SCHEMES USED IN MANAGING EPP CLASS

1. ONE TEACHER SCHEME

- The teacher handles the EPP class in addition to other learning areas for their assigned grade.
- This scheme is common in schools where teachers have a broader scope of responsibility.

2. DEPARTMENTALIZED SCHEME
- Special teachers handle all EPP classes in a specific grade or the entire school.
- This scheme is based on the provisions of MECS Memorandum No. 89, s. 1984, and is favored if feasible,
considering the following:
 The teachers of the same grade work out an arrangement so that whoever is more competent in teaching
a particular subject will handle the subject in two or more classes.
 The possibility of utilizing teachers of other grades who have the necessary training and expertise may
also be explored.
 A specific teacher be assigned as adviser of a class.

3. TEAM TEACHING SCHEME

- Two or three teachers with special training in home economics, industrial arts, or agriculture form a team to
teach EPP.
- The team should follow these guidelines:
 Schedule: Plan learning units for the whole year based on pupil needs, climate, resources, community
culture, and teacher capabilities.
 Content Determination: Define general content of the learning area, suggested strategies, and
human/material resources.
 Assignment: Allocate learning units to team members.
 Team Meetings: Conduct regular meetings for program adjustments and pupil progress evaluation.
 Implementation: Designate a teacher responsible for a specific EPP class within a grade or section.
 Collaboration: In schools with one section per grade, the agriculture/industrial arts and home economics
teachers may collaborate, alternating between teaching grades V and VI. By proper and purposeful
programming both teachers could synchronized their EPP teaching-learning activities.
 Rotation: In grades with multiple sections, teachers can rotate teaching EPP subjects within a grading
period.

The schedule/assigning of the teaching-learning activities by content areas (e.g elementary agriculture,
industrial arts, home economics and retail trade) to the grading period is not advisable for the ff. reasons:
1. Edukasyon Pantahanan at Pa ngkabuhayan (EPP) as a learning area is an integration of the four content
areas, which means that for every grading period all the components when feasible should be taught.
2. At the end of the school year, teaching and learning is doubled because of scheduling specific content
areas based on grading periods for various reasons, such as the short duration of grading periods and
potential scheduling conflicts.
3. The EPP program is structured based on conceptual themes, not content areas, and should be taught
accordingly.

How should the teacher go about teaching and learning area?

1. Teaching content maybe drawn from the pupils textbook and suggested teaching procedures and
enrichment activities from the teacher’s manual may be utilized.
2. Maximized community resources (both human and material) in the teaching EPP activity/projects used
as means to learn the skills in the MLC should be community based i.e providing actual experiences and
activities to help pupils learn to earn living for self-employment.
What do we mean by “concentration in at least one occupational or work skills is desirable” per MEC Order No.
6, s. 1982?
 Concentration in one occupational or work skill means that a pupil is assisted to pursue with some depth
a specific learning component of EPP which he or she is interested in
 The pupil may concentrate in any of the learning components of EPP namely: panahi, pag-iimbak ng
pagkain, pagluluto ng pagkain, gawaing pang-industriya, pagaalaga ng hayop, paghahalaman,
pagnanarseri at pagtitinda
 Concentration can start as early as Grade IV. Teachers should keep records of pupils’ individual interests
and potentials for future reference.
 Grouping pupils with related interests or fields of concentration is recommended to facilitate teaching.
 Teachers should tap into community resources to provide varied activities and experiences for
concentration.

TEACHING STRATEGIES FOR TLE TEACHERS

Techniques of Teaching
- Technique is a specific way of doing a particular task in the process of teacher guidance of students learning
activities (Williamson Lyle)
- Technique refer to the quality of the activities executed by the teacher in presenting the subject- matter to the
students
- It is essentially technical skill of the teacher in accomplishing the task of teaching

Teaching Aids – are physical means employed by the teacher for the purpose of emphasizing, clarifying or
vitalizing instruction
Kinds of Instructional Aid
 General Instructional Supplies
 Printed or written materials (books, periodicals, charts, clippings etc.)
 Visual aid (Radio presentation, plays and dramatization)
 Concrete materials (Exhibits, museums collection, measuring equipment tools, laboratory apparatus)
Characteristics of Good Visual Aid
 Large enough to be visible to everybody in the group (Avoid decoration and prevent distraction)
 Terminology should be limited within the comprehension of the learner
 Important part should be accelerated by the stand constant usage in the classroom
 It should be mounted in such way as to make it portable which will permit its use more than one location

