i

Southern Luzon State University

LUCENA CAMPUS
College of Technical-Vocational
Teacher Education

T C
EACHING OMMON

C OMPETENCIES IN

Industrial Arts
Reizel Joy D. Cadavillo, LPT
 ii

TABLE OF CONTENTS

Page

Title Page i
Table of Contents ii
Introduction iv
Disclaimer iv
Learning Program v

Section 1: Designing Learning Plan

Module 1 – Understanding the Industrial Arts Curriculum 1
• The Technology and Livelihood Education (TLE) Framework 2
• Learning Area Standards 4
• Grade Level Standards 5
• Industrial Arts Specialization in the K to 12 Curriculum 6
• Apply 8

Module 2 – Understanding the Curriculum Guides of Industrial Arts 10

• Curriculum Guides 11
• Carpentry (NC II) 12
• Automotive Servicing(NC II) 24
• Electrical Installation and Maintenance (NC II) 61
• Apply 74

Module 3 – Crafting Industrial Arts Lesson/Learning Plan 76

• Lesson Plan 77
• Parts of Daily Lesson Plan 78
• The Daily Lesson Log 79
• Apply 80

Module 4 – Crafting Industrial Arts Module 84

• Flexible Learning 85
• Modular Instruction 86
• Learning Module: Components Dynamics 87
• Apply 95
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Section 2 – Methods and Techniques in Teaching

Module 5 – Pedagogical Approaches Mandated by R.A. 10533 96
• Pedagogical Approaches 97
• Republic Act No. 10533 98
• DepEd Region IV-A Memorandum No. 233 s. 2016 99
• The 2C-2I-1R Pedagogical Approaches 100
• Pedagogy 101
• Constructivist Approach 102
• Collaborative Approach 103
• Integrative Approach 104
• Inquiry-based Approach 105
• Reflective Approach 106
• Apply 107

References 110
 iv

INTRODUCTION

Teaching is a mission met with enthusiasm and fear. Taking up an Education

degree is not an easy route to college graduation; it requires extreme patience,
knowledge and creativity.
This learning module is designed for all who desire to learn or enhance their
teaching skills. Moreover, this material serves as guide to all future teachers in
understanding the nature of teaching-learning process to achieve effective delivery
of instruction leading to outstanding student performance.
The concepts presented here provide solid groundings on the theoretical and
practical aspects of teaching. Also, the activities are well designed to challenge the
readers to be more adaptive, comprehensive and experts in handling teaching
scenarios.
As technical teacher education students, you will also be exposed and
experience the various principles and strategies of teaching contextualized to
technical fields. Industrial Arts, in particular, is a field in Technology and Livelihood
Education (TLE) (Junior High School) and Technical-Vocational-Livelihood (TVL)
Track (Senior High School).
This course will provide prospective teachers a foundation in teaching
different competencies in Industrial Arts track, including concepts that will help to
develop knowledge, skills, and attitude to perform different tasks on the track chosen.
It covers pedagogical approaches and teaching strategies contextualized to Industrial
Arts competencies. Exploratory courses of Industrial Arts will be a part of the study
but will focus on the methods and techniques on how a prospective teacher may teach
the subject.

DISCLAIMER

This module is just a compilation of lessons and activities coming from various
resources, primarily, Principles of Teaching by Jocelyn Gagalang, Ph.D., Froilyn
Villas Lunaria, MA, Mary Joy Rosales-Orante, MPA, and Rommel Maglaya, D.E.M.
Various curriculum guides from the Department of Education and Training
Regulations of Trainers Methodology from Technical Education and Skills
Development Authority are also utilized in this module. No part of this book has been
claimed and owned by the compiler and this is solely intended to be used due to
emergent need to facilitate lessons during the time of pandemic.
 v

LEARNING PROGRAM

Southern Luzon State University

Dual Training and Livelihood Center
Lucena Campus
Lucena City

VISION STATEMENT: Southern Luzon State University as an excellent academic hub

in its curricular programs, transdisciplinary researches, and responsive extension
services

MISSION STATEMENT: The University commits to develop a sustained culture of

delivering quality service and undertaking continuous innovations in instruction,
research and extension in its relevant curricular programs supportive of national and
global development goals.

Core Values
GO God-loving
S Service-Oriented
L Leadership by Example
S Sustained Passion for Excellence
U Undiminished Commitment to Peace and Environmental Advocacy

SLSU DTLC LUCENA OBJECTIVES

1. To provide students the opportunities to become mature and responsible
persons with the values embodied in the college’s mission statement as
evident in their innovative and active responses psychologically, spiritually
and develop environmentally sound and market-driven technologies at par
with the international standards
2. To instill relevant and responsive academic programs and professional
trainings that will enhance graduates for national development
3. To prepare and train the students for appropriate competency standards by
providing relevant programs, competent faculty, modern facilities, expand
linkages for productivity enhancement and community empowerment
4. To develop students as leaders, practitioners and to become globally
competitive individuals.
 vi

Lucena
Program Educational Objectives
Objectives
(CMO No. 79, Series of 2017)
1 2 3 4
Prepare teachers in TLE for Grades 9-10, senior high school for
the technical-vocational-livelihood track, technical-vocational
1 √ √ √ √
education and training (TVET), and for higher education
institutions offering BTVTEd and other allied programs
Produce teachers who can assume the following major roles:
a. effective synthesizers of organized knowledge to allow
analytical and critical thinking;
b. efficient and effective promoters and facilitators of
learning to enable the learners to develop to the fullest
their potential for a continuing pursuit of lifelong
learning;
c. committed humanists whose clear understanding and
2 appreciation of human ideals and values inspire learners √ √ √ √
to realize their potentials;
d. model teachers with high regard for learning imbued
with proper work attitude and values as practiced in
industry;
e. nationally certified trainer in their fields of
specialization; and
f. implementers of TVTE innovative approaches/insights,
best practices in the context of K-12 TVL Track

COURSE SYLLABUS
1. Course Code: TIC04

2. Course Title: TEACHING COMMON COMPETENCIES IN INDUSTRIAL ARTS

3. Pre-Requisite: INTRODUCTION TO INDUSTRIAL ARTS

4. Co-Requisite: NONE

5. Credit/Class Schedule: 3 units(3 hours per week)

6. Semester 3rd year, 1st Semester

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7. Course Description:
This course provides prospective teachers with a foundation in teaching different
competencies in the Industrial Arts track, including concepts that will help to develop
knowledge, skills, and attitude to perform different tasks on the track chosen. It also covers
common competencies on personal entrepreneurial competencies, environment and market,
and application of quality standards. It will also include different exploratory courses in the
common competencies as per TESDA Training regulations in different areas that are in
accordance with Industrial Arts Curriculum Map to give prospective teachers skills and
knowledge on the track chosen.

