MODULE IN EED 111:

EDUKASYONG PANTAHANAN
AT PANGKABUHAYAN

TOPIC: APPROACHES,
METHODS AND TECHNIQUES
IN TEACHING EPP/TLE

TIME ALLOTMENT: 3 HRS.

DATE ACCOMPLISHED: APRIL 04, 2024

PREPARED BY: MR. LEO S. CASTRO, LPT, MAED

INSTRUCTOR, EED 111
 MODULE IN APPROACHES, METHODS AND TECHNIQUES IN TEACHING
EPP/TLE IN ELEMENTARY GRADES (GRADES 4 – 6)

I. OBJECTIVE/S
At the end of this module, the preservice teachers (BEED) must be able to.
• The students can identify and use appropriate method/approach /technique
in teaching specific knowledge and skill in teaching ICT, Agriculture, Home
Economics, and Industrial Arts.

II. REFERENCE/S
➢ https://youtu.be/3zf0dKweMag?feature=shared
➢ [DepEd Bataan](https://depedbataan.com/wp-
content/uploads/2023/12/LEARNING-STRATEGIES-AND-ASSESSMENT-
TECHNIQUES-AS-APPLIED-TO-.pdf),
➢ [Studocu](https://www.studocu.com/ph/document/western-mindanao-
state-university/special-education/lesson-1-2-notes/32750084),
➢ https://www.studocu.com/ph/document/university-of-northern-
philippines/education/lesson-5-approaches-methods-and-techniques-in
teaching-epp/47833793
➢ https://www.slideshare.net/MandeepGill1/project-method-of-teaching
➢ https://www.studocu.com/ph/document/university-of-northern-
philippines/education/lesson-5-approaches-methods-and-techniques-in-
teaching-epp/47833793
III. CONTENT
Approaches, Methods, and Techniques in Teaching EPP/TLE
1. DEMONSTRATION METHOD
Demonstration Method means to give a demo or to perform an activity. In a
demonstration method, the teacher teaches his/her students using demonstration
method in a systematic and step by step process. In demonstration method the
teacher is called the demonstrator and must possess the technical know-how. The
presenter shows how a process is done while the students become observers. “The
best way to teach “how” is to “show how”.

This method is employed in presenting lesson that use sophisticated

equipment and technical know-how. The demonstration method is a direct method
of instruction. It is referred as the “show and tell method.

2. Cooperative Learning

Based on (Johnson & Johnson, 2014), cooperative learning is an instructional

method where students work together in small groups to achieve shared learning
goals. It is a teaching strategy that organizes students into small groups to work
together and support each other's learning, fostering active engagement and
collaboration (Kagan, 2018). Aside from these, it is heterogeneous groups where
teams are made up of mixed abilities-high, average and low achievers to complete
academic tasks, encouraging positive interdependence and group processing
(Aronson et al., 2019).

Types of Cooperative Learning

• Think-Pair-Share
• Jigsaw
• Round Robin
• Peer Tutoring
• Group Investigation
• Cooperative Projects

Benefits of Cooperative Learning as applied within an Entrepreneurship framework in

EPP

• Promote Teamwork and Collaboration

• Enhance Communication Skills
• Foster Innovation and Creativity
• Increased Motivation and Engagement
• Developed Leadership and Management Skills