METHODS OF TEACHING
1. DEMONSTRATION METHOD
 Actually showing what is to be learned
 It is often used in connection with practice lecture, discussion and experiments
 It is done by actual performance using the real object and models (Webster)
Suggestions for the preparation of a demonstration
a) Determine the specific purpose to be carried in
b) Study the materials to be taught
c) Prepare a complete lesson plan
d) Check on the availability of equipment
e) Rehearse your demo
f) Outline the steps on the blackboard
g) Be sure everyone can hear and
 h) Prepare written materials
2. DISCUSSION METHOD
 Discussion means there is difference of opinion temporarily at least concerning a situation. Involves an
interchange of questions and idea among the participant.
Types of discussion on how to start group discussion
a) Class discussion
b) Panel discussion
c) Opposite panel
d) Forum
e) Symposium
f) Group discussion (buzz session, phillip session)

3. LABORATORY METHOD
 This method utilize the principle of learning to do by doing, thus providing for the development of
manipulative skills and managerial skills and acquisition of motor techniques
Three Types Of Laboratory Techniques
a) Productive type
b) Experimental type (procedure of experimental/scientific method)
c) Observation type
Steps In The Laboratory Method
1. Planning
2. Executing
3. Evaluating

4. LECTURE METHOD
 This method utilize “telling” as a means of instructions
Types of Lecture
a) Pure lecture - demonstrate by the teacher
b) Lecture discussion - interspersed with discussion by the group
c) Illustrated lecture - accompanied by some forms of visual materials presented to be seen and looked over
Advantages and Uses of Lecture Method
a) Economy of time
b) Attention
c) Preparation and presentation
d) Vitalization
e) Motivation
f) Clarity and enrichment
g) Speech habits
Dangers and limitation of the lecture method
a) The teacher may talk too much
b) Poorly planned and poorly done oral presentation waste time
c) Lecture invites passivity instead of active participation
d) Ineffective lectures fails to hold interest and attention of students and is up to increase difficulties
e) The teachers likely to reduce the lecture to a dictation exercises
f) The lecture is likely to be poorly adapted to the apperception ability of the students

5. PROBLEM APPROACH
 It is called by many names such problem solving, reflective thinking and scientific method
  It means guiding students into life experiences in which they will encounter real problem to solve and
then guiding them into the solution of these problem and to be solved intelligently
Steps In Problem Solving
a) State the problem
b) Collect data
c) Organize data
d) Analyze the data
e) Draw conclusion
f) Test the conclusion

6. PROJECT METHOD
 The method is a significant practical unit of a problematic nature planned and carried to completion by
the student in a natural manner and solving the use of physical materials to complete the unit of
experience
Steps in Project Method
a) Purposing
b) Planning
c) Executing
d) Judging

7. QUESTION AND ANSWER METHOD

 One of the most important phases of the teaching process is the art of questioning
Aim Or Purpose Of Question And Answer Method Of Teaching
 Stimulate interest and bring about a new organization of the idea –
 To encourage independent thinking and analysis of the material covered by the question
 To keep student find new implication in the discussion to secure information
Points To Be Considered In Framing And Asking Questions
a) Be brief and definite so that only one meaning is possible
b) Use language which is within the comprehension of the student
c) Use correct grammar
d) Vary the type of questions, not always who
e) Present a problem which the students have some possibilities of solving
f) Relate unfamiliar elements to familiar elements
g) Ask question that will stimulate thinking not simply call for a “yes” or a “no” or a one word answer
h) Address the entire class before one student is called for a reply
i) Repeat question only when necessary
j) Never conduct in a routine order of calling students in an alphabetical order
k) Teacher should consider individual differences and question should be within the capabilities of the
students called upon to answer
l) Don’t ask pumping questions
m) Don’t grade students while answering questions
Characteristics of good questions
 They should be interrogative in form not declarative
 They should bring out the subject matter in order of dependancy or logical relationship, if such exist
 They should not be the end on themselves, but should carry the thought forward
 They should call up associated facts

8. COOPERATIVE LEARNING APPROACH

  This is an approach where students work as a team in learning academic content and skills to address
social and human relation goals and objectives
Basic Principles Of Cooperative Learning:
a) Face-to-face heterogeneous learning teams
b) Positive interdependence
c) Individual accountability
d) Explicit training in interpersonal skills
e) Reflection
Desirable principle of cooperative learning group
a) Initiator
b) Evaluator
c) Clarifier
d) Tension reliever
e) Contributor
f) Checker
g) Listener
h) Gopher
i) Summarizer
Cooperative Learning Methods
 Students Teams Achievement Division (STAD) by Slavin, 1996-this is a heterogeneous team using
devices to master the academic materials and then student help each other learn the materials through
tutoring, quizzing one another and/ or carrying on team discussion
 Team-Games Tournaments (TGT)- SLAVIN-This teaching strategy uses the same teams instructional
format and worksheet as STAD but students play academic games in weekly tournament instead of
quizzes
 Jigsaw (Eliot Arouson)-This is a strategy wherein each member of a team works on a specific material
but with the member of the other team working with the same materials, after individual work on their
respective material they will return to their home team and teach other member what they have learned.
 Learning Together-This is a strategy where students working in a heterogenous group complete a single
group product, share ideas and help each other with answer, and ask for help from each other before
asking the teacher and the teacher praises and rewards the group on the basis of group performance.