8. Program Outcomes and Relationship to Program Educational Objectives:

Program
Educational
Program Outcomes
Objective
1 2
Demonstrate the competencies required of the Philippine
a TVET Trainers – Assessors Qualifications Framework √ √
(PTTQF)
Demonstrate broad, meaningful and coherent knowledge and
b skills in any of the specific fields in technical and vocational √ √
teacher education
Apply with minimal supervision specialized knowledge and
c skills in any of the specific fields in technical teacher √ √
education
Demonstrate higher level literacy, communication, numeracy, √ √
d
critical thinking, learning skills needed for higher learning
Manifest a deep and principled understanding of the learning
e processes and the role of the teacher in facilitating these √ √
processes in their students
Show a deep and principled understanding of how
f educational processes relate to larger historical, social, √ √
cultural, and political processes
Apply a wide range of teaching process skills (including
curriculum development, lesson planning, materials √ √
g
development, educational assessment, and teaching
approaches)
Reflect on the relationships among the teaching process skills,
the learning processing in the students, the nature of the
h content/subject matter, and other factors affecting √ √
educational processes in order to constantly improve their
teaching knowledge, skills and practice
 viii

9. Course Objectives and Relationship to Program Outcomes:

Program Outcomes
Course Objectives
a b c d e f g h
Understands the central concepts, tools of
inquiry, and structures of the discipline(s)
1 he/she teaches and can create
learning experiences that make these aspects
of subject matter meaningful for students
Understands how students learn and develop
and can provide learning opportunities that
2
support their intellectual, social and personal
development
Understands how students differ in their
approaches to learning and creates
3
instructional opportunities that are adapted to
diverse learners
Understands and uses a variety of instructional
strategies to encourage students’ development
4
of critical thinking, problem solving, and
performance skills
Uses an understanding of individual and group
motivation and behavior to create a learning
5 environment that encourages positive social
interaction, active engagement in learning, and
self-motivation
Uses knowledge of effective verbal, nonverbal,
and media communication techniques to foster
6
active inquiry, collaboration, and supportive
interaction in the classroom
Plans instruction based upon knowledge of
7 subject matter, students, the community, and
curriculum goals

Understands and uses formal and informal

assessment strategies to evaluate and ensure
9
the continuous intellectual, social and physical
development of the learner

Become a reflective practitioner who

continually evaluates the effects of his/her
choices and actions on others (students,
10
parents, and other professionals in the learning
community) and who actively seeks out
opportunities to grow professionally
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10. Course Outline and Timeframe

Weeks TOPICS/LESSONS
Orientation; discussion of course goals and expected outcomes; discussion of course
policies, grading system
1
Introduction
• Outcome-based Education: Response to Quality Learning
SECTION 1: Designing Learning Plan
2
• Understanding the Industrial Arts Curriculum
3 • Understanding the Curriculum Guides of Industrial Arts
4 • Crafting Industrial Arts Syllabus and Lesson/Learning Plan
5 • Crafting Industrial Arts Module
PRELIMINARY EXAMINATION
6
Completion and Submission of Portfolio
Section 2: Methods and Techniques in Teaching
7
• Introduction
8
• Pedagogical Approaches Mandated by R.A. 10533
✓ Constructivist Approach
9 ✓ Collaborative Approach
10 ✓ Inquiry-based Approach
✓ Integrative Approach
11
✓ Reflective Approach
MIDTERM EXAMINATION
Completion and Submission of Portfolio
12 Section 3: Teaching Common Industrial Arts Competencies
13 • Teaching Exploratory Course in Carpentry NC II

14 • Teaching Exploratory Course in Electrical Installation and Maintenance NC II

15 • Teaching Exploratory Course in Automotive Servicing NC II
16 Competency Based Learning Material

17 Competency Based Learning Material (Cont.)

18 FINAL EXAMINATION
Completion and Submission of Competency Based Learning Material
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11. Required Readings and References:

1. Training Regulations, Technical Education and Skills Development
Authority TESDA, Taguig City, Phils.
2. Amended CS for Basic Competencies Integrating 21st Century Skills,
Technical Education and Skills Development Authority TESDA,
Promulgated July 9, 2019

3. websites such as. http://www.tesda.gov.ph and http://www.deped.gov.ph

Brown, A.H., & Green T.D., (2015). The essentials of instructional design: Connecting
fundamental principles with process and practice. Routledge.
Kolomitro, K., & Gee, K. (2015). Developing effective learning outcomes: a practical
guide. Retrieved
from http://www.queensu.ca/ctl/resources/publications/learning-
outcomes.html opens in new window
McDonald, J., Siddall, G., Mandell, D., & Hughes, S. (2010). Two sides of the same coin:
Student-faculty perspectives of the course syllabus. Collected Essays on
Teaching and Learning, 3. Retrieved from
http://celt.uwindsor.ca/ojs/leddy/index.php/CELT/article/view/3249/262
6 opens in new window
McIver, D., Fitzsimmons, S., Flanagan, D. (2016). A Knowledge-in-practice approach
to choosing instructional methods. Journal of Management Education Vol 40
Issue 1.
Shulman, L. (2005, Summer). Signature pedagogies in the professions. Daedalus, 134,
52-59.
12. Course Requirements:

• Active class participation during discussions

• Harmonious and interactive class participation
• Quizzes and Major Examination
• Activity Report and Performance
• Competency Based Learning Material
 xi

13. Grading System (VPAA M.O. 12, s. 2021):

The minimum requirement for a passing grade is 75% of the total scores from
the following:
• Performance Outputs (including Portfolios) 40%
• Recitation (Class Participation) 15%
• Major Examinations 25%
• Quizzes 20%
100%

Aside from academic deficiency, other grounds for a FAILING GRADE are:
• Grave misconduct and/or cheating during examinations
• Unexcused absences of more than 20% of required number of
meetings per term
• A failing academic standing, failure to take the final exam, and
failing to submit projects/portfolio
14. Classroom Policies:
1. Attend all classes; significant absences will adversely affect your grades.
2. Pass the major examinations and written activities.
3. Submit projects, assignments, and research reports or papers on time.
4. Participate in reports, presentations, and classroom discussions.
5. Compile and submit portfolios on time.
6. Perform class reports.
7. Reading for each individual class is listed in the class plan. Most of the
homework and readings will be assigned in the beginning weeks of the class
to allow time to complete term assignments toward the end.
8. Do not hesitate to approach your professor if assignments are unclear.
9. Observe the proper dress code during face-to-face (uniform) and online
classes.
10. Etiquette: It is essential that this class should be conducted in a manner that
encourages an open exchange of academic ideas. Respect each other’s ideas
and opinions.

