Edukasyong Pantahanan at Pangkabuhayan In the Philippines today, it has been

EPP1 observed that the status of women has changed.

Lesson 1 Most Filipino women assume a dual role as
career woman or breadwinner and homemaker;
Home Economics and Livelihood
thus, the other members of the family are
Education, more commonly known as
affected.
Edukasyong Pantahan at Pangkabuhayan in the
elementary grades, is an important component of Homemaking requires a sharing of
the New Elementary School Curriculum. responsibilities within families. Gone were the
days when the father, the sole breadwinner in the
It is a subject which is directly related to
family, would just sit and wait for the dinner to
the lives of the pupils, a subject that has
be set.
practical application, and can lead ultimately to a
vocational pursuit. Home Economics is an area Nowadays, a father is more likely
of education that has its major concern to the to help in the household chores and, when
total well-being of the family and a satisfying necessary, in the care of the new baby
family life. Sometimes, the father or the mother works
overseas, so either parent who stays behind
With the characteristics of home life
assumes the responsibility of providing both
today, the pupils must be prepared to be able to
paternal and maternal care for the children.
use resources to the fullest potential in order to
achieve a satisfying family life. Cooperative decisions among
family members are made on major purchases,
Home Economics and Livelihood
projects, and activities. With this new concept of
Education is rich in content that provides
shared responsibilities comes the need for
reasons to think, problems to solve, judgment to
guiding boys as well as girls towards satisfying
make and understanding to master.
membership in their immediate families(or
Its focus is the family in all its forms. It families of origin)ultimately in establishing their
deals with the stability of the home, the basic own future homes.
unit of our society which is essential to the well-
Family activities are now no
being of a democratic nation.
longer stereotyped and sexist. Girls can be as
One of the most valuable functions of comfortable as boys doing gardening, simple
the school is the preparation of our youth for repair of household appliances, house painting,
worthy home membership. Likewise, the home basic carpentry, and others. Similarly, boys
gives the most important influence on the freely and easily do such chores as marketing,
individual; thus, Home Economics Education is preparing meals, interior decorating, sewing
faced with the challenges caused by rapid curtains and linens, making clothes, and general
changes in our way of life. housekeeping.

Present-day homemaking The tight economy faced by almost

80 percent of Filipino families further
calls for knowledge of problem-solving necessitates the identification of income-
and decision-making; of choosing and buying generating activities for family members in
wisely, managing time and energy, as well as order to augment income.
money, understanding the development of a
child, and making the most of home life in the Such relevant and practical
limited hours the family spends together. knowledge, attitudes, skills and appreciation are
embodied in the four components of the subject
known as Edukasyong Pantahanan at Culture, and Sports can be enriched with other
Pangkabuhayan. tasks which interest the pupils, and which
involve resources in the community.
The Components of Edukasyong
Pantahanan at Pangkabuhayan in the New The content of the subject
Elementary Curriculum depends greatly on the competencies to be
developed. The teacher can identify the content
The NESC planners considered
to best realize the objectives. Textbooks which
a well-rounded development for the elementary
can be source materials for content are easily
boys and girls. The curriculum emphasizes three
available.
things, namely:
The content of the subject
1. the development of worthy home
depends greatly on the competencies to be
members
developed. The teacher can identify the content
2. the wise use of community
to best realize the objectives. Textbooks which
resources
can be source materials for content are easily
3. the acquisition of socially accepted
available.
skills which will lead to
employment or to the generation
income. Salient Features of Edukasyong Pantahanan
at Pangkabuhayan
The pupils can attain the above-
mentioned goals through the development of the 1. It is a learning area common to boys and
minimum learning competencies, arranged girls. In the new curriculum both boys
according to complexity, under the four and girls undertake the same learning
components, namely, Home Economics, experiences in Grades 4,5, and 6. The
Agricultural Arts, Industrial Arts, and time allotment is 40 minutes in Grade 4
Entrepreneurship. (See diagram in the next slide) 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.
It covers Home Economics, Elementary
Agriculture, Industrial Arts, Retail Trade, and
other livelihood activities designed to develop
Each component in the diagram awareness of occupational opportunities.
prescribes a set of competencies which should
be interrelated and geared to the realization of It encourages concentration in at least
the main goals. one of the occupational or work skills. Thus, it
develops expertise.
The minimum learning competencies
suggested by the Department of Education,
 EPP is the name of the subject in TLE from
Schemes Used in Managing Edukasyong Grades 4 to 6. Filipino is the medium of
Pantahanan at Pangkabuhayan (EPP) Classes instruction for Grades 4 to 5. English is used as
medium of instruction in Grades 6 EPP in
There are three schemes suggested to
preparation for the teaching of TLE in English
manage the EPP classes, namely: one teacher
starting Grade 7.
scheme, departmentalized scheme, and team
teaching. THE LEGAL BASIS OF THE
TEACHING OF EPP AND TLE
In the one-teacher scheme, all the
components are taught by one teacher. The • It is a declared policy of the state to
components are divided by grading periods. For “give priority to education, science and
example, the Home Economics area may be technology, arts, culture, and sports to
taught during the first grading period, Industrial foster patriotism and nationalism,
Arts during the second grading period, accelerate social progress, and promote
Agricultural Arts during the third grading period total human liberation and development”
and Entrepreneurship during the fourth grading (1987 Philippine Constitution Article II,
period. Section 17).
In the departmentalized scheme, each area is • RA 10647
taught by the respective teachers in Home
• an Act strengthening the Ladderized
Economics, Industrial Arts,
Interface Between Technical-Vocational
Agricultural Arts, and Entrepreneurship. Education and Training in Higher
Different sections take the four areas by rotation. Education, which was signed into law
This arrangement is applicable to big schools on November 21,2014 states:”
where teachers who have specialized in each of
the four areas are available. • It’s hereby declared the policy of the
state to institutionalize the ladderized
The third arrangement is team teaching. interface between technical-vocational
Here, two or three teachers with special training education and training (TVET)and
in Home Economics, Industrial Arts or higher education to open the pathways
Agricultural Arts may form a team to teach EPP. of opportunities for career and
The team can adopt the following work plan: educational progression of students and
workers, create a seamless and
1. Planning at the opening of the school
borderless system of education,
year
empower students and workers to
2. Evaluative team meetings (Regularly
exercise options or to choose when to
done within the school year)
enter and exit in the education ladder
3. Implementation (for intermediate
and provide job platforms at every exit
grades)
as well as the opportunity to earn
income.