9. MULTIPLE INTELLIGENCES
 This is an approach that aims to develop or enhance the individuals different facets of intelligence and
to equally recognize and value them.
 The approach is based on the theory that intelligence is not unitary but multidimensional and in the real
world an individuals activities involve a blend of different intelligences
Multiple intelligences are:
a) Linguistic intelligence
b) Spatial intelligence
c) Logical mathematical intelligence
d) Bodily-kinesthetic intellignce
e) Musical intelligence
f) Intrapersonal intelligence
g) Interpersonal intelligence

EVALUATION IN HOME ECONOMICS

- The term evaluation is used to identify the process of determining the strength or value of work done. It is a
way of measuring the result of educational activities (Morgan)
- Evaluation or appraisal in education is a process that when properly used and understood result in teacher
student growth. It is the ability to size up progress and chart new direction, the ability to see errors and
weaknesses and set up steps for their improvement (Synder)
- Evaluation is the process of gathering and weighing evidences which will reveal changes in the behavior of
students (Magneson)

Points to consider when evaluating

 Evaluation is a joint concern of teacher, students and parents
 Evaluation program is a goal set up
 Evaluation means more than testing. It gives opportunity for planning, making judgement, reasoning,
and decision making,
 Evaluation involves selecting and/ or preparing and using as well as deciding values of the finished job
or product.
 Evaluation need to be continuous throughout a unit problem or process as well as the end of the learning
unit or problem
 Evaluation measures the process as well as the producer

DIFFERENT DEVICES FOR EVALUATION

1. TESTING METHOD
a) Oral Test – as measuring device its limitation is manifold. It supplies too restriction a sampling of what
students know. This has to be supplemented by written or performance test.
b) Essay Test – Limitation of this kind of test are difficult to score. In scoring essay test, the identity of
student be known if possible, when papers are being scored. Answer to question be scored in a way that
it should be carefully compared with the key in each instance.
c) Teacher-made Test – this include true-false, completion, multiple choice , matching type which are
develop in an attempt to overcome the shortcoming of the traditional essay type.
2. PERFORMANCE TEST
This has been devised to indicate the relative ability of students in the particular jobs. To be satisfactory done
meet these criteria:
a) It must not demand expensive supplies
b) It must not require too long time
c) It must cover as many as possible of fundamental skills in a particular field
d) The score must be scorable in objectives means.

TYPES OF EVALUATION
1. Formative Evaluation- is came out in time when a program is being developed; produces information that
is feed back during the development of the program in order to improve it its aim is refinement or
improvement.
2. Summative Evaluation- is conducted after a program is developed. Its purpose is to determine the worth of
the program. Its aims are to determine impact or outcomes.
3. External Evaluation- is conducted by representative of a part of a system not managed by the element
being evaluated.
4. Internal Evaluation- is conducted by a component of the system level being evaluated.
5. Input Evaluation- include need assessment
6. Process Evaluation- is concerned with what goes on in a program, It includes determining whether a
certain procedure or step of the lesson has been fully complied
7. Product Evaluation- determining whether the output presented quality in alliance with the criteria for
evaluation.

ASSESSMENT
  It is the act of gathering information on daily basis in order to understand an individual student is
learning needs.
 Assessment data insists teachers in planning and adapting further instruction Teachers can enhance
student’s understanding of their process and needs by involving them in self-assessment, where they
gather data about their own learning strategies and understanding. Participation that will set accurate and
realistic personal learning goals and also to discuss data regarding on student’s abilities and needs
 Assessment and Evaluation procedures should correspond with the curriculum objectives and
instructional practices. In addition, they should be sensitive to the developmental characteristics of early
adolescents.

Guided Principles For Continuous Assessment And Evaluation

1. They are essential components of teaching-learning process.
2. It is most effective to use a variety of assessment and evaluation techniques.
3. It is important to communicate assessment and evaluation plans and criteria in advance.
4. It should be fair and equitable, demonstrating sensitivity to any situations.
5. It should help students by providing positive feedbacks and encouragement.
6. It should be well-communicated to students and parents regularly and in meaningful ways.
7. The use of a variety of techniques and tools and the collection of students’ assessment development
information as learners.

The Evaluation Process

a) Preparation Phase
- It is the foundational stage of the evaluation process. It sets the stage for a successful and
meaningful evaluation by establishing a clear understanding of the evaluation’s purpose, scope,
and objectives.
b) Assessment Phase
- It is where the actual data collection takes place. This phase involves gathering information about
the program’s implementation, outcomes, and impact using a variety of methods.
c) Evaluation Phase
- It involves analyzing the collected data to draw conclusions about the program’s effectiveness,
efficiency, and impact.
d) Reflection Phase
- It is a crucial step that follows the evaluation process. It involves critically examining the entire
evaluation process to identify areas for improvement and ensure that the findings are effectively
communicated and utilized.