EDUKASYONG PANTAHANAN
AT PANGKABUHYAN
MODULE 1
“Approach Method and
Techniques in Teaching EPP for
Elementary Level”
MODULE 1
Introduction of key concept
ᕦ Approach Methods and Techniques in Teaching EPP for Elementary Level
INTENDED LEARNING OUTCOME
Within these weeks, the students should be able to:
a. Identify the appropriate method/approach/technique in teaching specific knowledge
and skill in teaching ICT, Agriculture, Home Economics, and Industrial Artsꓼ
PREPARATION
Direction: The learners will be group into 4 and would act out each word or phrase, while
the rest will pass the action and the last one will run to the front and ring bell before saying
the word out loud; the group who rings the bell first will get points.
1. Running
.
2. Jumping
3. Eating.
4. Painting
5. Drinking.
6. Cleaning
.
PRESENTATION
What you will learn:
Meaning of Approach, Methods and Techniques
Approach
is a set of assumptions that define beliefs and theories about the nature of the
learner and the process of learning.
Method
is an overall for systematic presentation of a lesson based upon a selected approach (Brown,
1994). Some authors call it design.
Techniques
are the specific activities manifested in the classroom that are consistent with a method and
therefore in harmony with an approach as well (Brown, 1994). Technique is referred to also
as a task or activity.
APPROACHES, METHODS AND TECHNIQUES IN TEACHING EPP
1. Demonstration Method
The demonstration method is a direct method of instruction. It is referred as the "show
and tell" method. The teacher simply shows to the students how a thing is done and explains
as he/she demonstrates. For an effective demonstration, it is necessary that the teacher
mentions the do's 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 often mistaken, or which are most often missed.
TWO TYPES OF DEMONSTRATION
A. Demonstration of a Product
B. Demonstration of a Process
It is expected that after the teacher demonstration of a process, the students are given
the opportunity to demonstrate the process or the skill themselves. However, students should
not be expected to demonstrate the process of the skill immediately on their own after the
teacher has shown it. This has to be done gradually. The steps are:
a. Teacher demonstrates.- "Watch me and listen to me".
b. Student demonstrates with scaffolding from the teacher. "Let's do it together".
c. When a student can do the process by himself/herself, student demonstrates the skill or
process. "Do it as I watch".
d. The teacher gives more opportunity for practice for skill mastery.
e. The teacher assesses to determine skill mastery by all students.
It goes without saying that at all times, while students practice the newly learned skill,
teachers must be visibly supervising students while they practice for mastery.
2. Hands on Learning
Hands-on learning, more formally known as experiential education, reflects a teaching
philosophy that promotes learning by doing. The strategy allows children to practice guided
tactile learning in which they absorb knowledge not only by listening, but by experiencing.
Generally speaking, hands-on learning is learning through experience. Students handle
the materials, equipment, and instruments in real time and manipulate it. It is obtaining the
skills, knowledge, and competencies that are necessary. Working in a hands-on way is
presumed to extend a more thrilling and realistic experience of the content. The most
verifiable researches bear evidence for the speculation that employing hands-on activities
steers to positive motivational results. Although there is also evidence that adults may be
over-challenged when independent problem-solving is involved during these kinds of
activities, especially those who are not used to open laboratory work were found to be low in
confidence regarding aspects of practical and hands-on work that require analysis and critical
thinking.
One of the benefits of a hands-on learning environment is that students will get a feel for
materials and equipment that is commonly used in the workplace after the course. This is
particularly good if the student is working with equipment and tools. One of the main reasons
for accidents in the workplace comes from equipment and tools misuse; knowing how to
properly handle equipment increases safety.
By definition, hands-on learning requires students to engage in the education process
using multiple senses including sight, hearing and touch known as multisensory learning; the
hands-on teaching strategy engages the senses in a way that promotes learning
comprehension on multiple levels. This practice allows students to understand information
and also use it. For example, a young child may verbally acknowledge basic math facts, but
is unable to solve problems on an additional worksheet. Manipulating tactile math blocks
allows that student to better comprehend the concepts by actively utilizing acquired
knowledge.
3. Cooperative Learning
Cooperative Learning, sometimes called small-group learning, is an instructional strategy
in which small groups of students work together on a common task. The task can be as
simple as solving a multi-step math problem together, or as complex as developing a design
for a new kind of school. In some cases, each group member is individually accountable for
part of the task; in other cases, group members work together without formal role
assignments.
According to David Johnson and Roger Johnson (1999), there are five basic elements
that allow successful small-group learning:
Positive interdependence: Students feel responsible for their own and the group's effort.
Face-to-face interaction: Students encourage and support one another; the environment
encourages discussion and eye contact.
Individual and group accountability: Each student is responsible for doing their part; the
group is accountable for meeting its goal.
Group behaviors: Group members gain direct instruction in the interpersonal, social, and
collaborative skills needed to work with others occurs.
Group processing: Group members analyze their own and the group's ability to work
together.
Cooperative learning changes students' and teachers' roles in classrooms. The ownership
of teaching and learning is shared by groups of students, and is no longer the sole
responsibility of the teacher. The authority of setting goals, assessing learning, and facilitating
learning is shared by all. Students have more opportunities to actively participate in their
learning, question and challenge each other, share and discuss their ideas, and internalize
their learning. Along with improving academic learning, cooperative learning helps students
engage in thoughtful discourse and examine different perspectives, and it has been proven
to increase students' self esteem, motivation, and empathy.