15. Consultation Hours: Monday (1:00PM-5:00PM)

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16. Course Outcomes and Relationship to Course Objectives/Program Outcomes:

Course Outcome Course Objectives Program Outcomes

Contextualized to Industrial Arts,
1
a student completing this course, at 1 2 3 4 5 6 7 8 9 a b c d e f g h
0
the minimum, should be:
Planning and Preparation
• Demonstrating
1 √ √ √ √ √ √ √ √ √ √ √ √ √ √
Knowledge of Content
and Pedagogy
• Demonstrating
2 √ √ √ √ √ √ √ √ √ √ √ √ √
Knowledge of Students
• Selecting Instructional
3 √ √ √ √ √ √ √ √ √ √ √ √ √ √
Goals
• Demonstrating
4 Knowledge of √ √ √ √ √ √ √ √ √ √ √ √
Resources
• Designing Coherent
5 √ √ √ √ √ √ √ √ √ √ √ √ √
Instruction
• Assessing Student
6 √ √ √ √ √ √ √ √ √ √ √ √ √ √
Learning
The Classroom Environment
• Creating an
7 √ √ √ √ √ √ √ √ √ √ √ √ √
Environment of
Respect and Rapport
• Establishing a Culture
8 √ √ √ √ √ √ √ √ √ √ √ √
for Learning
• Managing Classroom
9 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Procedures
• Managing Student
10 √ √ √ √ √ √ √ √ √ √ √ √
Behavior
• Organizing Physical
11 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Space
 xiii

Instruction
12 • Communicating √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Clearly and Accurately
• Using Questioning and
13 √ √ √ √ √ √ √ √ √ √ √ √ √
Discussion Techniques
• Engaging Students in
14 √ √ √ √ √ √ √ √ √ √ √
Learning
• Providing Feedback to
15 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Students
• Demonstrating
16 Flexibility and √ √ √ √ √ √ √ √ √ √ √ √ √
Responsiveness
Professional
17 Responsibilities √ √ √ √ √ √ √ √ √ √ √ √ √ √
• Reflecting on Teaching
• Communicating with
18 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Families
• Submitting complete
19 portfolio on the √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
subject
 1

Section 1
DESIGNING THE LEARNING PLAN
Module 1
Understanding the
Industrial Arts Curriculum

Intended Learning Outcome (ILO)

The learners are expected to:

1. Enhance understanding of the TLE

curriculum framework;
2. Interview Industrial Arts teachers
regarding their teaching approaches; and
3. Analyze and reflect on the significance of
Industrial Arts to students’ lives through
a photo presentation.
 2

INTRODUCTION

Industrial arts is an educational program that features the fabrication of objects in

wood or metal using a variety of hand, power, or machine tools. Industrial Arts are
commonly referred to as Technology Education. It may include small engine
repair and automobile maintenance, and aims at developing manual skill and
familiarity with machines and tools.

DISCUSSION

THE TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE) 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.
 3

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 values.
 4

LEARNING AREA STANDARD

The learner demonstrates the knowledge, skills, values, and attitudes (KSVA)
in Technology and Livelihood Education (TLE), which will enable him/her to gain
employment, become an entrepreneur, a middle level manpower and/or pursue
higher education.

KEY STAGE STANDARDS

Grades 4–6 Grades 7–10 Grades 11–12

The learner demonstrates The learner demonstrates The learner demonstrates

an understanding of the an understanding of the specialized technical skills
basic knowledge and skills basic concepts of selected that would enable him/her
in entrepreneurship & ICT, TLE course in Home to obtain NC II.
Agriculture, Home Economics, Industrial Arts,
Economics, and Industrial Agriculture and Fishery
Arts toward the Arts and ICT competencies
improvement of personal common to TLE courses
life, family, and community. 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.
 5

GRADE LEVEL STANDARDS

GRADE
LEVEL STANDARDS
LEVEL
The learner demonstrates basic knowledge, skills, and values in
4 agriculture, entrepreneurship and ICT, home economics, and industrial
arts that can help improve self and family life.
The learner demonstrates increased knowledge, skills, and values in
5 entrepreneurship and ICT, agriculture, home economics, and industrial
arts toward improving family life and the community.
The learner demonstrates enhanced and expanded knowledge in
entrepreneurship & ICT, agriculture, home economics, and industrial
6
arts toward the improvement of the family’s economic life and the
community.
The learner demonstrates an understanding of basic concepts and
7 underlying principles in developing fundamental skills in Exploratory
Technology and Vocational Education (EPP/TLE/TVE).
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
8
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
9
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
The learner demonstrates an understanding of his/her Personal
Entrepreneurial Competencies (PECs), the environment and market,
10
and process/production and delivery of the Technology & Vocational
Education course in which he/she has specialized.
The learner demonstrates an understanding of the principles in
preparing a creative and innovative business plan as it relates with
11 marketing, operations and human resource, and simple accounting and
financial plans to determine the feasibility and viability of the business
of his/her technology and Vocational specialization.
The learner demonstrates an understanding of the principles in
12 applying the business plan of his/her choice based on his/her T&VE
specialization.
 6

INDUSTRIAL ARTS SPECIALIZATION IN THE K TO 12 CURRICULUM

Detailed below are the specializations in Industrial Arts under the curriculum
guide for Technology and Livelihood Education of the Department of Education.

Number
Specialization
of Hours
Automotive Servicing (NC I)
1. updated based on TESDA Training Regulations published December 28, 640
2013
Automotive Servicing (NC II) 640
2.
Prerequisite: Automotive Servicing (NC I)
3. Carpentry (NC II) 640

Carpentry (NC III) 320

4.
Prerequisite: Carpentry (NC II)
5. Construction Painting (NC II) 160

Domestic Refrigeration and Air-conditioning (DOMRAC) Servicing (NC 640

6.
II)
7. Driving (NC II) 160

8. Electrical Installation and Maintenance (NC II) 640

Electric Power Distribution Line Construction (NC II) 320

9.
Prerequisite: Electrical Installation and Maintenance (NC II)
Electronic Products Assembly and Servicing (NC II) 640
10. updated based on TESDA Training Regulations published December 28,
2013

11. Furniture Making (Finishing) (NC II) 640

Instrumentation and Control Servicing (NCII) 320

12. Prerequisite: Electronic Products Assembly and Servicing (EPAS)
(NC II)
Gas Metal Arc Welding (GMAW) (NC II) 320
13.
Prerequisite: Shielded Metal Arc Welding (SMAW) (NC II)
Gas Tungsten Arc Welding (GTAW) (NC II) 320
14.
Prerequisite: Shielded Metal Arc Welding (GMAW) (NC II)

15. Machining (NC I) 640

Machining (NCII) 640

16.
(Prerequisite: Machining NC I)
 7

17. Masonry (NCII) 320

18. Mechatronics Servicing (NCII) 320

19. Motorcycle/Small Engine Servicing (NCII) 320

20. Plumbing (NCI) 320

21. Plumbing (NC II) 320

Refrigeration and Air-Conditioning (Packaged Air-Conditioning Unit 640
22.
[PACU]/Commercial Refrigeration Equipment [CRE]) Servicing (NC III)

23. Shielded Metal Arc Welding (NC I) 320

Shielded Metal Arc Welding (NC II) 320

24.
(Prerequisite: Shielded Metal Arc Welding (NC I))
25. Tile Setting (NC II) 320

Transmission Line Installation and Maintenance (NCII) 640

26.
Prerequisite: Electrical Installation and Maintenance (NC II)

SPECIALIZATIONS

Since this module focused on the processes of how to teach and not on the
TLE/TVL course itself, only three specializations will be given emphasis. Carpentry,
Automotive Servicing, Electrical Installation and Maintenance, Aside from the fact
that the three specializations are widely known and are frequently enrolled in by
most the students, the knowledge acquired in teaching the three will also make ease
in the facilitation of other specializations, provided that the teacher has the technical
skills in the area he/she intends to teach.
• Carpentry (NC II)
The CARPENTRY NC II Qualification consists of competencies on
rough and finishing carpentry that a person must achieve in fabrication and
installation of wooden materials and basic roof assembly.