Edukasyong Pantahanan at Pangkabuhayan INTENDED OUTCOMES OF THE

EPP1 TEACHING OF EPP AND
Lesson 1.1 TLE/LEARNING AREA
STANDARD
EDUKASYONG PANTAHANAN AT
PANGKABUHAYAN • The study of the areas of TLE, namely
Agriculture and Fishery Arts, Industrial
 Arts, Home Economics, ICT is expected specialized technical
to lead to technological proficiency. skills
Technological proficiency is the ability to that would enable
apply the technical knowledge and skills and him/her to obtain NC II.
values learned in the four areas of TLE. The
TLE student must be able to demonstrate
mastery of a specific behavior or skill • Grades 4 to 6 TLE are concerned with
measured against established standards in the study of basic knowledge, skills and
various levels such as Level 1 and 2. attitudes in ICT, Agriculture and
Fisheries, Industrial Arts, Home
Economics and Entrepreneurship. The
KEY STAGE STANDARDS five areas are introduced in EPP.

GRADES 4-6 The learner demonstrates • From Grades 7 to 10, the TLE students
an understanding of the deal with the same tech-voc areas but
basic knowledge and more advanced concepts in
skills in entrepreneurship entrepreneurship. In Grades 7 and 8, the
& ICT, Agriculture, TLE courses are exploratory in nature.
Home Economics, and
• The students are required to take at least
Industrial Arts toward
four (4) different TLE courses supposed
the improvement of
to be from each of the four areas so that
personal life, family, and
the students will be oriented to several
community.
areas-one from home economics, one
from agriculture and fishery arts,
another from ICT and still another from
GRADES 7-10 The learner demonstrates Industrial Arts.
an understanding of the
basic concepts of o This is so, so that the students will
selected TLE course in truly be given the opportunity to
Home Economics, explore various courses and choose
Industrial Arts, specialization from among them for
Agriculture and Fishery Grades 9 and 10.
Arts and ICT
• For exploratory TLE courses in Grade 7
competencies common to
and another four in Grade 8 mean a total
TLE courses such as use
of eight exploratory courses before they
and maintenance of tools,
specialize starting Grade 9.
observing, safety in the
workplace, mensuration • Entrepreneurial concepts beginning with
and calculation, and the basics are also introduced from
interpreting technical Grades 7 to 10. In Grades 7 and 8, the
drawings; and gains students are expected to master five
specialized knowledge common competencies presented in the
and skills in at least one context.
TLE that would enable
him/her to obtain NC II. Five common competencies that the Grades 7
and 8 are expected to master are:
GRADES 11-12 The learner demonstrates
1. Use of tools • The national certificate level refers to
the four (4) qualification levels defined
2. Maintenance of tools
in the Philippine Technical and
3. Observing safety, the workplace Vocational Education and Training. The
two levels (NCI and NCII) are expected
4. Mensuration and calculation to be earned in Grades 9 and 10.
5. Interpreting technical drawings • A student who obtains an NCI means
he/she can “perform routine and
predictable tasks, has little judgment and
• This means that all of these common works under supervision.”
competencies are taught in all the four
TLE courses offered by the school. They • A holder of NCII is one who can
are taught in the context of the tech-voc perform a prescribed range of functions
course offered. involving known routines and
procedures. He/she has limited choice
• This means that if the students take up and complexity of functions and has
tailoring under Home Economics, they little accountability.”
are taught the use and maintenance of
tools under tailoring like sewing • In Grades 8 to 10. Personal
machine, safety in the workplace, Entrepreneurial Competencies (PECs),
mensuration, and calculation in tailoring the environment and market,
(measuring as applied in tailoring) and process/production and delivery are
interpreting technical drawings such as discussed in the context of the
design of polo or barong. specialization that the student has
chosen.
• The context of the teaching of
competencies will differ when the area In Senior High School, the students are
is fish preservation in the area of expected to demonstrate specialized skills
agriculture and fishery arts because that enable them to obtain National
fishing tools differ from the tools in Certificate Level II. The specialization
tailoring. which the students have chosen beginning
Grade 9, after the exploratory courses in
• Mastery of these common competencies Grades 7 and 8, may be continued in Senior
may pave the way to a Certificate of High School, Grades 11 and 12. This
Competency which will eventually lead enables the TLE student to earn at least NC
to a National Certificate Level 1 (NC1) II. In Senior High School, Entrepreneurship
which is expected to be attained in is a separate applied track subject.
Grades 9 and 10.
Based on the Grade level standards given
• This NC1 leads to an NCII, which is below, Entrepreneurship as a separate
expected to be earned by the TLE subject in Senior High School will dwell on
student in Grades 11 and 12. preparing and applying a creative and an
innovative business plan, simple accounting,
• NCI and NCII are different levels of
and financial plans to determine the
national certificates awarded by the
feasibility and viability of the business of
Technical Skills and Development
one's technology and vocational
Authority (TESDA) to a student who
specialization.
passes the assessment given by the same
agency.
 The Grade level standards given below called DISCOVERY LEARNING. Bruner’s
make more specific the key stage standards. Beliefs
Check if these key stage and Grade level
4. What ideas and influences are associated
standards are aligned.
with Bruner?
1. Constructivism • paradigm of learning
• learners create their own subjective
constructs of reality
2. Discovery learning • method of
instruction • learning is best achieved
through a process of inquiry
5. What ideas and influences are associated
with Bruner?
• Other Constructivists include Piaget &
Vygotsky
• Builds on the concept of stages of
development (Piaget)
• Environment has bigger role in learning
development.
• Unlike Piaget however, Bruner argued
that social factors, particularly language,
were important for cognitive growth.
6. Discovery learning
• Learner builds on past experience
• Students interact with environment
• Discovers facts and relationships on
own
• Students create own construct of
knowledge through narrative Teaching
method
• Inquiry based process
Jerome Bruner: Discovery Learning • Focuses on learning through experience
• Inductive Reasoning – using specific
LESSON 1.2 examples to formulate a general
1. Jerome Bruner: a learning theorist principle.
Discovery learning and constructivism • Spiral construction of curriculum
(revisits concepts)
2. Jerome Bruner • Rooted mainly in the study
of cognition • Reacted against behaviorist model 7. Advantages of Discovery Learning