3. Hands on Learning
Hands on learning, more formally known as experiential education, reflects a
teaching philosophy that promotes learning by doing. Hands-on learning is learning
through experience. Students handle the materials, equipment, and instruments in
real time and manipulate it. Hands on learning requires students to engage in the
education process using multiple senses including sight, hearing and touch known
as multisensory learning. Hands-on Learning - is a form of education in which
children learn by doing. Instead of simply listening to a teacher or instructor lecture
about a given subject, the student engages with the subject matter to solve a
problem or create something.
4. Project Method
Project method is one of the modern methods of teaching in which, the
student’s point of view is given importance in designing the curricula and content
of studies. This method is based on the philosophy of Pragmatism and the principle
of 'Learning by doing’.
According to W. H. Kilpatrick, “A project is a whole-hearted purposeful activity
proceeding in a social environment”
According to Ballord, “A project is a bit of real life that has been imparted into
school.”
According to Thomas & Long, “It is a voluntary undertaking which involves
constructive effort or thought and eventuates into objective results.”
Learners solved a practical problem over a period of several days or weeks.
The project may be suggested by the teacher, but they planned and executed as
far as possible by the students themselves, individually or in groups. Project work
focuses on applying, not imparting specific knowledge or skills, and on improving
student involvement and motivation in order to foster independent thinking, self-
confidence and social responsibility. It is a significant and practical activity that is
problematic in nature, planned and completed by learners in a natural manner,
involving the use of physical materials to complete the unit of experience.
Types of Projects
1. Individual and Social Projects
2. Group Projects - the problem is solved by the group of leraners in the class.
Here the social, citizenship qualities and synergism are developed.
3. Simple and Complex Project - in the simple projects the students are
completing only one work at a time. In the complex project the students are
carried out more than one work at a time.

5. Printed Media (Modules)

Printed media is anything that is printed on paper with the purpose of sharing.It
is the oldest type of media. It demands readers to be literate as it needs to read the
information and it needs more time to edit and update as new printed materials take
time to be released.
Uses of Printed Media
1. Learning Materials. Print media can serve as an educational material,
including textbooks, workbooks, and reference guides, providing students with
essential information on EPP with Entrepreneurship.
2. Instructional Aids. Visual aids like charts, diagrams and illustration in print
media can enhance the teaching process, making complex concepts more
accessible to learners.
 3. Promoting Entrepreneurial Concepts. Print materials can be used to
showcase successful entrepreneurial stories, business models, and case studies,
inspiring students to explore and develop their entrepreneurial skills.
4. Promote Active Learning. Print media can offer practical exercises,
worksheets and activity books to engage learners in hands-on learning experience.
5. Resource Compilation. Creating a print-based resource compilation, such
as manual or guide, can consolidate information for easy reference.
6. Access to Learning Resources. Print media ensures that educational
resources are accessible even in areas with limited or no access to digital
technologies. This inclusivity is crucial for providing a holistic education that reaches
all students, regardless of their geographical or technological constraints.
Importance of Printed Media in EPP with Entrepreneurship
Printed media plays a crucial role in Edukasyong Pantahanan at
Pangkabuhayan with Entrepreneurship by providing tangible resources and
information. Printed materials like textbooks, workbooks and manuals serve as
essential tools for both teachers and learners, facilitating effective learning.
Additionally, print media aids in disseminating entrepreneurial knowledge,
offering a reliable reference for business concepts and practices. The tangible nature
of print materials ensures accessibility, making them valuable assets in fostering a
comprehensive educational environment for domestic and livelihood education
with entrepreneurship.

What is Instructional Module?

Module - is a self- learning kit which usually consists of a package of learning
activities, usually papers that have to accomplish by the student. Modules may be
used as part of a course, or as a curriculum design. It is a unit of work in a course of
instruction that is virtually self-contained and a method of teaching that is based on
the building up skills and knowledge in discrete units.

Why is it important to use Instructional Modules?

Clarity and Consistency - Modules clarify learning objectives, expectations,
and progression, making it easier for both educators and learners to
understand what needs to be achieved. They also ensure consistency in
teaching across different classes or learning environments.
Flexibility - Modules can be adapted to different learning styles,
preferences, and needs, allowing for personalized learning experiences.
They can also accommodate self-paced learning, catering to learners with
varying levels of proficiency and readiness.
Continuity - Instructional modules promote continuity in learning, even in
situations where there are interruptions or changes in instructors. Learners
can seamlessly pick up where they left off and maintain their learning
progress.
Structure of Module
1. Title
2. Introduction
3. Objectives
4. Pre-test
5. Content
6. Learning activities
7. Assessment
8. References
Advantages of Module
1. Learning became more effective.
2. It establishes a system of assessment other than marks or grade.
3. Users study the modules in their own working environment.
4. Users can study without disturbing the normal duties and responsibilities.
5. Modules can be administered to single use, small group or large group.
6. Modules are flexible so that implementation can be made by a variety of
patterns.
7. It is more appropriate to mature students.
8. It enables the learner to have a control over his learning.
9. Accept greater responsibility for learning.
10. It already got wider accessibility in the present educational scenario.

