LESSON 3: THE

APPROACHES AND
METHODS IN TEACHING
EPP/TLE
JOHN PATRICK L. ARCITE
THE LEGAL BASIS AND
INTENDED OUTCOMES
IN TEACHING EPP.
JOHN PATRICK L. ARCITE
 Lesson 1: The Legal Basis and
Intended Outcomes in Teaching
EPP
■ The 1987 Constitution Art. II, Section 17, “It is
declared policy of the state to “give priority to
education, science and technology, arts, culture, and
sports to foster patriotism and nationalism, accelerate
social progress, and promote total human liberation
and development.”

■ RA 10647, an Act Strengthening the Ladderized

Interface Between Technical – Vocational
Education and Training Higher Education, was
signed into law on November 21, 2014.
RA 10647, an Act Strengthening the
Ladderized Interface Between Technical
– Vocational Education and Training
Higher Education
■ “It’s hereby declared the state’s policy to
institutionalize the ladderized interface
between technical-vocational education
educational and training (TVET) and higher
education to open the pathways of opportunities for
career and academic progression of students and
workers.
■ TLE Teaching indicates: The teaching and learning of TLE
ultimately lead to higher education Middle-level power.
Entrepreneurship and employment. Study of the Areas of TLE,
namely Agricultural and Fishery Arts, Industrial Arts Home
Economics ICT, is expected to lead to technological
proficiency.

Technological Proficiency

■ is the ability to apply technical knowledge, skills, and

values learned in the four areas of TLE.
■ is using technology to communicate effectively and
professionally, organize information, produce high-quality
products, and enhance thinking skills.
Guidelines, Guiding Principles,
Teaching Approaches, Methods, and
Techniques in Teaching EPP and TLE
DEFINITION OF TERMS

1. TEACHING APPROACH is a set of principles, beliefs or ideas

about the nature of learning into the classroom. It springs from a
teacher’s own philosophy of education, the nature of education, the
roles of the teacher and that of the student.

2. TEACHING STRATEGY is a long-term plan of action designed

to achieve a particular goal.

3. TEACHING METHOD is a systematic way of doing something.

It implies an orderly, logical arrangement of steps and its is more on
procedural.

4. TEACHING TECHNIQUE is a well-defined procedure used to

accomplish a specific activity or task. It is a teacher’s style or trick
used to
accomplish an immediate objective.
■ Teaching Approaches, Methods and Techniques in
Teaching EPP and TLE. The EPP/TLE Framework
cited the following about teaching approaches,
methods, and techniques in teaching-
entrepreneurial, contextualized, integrative,
experiential, authentic and constructivist.
These will guide you in becoming an effective
teacher in the future
1. Contextualized learning

■ is a reality-based, outside-of-the-classroom experience

within a specific context that catalyzes students to utilize
their disciplinary knowledge and presents a forum for further
formation of their personal values, faith, and professional
development.
■ Contextual learning is helpful for child development as they
can achieve more by providing learning experiences in a
context in which they are interested and motivated.
2. Entrepreneurial Learning

■ is providing TLE students with an entrepreneurial mindset.

Entrepreneurial mindset: a way of thinking that enables you to
overcome challenges, be decisive, and accept responsibility for
your outcomes. You constantly need to improve your skills, learn
from your mistakes, and take continuous action on your ideas.
3. Experiential learning
■ is an engaged learning process whereby students “learn by doing” and
reflect on the experience. Experiential learning activities can include but
are not limited to, hands-on laboratory experiments, internships,
practicums, field exercises, study abroad, undergraduate research, and
studio performances.
■ The following maxims clearly explain it:
– a. “What I hear, I forget; what I see, I remember; what I do, I understand.”-
– Confucius
– b. “Tell me and I forget; teach me and I remember; involve me and I will
– learn”- Benjamin Franklin
– c. “There is an intimate and necessary relation between the process of
actual
– experience and education.”- John Dewey
4. Authentic learning
■ Authentic learning refers to various educational and
instructional techniques focused on connecting what
students are taught in school to real-world issues,
problems, and applications.
■ The basic idea is that students are more likely to be
interested in what they are learning, more motivated to
learn new concepts and skills, and better prepared to
succeed in college, careers, and adulthood if what they are
teaching mirrors real-life contexts, equips them with
practical and valuable skills, and addresses topics that are
relevant and applicable to their lives outside of school.
Research distilled the essence of authentic learning to the following elements:
■ 1. Real-world tasks
■ 2. Ill-defined problem- no single solution; open to multiple interpretations
■ 3. Sustained investigation- the problem is not simplistic and so requires time for
investigation
■ 4. Multiple sources- no clear-cut solution; the problem requires a variety of resources
■ 5. Collaboration- problem resolution calls for collaborative work of all concerned
■ 6. Reflection- authentic activities make students reflect on their choices and on their
learning
■ 7. Interdisciplinary perspective- resolution of real-life problem calls for an
interdisciplinary approach
■ 8. Integrated assessment- assessment is not only done at the end, nor is it merely a
paper-and-pencil test; assessment is seamlessly woven into the learning process and
is a direct real-world task assessment of what was learned
■ 9. Polished product- authentic learning ends with a valuable and useful product
■ 10. Multiple interpretations and outcomes- authentic activities welcome diverse
interpretations and competing solutions.
Nine Elements of Authentic
Learning
a. Provide authentic contexts that reflect the way the knowledge
will be used in real life
b. Provide authentic tasks and activities
c. Provide access to expert performances and the modeling of
processes
d. Provide multiple roles and perspectives
e. Support collaborative construction of knowledge
f. Promote reflection to enable abstractions to be formed
g. Promote articulation to enable tacit knowledge to be made
explicit
h. Provide coaching and scaffolding by the teacher at critical times
i. Provide for authentic assessment of learning within the tasks.
5.Integrative learning
■ Integrative TLE/EPP teaching uses real-world problems and
tasks. It brings together prior knowledge and experiences to
support new knowledge and experiences. By doing this,
learners draw on their skills and apply them to new adventures
at a more complex level.

■ Integrative Learning is authentic. Integrative TLE teaching

makes use of real-world problems and real-world tasks. On-the-
job training is authentic learning because it uses real-world
studies and presents real-world issues.
6. Constructivist learning

■ means TLE/EPP teachers facilitate learning by encouraging

the students to engage in an inquiry, such as questioning
procedures and construct a personal understanding based
on experiencing things and reflecting on those experiences.