of learning • Change from behaviorist model • active engagement
3. • Bruner believes that students must be active • promotes motivation
—they must identify key principles for • promotes ownership of learning
themselves rather than simply accepting • the development of creativity and
teachers’ explanations. • This process has been problem-solving skills.
 • a tailored learning experiences • The enactive mode (used in 1st 18
• have fun months)
• The iconic mode (develops from 18
8. Criticisms of Discovery Learning
months)
• Too much information (cognitive • The symbolic mode (6 to 7 years
overload) onwards) Modes of Representation 1
• Often requires vast resources
14. • Each of Bruner's stages of representation
unavailable in traditional classroom.
builds off of the knowledge and information
• Lack of teacher control learned in the previous stage, or in other words,
• Potential misconceptions the stage before acts as scaffolding for the next
• Teachers may fail to recognize stage. • Each stage is a "way in which
misconceptions information or knowledge are stored and
9. Examples of Discovery Learning encoded in memory" (Mcleod, 2008). Modes of
Representation 2
• learning with and through narratives
• case-based learning 15. ➢Sometimes called the concrete stage, this
• guided discovery first stage involves a tangible hands-on method
• problem-based learning of learning. ➢Bruner believed that "learning
• simulation-based learning begins with an action - touching, feeling, and
• incidental learning manipulating" (Brahier, 2009, p. 52). ➢In
The Inquiry Cycle science education, manipulatives are the
concrete objects with which the actions are
11. Questions Children asking questions, or performed. ➢Common examples of
being stimulated to ask questions by their manipulatives used in this stage in science
teachers, lies at the heart of the process education are leaves, plants, water, plasticine,
12. Discovery in Action straws (anything tangible) I. Enactive (action-
based)
• A distinction is usually made between
pure discovery learning, in which the 16. ➢Sometimes called the pictorial stage, this
students work on their own to a very second stage involves images or other visuals to
great extent, and guided discovery, in represent the concrete situation enacted in the
which the teacher provides some first stage. ➢One way of doing this is to simply
direction. draw images of the objects on paper or to picture
• Discovery Learning – Bruner’s them in one's head. ➢Other ways could be
approach, in which students work on through the use of shapes, diagrams, and graphs.
their own to discover basic principles II. Iconic (image-based)
• Guided Discovery – An adaptation of
discovery learning, in which the teacher 17. ➢ Sometimes called the abstract stage, the
provides some direction. last stage takes the images from the second stage
and represents them using words and symbols.
13. • Bruner suggested that different ways of ➢ The use of words and symbols "allows a
thinking (or representation) were important student to organize information in the mind by
at different ages
relating concepts together" (Brahier, 2009, p.
• In contrast, Piaget emphasized that 53). ➢ The words and symbols are abstractions;
children developed sequentially through they do not necessarily have a direct connection
different stages of development. to the information. ➢ For example, a number is
a symbol used to describe how many of 23. • Create your own idea for a lesson involving
something there are, but the number in itself has discovery learning? Think about the types of
little meant without the understanding of it active learning (inquiry) the child might carry
means for there to be that number of something. out? • How will you link this to existing
➢ Other examples would be Chemical symbols knowledge ideas? • What are the new things you
(H2O) or circuit symbols ➢ Finally, language are going to introduce? • What will be the
and words are another way to abstractly stimulus for the questions that they might ask?
represent the idea. In the context of science, this Activity 3 (15 mins)
could be the use of words such as current, force, 24. • On your table you have 2/3 story books
growth, MRS NERG, material etc… III. working in pairs have a look at your story •
Symbolic (language-based) What science might come from this artefact?
18. • Wood, Bruner and Ross (1976) – adults Where might it take you? Activity 4 (15 mins)
particularly parents, support children's cognitive 25. References • Kearsley, G (2008).
development through everyday play interactions. Constructivist theory from Explorations in
• Scaffolding is a temporary support structure Learning and Instruction Web site:
around that child’s attempts to understand new http://tip.psychology.org/bruner.html Jerome
ideas and complete new tasks. Scaffolding Seymour Bruner. (2006). • In Encyclopedia of
19. The purpose of the support is to allow the World Biography [Web]. Thompson Gale from
child to achieve higher levels of development http://www.bookrags.com/biography/jerome-
seymour-bruner/ • Learning Theories
by: ➢ simplifying the task or idea ➢motivating
Knowledgeable - Discovery Learning (Bruner)
and encouraging the child ➢highlighting at Learning-Theories.com • Bruner, , Jerome S.
important task elements or errors ➢giving (2001). In Gale encyclopedia of Psychology
models that can be imitated Scaffolding [Web] from
Purposes
Gagne learning theory
20. Misty Mountain Top: The ‘pure’ science
(didactic) Safe in the valleys with the familiar LESSON 1.3
but not exploring the new (child entered) Robert Mills Gagné (August 21, 1916 – April
Guiding them up the mountain making 28, 2002)
connections between the familiar and the new
(constructivism)  was an American educational
psychologist best known for his
21. • Stimulating creativity • Make something
"Conditions of Learning".
scientific from your modelling clay - now ask 5
 Gagné pioneered the science of
scientific questions about that thing Activity 1
instruction during World War II when
(10 mins)
he worked with the Army Air Corps
22. • You have an object on your table? • What training pilots.
questions can you ask about the object? • Which  He went on to develop a series of studies
of these could you set out to explore? • Are there and works that simplified and explained
good or bad questions (pedagogically speaking?) what he and others believed to be 'good
• What is the journey from the familiar to the instruction.’
new? • Can you find an inquiry for each of the 5  In 1965 Robert Gagne published his
enquiry types (OoT, I&C, PS, FT, RSS) Activity book entitled The Conditions of
2 (10 mins) Learning.
  In his book, Gagne (1965) described the two or more previously- learned stimulus-
analysis of learning objectives, and how response bonds into a linked sequence. It is the
these different classes of learning process whereby most complex psychomotor
objectives relate to the appropriate skills (eg riding a bicycle or playing the piano)
instructional designs. are learned.

