Teaching of EPP and TLE (Principle of Teaching2)

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The Teaching of Edukasyong Pantahanan at Pangkabuhayan (EPP) and Technology and Livelihood Education (TLE)

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EPP and TLE Agricultures and Fisheries ICT Industrial Arts Home Economics

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THE LEGAL BASIS OF THE TEACHING OF EPP AND TLE : It is a declared policy of the state to “give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development” (1987 Philippine Constitution Article II, Section 17) RA 10647, an Act Strengthening the Ladderized Interface Between Technical-Vocational Education and Training in Higher Education, which was signed into law on Nov. 21, 2014 states: “It’s hereby declared the policy of the state to institutionalize the ladderized interface between technical-vocational education and training and (TVET) and higher education to open the pathways of opportunities for career and educational progression of students and workers, create a seamless and boarderless system of education, empower students and workers to excercise options or to choose when to enter and exit in the education ladder and provide job platforms atevery exit as well as the opportunity to earn income.

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INTENDED OUTCOMES OF THE TEACHING OF EPP AND TLE LEARNING AREA STANDARD As the framework of TLE teaching indicates, the teaching and learning of TLE ultimately leads to higher education, middle level manpower, entrepreneurship and employment. In fact, this is the Learning Area Standard of TLE. The study of areas of TLE, namely Agriculture and Fishery Arts, Industrial Arts, Home Economic, ICT is expected to lead to Technological Proficiency. What is Technological Proficiency? It is the ability to apply the technical knowledge and skill and values learned in the four areas of TLE. The TLE students must be able to demonstrate mastery of a specific behavior or skill measured against establish standards in various levels such as Level 1 and Level 2.

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Grade4-6 The learner demonstrates an understanding of the basic knowledge and skills in entrepreneurship and ICT, Agriculture, Home Economics, and Industrial Art towards the improvements of personal life, family, and community. Grade 7-10 The learner demonstrate an understanding of the basic concepts of selected TLE course in Home Economics, Industrial Arts, Agriculture and Fishery Arts and ICT competencies common to TLE courses such as use and maintenance of tools, observing, safety in the workplace; mensuration and calculation, and interpreting technical drawings,; and gains specialized knowledge and skills in at least one TLE that would enable him to obtain NC II. Grade 11-12 The learner demonstrate specialized technical skills that would enable him or her to obtain NC II. KEY STAGE STANDARDS

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What are these NC I and NC II? These are the different levels of national certificates awarded by the Technical Skills and Development Authority (TESDA) to a student who passed the assessment given by the same agency.

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The student who obtains an NC I means that he/she is able to “perform routine and predictable tasks, has little judgement and works under supervision.” A holder of NC II is one who can perform a prescribed range of functions involving known routines and procedures. He/she has limited choice and complexity of functions and has little accountability.”

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Grade 4 The learner demonstrate s basic knowledge, skills, and values in agriculture, entrepreneurship and ICT, home economics, and industrial arts that can help improve self and family life. Grade 5 The learner demonstrate increased knowledge, skills, and values in entrepreneurship and ICT, agriculture, home economics, and industrial arts toward improving family life and the community. Grade 6 The learner demonstrate enhanced and expanded knowledge in entrepreneurship and ICT, agriculture, home economics, and industrial arts toward the improvement of the family’s economic life and the community. Grade 7 The learner demonstrate an understanding of basic concepts and underlying principles in developing fundamental skills in Exploratory Technology and Vocational Education (EPP/TLE/TVE). Grade 8 The learner demonstrate an understanding of his/her personal Entrepreneurial Competencies (PECS), the environment and market, and process/production and delivery of the Technology and Vocational Education course in which he/she has specialized. GRADE LEVEL STANDARDS

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Grade 9 The learner demonstrate s an understanding of his/her Personal Entrepreneurship Competencies(PECs), the environment and market, and process/production and delivery of the Technology & Vocational Education course in which he/she has specialized. Grade 10 The Learner demonstrate an understanding of his/her Personal Entrepreneurship Competencies (PECS), the environment and market, and process/production and delivery of the Technology & Vocational Education course in which he/she has specialized. Grade 11 The learner demonstrate an understanding of the principles in preparing a creative and innovative business plan as it relates with marketing, operations and human resources, and simple accounting and financial plans to determine the feasibility and viability of the business of his/her technology and vocational specialization. Grade 12 The Learner demonstrate an understanding of the principles in applying the business plan of his/her choice based on his/her T&VE specialization.

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GRADE LEVEL What are taught 4 Basic concepts in agriculture, entrepreneurship and ICT, home economics, industrial arts to improve self and family. 5 Increased knowledge in agriculture , entrepreneurship and ICT, home economics, industrial arts to improve family life and the community. 6 Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT, home economic, industrial arts to improve family life and community. 7 and 8 Exploratory courses in at least 8 subject (4 subjects in G7 and 4 in G8) in the 4 TLE areas –agriculture, ICT, home economics. Focus is on common competencies – use and maintenance of tools, mensuration and calculation, interpreting drawing, occupational safety and health Personal Entrepreneurship Competencies only in G8. Summary of how EPP and TLE are taught in the K to 12 Curriculum.

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GUIDELINES and GUIDING PRINCIPLES in the TEACHING of EPP/TLE Cover the four TLE areas in Grade 7 and 8 for exploratory purposes-agriculture and fisheries, ICT, home economics and industrial arts. Develop student’s entrepreneurial mindset. Do contextualized teaching. Teach entrepreneurial concepts in the context of the TLE student’s specialization in Grades9 to 12. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential learning. Subject offering must be done systematically from Grades 7 to 12 to enable the TLE student to obtain an NC ! In Grade 10 and NC II in Grade 12. The teaching TLE is focused on knowledge and information, entrepreneurial concept including process and delivery, work values and life skills.

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TEACHING APPROACHES, METHODS, AND TECHNIQUES The framework of TLE teaching in the K to 12 curriculum made by the TLE experts of the department of education cited the following in relation to teaching approaches, methods and techniques – entrepreneurial, contextualized, integrative, experiential, authentic and constructivist learning.

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Direct Method of Instruction: Since TLE is a skill subject, direct instruction is most appropriate. The demonstration method is a direct method of instruction. It is referred to as the “show and tell” method. The teacher simply shows to the students how a thing is done and explains as he/she demonstrate. For an effective demonstrations, it is necessary that the teacher mentions the dos and don’ts of the process for emphasis and clarity. It is important that as a teacher demonstrates a process, he/she cautions students on steps of a skill where students are most often mistaken or which are most often missed.

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It is expected that after the teacher demonstrate of a process, the students are given the opportunity to demonstrate the process or the skill themselves. However, students should not expected to demonstrate the process or the skill immediately on their own after the teacher has shown it. This has to be done gradually . The steps are: Teacher demonstrates . – “Watch me and listen to me ”. Students demonstrate with scaffolding from teacher . – “Let’s do it together” When students can do the process by himself/herself, student demonstrate the skill or process. – “Do it as I watch” Teacher gives more opportunity for practice for skill mastery Teacher assesses to determine skill mastery by all students.

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