6. Utilization of Resource Persons

The utilization of resource persons in EPP/TLE with entrepreneurship refers to
them as “Community Resource Persons”. These experts provide information and
opinions to participants in a learning situation, often known as subject matter experts
or specialists, offering guidance, support, and expertise in specific fields or areas of
knowledge. Resource persons serve as mentors, advisors, or facilitators, providing
valuable insights, practical advice, and mentorship to help others learn and develop.
They may contribute to workshops, seminars, guest lectures, or other educational
activities, aiming to enhance the learning experience and promote personal and
professional growth among students or participants.

Two Important Utilizations of Resource Persons in EPP

1. Local Community - The local community refers to nearby individuals or
businesses involved. This involves connecting with local experts to offer practical
lessons and experiences directly related to students’ surroundings, enhancing their
understanding of entrepreneurship within their immediate community. Examples of
local community resource persons in EPP with entrepreneurship include:
➢ Craftsmen and Artisans
Scenario: Ms. Lee, a local jewelry maker, leads a hands-on
workshop at the school, teaching students’ basic jewelry-making
techniques and sharing stories of how she turned her hobby into a
successful business.
➢ Small Business Owners
Scenario: Mr. and Mrs. Garcia, owners of a local family restaurant,
visit the school to talk about their journey of starting and managing their
business, showcasing their menu items and sharing insights into the
restaurant industry.
➢ Community Leaders
Scenario: Ms. Rodriguez, a respected community leader, visits the
elementary school to talk about entrepreneurship. She shares her
experiences and encourages the students to think creatively about how
they can contribute to their community through small business ventures.
➢ Nonprofit Organizations
Scenario: Representatives from a local entrepreneurship club for
kids visit the school, engaging students in interactive activities and
discussions about starting and running a business, and inviting them to
join the club for ongoing support and mentorship.
 ➢ Tech Entrepreneurs
Scenario: Mr. Patel, a local tech entrepreneur, visits an elementary
school to lead a coding workshop. He introduces students to basic
coding concepts through interactive activities, inspiring them to explore
the world of tech entrepreneurship.