Signal Learning Verbal association

This is the simplest form of learning and  This is a form of chaining in which the
consists essentially of the classical conditioning links between the items being connected
first described by the behavioral psychologist are verbal in nature.
Pavlov. In this, the subject is 'conditioned' to  Verbal association is one of the key
emit a desired response as a result of a stimulus processes in the development of
that would not normally produce that response. language skills.
This is done by first exposing the subject to the
chosen stimulus (known as the conditioned Discrimination learning
stimulus) along with another stimulus (known as  This involves developing the ability to
the unconditioned stimulus) which produces the make appropriate (different) responses
desired response naturally; after a certain to a series of similar stimuli that differ
number of repetitions of the double stimulus, it in a systematic way.
is found that the subject emits the desired  The process is made more complex (and
response when exposed to the conditioned hence more difficult) by the
stimulus on its own. The applications of phenomenon of interference, whereby
classical conditioning in facilitating human one piece of learning inhibits another.
learning are, however, very limited. Interference is thought to be one of the
Stimulus-response learning main causes of forgetting.

 This somewhat more sophisticated form Concept learning

of learning, which is also known as  This involves developing the ability to
operant conditioning, was originally make a consistent response to different
developed by Skinner. stimuli that form a common class or
 It involves developing desired stimulus- category of some sort. It forms the basis
response bonds in the subject through a of the ability to generalize, classify etc.
carefully planned reinforcement
schedule based on the use of 'rewards' Rule learning
and 'punishments'.
 This is a very-high-level cognitive
 Operant conditioning differs from
process that involves being able to learn
classical conditioning in that the
relationships between concepts and
reinforcing agent (the 'reward' or
apply these relationships in different
'punishment') is presented after the
situations, including situations not
response. It is this type of conditioning
previously encountered.
that forms the basis of programmed
 It forms the basis of the learning of
learning in all its various manifestations.
general rules, procedures, etc.
Chaining
Problem solving
This is a more advanced form of learning in
 This is the highest level of cognitive
which the subject develops the ability to connect
process according to Gagné.
  It involves developing the ability to Provide explanations after demonstrations.
invent a complex rule, algorithm or
Ways to present and cue lesson content
procedure for the purpose of solving one
include:
particular problem, and then using the
method to solve other problems of a  Provide examples
similar nature.  Present multiple versions of the same
Gain attention of the students content, e.g., video, demonstration,
lecture, group work
Ensure the learners are ready to learn and  Provide instructional support as needed
participate in activities by presenting a stimulus – as scaffolds (cues, hints, prompts)
to gain their attention. which can be removed after the student
learns the task or content.
Methods for gaining learners’ attention
 Ask deep-learning questions, making
include:
reference to what students already know.
 Stimulate students with novelty,  Help students integrate new knowledge
uncertainty and surprise by providing real-world examples.
 Pose thought-provoking questions to the
students
 Have students pose questions to be Provide learning guidance
answered by other students
Advise students of strategies to aid them in
Inform students of the objectives learning content and of resources available.
 Inform students of the objectives or Methods to provide learning guidance
outcomes to help them understand what include:
they are to learn during the course.
 Provide instructional support as needed
 Provide objectives before instruction
– as scaffolds (cues, hints, prompts)
begins.
which can be removed after the student
Stimulate recall of prior learning learns the task or content
 Model varied learning strategies –
Help students make sense of new information by
concept mapping, role playing,
relating it to something they already know or
visualizing
something they have already experienced.
 Use examples and non-examples – in
Methods for stimulating recall include: addition to providing examples, use non-
examples to help students see what not
 Ask questions about previous to do or the opposite of examples
experiences  Provide case studies, analogies, visual
 Ask students about their understanding images and metaphors – case studies for
of previous concepts real world application, analogies for
Present the content knowledge construction, visual images
to make visual associations, metaphors
Use strategies to present and cue lesson content to support learning
to provide more effective, efficient instruction.
 Elicit performance (practice)
Organize and chunk content in a meaningful
way.
Activate student processing to help them In order to evaluate the effectiveness of the
internalize new skills and knowledge and to instructional events, you must test to see if the
confirm correct understanding of these concepts. expected learning outcomes have been achieved.
Performance should be based on previously
Ways to activate learner processing include:
stated objectives.
 Elicit student activities – ask deep- Methods for testing learning include:
learning questions, make reference to
what students already know or have  Pretest for mastery of prerequisites
students collaborate with their peers  Conduct a post-test to check for mastery
 Elicit recall strategies – ask students to of content or skills
recite, revisit, or reiterate information  Embed questions throughout instruction
they have learned through oral questioning and/or quizzes
 Facilitate student elaborations – ask  Include objective or criterion-referenced
students to elaborate or explain details performances which measure how well a
and provide more complexity to their student has learned a topic
responses  Identify normative-referenced
 Help students integrate new knowledge performances which compares one
– provide content in a context-rich way student to another student
(use real-world examples)
 Enhance retention and transfer to the job
To help learners develop expertise, they must
 Provide feedback internalize new knowledge.
Provide immediate feedback of students’ Methods for helping learners internalize new
performance to assess and facilitate learning. knowledge include:
Types of feedback include:  Generating examples
 Create concept maps or outlines
 Confirmatory feedback – Informs the
student they did what he or she were Verbal information
supposed to do
 Corrective and remedial feedback – Reciting something from memory state, recite,
informs the student the accuracy of their tell, declare intellectual skills
performance or response Discrimination: Recognizing that two classes
 Informative feedback – Provides of things differ
information (new, different, additions,
suggestions) to a student and confirms  Concrete concept: Classifying things by
that you have been actively listening – their physical features alone
this information allows sharing between  Defined concept: Classifying things by
two people their abstract (and possibly physical)
 Analytical feedback – Provides the features
student with suggestions,  Rule: Applying a simple procedure to
recommendations, and information for solve a problem or accomplish a task
them to correct their performance  Higher-order rule: Applying a complex
procedure (or multiple simple
Assess performance
procedures) to solve a problem or
accomplish a task
Cognitive strategies It is a learning in context such as teaching
entrepreneurship concepts and the common
 Cognitive strategies are one type of competencies in the context of the TLE
learning strategy that learners use in specialization. It is actual or hands-on learning
order to learn more successfully. These by working on the job-site. For ojt, special
include repetition, organizing new arrangements are made by school with industry
language, summarizing meaning, for this purpose. E.g. internship, apprenticeship,
guessing meaning from context, using and on-the-job-training (OJT).
imagery for memorization. All of these
strategies involve deliberate EXPERIENTIAL LEARNING
manipulation of language to improve
It is learning by doing, by action, learning
learning.
through experience, by discovery and
 Motor skills exploration.

