Our Lady of the Pillar College- San Manuel,

Inc.

District 3, San Manuel Isabela

College Department

School Year 2022- 2023

MODULE

in

EDUKASYONG PANTAHANAN AT PANGKABUHAYAN I

DIANA REYES

INSTRUCTOR
MODULE 1: Teaching of Edukasyong Pantahanan and Pangkabuhayan
INTRODUCTION: “GIVE a man a fish and you will feed him or a day; Teach the man how to fish and
you will feed him forever.”

The latter saying sums-up the very core idea of the “Edukasyon Pantahanan at Pangkabuhayan”
(EPP) education. It is not enough for a man to depend on what he is provided by the people around
him. It is but a fact that we should arm ourselves with useful skills to survive in this world that
constantly reinvents itself. In this module, pedagogical content, knowledge and skills in technology
and livelihood education/EPP shall include to give a focus necessary in teaching and learning in the
elementary level.

LEARNING OBJECTIVES: After completing this module, you should be able

to: 1. Describe the nature and Scope of teaching EPP.

2. Cite strategies, methods, and techniques on how teach EPP

3. Be aware on the components and legal basis, curriculum framework in EPP/TLE

4. Determine how to evaluate student’s competence in teaching EPP

5. Recognize field of occupation related to EPP/TLE 6. develop appreciation and proper attitudes
toward teaching EPP

INPUT INFORMATION

A. Nature and Scope of Teaching EPP

B. Curriculum Framework of TLE

C. The Legal Basis of Teaching EPP and TLE

D. Components of EPP in the new elementary school curriculum

E. Salient Features of EPP Classes

F. Teaching methods, techniques, and strategies in teaching

G. Evaluating Students Competence

H. Home Economics Related Occupations

NATURE AND SCOPE OF TEACHING EPP

Edukasyong Pantahanan at Pangkabuhayan (E.P.P.) covers Entrepreneurship, Information and

Communication Technology (I.C.T.), Home Economics (H.E.), Agriculture (AG) and Industrial Arts
(I.A.). It is geared towards the development of technological proficiency and is anchored on
knowledge and information, skills and processes, and the acquisition of proper work values and life
skills. Edukasyong Pantahanan at Pangkabuhayan equips pupils with skills for lifelong learning. It is
focus on mastery of skills and processes, without right work values it is anemic and dangerous. An
effective E.P.P. is one that is founded on the cognitive, behavioral, or psychomotor and affective
dimensions of human development. Therefore teaching E.P.P. means teaching facts, concepts, skills
and values in their entirety. E.P.P. by its nature is a skill subject, hence we teachers must engage
pupils in an experiential, contextualized and authentic teaching-learning process. It is a subject in
which pupils learn best by doing.

The Nature of EPP and TLE EPP and TLE are skills-based subjects, therefore the teacher must bear in
the principles in teaching these subjects. * Adopt an environment that equips the learners with
appropriate facilities and equipment. * Engage learners in an experimental, contextualized, and
authentic teaching-learning process. * Apply integrative teaching and learning approaches.

CURRICULUM FRAMEWORK OF TLE

 DESCRIPTION OF FRAMEWORK

Technology and Livelihood Education encompasses the field of Home Economics (H.E.); Industrial
Arts (IA); Agri-Fishery Arts (AFA); and Information, Communication. and Technology (ICT). The 24 TLE
courses can be categorized under any of these fields. TLE as a course has two streams—the TR-based
TLE and the Entrepreneur-based TLE—and every school has a choice as to which stream to offer,
with consideration for faculty, facilities, and resources. Both streams are based on the Training
Regulations, but the Entrepreneur-based TLE embeds entrepreneurship concepts in the teaching of
the various subjects in HE , IA, AFA, and ICT.

TLE is geared toward the development of technological proficiency and is anchored on knowledge
and information, entrepreneurial concepts, process and delivery, work values, and life skills. This
means that the TLE that works is one which is built on adequate mastery of knowledge and
information, skills and processes, and the acquisition of right work values and life skills. The TLE that
is functional is one which equips students with skills for lifelong learning. TLE that is concerned only
with mere definition of terms is meaningless and shallow.

