Lourdes College of Bulacan

Veteransville, Angat, Bulacan

College Department
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TEACHING EPP/TLE/TVE/TVL IN THE NEW NORMAL

In our current situation, teaching is hard. We need to find alternative ways and solutions that will
help us deliver quality education and overcome these trials posed by the pandemic. Due to COVID-
19 pandemic, the traditional face-to-face learning in classroom is not allowed. Therefore, different
learning delivery modalities were introduced so that schools have options depending on the
COVID-19 restriction and particular context of learners in the school or locality.

This then brought discomfort and offered a different level of challenge, especially to teachers
teaching skill-based subjects like Technology and Livelihood Education (T.L.E.). It requires the
skills of the students rather than the knowledge that they process. It may be a bit common but
T.L.E. can be a difficult subject at times. For this reason, teachers struggle in finding the easiest
possible way in delivering the skills even without face to face.

The teachers are coming up with ideas, like making video demo presentations for students so that
they can see detail by detail on how things should be done, or parents can go to school to record
the actual demonstration of the teacher. When it comes to actual performance, learners are then
prompted with several puzzles in following the given procedures for settings are probably
different. In the usual set-up, that is in the laboratory where materials, tools, and equipment are
readily available, students perform exactly what is expected of them. However, since direct contact
between the teacher and students is prohibited, students will be obliged to turn a portion of their
house as the laboratory. This leads to several related questions about how they will perform in a
place where the set-up is somehow different from the prescribed one. How can we answer these
questions?

RA 10533,“Enhanced Basic Education Act of 2013”, an act enhancing the Philippine Basic
Education System by strengthening curriculum and increasing the number of years for Basic
Education, presents different approaches that could be utilized in different subjects most especially
in T.L.E.. These are 1. Constructive Approach 2. Collaborative approach 3. Integrative approach
4. Inquiry-based approach 5. Reflective approach.

In the new normal, we need to think of possible ways on how to help our students do their activities
using localized products, materials, and equipment available in their houses. In doing so, their
performances would be far better. But how can they localize the materials for our students? This
is possible only when they can figure out substitutes in the absence of the needed materials assuring
that it will have the same outcome.

For instance, in teaching hair and scalp treatment, in the absence of cosmetic materials they can
use local products like kalamansi, coconut milk (kakang-gata and aloe vera or any fruit in season.
 Lourdes College of Bulacan
Veteransville, Angat, Bulacan
College Department
Furthermore, in Perming, they can use cassava or kamias stalk, plastic or garbage as client’s PPE
and members of the family can be of great help for being the subject of treatment. In Carpentry,
repairing their worn-out furniture in their house is a concrete example of its application. In
Agriculture, they can plant and grow their vegetables in a garden within their backyard, while in
Cookery, they can use the readily available ingredients and their kitchen will be the laboratory
area. This is also applicable in other areas of specialization and other skill-based subjects.
It may seem difficult, but with passion and dedication, we will be able to surpass these
ordeals brought by the pandemic. Not only that we hope and pray for the betterment of everyone
but also, we wish that everything will be back to normal.

PRINCIPLES OF TEACHING: DIFFERENT METHODS AND APPROACHES

1. DIFFERENT APPROACHES AND METHODS

“A thousand teachers, a thousand methods.” -Chinese Proverb

2. INTRODUCTION TEACHING APPROACH

It is a set of principles, beliefs, or ideas about the nature of learning which is translated
into the classroom.
TEACHING STRATEGY
It is a long-term plan of action designed to achieve a particular goal.

3. TEACHING METHOD
It is a systematic way of doing something. It implies an orderly logical arrangement of
steps. It is more procedural.
TEACHING TECHNIQUE
It is a well-defined procedure used to accomplish a specific activity or task.

4. EXAMPLES OF TEACHING APPROACHES

TEACHER CENTERED LEARNER CENTERED
SUBJECT MATTERED CENTER
TEACHER DOMINATED INTERACTIVE
“BANKING” APPROACH CONSTRUCTIVIST
DISCIPLINAL INTEGRATED
INDIVIDUALISTIC COLLABORATIVE
INDIRECT, GUIDED DIRECT

TEACHER-CENTERED APPROACH
The teacher is perceived to be the only reliable source of information in contrast to the
learner-centered approach.

LEARNER-CENTERED APPROACH
In which it is premised on the belief that the learner is also an important resource because
he/she too knows something and is therefore capable of sharing something.