 A motor skill is an intentional

movement involving a motor or
muscular component, that must be
learned and voluntarily produced to
proficiently perform goal-oriented task,
according to Knapp, Newell, and
Sparrow. Performing a physical task to
some specified standard

Attitudes

 Choosing to behave in a way that AUTHENTIC LEARNING

reflects a newly acquired value or belief This teaches students learn real-life tasks in real-
TEACHING APPROACHES, METHODS AND world context. It brings into play multiple
TECHNIQUES disciplines, perspectives, different ways of
working which are true of a real community.
LESSON 1.4
ELEMENTS OF AUTHENTIC LEARNING
The framework of TLE teaching in the k-12
curriculum made by the TLE experts of the  Real-world tasks
deped cited the following:  Ill-defined problem
 Sustained investigation
ENTREPRENEURIAL LEARNING
 Multiple sources
 Provides entrepreneurial mindset to TLE  Collaboration
students.  Reflection
 To be innovative to business ideas and  Interdisciplinary perspective
use ICT for better business results.  Integrated assessment
 Taught in Grade 4 until Grade 10 and as  Polished product
separate applied track in SHS  Multiple interpretations and outcomes
curriculum.
INTEGRATIVE LEARNING
CONTEXTUALIZED LEARNING
INTERNSHIP  It is authentic.
  Makes us of real-world problems and 4. Presenting the stimulus
real-world tasks. 5. Providing learning guidance
 Example of integrative learning is OJT 6. Eliciting performance
7. Providing feedback
CONSTRUCTIVIST LEARNING 8. Assessing performance
 Teachers facilitate learning by 9. Enhancing retention and transfer
encouraging TLE students to engage in TEACHING METHODS, TECHNIQUES,
inquiry such as; AND STRATEGIES
- Questioning procedures; LESSON 2
- Tacit assumpations; The three domains, namely:
 as TLE teachers coach them in the cognitive, affective, and psychomotor are
construction of new knowledge and emphasized in the various learning
understanding competencies.
DIRECT METHOD OF INSTRUCTION Concept development and hands-on learning
experiences are basically the guides in adopting
 Demonstration method is a direct
teaching techniques and strategies.
method of instruction.
 It is referred to as "show and tell" The teacher can employ varied instructional
method. materials, techniques, and strategies to
 It is necessary that the teacher mentions accomplish the objectives.
the dos and don’ts of the
Although there is no best method, the teacher
 Process for emphasis and clarity.
may try the following:
 It is expected that the students are given
the opportunity to
 Demonstrate the process themselves.
A. Hands-on Learning
However, they should not demonstrate it
Hands-on learning provides activities for
immediately on their own
manipulation, construction,
STEPS IN DIRECT METHOD: Experimentation planning, problem-
solving, decision-making, creating, and
1. Teacher demonstrates even inventing.
2. Students demonstrates with scaffolding Such activities would eventually lead
from teacher them to conduct simple research.
3. When student can do the process by The teacher can emphasize scientific
himself or herself, student demonstrates methods of looking for the reasons of
the skill or process. the occurrence of events or phenomena
4. Teacher gives more opportunity for and probing
practice for skill mastery. One very important teaching aid which
5. Teacher assesses to determine skill is used for hands-on learning is the
mastery by all students. activity card. This card contains the title
GAGNE'S NINE EVENTS OF INSTRUCTION of an activity, the materials needed and
the procedure which enumerates the
1. Gaining attention steps to be followed by the learner.
2. Informing learners of the objectives B. Demonstration
3. Stimulating recall of prior learning
 Showing how to do a task correctly bill of materials, and equipment and
before allowing the students to work tools to be used, the procedure in
independently is the goal of a making the project, and the evaluation
demonstration. The pupils observe and instrument to be used in judging the
record the important aspects in the finished project, The project again
demonstration. enables the students to apply the theories
The dos are emphasized, and the don’ts and principles learned.
are explained. The demonstration is E. Instructional Modules
more effective if it utilizes all the sense Most books in EPP contain modular
of the learner. instructions which encourage the pupils
A cooking demonstration is not to work independently. A module is a
complete without tasting the recipe self-contained material with activities to
prepared. Much more, smelling the be done by the learner.
aroma gives the students a sense of Some modifications of the modules are
pleasure. Touching the texture and the activity cards, self-learning kits, and
looking at the color would give them an video-taped do-it-yourself projects.
idea on what the standard product Research has shown that the module is
should be. as effective as the teacher’s
Thus, all demonstrations should indicate demonstration; thus, once in a while, the
what will be demonstrated and what the teacher can try using it.
pupils will learn the things to be used F. Work Sessions and Group Activities
during the demonstrations, the Another method which is commonly
equipment and tools needed, the step- used in EPP is the work-sessions-and-
by-step procedure, the evaluation to be group-activity. The class is usually
made and the return demonstration divided into families and the families are
C. Laboratory Experience given assignments or tasks to do.
One feature of an ideal EPP classroom is The task can be an experiment, a task on
the presence of laboratories for the creativity, or inventing something out of
various areas in its four components. In the materials given to the group.