TLE that is focused on mastery of skills and processes without right work values is anemic and
dangerous. An effective TLE is one that is founded on the cognitive, behavioral, or psychomotor and
affective dimensions of human development. Therefore, teaching TLE means teaching facts,
concepts, skills, and values in their entirety. The diagram likewise shows that entrepreneurial
concepts also form part of the foundation of quality TLE. It is expected that TLE students, after using
the Learning Modules on Entrepreneurship-based TLE, imbibe the entrepreneurial spirit and
consequently set up their own businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home
Economics, and Information and Communication Technology. TLE by its nature is dominantly a skill
subject; hence the teacher must engage students in an experiential, contextualized, and authentic
teaching-learning process. It is a subject in which students learn best by doing. It is integrative in
approach. For instance, it integrates entrepreneurship with all the areas of TLE. It integrates
concepts, skills, and value.
THE STRUCTURE OF EPP/TLE

The Training Regulations-based TLE and the Entrepreneur-based TLE and every school has a choice
as to which stream to offer, with consideration for faculty, facilities, and resources. Both streams are
based on the Training Regulations, but the Entrepreneur-based TLE embeds entrepreneurship
concepts in the teaching of the various subjects in HE , IA, AFA, and ICT

THE NEW TLE FRAMEWORK AS A COURSE HAS TWO STREAMS

Training Regulations-based TLE

The Tech - Voc - based TLE is designed according to the Training Regulations (TR) of the Technical
Education Skills Development Authority (TESDA). It courses on technical skills and development in
the area of specialization that the learners want to pursue.

The Entrepreneurship Education- Based

Entrepreneur-based TLE TLE is designed to develop among learners some necessary livelihood skills
to enable them to start a small enterprise of their own.
The Content of TLE/EPP

Grade 4-6

The learner demonstrates an understanding of the basic knowledge and skills in entrepreneurship &
ICT,

Agriculture, Home Economics, and Industrial Arts toward the improvement of personal life, family,
and community.
Grade 7-10

The learner demonstrates an understanding of the basic concepts of selected TLE course in Home
Economics, Industrial Arts, Agriculture and Fishery Arts and ICT competencies common to TLE
courses such as use and maintenance of tools, observing, safety in the workplace, mensuration and
calculation, and interpreting technical drawings; and gains specialized knowledge and skills in at
least one TLE that would enable him/her to obtain NC II.

Grade 11-12

The learner demonstrates specialized technical skills that would enable him/her to obtain NC II

GRADE LEVEL STANDARDS

What are taught?

• Grade 4 - Basic concepts in agriculture, entrepreneurship and ICT, home economics, industrial arts
to improve self and family life.

• Grade 5- Increased knowledge in agriculture, entrepreneurship and ICT, home economics,

industrial arts to improve family life and the community.

• Grade 6- Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT, home
economics, industrial arts to improve family life and community.
GUIDELINES and GUIDING PRINCIPLES in the TEACHING of EPP/TLE

1. Cover the four TLE areas in for exploratory purposes-agriculture and fisheries, ICT, home
economics and industrial arts.

2. Develop student’s entrepreneurial mindset

. 3. Do contextualized teaching.

4. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential learning.

5. The teaching TLE is focused on knowledge and information, entrepreneurial concept including
process and delivery, work values and life skills.

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 technicalvocational 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 borderless system of
education, empower students and workers to exercise options or to choose when to enter and exit
in the education ladder and provide job platforms at every exit as well as the opportunity to earn
income.

SALIENT FEATURES OF EDUKASYONG PANTAHANAN AT PANGKABUHAYAN

1. It is a learning area common to boys and girls. In the new curriculum, both boys and girls
undertake the same learning experiences in Grades 4, 5, and 6. The time allotment is 40 minutes in
Grade 4 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 awareness of occupational opportunities.
It encourages concentration in at least one of the occupational or work skills. mms, it develops
expertise.
SCHEMES USED IN MANAGING EDUKASYONG PANTAHANAN AT PANGK±UHAYAN (EPP)
CLASSES

There are schemes to manage the EPP classes, namely: one teacherscheme, departmentalized
scheme, and team teaching

. In the one-teacher scheme, all the components are taught by one teacher. The components are
divided by grading period. For example, the Home Economics area may be taught during the first
grading period, Industrial Arts during the second grading period Agricultural Arts during the third
grading, and Entrepreneurship during the fourth grading period.

In the departmentalized scheme. each area is taught by the respective teachers in Home Economics,
Industrial Arts. Agricultural Arts, and Entrepreneurship. Different sections take the four areas by
rotation. This arrangement is applicable to big schools where teachers who have specialized in each
of the four areas are available.

The third arrangement is team teaching. Here, two or three teachers with special training in Home
Economics, Industrial Arts or Agricultural Arts may form a team to teach EPP. The team can adopt
the following annual work plan:

1. Planning at the opening of the school year

2. Evaluative team meetings (Regularly done within the school year)

3. Implementation (for the intermediate grades)

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.