Some challenges of using cooperative learning include releasing the control of learning,
managing noise levels, resolving conflicts, and assessing student learning. Carefully
structured activities can help students learn the skills to work together successfully, and
structured discussion and reflection on the group process can help avoid some problems.
4. Project Method/Project-Based Method
This is a strategy where learners acquire knowledge through planning and execution of
practical projects
Types of Project-Based Method
•Individual Project
•Group Project
•Simplex Project
•Complex Project
According to Kilpatrick-Kaun (2014) Project can be classified into:
a. Constructive Project-practical or physical tasks such as construction of article making a
model and playing drama are done in this type.
b. Aesthetic Project-appreciation powers of learners are developed through musical
programs, beautification of things and appreciation of poems and so on.
c. Problematic Project-develop the problem solving the capacity of learners through their
experiences.
d. Drill Project-it develops mastery of the skill and knowledge of the learners.
Steps in preparing a learning activity under the Project-based learning technique
•Creating a situation-teacher tells the method and procedure to be done.
•Selecting the Project-apply the six principles project method (purpose, utility, activity,
freedom, reality and prior planning.)
•Planning- teacher discusses various points to the learners and take part in the discussion.
•Execution-select relevant facts.
•Evaluation- when finished, project is evaluated by the group within themselves and reported
to the teacher.
•Reporting- learners write each and every step on how they finished the project.
5. Instructional Module
Modular Teaching is one of the most widespread and recognizes learning techniques.
An Instructional Module is a self-contained and self-sufficient unit of instruction for the learner
to achieve a set of objectives.
Characteristics:
•Independent
•Self-contained
•Self-instructional
•Clearly defined objectives
•Concerned with individual differences
•Systematically organized learning opportunities
•Utilization of a variety of media
•Active participation of learner
Components of Module:
1. Title- the title of the module should be clear
2. Introduction-background of the module
3. Overview-the overview introduces the learner to the theme of the module, its purpose,
organization and uses
4. Instruction to the Users- to provide clear instruction to the learner as to how he should
proceed, and what he has to do after each step
5. Pre-test- a pre-test is given at the beginning
6. Objectives- the instructional objectives of the module should be clearly stated
7. Learning Activities- enable the learner to develop behavior in a predetermined direction
8. Formative Tests- are given at the end of each learning unit/learning activity
9. Summative Evaluation- is done with the help of a post test Advantages:
Advantagesꓽ
•Learning becomes very effective.
•It establishes a system of assessment other than marks or guides.
•Modules can be administered to single use, small groups or large groups.
•It is more appropriate for mature students.
Disadvantages:
•Modules are economical in their use.
•Appropriate only for matured students.
•Time Consuming
•Demands smart classrooms
6. Utilization of Resource Persons and Community Materials
Resource persons are experts 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 a committee at the program planning stage.
If the teacher is not an expert in a given content, you will need resource persons to
ensure a good training where participants gain well-presented knowledge. Resource persons
do not just add expertise but also make the learning more interesting and attractive for the
students, as they can integrate their own experiences.
Using the local community and environment as resources.One important resource at
your fingertips is that of the local community and environment. In your local community you
have people who have expertise in a wide range. In your local environment you also have
access to a range of natural resources.
7. Field Trips, Home Visits and Community Works
Field trips are recognized as important moments in learning; a shared social experience
that provides the opportunity for students to encounter and explore novel things in an
authentic setting. It is important to recognize that learning outcomes from field trips can range
from cognitive to affective outcomes Among the many potential outcomes, research has
shown that field trips:
• Expose students to new experiences and can increase interest and engagement in science
regardless of prior interest in a topic (Kisiel, 2005, Bonderup Dahn, 2011),
•Result in affective gains such as more positive feelings toward a topic (Csikszentmihalyi &
Hermanson, 1995; Nadelson & Jordan, 2012),
• Are experiences that can be recalled and useful long after a visit (Salmi, 2003; Falk &
Dierking, 1997; Wolins, Jensen, & Ulzheimer, 1992).
An approach gives rise to method (design) while a method (design) includes techniques
(tasks or activities).
PRACTICE
Direction: Students will role-play various scenarios in an EPP setting (e.g., teaching a
new skill, managing a classroom during an activity) while demonstrating their
understanding of different EPP teaching approaches and techniques.
PERFORMANCE
Students will create a short demonstration (5 minutes) showcasing a specific EPP
teaching approach or technique. They will choose an EPP topic (e.g., healthy eating,
first aid, sports skills) and present how they would teach it using a particular method
(e.g., demonstration, guided practice, games, inquiry-based learning).
RUBRICS
ASSIGNMENT
Reflect on how the use of diverse approaches, methods, and techniques in teaching
EPP can enhance students' learning experience. Provide at least two specific examples
and explain their impact on student development.
RUBRICS
REFERENCE
https://www.youtube.com/results?search
query=latest+studies+and+trends+in+teac hing+cpp
https://www.scribd.com/document/515182031/Lesson-4-Approaches-Methods-ofTeachng-EPP
Prepared by: Jeanelle Mae T. Alueta