Industrial Arts, the laboratory is The method capitalizes on group
composed of working tables and interaction, cooperative learning, and
benches as well as the necessary tools democratic processes. In this method,
and equipment used in the areas of the pupils are exposed to simple
electricity, woodworking, handicrafts, organization, deliberation, taking notes
and metal craft. of their findings, organizing their
The same is true in agricultural arts thoughts, planning for the group
where a nursery, plots for planting, presentation, actual group performance,
seedbeds, and gardening tools are and evaluation by writing the group’s
needed. insights, reactions, summary, and
D. Project Method generalizations.
Almost all the activities in EPP end up G. Utilization of Resource Persons in the
with a project which develops proper Community Materials
planning skills through the preparation The teacher of EPP can enhance the
of a project plan. pupils’ enthusiasm and learning by
The project plan is their guide in making inviting resource persons in the
the project. It contains the name of the community who are experts in
project, the objectives, the sketch, the performing EPP-related tasks. These
 people can also introduce new skills to EVALUATING PUPILS’
the pupils which will enable them to COMPETENCIES IN
earn while they learn. EDUKASYONG PANTAHANAN AT
Likewise, the resources in the PANGKABUHAYAN EPP
community also include the materials LESSON 3
which are abundant in the community,
One of the most important components of the
and which can be easily obtained. The
teaching-learning process is the evaluation.
pupils can be encouraged to create
Evaluation determines the extent to which the
articles which can be sold, thus
objectives have been achieved.
developing their entrepreneurial skill.
H. Field Trips and Home Visits Since there are identified competencies in the
Visiting the various shops, homes, teaching of EPP, evaluation techniques should
gardens, and cottage industries in the be properly selected and applied to gauge the
community will give the pupils insights extent of learning or growth gained by the
on the relevance of EPP in their daily students.
lives.
Likewise, this activity will show them To achieve an objective and accurate evaluation,
how the knowledge and principles the EPP teacher should be guided with the
learned in school may be applied in real following principles:
community setting • Evaluation should be in terms of
I. Community Work selected objectives.
Community members can be of help in
the community through community • Evaluation should be comprehensive.
work. This can be done through
• Evaluation should be cooperative.
identifying the places where the pupils
can extend their help and plan possible • Evaluation should be concerned with
solutions to community problems related valuing.
to health, sanitation, home
beautification, family, vegetable Likewise, the EPP teachers should always
gardens, and skill training for the remember that evaluation implies the assessment
younger community member. This can of a situation, of abilities, of knowledge, and of
be an important project for the progress toward an objective.
elementary school pupils. 1. Evaluation should assess the attainment
of an objective.
There are still more techniques which
the teacher may employ to realize the A Home Economics teacher is most
objectives of the EPP. The most concerned with the evaluation of student’s
important factor in the implementation performance.
of the EPP curriculum is the teacher.
THE TEACHER SHOULD FOLLOW THIS
The EPP teacher’s ingenuity, patience,
CYCLE:
perseverance, hard work, dedication,
and commitment will surely make the
difference.
A positive attitude towards teaching will
eventually evolve in the realization of
the goals of EPP.
 Fourth year students are very much in need of
vocational guidance. They need assistance in
identifying what courses to choose in college
based on their interest,
skills, and capabilities. The Home Economics
teacher needs pertinent and accurate information
this regard.
Likewise, students at this age are faced with
Figure 1 shows that the method of evaluating varied personal problems.
dictates the way in which learning takes place
The teacher’s role is to ask questions which will
but that the objective should dictate the method
eventually lead the students to make a decision.
of evaluating. The teacher must evaluate in the
same manner as he teaches according to the 6.Evaluation results can be a basis for
objective. curriculum change.
2. Evaluation involves the measurement of Test results may show that some beliefs,
the various aspects of learning. practices, and approaches no longer promote
interests among the students. An example is
Home Economics learning involves knowledge,
pattern drafting which is not emphasized in
values, and manual skills. A Home Economics
cities because of the availability of standardized
teacher may be equally interested in the
commercial patterns.
student’s learning the principles of food
selection, accepting desirable food habits as Furthermore, many teenagers prefer ready-made
important, and choosing foods that meet daily clothes so that most of them are no longer
requirements. This situation implies three interested in clothing construction. The need to
objectives to accomplish and evaluate. alter patterns and ready-to-wear clothing seems
to be more relevant. This condition can be
3.Evaluation is a means of discovering what
detected through evaluation.
students already know.
METHODS OF EVALUATION
Every student has a background knowledge on a
certain thing, but such knowledge varies LESSON 4
depending on the kind and amount of exposure
he has. His past experiences and developed Evaluation can be done through written tests and
skills can be a basis for instruction. non-test devices.