The three domains, namely: cognitive, affective, and psychomotor are emphasized in the various
learning competencies. Concept development and hands-on learning experiences are basically the
guides in adopting teaching techniques and strategies. The teacher can employ varied instructional
materials, techniques, and strategies to accomplish the objectives. Although there is no best
method, the teacher may try the following:
Teaching method

A. Direct Method of Instruction:

B. 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 demonstration, 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.

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 expect 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:

1. Teacher demonstrates. – “Watch me and listen to me ”.
2. Students demonstrate with scaffolding from teacher. – “Let’s do it together”. 3. When
students can do the process by himself/herself, student demonstrate the skill or process.
– “Do it as I watch”.
4. Teacher gives more opportunity for practice for skill mastery Teacher assesses to
determine skill mastery by all students

B. Hands-on Learning

Hands-on learning provides for manipulation, construction, experimentation, planning,

problemsolving, decision-making, creating, and even inventing. Such activities would eventually lead
them to conduct simple research. The teacher can emphasize scientific methods of looking the
reasons of the occurrence of events or phenomena and probing.

One very important teaching aid which is for hands-on learning is the activity card. This card contains
the title of an activity, the materials needed and the procedure which enumerates the steps to be
followed by the learner. An example of an activity card follows:

C. Laboratory Experience
 One feature of an ideal EPP classroom is the presence of laboratories for the various
areas in its four components. In Industrial Arts, the laboratory is composed of working tables and
benches as well as the necessary tools and equipment used in the areas of electricity, woodworking,
handicrafts, and metal craft. The same is true in agricultural arts where a nursery, plots for planting,
seedbeds, and gardening tools are needed. In home economies, facilities for sewing, interior
decoration, household appliances and relevant tools and equipment are necessary. The laboratories
will allow the pupils to plan, execute, and evaluate various activities. The pupils learn while doing the
tasks. Opportunities to repeat the same tasks several times will enable them to acquire the skills.
The laboratory experiences are just means an end — the application of the skills at home and in the
community and the acquisition of a productive income generating project.
D. Project Method

Almost all the activities in EPP end up with a project which develops proper planning skills
through the preparation of a project plan. The project plan is their guide in making the project. It
contains the name of the project, the objectives. the sketch, the bill of materials, and equipment
and tools to be used, the procedure in making the project, and the evaluation instrument to be
used in judging the finished product. The project again enables the students to apply the
theories and principles learned.

E. Instructional Modules
Most books in EPP contain modular instructions which encourage the pupils to work
independently. A module is a self-contained material with activities to be done by the
learner. Some modifications of the module are the activity cards. self-learning kits, and
video-taped do-it-yourself projects. Research has shown that the module is as effective as
the teacher's demonstration; thus, once in a while, the teacher can try using it.

F. Work Sessions and Group Activities

nother method which is commonly used in Epp is the worksessions- and-group-activity. The
class is usually divided into families and the families are given assignments or tasks to do.
The task can be an experiment. a task on creativity or inventing something out of the
materials given to the group. The method capitalizes group interaction, cooperative learning,
and democratic processes. In this method, the pupils are exposed to simple organization,
deliberation, taking notes of their findings, organizing their thoughts, planning for the group
presentation, actual group performance, and evaluation by writing the group's insights,
reactions, summary, and generalizations.

Utilization of Resource Persons and Community Materials

The teacher of EPP Can enhance the pupils' enthusiasm and learning by inviting resource
person in the community who are experts in performing the chosen field.
EVALUATION IN HOME ECONOMICS

• The team 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

a. Evaluation is a joint concern of teacher, students, and parents

b. Evaluation program is a goal set up

c. Evaluation means more than testing. It gives opportunity for planning, making judgement,
reasoning, and decision making,

d. Evaluation involves selecting and/ or preparing and using as well as deciding values of the
finished job o product.

e. Evaluation need to be continuous throughout a unit problem or process as well as the

end of the learning unit or problem f. Evaluation measures the process as well as the
producer

Functions of evaluation

a. Evaluation furnishes evidence of change in student

b. Serve as incentive to learning

c. It brings to light misconception and difficulties

d. Measure the degree of mastery

e. Furnish a basis for guidance

f. Determine needed curriculum change g. Determine needed modification in instructional

method

Different devices for Evaluation

▪ Testing method

▪ 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.
▪ 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.

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.

Suggestion for constructing test items:

• Check items against objectives of the lesson.