• Automotive Servicing (NC II)

The AUTOMOTIVE SERVICING NC II Qualification consists of
competencies that a person must achieve to inspect, clean and repair
mechanical or electrical parts, components, assemblies and sub-assemblies
of light and heavy-duty automotive vehicle with diesel or gas engine in
accordance with manufacturer's specification.
 8

• Electrical Installation and Maintenance (NC II)

The Electrical Installation and Maintenance NC II Qualification
consists of competencies that a person must achive to enable him/her to
install and maintain electrical wiring, lighting and related equipment and
systems where the voltage does not exceed 600 volts in residential
houses/buildings.

APPLY

Answer/Perform the following comprehensively:

1. Using your own definition, what is Industrial Arts?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. Explain the TLE framework during a scheduled class with the professor.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

3. How are you going to cope up teaching TLE specialization that is not aligned
to your line of expertise?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

4. Create a photo essay captured in various settings within your home. You are
free to choose whatever themes and platform you will use. Just make sure your
photo essay conveys the relevance of Industrial Arts to student’s lives. Paste
your photo essay below. Grade _____
9
 10

Section 1
DESIGNING THE LEARNING PLAN
Module 2
Understanding the Curriculum
Guides of Industrial Arts

Intended Learning Outcome (ILO)

The learners are expected to:

1. Understand the components of

curriculum guides;
2. Develop a portion of curriculum guide in
a specific topic; and
3. Analyze the significance of understanding
the curriculum guide in the teacher’s
classroom
 11

INTRODUCTION

A curriculum guide is a structured document that delineates the philosophy,

goals, objectives, learning experiences, instructional resources and assessments that
comprise a specific educational program. Additionally, it represents an articulation of
what students should know and be able to do and supports teachers in knowing how
to achieve these goals.

DISCUSSION

CURRICULUM GUIDES
Understanding curriculum guides is essential in the crafting of lesson plans or
learning activities. It is necessary for prospective teacher to fully develop
comprehensive meaning of what are written in the guides. This is to ensure that the
classroom teachers know what he/she is doing and that his/her doings are aligned to
the vision, mission, goals, and objectives of the school.
Study the following curriculum guides. See how each part is crafted and
aligned to the overall philosophy, goals and objectives of DepEd.
 12

Carpentry (NC II)

13
14
15
16
17
18
19
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21
22
23
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Automotive Servicing (NC II)

25
26
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28
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ELECTRICAL INSTALLATION AND MAINTENANCE (NC II)

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APPLY

ACTIVITY 1. Synthesize each curriculum guide and complete the table below. Use
your own words.

Curriculum Content Performance Learning

Content
Guide Standard Standard Competencies

Carpentry

Automotive
Servicing

Electrical
installation and
maintenance
 69

ACTIVITY 2. Let’s say that T-shirt printing is an NC II area. Develop a portion of the
curriculum guide on T-shirt Printing. Complete the table below.

Curriculum Content Performance Learning

Content
Guide Standard Standard Competencies
(1 only)
(1 only) (1 only) (3 only)
• • • •

•
T-shirt Printing

ACTIVITY 3. As an educator, how significant is your understanding of the curriculum

guide in this profession?

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Section 1
DESIGNING THE LEARNING PLAN
Module 3
Crafting Industrial Arts
Lesson/Learning Plan

Intended Learning Outcome (ILO)

The learners are expected to:

1. Identify learning outcomes that are

aligned with competencies; and
2. Prepare developmentally sequenced
teaching and learning process to meet
curriculum requirements
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INTRODUCTION

Since you are all third-year education students, you are fully aware of the
basics, types, and structures of daily lesson plan. The details in this module are the
structures of the lesson plan that you will need to include in the activity part.

DISCUSSION

LESSON PLAN
Lesson Plan/Learning Plan is the blueprint of the daily activities in the
teaching-learning process.
• It guides the teacher on the instructional activities he/she will implement in
class.
• This is an important component in the instructional process.
• This will help teachers become systematic and organized and on track/on task
while teaching.
• This will aid the teachers to teacher MORE and DO MORE and will help her/his
learners attain the outcomes set for the day.
• This will help the teachers plan differentiated activities to cater to diverse
types of learners.
• This gives a sense of direction in relation to the curriculum map and teaching
guides prepared for the subject.
• It also serves as practical and useful basis for future plans.
• It gives the teacher more confidence in carrying out the daily tasks.

Parts of the Daily Lesson Plan (DLP DepEd Order No. 42, series 2016)
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies

II. Content
III. Learning Resources
IV. Procedures
A. Before the Lesson – Opening the Lesson
• conduct/review of the previous lesson
• clarify concepts of the previous lessons
• introduce the connection of the new and past lesson
• state the new lesson objectives
• check background knowledge of the learners
- connect lesson to what is already known
- get learners’ interest in the new lesson, to start up and warm up
activities
- provides the learners opportunity to ask questions about the lesson
 72

B. The Lesson Proper – Middle or Main Part of the Lesson

- explain, model, demonstrate and illustrate concepts, ideas, skills and
processes for learners to internalize the lesson
- convey new information to the learner
- provide feedback
- regularly check for learners’ understanding
C. After the Lesson – Closing or End of the Lesson
- do wrap-up activities
- provide summary of the lesson or ask students to summarize the key
concepts and activities
- reinforce what the teacher has taught and what the learners have
completed

Note: Assessment Methods are integrated in the DLP to regularly check the
understanding of the lesson.
- Formative Assessment to be done before, during or after the lesson

V. Assignment (OPTIONAL) – It should be related to the lesson. It should allow

learners to master what was learned. (Read DepEd Order No. 329, series
2010)
VI. Remarks
- This is to document specific instances that result in the continuation of
the lesson in cases of:
i. re-teaching
ii. insufficient time
iii. transfer of lesson to the following day as a result of class suspension
VII. Reflection (to be filled out after the lesson by the teacher intern)
• To write parts of the lesson that went well or the parts that were weak, and
write briefly about it/them
• To share their thoughts and feelings about the lesson that were
successfully implemented, need improvement or could be adjusted in the
future
• To talk also to the learners who did not do well or those who need help

The Daily Lesson Log (DLL)

It is a template teachers use to log parts of their daily lesson. Teachers who
have been in the service for at least one (1) year, handling learning areas with
available LMS and TGs provided by the DepEd shall not be required to write the DLP
instead they shall be required to fill out a weekly Daily Lesson Log (DLL).
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APPLY

ACTIVITY 1. Request a sample lesson plan or a Daily Learning Plan from an Industrial
Arts Teacher. Study each part carefully. Paste it here creatively.
 74

Question: Is the learning plan developmentally sequenced to meet curriculum

requirements? Explain.
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Insights on the Daily Learning Plan

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What is the impact of this to me as a future educator?