4.Evaluation can result in motivation to learn.

Students are motivated by success or failures.
Test results can be a stimulant to self- • Written tests
improvement or self-enrichment.
Include the objective type and the essay type.
Pretests and skill demonstration can motivate
students to recognize what they need to learn as These tests are used to collect quantitative
well as what they already know. evidence of knowledge, comprehension, and
application of facts.
5.Evaluation provides information for guidance
and counselling. They can also be used to analyze and synthesize
information.
 • Non-test devices tabulating problems or issues, and in
recording student participation.
Are used to evaluate performances and the
affective aspects of learning. These devices • Films and video tapes may reflect
involve subjective judgment but can result in either both affective behavior or
either quantitative or qualitative evaluation. performance.
Some of the non-test devices provide
• Photographs and slides are frequently
measurement data while some do not. The
used to record change and progress as
author has chosen to classify these as
well as performance.
observation devices, reporting forms, audio-
visual techniques and socio-metric techniques. • Graphs are helpful in presenting
tabulated data about groups of all kinds
• Observational devices
and can also be used to visually portray
include checklists, rating scales, and score cards. selected qualities of an individual.
These can be used to observe performances such
• Audio-visual techniques are excellent
as laboratory work, habits, demonstrations,
teaching as well as evaluating devices.
classroom behavior, and assumption of
responsibility. STRATEGIES OF TEACHING HOME
ECONOMICS AND LIVELIHOOD
They can also be used to evaluate
EDUCATION
products made at school and at home.
Observational devices can be utilized to evaluate LESSON 5
such affective behaviors as attitudes and value
decisions. Both the teacher and the student find The modern concept of teaching is to facilitate
these helpful in evaluating personal behaviors. learning. Along this, it is believed that there is
no successful teaching done by the teacher if
• Reporting forms there is no evident learning in the learners.
include reports, diaries, logs, questionnaires, Experiences of successful teachers show that
teaching carried out in most effective and
and autobiographies. These are usually made by
efficient way is accomplished through certain
the students who do self-evaluation as they
complete the forms. The teacher may use these
for evaluating either performance or affective methods and techniques.
learning-depending on the purpose of the
reporting form. METHOD – Is the procedure by which a goal is
• Questionnaires are frequently used to reached, a purpose is accomplished, or a result is
determine certain conditions and facts achieved.
about students. These may be considered It includes the various ways by which the
individually to make a profile of each teacher teaches her facial expressions, the tone
separate student or tabulated to learn of her voice, and her manner of speaking and
about an entire group. acting.
• Audio-visual techniques- include tape 1. DISCUSSION- Is a method of teaching
recordings, films, photographs, slides, whereby a teacher and the learner
and graphs. together engage, in a cooperative
• Tape recordings are very useful in examination and comparison of views in
identifying values and attitudes, in order to clarify issues and contribute to
the learners understanding.
 Are a variety of forums for open- debates will challenge students to think
minded, collaborative exchange of ideas critically about course material and will
among a teacher and students or among provide a forum for them to develop to
students for the purpose of furthering the arts of expression that allow them to
students thinking, learning, problem communicate their ideas.
solving, understanding or literary 5. 5. ROUND TABLE CONFERENCE –
appreciation This is a small discussion group seated
2. PANEL FORUM – A panel is face to face around a table without an
composed of a small group of experts or audience. - It is a small conference
well-informed persons who engaged in a which has an atmosphere of an informal
direct conversational and interactional semi-social gathering.
discussion of a problem/issue. In Home Economics and Practical Arts,
Interchange of ideas is loud enough for the round table conference is useful in
the members of the audience to hear. planning an activity where group
A Leader serves as a moderator of the planning and action are needed.
different points of view presented by the Examples of these are planning a group
members of the panel. - It is a specific presentation in a school program,
format used in a meeting, conference, or planning a group project, etc.
convention. It is a live or virtual 6. INFORMAL GROUP DISCUSSION
discussion about a specific topic – This is a form of guided conversation
amongst a selected group of panelists wherein one member is designated the
who share different perspective in front leader on a rotation basis. Conversation
of a large audience. is limited to not more than twenty
3. SYMPOSIUM FORUM- Like the persons. All members are expected to
panel forum, the symposium forum take part.
provided the class/audience with their 7. FACT FINDING DISCUSSION –
pertinent information about a particular This is a research discussion of facts,
topic/problem. studies, report or document under the
Persons with special competence in the leadership of an author survey director
topic/ problem are invited to give a or official. Any member may give
lecture/speech which is followed impersonal judgments on facts
afterwards by an open forum or a presented.
question-and-answer session with the 8. LECTURE-FORUM – In this strategy,
audience. the participants state opinions, ask
4. DEBATE – Is used as a discussion questions, or contribute additional
method when there are two sides of an information following a formal lecture
issue- the pro and the con or against. - It by an authority in the subject under
allows participants to analyze the discussion.
similarities and differences between
different viewpoints, so that the
audience can understand where opinions
diverge and why.
It is an excellent way to model the
analytical and communicative processes 9. MOVIE FORUM – Here the class
that students are learning whenever they discusses the content or implications of
examine course material through oral or the subject presented in one or more
written work. We hope that in-class carefully selected films. Questions about
 the film/films is/are formulated and purposeful activities that are
presented to the members of the class cooperatively planned and executed by
for them to analyze in accordance with the teacher and the learners.
their observations, readings, and 14. ROLE PLAYING – It focuses on a
experiences. situation for group discussion. - It
The movie forum comes in handy as a involves the spontaneous acting out of a
teaching method when the lesson centers situation by two or more members of a
around an individual/family/ community group.
value system which is the plot of a film 15. FIED TRIP – It define as a trip away
or movie. from the classroom to permit the
10. LABORATORY METHOD – gathering of firsthand data. - This
Referred to as “learning by doing “this method maximizes the use of
teaching method utilizes community resources both human and
experimentation to discover/verify facts material for it brings about the
and to investigate scientific conversion of the field trip venue into an
relationships. instant “laboratory”.
11. LECTURE METHOD – Referred to at 16. BRAINSTORMING – Is the name
times as “teaching by telling” this given to a situation when a group of
method actually involves more than just people meet to generate new ideas
telling. around a specific area of interest.
Bossing defines it as a teaching
Steps in the Laboratory Method
procedure of clarifying or explaining a
major idea cast in the form of a question 1. Introductory step for orientation and
or a problem. motivation. - In this step, the work to be
12. PROBLEM-SOLVING – According to done is determined. If this had been decided
Webster, a problem is a question, beforehand by the teacher, such is presented
matter, situation, or person that is to the class for clarification of the nature
perplexing or difficult. - It refers to the and purpose of the work.
process of removing the difficulty or 2. Work Period - In this step, the students
perplexity through a rational procedure may either work on the same problem or on
involving analytical and reflective different problems under the supervision of
thinking. the teacher. Experience in scientific
This method is based on the concept that procedure is gained by the students as they
life is full of problems and that people handle raw materials and manipulate varied
can think, solve problems, and develop tools and equipment.
meaningful generalizations which are 3. Culminating activity – When the work is
useful in solving other problems. about to be completed, the class may be
13. PROJECT METHOD – According to assembled as a whole to
Bossing, a project is a significant, organize/summarize their individual
practical unit of activity of a problematic findings and decide how they will present
nature, planned and carried to the result of their work.
completion by the student in a natural
manner and involving the use of 3 TYPES OF LECTURE METHOD
physical materials to complete the unit 1. Pure Lecture – This type of lecture is
of experience. dominated by the teacher. It is carried
It is geared towards and attainable goal out as a one-way process of offering
which is hoped to be carried out through