2. Local Environment- The local environment refers to the natural resources and
human-made assets present in the immediate environment that can be leveraged
to enhance students' understanding of entrepreneurship, providing valuable
opportunities for hands-on learning and practical application of entrepreneurial
concepts within the local context. Examples of local environment resource persons
in EPP with entrepreneurship include:
➢ Local Farmers
Scenario: Farmer Joe visits the elementary school to talk about his
organic farm. He shows students how he grows vegetables and raises
animals sustainably, inspiring them to think about entrepreneurship in
agriculture.
➢ Local Gardener
Scenario: Master Gardener Sarah helps students plant a
vegetable garden on the school grounds. She teaches them about
gardening basics and explains how they can sell their produce at a local
farmers' market.
➢ Waste Management Experts
Scenario: A waste management specialist visits the school to talk
to students about recycling. Using interactive props and demonstrations,
she explains the recycling process and the importance of reducing
waste. Students participate in a sorting activity, separating recyclables
from trash, and pledge to become recycling ambassadors in their
homes and classrooms.
➢ Water Conservationists
Scenario: A water conservationist visits the school to discuss the
importance of saving water. Using visual aids and interactive games, she
educates students about water conservation tips and strategies.
Students take on the challenge of monitoring water usage at school,
implementing water-saving measures like fixing leaky faucets and
promoting shorter showers to conserve water.
➢ Local Artists
Scenario: An artist from the community visits the school to lead an
outdoor art session. She encourages students to gather natural materials
like leaves, twigs, and flowers to create nature-inspired artwork. With
paintbrushes in hand, students unleash their creativity, painting
landscapes and wildlife scenes inspired by their surroundings.
What is Community Materials?
Community materials refer to resources, tools, or assets that are
created, shared, and utilized within a specific community to address its
needs, goals, or interests. These materials can take various forms, including
physical objects, digital content, documentation, or educational resources.
They are often developed collaboratively by members of the community and
are intended to support and enhance the community's activities, initiatives,
or projects.
Here's how community materials can be utilized in teaching EPP:
 Hands-on Activities: Community materials such as cooking utensils, sewing
machines, gardening tools, or woodworking equipment can be used to
engage students in hands-on activities. For example, students can use
kitchen tools to learn cooking techniques, sewing machines to create
garments, or gardening tools to cultivate plants.
Household Items: Items such as cleaning supplies, laundry materials, and
basic home maintenance tools are essential for teaching students about
household chores, cleanliness, and maintenance practices.
Textiles and Sewing Materials: Fabrics, sewing machines, needles, threads,
and other sewing supplies are used for teaching sewing, garment
construction, and textile-related skills. Students learn about clothing repair,
sewing techniques, and textile crafts.
Craft and Art Supplies: Materials like paper, paint, brushes, clay, and other art
supplies are used for teaching various craft and art techniques. This includes
activities such as paper crafts, painting, sculpture, and other forms of artistic
expression.
Home Economics Appliances: Appliances like stoves, refrigerators, washing
machines, and other household appliances are used for teaching about their
functions, maintenance, and energy-efficient usage.
Environmental Resources: Materials related to environmental conservation,
such as recycling bins, composting materials, gardening tools, and
educational resources about sustainable living practices, are essential for
teaching students about environmental stewardship.
Importance of Community Materials
Community materials provide access to resources that individuals may
not have access to on their own. They ensure that essential resources and
tools are available to everyone in the community, regardless of their personal
financial situation or background. This promotes inclusivity and equal
opportunities for learning and growth.
By incorporating community materials into EPP teaching, students can
experience the practical relevance of the subject, develop essential life skills,
and establish connections with the community. It enhances their
understanding, engagement, and application of EPP concepts in real-world
contexts.

7. Field Trip/Home Visit/Community Works

Field trip is an educational procedure by which the learners obtain first hand
Information by observing places, objects, phenomena and processes in their natural
setting. Is an out-of-the-classroom activity whereby children study things in their natural
setting.
PURPOSES of FIELD TRIP
➢ To provide real life situations for first-hand information.
➢ To serve as a pre view of a lesson and gather instructional material.
➢ To create situational teaching for cultivating observation, and discovery.
➢ To supplement class room instructions.
➢ To serve as a pre view of a lesson and gather instructional material.
➢ To verify previous information, class discussion to conclude individual
experience.
➢ To serve as a means to develop positive attitudes, values and specific skills.
ADVANTAGES
 Enriches the classroom learning.
Provide an opportunity to the learners to get first-hand information from
natural settings
Help learners learn things very quickly and remember them for longer of
time.
Gives natural stimulation and motivates the learner to be more
interactive and creative.
WHAT IS HOME VISITATION?
Home Visit- are the ways that home visitors work with families to provide
experiences that support their child’s development and learning, engage in
responsive interactions, and use the home as the learning environment.
WHAT IS HOME VISITATION IN TEACHING EPP?
Home Visitation in teaching EPP (Edukasyong Pantahanan at
Pangkabuhayan) is an effective teaching strategy. It allows teachers to better
understand the learning environment and context of their students. This approach
can be particularly beneficial in the Philippines, where EPP is a core subject in
elementary education.
WHAT DOES THE TEACHER DO DURING HOME VISITATION?
Teachers visiting the homes of their students to engage with parents and
guardians, and to gain insights into the students' home life. This can help teachers to
tailor their teaching methods to the specific needs and circumstances of each
student.
During these visits, teachers can observe the resources available to the student
for learning and doing homework. They can also discuss with parents about the
student's progress and any challenges they may be facing. This collaborative
approach can enhance the learning experience and improve student outcomes.
HOW CAN HOME VISITATION IN TEACHING EPP BENEFIT BOTH TEACHERS AND
STUDENTS?
Home visitation in teaching EPP (Edukasyong Pantahanan at Pangkabuhayan)
can have numerous benefits for both teachers and students. It promotes a more
holistic and inclusive approach to education.