• Eliminate factors which tend to confuse students or slow down their ra te of answering
like: o See to it that students has a copy of the test o Phrase directions and items in such a
way that they can be understood. o Underline crucial words in test items and instruction o
Formulate clear and brief instructions.

• Use technique which will discourage guessing.

• Arrange random order true and false items and correct and incorrect response and in
multiple choice items.

• Avoid having correct responses longer than the other.

• Observe the rule of rhetoric, grammar, and punctuation.

• Avoid items which have no answer upon which all experts will agree • Avoid specific

determiner which are usually associated with true or false statements. Performance

test

This has been devised to indicate the relative ability of students in the jobs. To be
satisfactory done meet these criteria:

– It must not demand expensive supplies

– It must not require too long time

– It must cover as many as possible of fundamental skills in a field

– The score must be scorable in objectives means.

Types of Evaluation

Formative evaluation- is came out in time when a program is being developed; produces
information that is feedback during the development of the program in order to improve it
its aim is refinement or Improvement.

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.
External evaluation- is conducted by representative of a part of a system not managed by
the element being evaluated.

Internal evaluation- is conducted by a component of the system level being evaluated.

Input evaluation- include need assessment.

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.

Product evaluation- determining whether the output presented quality in alliance with the
criteria for evaluation.
Assessment- means measuring the process of learners and identifies issues to work on to
make program successful.

Assessment
techniques

• Knowledge and
performance test

• Feed backing
and feed
forwarding

Observation/learners journal

• Literacy checklist

• Choice cards

• Portfolio

• Anecdotal records

ASSESSMENT AND EVALUATION

Definition

Assessment- 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.

Evaluation- is the culminating act of interpreting the information gathered during daily
assessment for making decisions or judgments about students learning and progress.

• It often occurs at the end of the activity, a unit or reporting

period, and provides information to students, teachers, parents
and others about the students’ progress to date.

• 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.

Types of Assessment and Evaluation

Diagnostic Assessment- Provides teachers with instructional starting points.

 o Learning abilities and needs
o Motivational and interests’ levels
Formative Assessment- focuses on the processes and products of learning.
o Continuous and planned
o Students’ progress toward the
curriculum objectives
o Feedback to students
o Instructional decisions and
adaptations

The Evaluation Process

- Reflection phase
- Evaluation phase
- Assessment phase
- Preparation phase

Student Assessment and Evaluation

Middle Level students are at various cognitive, emotional, social and physical stages of development:
therefore, assessment and evaluation techniques must be sensitive to this range of abilities and
address individual progress. It is unrealistic to expect students who are at various stages of
development to perform at the same level of competence and ability.
Assessment and Evaluation Strategies and Sample Templates

1. Observation- occur on a continuous basis during students early learning activities and experiences
2. Anecdotal Notes- comments concerning various aspects of student learning (e.g. concept
development reading abilities, group interaction or summarizing skills)
3. Checklists- are usually completed while students are engaged in activities or processes are list of
specific criteria that pertain to aspects of learning experience. Used to record certain knowledge,
skill, thinking and research processes abilities and attitudes with respect to identified activity. 4.
Rating Scales- record the extent on which certain criteria have been achieved by the student, the
extent to which certain characteristics are present in the student’s work.
1. Checklists convert into rating scales
2. Designed as number lines or holistic scales or rubrics.
3. Clear and concise
5. Rubrics- a form of holistic rating scale describe expectations at each level of the rating scale and
are used to determine student progress in comparison to the stated expectation. ▪ Expressed
numerically depending upon the objectives ▪ Develop critical thinking skills in areas such as self
reflection and self-assessment.
6. Portfolios- are collection of relevant work that reflects students’ individual efforts, development,
and progress over a designated period of time.
▪ Provide students growth overtime, including abilities, knowledge, skills processes, and attitudes.
▪ setting goals for further personal learning, self-assessment, and reflection. 7.
Interviews/conferences- are productive means of assessing individual achievements and needs. •
Discussions – discovers students’ perception of their own learning experiences.
• Conferences- focus on specific skills, process, activity or product or they can be in general nature.
8. Projects and presentation- depends upon the objectives and the purpose of the activity. •
Teacher will set criteria for such aspects of learning skill development, group interaction, attitude,
concept attainment and development and application of knowledge and skills. 9. Quizzes, Tests and
Examination – are often used in assessing students’ knowledge of content However, they may use
to asses higher level thinking skills and learning process. • Oral or written
• Question is constructed to allow students to demonstrate that they understand the process
• Formats of test items is based on the objective being assessed