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ACTIVITY 2. Make your Daily Learning Plan (DLP) outline using the given template.
Choose Industrial Arts topic. Prepare a developmentally sequenced Learning Plan
with learning outcomes aligned with the learning competencies.

Subject Area:
Topic/Learning Content:

Learning Competencies:

What to attain or realize?

Learning Outcomes
Content Standards
Performance Standards

What to use?

Learning Resources

Procedures What to do?

Before the Lesson

The Lesson Proper

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After the Lesson

ACTIVITY 3. Attach here creatively your own crafted Daily Lesson Plan.
 77

Section 1
DESIGNING THE LEARNING PLAN
Module 4
Crafting Industrial Arts Module

Intended Learning Outcome (ILO)

The learners are expected to:

1. Comprehend the different components of

learning module; and
2. Develop a portion of Industrial Arts
Module.
 78

INTRODUCTION

A Learning Module is an organized collection of content presented together. A

Learning Module can support a course goal, a course objective, a subject, a concept,
or a theme. Instructors can set a structured path through the content items using a
storyboard or a set of dependencies. For example, a Learning Module can present the
concept of magnets’ fields before describing how speakers and microphones work.
Understanding the first concept is dependent on understanding the second concept.
Alternatively, instructors can allow students to explore the content in a Learning
Module in any order, and at their own pace. For example, a Learning Module can
present a series of images and descriptions of various animals in a genus. Students
can view the images and descriptions in any order, as no order is required for
understanding the whole.

DISCUSSION

FLEXIBLE LEARNING
In writing effective module, first, we need to understand what flexible
learning is and how to ensure that its modalities are implemented. Is flexible
learning online learning?

What is FLEXIBLE LEARNING?

• Flexibility entails teaching and learning anywhere, anytime. It calls for a
learner-centered approach.
• The level of flexibility increases with technology integration.
• Learning should continue.
• Ensure the safety of all (students, teachers and employees).
• Ensure that all students will be included (NO ONE SHOULD BE LEFT BEHIND).

What really is FLEXIBLE LEARNING?

• It is about empowering students by offering them choices in delivery
modalities.
• It requires a balance of power between institutions and students, and seeks
to find ways in which choices can be provided that is economically viable
and appropriately manageable for institutions and students.
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Delivering FL concerns:
1. Pace (Deliver Schedules)
2. Place (Physical location)
3. Mode (Learning Technologies)

What are flexible modalities?

1. Blended learning
2. Distance Learning

What is distance education?

• A mode of instructional delivery whereby the teacher and the learner are
separated in time and space and the instruction is delivered through
specially designed materials and methods using appropriate technologies
and learning management system and supported by organizational and
administrative structures and arrangements.
• Enables learning to take place from a distance, virtually and differently from
the conventional classroom or traditional mode.
• Knowledge on:
Flexible Learning + Flexible Modalities = EFFECTIVE MODULE

MODULAR INSTRUCTION
• It is an alternative instructional design that used developed instructional
materials which are based on the needs of the students.
• Students engaged themselves in learning concepts presented in the module.
• They developed a sense of responsibility in accomplishing the tasks provided
in the module.
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Module (a.k.a. Self-learning kit)

❑ Specially designed materials and methods
❑ A module may consist of one or more units
❑ More interactive than the other types of written IMs
❑ Develops independent study through self-paced instruction
❑ Ideally contains pretest, posttest, lesson inputs, exercises and drills-
provisions for self-paced learning

Learning Module Components

According to Duldulao (2000) …

• Title
• About the Module
• Topic Opener
• Objectives and Topics
• Suggested Methodology
• Materials/Visuals
• References
• Evaluation
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According to IRRI…
• Title
• Prospectus
• Rationale
• Objectives
• Discussion of Topics

According to PCARRD (1997) …

• Title
• Rationale
• Description and Scope
• Objectives
• Strategies
• Resources
• Requirement
• Topics

According to CLSU-ILO (2000) …

• Title
• Scope
• Overview
• Objectives
• Discussion of Topics
• Self-check Test and Evaluation Activities
• References

In SLSU, we have three (3) models:

Model A
• Objectives
• Discussion (Lesson Proper)
• Self-assessment Questions
• Summary (intersperse within the discussion)
• References
• Mastery test/ Quiz (may be given separately)
• Answers to Self-assessment Question
• Assignment (this can be given separately together with the assignment guide.)
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Model B
• Title
• Introduction
• Overview
• Instruction to the Users
• Pretest
• Objecti ves
• Learning Activities
• Formative Test
• Summative Evaluation

Model C
• Title
• Overview
• Objectives
• Discussion
• Evaluation
• References

LEARNING MODULE: COMPONENTS DYNAMICS

1. Title
• The title should state clearly what your module is about.
• This first slide is the advertisement for your module. It is your best
chance to capture your learner’s attention and make them want to
study the module.
• So, make it as attractive and informative as possible!

2. Overview
• The overview introduces the learner to the theme of the module, its
purpose, organization, and uses.
• To provide clear instruction to the learners as to how s/he should
proceed, and what s/he has to do after each step.

3. Objectives
• Do not start to develop your module until you have identified a few
(usually 3-4) clear learning outcomes (LOs)
• The LOs are vital because they:
✓ determine precisely the content of the module
✓ determine precisely the assessment
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• Once you are happy with your LOs – stick to them and do not allow
the module to wander into other areas – FOCUS!
• Good LOs should clearly state what the learner should be able to do by
completing the module
• They should be “active” - so that the learner will be able to assess for
themselves whether or not they have achieved the LOs
• Try rewording the LOs a few different ways to get the balance right
between sufficient detail but not too long-winded
• Use “active” words such as “discuss” and “explain”

4. Discussion
• The content is the information that you want the learner to acquire.
• Clearly, this information has to be accurate and up-to-date.
• The content should also be clearly referenced so that the learner is
able to check the source of the information.
• Start by identifying a small number of reliable and up-to-date sources
of information. It is often useful to use a recent review as the main
source of your content.
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5. Evaluation
• In most cases, the assessment for the module should be “formative”.
This is purely for the learner’s benefit – so that he or she can track
their own progress.
• The assessment should be limited to the LOs. The purpose is to allow
the learner to confirm that they have achieved the LOs.
• The learner should perform well in your assessment. This confirms
that your module has been effective!