FOR TEACHERS:
1. Better Understanding of Student's Environment: Teachers gain a deeper
understanding of their students' home life, which can provide valuable context
for their behavior and performance in school.
2. Improved Communication: Home visits can foster better communication and
stronger relationships with parents or guardians, which can support the
teacher's efforts in the classroom.
3. Tailored Teaching Strategies: By understanding the student's home
environment, teachers can tailor their teaching methods and materials to
better suit the student's needs and circumstances.
4. Increased Cultural Competency: Teachers can gain insights into their students'
cultural and socioeconomic backgrounds, allowing them to be more sensitive
and responsive to diverse learning needs.
FOR STUDENTS:
1. Enhanced Learning: The practical life skills taught in EPP can be more
effectively learned and applied when they are contextualized in the student's
home environment.
 2. Improved Performance: With teachers able to tailor their approach to the
student's specific situation, the student may find the lessons more relatable and
engaging, which can improve their academic performance.
3. Stronger Connection Between School and Home: Home visits can help bridge
the gap between home and school, making education a more integrated
part of the student's life.
4. Increased Motivation: Seeing their teachers take the time to visit their home
and engage with their family can boost students' motivation and commitment
to their studies.

WHAT ARE THE PRACTICAL SKILLS THAT BEEN USED IN TEACHING EPP BY USING HOME
VISITATION?
Edukasyong Pantahanan at Pangkabuhayan (EPP) is a subject that provides
students with practical knowledge and skills in various areas. When teaching EPP
through home visitation, these are some of the practical skills that could be
demonstrated and practiced:
1. Home Management: This can include skills such as cleaning, organizing, basic
home repairs, and other tasks related to maintaining a home.
2. Productivity in Agriculture: Students may learn about planting and harvesting
crops, caring for livestock, or other agricultural practices that can be applied
at home.
3. Industrial Arts: This can involve teaching students about basic carpentry,
metalwork, or other crafts that can be useful in daily life.
4. Information and Communication Technology (ICT): Students can learn about
using computers, the internet, and other digital tools that are increasingly
important in today's world.
5. Entrepreneurship: This could involve teaching students about starting their own
small business, such as a home-based bakery or a craft shop.
6. Agri-Fishery Arts: For students with access to suitable resources, they might
learn about fishing, aquaculture, or other related skills.
7. Hands-on Activities: Teachers can encourage students to learn by doing, such
as through hands-on activities like cooking, sewing, or budgeting.

IV. ASSESSMENT
❖ Kindly answer the G-forms provided. Link will be sent in our official Group
Chat.
https://forms.gle/KGuevT4zrmPGd4PS8

V. OUTPUT/ENRICHMENT ACTIVITY
❖ Download a curriculum guide in EPP (K-12 or K-10 MATATAG CURRICULUM)
and browse the learning competency. Complete the table by filling in with
right competencies. Provide a brief explanation to it. Consider the rubrics in
making it.
Table 1.
Contents AMT LC/Brief Explanation

ICT
 Table 2.
Contents AMT LC/Brief Explanation

AFA

Table 3.
Contents AMT LC/Brief Explanation

FCS

Table 4.
Contents AMT LC/Brief Explanation

IA

Rubrics:

CRITERIA POINTS ALLOCATION/SHORT DISCRIPTION

CONTENTS 60 POINTS/perfect score will be given if the contents is
well-discussed. A deduction of 5 points if one
contents is not well-emphasized. Scores will be
deducted by 5 each.
RELEVANCE OF THE 25 POINTS/The output made by the students is
OUTPUT research-based, it taken from the valid sources like
TG, CG, MELCSs and reference books. A deduction of
2 points consecutively if the research outdated.
NEATNESS AND 10 POINTS/ The output is catchy and can get the
TIMELINESS attention of checker well. It is passed on-time or
before deadline. A deduction of 1 point each day of
late submission.

*All the outputs will be pass through Google Classroom.

Prepared by Mr. Leo S. Castro, LPT, MAED
Instructor, EED 111
NISU Ajuy Campus
Date Accomplished: April 4, 2024