 subject matter, ideas, and concepts in an
orderly fashion.
2. Lecture-discussion – This type of
lecture is interspersed with discussion
between the class and the teacher.
3. Illustrated lecture – This type is
accompanied by some forms of visual
materials such as slides, films,
transparencies, etc.
According to Walton, the following steps
constitute a good lecture method:
1. Introduction – This step makes use of
a story, and anecdote or any attention
getting device. As such, this step serves
as motivation for arousing the interest of
the class.
2. Presentation of the body/text. –
Considered the heart of the lecture
process, this step starts with the
presentation of the most important
points and then proceeds to the less
important ones.
3. Conclusion/Closure – Carried out
towards the end of the lecture, this step
provides for a summary/concluding
statement of the important points taken.
A check-up in the form of questions or
application activities may be employed
to determine how well the lecture was
understood.
LESSON 6
 GUIDING PRINCIPLES IN
DETERMINING AND FORMULATING
GOALS/OBJECTIVES
LESSON 9
“Begin with an end mind, “says Covey, the
author of “Seven Habits of Effective People”. In
the context of teaching, this means that we must
begin our lesson with a clearly defined lesson
objective.
Share lesson objectives with students. Like a
seminar that begins with a statement or purpose,
our lesson ought to begin with a statement and
clarification of our lesson objective. Lesson
objectives must be in two or three domains-
knowledge (cognitive) skill (psychomotor) and
values (affective). Our lesson maybe dominantly
cognitive psychomotor or affective.
Dominantly cognitive if it is meant primarily for
knowledge acquisition and dominantly
psychomotor if it is intended for the acquisition
and honing of skills. Lesson objectives in the
affective domain are mainly focused on attitude
and value formation. A cognitive or a skill must
always include the affective dimension for Comprehension-relate to translation,
holistic learning. interpretation, and extrapolation; e.g.to interpret
a table showing the population density of the
Work on a significant and relevant lesson
world.
objective. With our lesson objective becoming
our students’ lesson objective, too, our students Application -use of abstractions in particular
will be self-propelled as we teach. The level of situations. to predict the probable effect of a
their self-motivation all the more increases when change in temperature on chemical.
our lesson objective is relevant to their daily life,
Analysis -objectives relate to breaking a whole
hence significant.
into parts; e.g.to deduce facts from hypothesis.
Lesson objectives must be aligned with the aims
Synthesis- putting parts together in a new form
of education as embodied in the Philippine
such as a unique communication, a plan of
Constitution and other laws and on the vision-
operation, and a set of abstract relations; e.g.to
mission statements of the educational institution
produce an original piece of art
of which you are a part.
Evaluation- judging in term so internal evidence
Aim at the development of critical and creative
or logical consistency and external evidence or
thinking. This is said more than done. We need
consistency with facts developed elsewhere,
not go into laborious research to be convinced
e.g.to recognize fallacies in an argument
that the development of critical and creative
thinking is wanting in classrooms. Most David Krathwohl (1964) and associates likewise
questions asked whether oral or written are came up with instructional objectives related to
convergent, low-level questions. interests, attitudes, and feelings-affective
domain. These include from the lowest to the
For accountability of learning, lesson objectives
highest level:
must be SMART, (Specific, measurable,
attainable, result-oriented, relevant, time- Receiving –awareness, willingness to receive,
bounded and terminal. Smart objectives increase selective attention: e.g.to listen attentively
our accountability for the learning of our during the group presentation.
students. With SMART lesson objectives there
is greater match between instruction and Responding-acquiescence, willing response,
assessment. There is curriculum alignment. feelings of satisfaction; e.g.to contribute to
group discussion by asking questions.
With educational taxonomy, learning is
classified into three domains namely;(1) Valuing-acceptance, preference, commitment;
cognitive, (2) affective (3) psychomotor. e.g.to argue over an issue involving health care.
Benjamin Blooms (1956) led his group in Organization-conceptualization of values,
coming up with the list of instructional organization of a value system; e.g.to organize a
objectives in the cognitive domain. Arranged meeting concerning a neighborhood’s housing
from lowest to the highest level. integration plan.
Knowledge or recall Characterization-generalized set of values,
Knowledge of terminology and conventions, characterization, or philosophy of life; e.g.to join
trends, and sequences, classifications and a rally on behalf of a noble cause
categories criteria and methodologies, Anita Harlow (1972) did something parallel to
principles, theories and structures, e.g.to identify what Bloom Krathwohl did for the learning
the capital of the Philippines. objectives in the psychomotor domain. Below is
her list of objectives in the psychomotor domain:
Reflex movements-relate to reflexes, e.g., to LESSON PLANNING IN EDUKASYONG
contract a muscle. PANTAHANAN AT PANGKABUHAYAN
Fundamental movements –relate to walking, LESSON 10
running, jumping, pulling, manipulating, e.g., to
A lesson plan is a guide for teachers in
run a 100-yard dash.
stimulating, guiding, and effective learning. It is
Perceptual abilities-objectives relate to prepared to assist the teachers in their work. All
kinesthetic, visual, auditory, tactile, and lesson plans have the following components:
coordination abilities. e.g.to distinguish distant
I. Objectives
and close sounds.
The objectives serve as the criterion against
Physical abilities-relate to endurance, strength,
which the pupils’ achievement is measured.
flexibility, agility, reaction-response time
They are derived from the learning competencies
dexterity; e.g.to do five sit ups
with the content as springboard.
Skilled movements-objectives relate to games,
The objectives should be attainable, relevant,
sports, dances, and the arts; e.g.to dance the
Time bound, and specific. They should be stated
basic steps of the waltz
in terms of cognitive affective, and psychomotor
Nondiscursive communication-expressive domains.
movements through posture, gestures, facial
The objectives should be attainable, relevant,
expressions, creative movements. e.g.to act a
time bound, and specific. They should be stated
part in a play. (Harlow (1972)
in terms of cognitive affective, and psychomotor
More divides learning in the psychomotor domains.
domain into three levels-(1) imitation, (2)
II. Subject Matter
manipulation, (3) precision.
The subject matter states the content which will
At the entry level, imitation, a student can carry
be developed in the teaching episode. This is
out the rudiments of the skills with instructional
derived from the learning competencies to be
support from the teacher. Most typically, this
developed as well as the materials available in
level follows modeling by the teacher and
the community.
involve student’s first attempts to perform the
skill. The skill is not performed smoothly, nor is III. Materials
the coordination and timing refined.
The teaching resources include the reference
At the level of the precision-the highest level of materials, visual aids, equipment, and human
psychomotor taxonomy-students can perform a and nonhuman resources which will facilitate
skill accurately, and effortlessly. learning.
Automaticity-The ability to perform a skill with IV. Procedure
unconscious effort, hes developed which then
frees the students to concentrate on other The procedure includes all the strategies,
elements of the activity or game. Examples of techniques, and steps to be undertaken by the
precision level skills include different notes with teacher to achieve the objectives. It is made up
different levels of volume and pitch, without of varied activities such as drill, review,
consciously looking at her fingers. motivation, and presentation of the lesson which
comprises assimilation, activity, abstraction, and
application.
The procedure should also include the kind of
questions the teachers will ask to promote
critical thinking. In each phase of the lesson,
evaluation should be an integral part.
Application, Evaluation, Follow-up
These concluding parts of the lesson plan speak
to the matters of utility, effectiveness, and the
place of the lesson in the learning sequence.
V. Assignment
The teacher should always make a tie-up
between home and school experiences since the
EPP subject is family oriented.
Giving assignments after learning a task will
reinforce learning and will also assure a
carryover of the school to the pupils’ family
members. This action will ensure mastery of the
competencies acquired.
A lesson plan can be written in many ways. It
can be detailed, semi-detailed or brief. A
detailed lesson plan contains practically all the
activities of the teacher and the pupils during the
day.
A semi-detailed lesson plan contains the outline
and sample questions and activities of the
teacher, and the pupils.
A brief lesson plan contains the directions to be
undertaken by the teacher as the guide.
Experienced teachers use brief lesson plans but
just the same, classroom preparation and visual
aids are usually the same among the three kinds
of lesson plans.