6. References
• Should include not only the sources used but also additional/
supplementary readings.
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 88

APPLY

MODULE MAKING. Choose a topic in Industrial Arts that interests you. Create a
learning module for a single topic. Follow the content below:

✓ Cover Page
✓ Objectives
✓ Introduction
✓ Discussion
✓ Evaluation
✓ References
 89

Section 2
METHODS AND
TECHNIQUES IN TEACHING
Module 5
Pedagogical Approaches
Mandated by R.A. 10533

Intended Learning Outcome (ILO)

The learners are expected to:

1. Discuss the different pedagogical

approached mandated by RA 10533;
2. Perform a demonstration teaching on a
specific topic in Industrial Arts; and
3. Analyze the significance of various
pedagogical approaches in addressing
students’ needs.
 90

INTRODUCTION

Understanding teaching starts from developing a viable concept of teaching

that goes beyond analyzing teaching methodology and describing various activities
that go into the process. Traditionally, it has been taken to mean everything that a
teacher does in the classroom. Lately, however, there has been accepted new notions
about teaching that include a thorough understanding of what teaching is and what
implications it gives on the act of teaching itself.
R.A. 10533 better known as the Enhanced Basic Education Act of 2013 or the
K to 12 Curriculum dictates pedagogical approaches that will be used by classroom
teachers today. Detailed in this module are the various pedagogical approaches that
you will be needing in your future classroom settings.

DISCUSSION

PEDAGOGICAL APPROACHES

Pedagogical approaches are often placed on a spectrum from teacher-centered

to learner-centered pedagogy.

Teacher-Centered Pedagogy
Teacher-centered pedagogy positions the teacher at the center of the learning
process and typically relies on methods such as whole-class lecture, rote
memorization, and chorus answers (i.e., call-and-response). This approach is often
criticized, especially when students complete only lower-order tasks and are afraid
of the teacher.
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Learner-Centered Pedagogy
This pedagogical approach has many associated terms (e.g., constructivist,
student-centered, participatory, active), but generally draws on learning theories
suggesting learners should play an active role in the learning process. Students
therefore use prior knowledge and new experiences to create knowledge. The teacher
facilitates this process, but also creates and structures the conditions for learning.
Burton and Bartlett (2006), as cited by Pritchard & Woollard (2010) suggest
that there is a danger that new ideas for pedagogical approaches in the classroom are
often promoted, sometimes by government agencies, without the detailed research
and theoretical underpinning relating to its being considered with due diligence
“Learning-centered pedagogy” acknowledges both learner-centered and
teacher-centered pedagogy can be effective, but teachers must consider the local
context, including the number of students in the class, the physical environment, the
availability of teaching and learning materials, etc. It suggests that teachers should be
flexible and carefully adapt their pedagogical approaches based upon the school
environment.

REPUBLIC ACT NO. 10533

Enhanced Basic Education Act of 2013

Section 5. Curriculum Development.

The DepED shall work with the Commission on Higher Education (CHED) to
craft harmonized basic and tertiary curricula for the global competitiveness of
Filipino graduates. To ensure college readiness and to avoid remedial and duplication
of basic education subjects, the DepED shall coordinate with the CHED and the
Technical Education, and Skills Development Authority (TESDA). The DepED shall
adhere to the following standards and principles in developing the enhanced basic
education curriculum:
a. The curriculum shall be learner-centered, inclusive and developmentally
appropriate;
b. The curriculum shall be relevant, responsive and research-based;
c. The curriculum shall be culture-sensitive;
d. The curriculum shall be contextualized and global;
e. The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and integrative;
f. The curriculum shall adhere to the principles, and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE)
g. The curriculum shall use the spiral progression
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h. The curriculum shall be flexible enough to enable and allow schools to localize,
indigenize and enhance the same based on their respective educational and
social contexts.

DepEd Region IV-A Memorandum No. 233 s. 2016

Implementation of the Pedagogical Approaches Mandated by R.A. 10533

THE 2C-2I-1R PEDAGOGICAL APPROACHES

• Teaching and Learning Approaches Across Learning Areas that Support
Teacher Practice is a guide to all curriculum planners, designers and leaders
of DepEd Region IV-A. It was crafted to provide support in implementing the
approaches prescribed in R.A. 10533 expected to develop the information
skills, learning and innovation skills, communication skills, life and career
skills of all learners in the basic education program.
• The five major approaches are Constructivist, Collaborative, Integrative,
Reflective and Inquiry-based Learning (2C-2I-1R).
• Implementation of the Pedagogical Approaches
- “…this Office reiterates the use of the 2C-2I-1R approaches cum
suggested strategies and underlying principles…”

Article XIV, Section 5 of the Constitution of the Philippines

• states, “Academic freedom shall be enjoyed in all institutions of higher
learning.”
• The raison d’être (reason for being) of academic freedom is to guarantee that
teaching, learning and research are free from state intervention and
manipulation (Osieja, 2016).

PEDAGOGY
• derived from French and Latin adaptations of the Greek boy + leader, literally
means a man having oversight of a child, or an attendant leading a boy to
school (Mortimore, 1999).
• “Paidagōgos” is an ancient Greek word (παιδαγωγο′ς) meaning “a slave who
takes children to school to learn” (Pritchard & Woollard, 2010).
• It is the heart of teaching. It is the rule and principle that guide effective and
efficient activities which lead to learning (Pritchard & Woollard, 2010)
• The field relies heavily on educational psychology, which encompasses
scientific theories of learning, and to some extent on the philosophy of
education, which considers the aims and value of education from a
philosophical perspective (britannica.com).
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1. CONSTRUCTIVIST APPROACH
This is based on the central notion that learners construct their own understanding of the world around them
based on experience as they live and grow. They select and transform information from past and current knowledge and
experience into new personal knowledge and understanding (Pritchard & Woollard, 2010).
Constructivist Approach allows learners to be active in the process of constructing meaning and knowledge rather
than passively receiving information. It fosters critical thinking and provides learners with a learning environment that
helps them make connections with their learnings (RM No. 233 s. 2016).
Since the construction is the process of learning, teachers have a big role like (a) to influence, or create motivating
conditions for students, (b) take responsibility for creating problem situations, (c) foster acquisition and retrieval of prior
knowledge, (d) create the process of learning not the product of learning Olsen (1999).

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
1. Thinking Skills - Strives to improve The RMFD Activity - OBP (Outcomes-
achievement by - Recall (Past Experiences) based
consciously developing - Model (follow Procedures/steps) Performance)
learners’ ability to consider - Familiarize (Repeat the - Rubrics
ideas performance/ scaffolding)
- Analyzes perspectives - Decide (form a conclusion)
- Solves problems and makes
decisions on their own
2. Activity-based - Engages learners in The 3 A's Activity - Paper presentation
individual or group - Act (giving simple - Power point
experiential learning workshops/coaching) presentation
opportunities such as - Analyze (Compare and Abstract) - Project exhibits
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purposeful conversation, - Apply (Use and implement) - Activities that will

project planning, hands-on demonstrate the
inquiry, analysis and multiple
product creation intelligences of the
learner
3. Direct - Guides/models the learning The TGA Activity - Laboratory
Instruction in a quickest way - Tell (Give guidance) experiment results
- Guide (Facilitate the process) - Template
- Act (Apply the concept) completion
- Framework
creation/
interpretation

2. COLLABORATIVE APPROACH
Collaborative learning (CL) is an educational approach to teaching and learning that involves groups of learners
working together to solve a problem, complete a task, or create a product (Laal & Laal, 2012). Collaborative Approach
requires learners to work together towards a common goal. This type of learning has been called in various names like
collective learning, learning communities, peer teaching, peer learning or team learning; Learners engage in a common
task in which each individual depends on and is accountable to each other.
Further, Laal & Laal (2012) stated that good way to understand what CL means is to refer to the definitions
presented by experts in the field:
• CL is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or
students and teachers together. Activities vary, but most center on student’s exploration or application of the
course material, not simply the teacher’s presentation or explication of it (Smith, B.L. & MacGregor, J.T., 1992).
 95

• In CL, learning is a naturally social act in which participants talk among themselves. It is through the talk that
learning occurs (Gerlach, J.M., 1994, p.12).
• Two or more may be interpreted as a pair, a small group (3-5 subjects) or a class (20-30 subjects). Learn
something may be interpreted as follow a course; perform learning activities such as problem solving. Together
may be interpreted as different forms of interaction which may be face-to-face or computer mediated
(Dillenbourg, P., 1999).

