answer tactfully
n. Provides appropriate reinforcement
in order to maximize student’s
participation inside the classroom
o. Conducts different types of
assessment tools properly
Subtotal
3
2
3
3
3
3
3
4
50
1.5
1
1.5
1
2
1
2
2
179
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