In order to achieve a classroom where collaborative learning approach works, teachers must fully understand
learners preferred learning styles and view of learning. Classroom teachers shall use the following strategies properly:
1. Online - Collaborative Learning
2. Jigsaw Method
3. Think- Pair- Share
4. Integrated Process Approach
5. Peer Teaching

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
1. Online - Prepares learners to be 1. The CPFM Activity - Project
Collaboration responsible individuals in a - Create Transparency of Presentation
technologically advanced Expectations - Paper presentation
society. Projects and - Provide Clear Instructions - Action Research
activities given by the - Form Small Groups (SHS)
teachers shall reflect - Monitor and Support - Formal Essay (SHS)
students/ current and 2. Integration of Information
future needs Technology (IT) in the lessons
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2. Jigsaw Method - Is a cooperative learning The TDAR Activity - Group paper

technique in which - Think (Analysis of the problem) introspection re:
learners work in small - Discuss (Share ideas on how to experiences/feeling
groups. It can be used in a solve the problem) during the group
variety of ways for a - Act (Act collaboratively) discussion
variety of goals that allows - Reflect (Introspect on the results - Product of the
for an efficient way for made by the group) group (in line with
learners to learn content, the rubrics
develop their listening, provided by the
engagement and empathy teacher)
skills aside from allowing
them to interact among
each other and work
independently.
3. Think-Pair- - Is a strategy in which The 2D-2M Activity - Group power point
Share students work together to - Decide (Upon the problem/issue to presentation
solve a problem or answer be solved) - Paper Reflection
a question. Students think - Describe (The purpose of the (Self-assessment)
through questions using strategy and provide guidelines for - Observation
three distinct steps: TPS discussions) Checklist to monitor
(Think, Pair, and Share). - Model (ensure that students the desirable
understand how to use the strategy) attitudes of the
- Monitor (Support students as they learners during
work) collaborative work
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4. Integrated - A highly collaborative The Process/Activity - Paper presentation

Process activity for it requires the - Think of the project as a whole - Project
Approach/ whole team to think of the - focus on life cycle design Presentation
Project entire project and all of its - Work together as a team from the - Exhibit
Management systems together/ beginning - Case studies
emphasize connections and - Conduct assessment (e.g., threat, presentation
improve communication vulnerability assessments & risk - Debates results
among students and analysis) to help identify - Demonstration
stakeholders throughout requirements and set goals - Collaborative
the life of a project. - Develop tailored solutions that writing
yield multiple benefits while
meeting requirements and goals
- Evaluate solutions
- Ensure requirements and goals
are met
- Emphasize the integrated process
5. Peer Teaching - Involves learners taking on The AFA Activity - Paper presentation
a teaching role in the school - Assign and Design the Lesson - Power Point
setting. This strategy can be - Facilitate the Lesson presentation
reciprocal teaching, peer - Assess their Peers - Group reports
tutoring and cooperative
learning
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3. INTEGRATIVE APPROACH
Roegiers (2001) as cited by Peyser, Gerard, & Roegiers (2006) said that the goal of such pedagogy is to enable the
learner to master those situations he/she will have to deal with in his/her professional and/or private life.
Integrative Approach provides learners with a learning environment that helps them make connections of their
learning's across curricula. It focuses on connections rather than teaching isolated facts (RM No. 233 s. 2016).
To this effect, pedagogy of integration has four objectives (Peyser, Gerard & Roegiers, 2006):
a. Making sense of the learning process
b. Differentiating matters by relevance
c. Applying the learning to practical situations
d. Associating the learned elements

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
1. Scaffold- - Makes thinking visible The 4 As Activity - Group work
Knowledge - Models scientific thinking; - Activity (Build on students’ ideas) presentation
Integration scaffolds students to make - Analysis (Make thinking visible) - Projects exhibit
their thinking visible; - Abstraction (Encourage listening to
provides multiple others)
representations - Application (Promote
- Helps students learn from autonomy/lifelong learning)
others
- Encourages listening to
others; designs
discussions; highlights
cultural norms
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- Promotes autonomy and

lifelong learning
- Encourages monitoring;
provides complex projects;
revisits and generalizes
inquiry processes; scaffolds
critique
2. Content-based CBI lesson focuses on the topic The 4As Activity (same as above) - Power point
Instruction or subject matter using the - Activity presentation
(CBD) language they are trying to - Analysis - Paper
learn as a tool for developing - Abstraction - Action research
knowledge. They develop their - Application (SHS)
linguistic ability in the target
language with the content of a
particular subject.

This is thought to be a more

natural way of developing
language ability and one that
corresponds more to the way
we originally learn our first
language.
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Six-T's Features

Themes – Central ideas that

organize major curricular units

Text – content resources

which drive the basic planning
of theme units

Topics – sub-units of content

which explore specific aspects
of the theme

Threads – linkages across

themes which create greater
curricular coherence

Tasks – instructional activities

and techniques utilized

Transitions – explicitly
planned actions which provide
coherence across topics in a
theme unit and across tasks
within topics
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3. Thematic - integrates basic discipline The AACE Activity (Kalantzis, 2007) - One way to check if
Teaching & of all subjects - Apply (Being Creative) the teacher is using
Learning by - Acquires knowledge best - Analyze (Being Critical) thematic approach
Design when learning in the - Conceptualize (Design Theory) is the bulletin
context of a coherent - Experience (New concept with board display
"whole" and when they can celebration) where lessons in
connect what they're different learning
learning to the real world. areas are connected
- Seeks to put the teaching of to each other and
cognitive skills such as focus on the theme
reading, mathematics,
science, and writing in the - culminating
context of a real-world performance
subject that is both specific
enough to be practical, and
broad enough to allow
creative exploration

4. INQUIRY-BASED APPROACH
“Inquiry ... requires more than simply answering questions or getting a right answer. It espouses investigation,
exploration, search, quest, research, pursuit, and study” (Kuklthau, Maniotes & Caspari, 2007).
Inquiry-based learning is an approach of acquiring or obtaining information thru investigation carried out by the
learners who are eager to know the phenomenon in question. It is used to engage learners of all ages to learn by
exploration and discovery. As learners investigate, they build their understanding and create meaning and new
knowledge on a certain content/topic. The process of inquiry begins with gathering information and data through seeing,
hearing, touching, tasting, and smelling.
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Whitworth, Maeng & Bell (2013) inquiry is an important pedagogical approach in teaching Science. Another
underlying reason is that its success can be significantly improved due to the recent technical developments that allow
the inquiry process to be supported by electronic learning environments (Pedaste, Et al., 2015).
Educators play an active role throughout the process by establishing a culture where ideas are respectfully
challenged, tested, redefined and viewed as improvable, moving children from a position of wondering to a position of
enacted understanding and further questioning (Scardamalia, 2002).
To achieve the desired outcomes using this approach, the following strategies can be adopted (RM No. 233 s.
2016):
a. Simulation
b. Demonstration
c. Experiment
d. Field Study
e. Project Work

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
1. Cyclic Inquiry - Demonstrates an activity or The AICDR Activity (Bruner 1965) - Formal and
Model and the a process of a given - Ask (To know) informal
Practical content/topic. Post the - Investigate (To analyze) observations
Inquiry Model topic as a statement starter - Create (To form) - Discussions/
or a question on small - Discuss (To give arguments) conferences
board - Reflect (To introspect) - Tasks done in
- Communicates through groups
writing with markers, The DCAP Activity (Garrison, - Demonstrations/
asking questions and Anderson &Archer, 1999) Performances
 103

making comments to the - Deliberate (Applicability of the - Projects /Portfolios

prompt and to each other's concept) - Peer and Self-
posts - Conceive (Idea/concept formulated) Assessment
- Act (Application of the concept) - Self-reflection
- Perceive (Awareness on the
usability of the concept)
2. Knowledge- Collects/processes the results The EIBU Activity - Formal and
Building at the end to use as data for - Experience (setting up the concept) informal
community later activities based on the - Inform (Gather and analyze observations
model community of learner's information) - Discussions/
participation. This can be - Build knowledge (Processing and conferences
tweaked by allowing them to Abstraction) - Tasks done in
review these results. - Understand (Decision-making) groups
- Demonstrations/
Performances
- Projects /Portfolios
- Peer and Self-
Assessment
- Self-reflection
3. Experiment - An activity of doing - Introduce the activity. - Standardized tests,
investigation - Ask the learners to state the quizzes and
- Encourages learners’ problem in the form of a question. homework/
interest to manipulate This will lead them to formulate assignments
objects, test hypothesis and their hypothesis - Open-ended
work together to solve or - Allow them to do research and questions that
prove something exciting. gather information on the problem allow learners/
 104

In the process, learners are - Guide them to form a hypothesis teachers to reflect
able to see or relate - Ask them to do the experiment to on their experience
concepts better thereby test the hypothesis and give an idea of
contributing to a thorough - Allow them to collect, record and what they did and
understanding of concepts analyze data from the experiment. did not get from the
Let them present their findings for experiment,
others to comment or react to their - Exhibits
findings. - Study/Research
- State a conclusion based on the Presentation
results

5. REFLECTIVE APPROACH
Reflective Teaching Learning Approach means looking at what the teacher and learners do in classroom, thinking
about why they do it, and analyzing about it if it works. This is a process of self-evaluation cum self-observation (Regional
Memorandum No. 233, s. 2016)
• Suggested Strategies: Self-Evaluation and Self Reflection
• Suggested Form of Assessment: Diary Presentation, Paper writing Reports, or Journals
 105

SUGGESTED FORM OF
FEATURES SUGGESTED ACTIVITIES ASSESSMENT
STRATEGIES
(What the strategy is all about) (How to use the strategy) (Forms/Types of measure to
use to implement the strategy)
Self-evaluation - collects information about The TTRA Activity - Diary Presentation
and Self-reflection what goes on inside the - Think (Analyze patterns occurring - Paper writing
classroom during the teaching and learning - Reports
- Analyzes/evaluates the process) - Journals
obtained information by - Talk (Self-talk or group talk done by
teacher and learner the teacher or learner-source of
- Engenders improvements reflection)
in teaching towards - Read (finding out or making
effective learning affirmations regarding behavioral
patterns)
- Ask (Post questions to get ideas or
opportunities on an area that
interest you to improve/develop)
106
 107

APPLY

Each student in class will do demonstration teaching. They are free to select
their topic of interests as long as it is under the Industrial Arts field. Rubrics that will
be used in the demonstration is detailed below.

PERFORMANCE INDICATOR POINTS RATING

I. Personal Appearance (10%)
a. Well-poised 2
b. Properly groomed 2
c. Free of mannerism 2
d. Pleasant disposition 2
e. Strong enough to command respect
2
and attention
Subtotal 10
II. Lesson Planning (10%)
a. Objectives are stated in behavioral
terms (KSA) and in content/ 2
performance standards (K12).
b. Lesson plan contains relevant and
2
appropriate activities.
c. Lesson plan is well-written requiring
2
minimum or no revision.
d. Neatness and proper format are
2
observed.
e. Lesson plan is submitted on time. 2
Subtotal 10
 108

III. Preparation and Utilization of

Instructional Material (10%)
a. Instructional materials are
2
appropriate for activities given.
b. Visual materials are clear, neat, and
2
attractive.
c. Instructional materials used show
teacher’s creativity and 3
resourcefulness
d. Instructional materials are utilized
3
properly and effectively
Subtotal 10
IV. Classroom Management (10%)
a. Has a systematic way of checking
attendance, practice, exercise, group
3
work, projects, correcting,
distributing, and collecting papers.
b. Handles disciplinary problems
effectively by means of different
3
classroom management techniques
(e.g. Tone of voice, etc.)
c. Motivates and keep student’s
2
attention and interest
d. Create classroom experience,
allowing us to share or express 2
ideas/opinion/experience freely.
Subtotal 10
V. Guiding Teaching and Learning
Experience (50%)
a. Makes effective introduction and
4
motivation
b. Gives clear directions and logical
3
explanations
c. Has a mastery of subject matter 5
d. Strategies are well planned and
5
executed
e. Board work is well-done 2
f. Makes effective use of the allotted
3
time
g. Uses appropriate questioning 4
 109

techniques
h. Provides varied learning tasks and
3
students activities
i. Gives incidental teaching when
2
necessary
j. Focuses students attention on
3
important points in the lesson
k. Rapport between mentor/pupils is
3
shown
l. Guides students in summarizing main
3
ideas/concepts
m. Handles wrong answer tactfully 3
n. Provides appropriate reinforcement
in order to maximize student’s 3
participation inside the classroom
o. Conducts different types of
4
assessment tools properly
Subtotal 50

VI. Communication Skills 10%

a. Speaks clearly with a well-modulated 2
voice
b. Uses correct grammar and pronunciation 3
c. Able to elicit the correct answer through 3
skillful questioning
d. Board work and lesson plan is free from 2
errors in grammar and spelling.
Subtotal 10
GRAND TOTAL 100
 110

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