SUBJECT MATTER-CENTERED APPROACH

Subject matter gains primacy over that of the learner.
 Lourdes College of Bulacan
Veteransville, Angat, Bulacan
College Department

TEACHER DOMINATED APPROACH

In this approach, only the teacher’s voice is heard. He/she is the sole dispenser of
information.

INTERACTIVE APPROACH
In this approach, an interactive classroom will have more student talk and less teacher
talk. Students are given the opportunity to interact with teacher and with other students.

CONSTRUCTIVIST APPROACH
The students are expected to construct knowledge and meaning out for what they are
taught by connecting them to prior experience.

BANKING APPROACH
The teacher deposits knowledge into the “empty” minds of students for students to
commit to memory.

INTEGRATED APPROACH
It makes the teacher connects what he/she teaches to other lessons of the same subject
(intradisciplinary) or connects his/her lessons with other subjects thus making his/her
approach interdisciplinary and multidisciplinary.

DISCIPLINAL APPROACH
It limits the teacher to discussing his/her lessons within the boundary of his/her subject.

COLLABORATIVE APPROACH
It will welcome group work, teamwork, partnerships, and group discussion.

INDIVIDUALISTIC APPROACH
It wants the individual students to work by themselves.

DIRECT TEACHING APPROACH

The teacher directly tells or shows or demonstrates what is to be taught.

INDIRECT, GUIDED APPROACH

The teacher guides the learner to discover things for himself/herself. The teacher
facilitates the learning process by allowing the learner to be engaged in the learning
process with his/her guidance.

5. Other teaching approaches cited in education literature are:

RESEARCH-BASED APPROACH
As the name implies, teaching and learning are anchored on research findings.

WHOLE CHILD APPROACH

The learning process itself takes into account not only the academic needs of the learners,
but also their emotional, creative, psychological, spiritual, and developmental needs.
 Lourdes College of Bulacan
Veteransville, Angat, Bulacan
College Department

METACOGNITIVE APPROACH
The teaching process brings the learner to the process of thinking about thinking. The
learner reflects on what he learned and on his/her ways of learning.

PROBLEM-BASED APPROACH
As the name implies, the teaching- learning process is focused on problems. Time is
spent on analyzing and solving problems.

6. In summary, approaches vary in the degree of teacher and learner engagement, focus,
number of learners involved in the teaching-learning process as shown in the diagram
below:
Engagement
Teacher -----------------------------------→Learner
Focus
Subject Matter -----------------------------------→Learner
Number
Individual -----------------------------------→ Group

7. DIRECT/EXPOSITORY APPROACH -CARMELA

1) DIRECT INSTRUCTION/ LECTURE METHOD
Direct instruction is aimed at helping students acquire procedural knowledge
exercised in the performance of some task. Procedural knowledge refers to skills
needed in the performance of a task.

Steps of the Direct or Lecture Method

To employ the methodology in teaching skill/s, follow these steps:
a) Provide the rationale,
b) Demonstrate the skill,
c) Provide guided practice until mastery,
d) Check for understanding and provide feedback,
e) Provide extended practice and transfer, and
f) Assess learning at the end. (This is what we call summative assessment.)

8. SUMMATIVE ASSESSMENT - JC
The goal of summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark. Summative
assessments are often high stakes, which means that they have a high point value.
Examples of summative assessments include:
• a midterm exam
• a final project
• a paper

If you teach facts, principles, or laws, your steps are similar with those of teaching a skill.
a) Give a short introduction by providing the rationale,
b) Present your lesson,
 Lourdes College of Bulacan
Veteransville, Angat, Bulacan
College Department
c) Develop the lesson by explaining, illustrating, it with diagrams if appropriate and/or
giving concrete examples,
d) Give application of the lesson, and
e) Check for understanding and provide feedback. (This is what we call formative
assessment.)

9. FORMATIVE ASSESSMENT – JACKQUILINE LAPIG

The goal of formative assessment is to monitor student learning to provide ongoing
feedback that can be used by instructors to improve their teaching and by students to
improve their learning.
More specifically, formative assessments:
• help students identify their strengths and weaknesses and target areas that need work
• help faculty recognize where students are struggling and address problems immediately.

Formative assessments are generally low stakes, which means that they have low or no
point value. Examples of formative assessments include asking students to:
• draw a concept map in class to represent their understanding of a topic
• submit one or two sentences identifying the main point of a lecture
• turn in a research proposal for early feedback

10. INSTRUCTIONAL CHARACTERISTICS - LOPEZ

1. The strategy is teacher-directed.
2. The emphasis is on the teaching of skill. Each step must be mastered; hence the
students gain “how” rather than “what”. It is termed procedural knowledge.
3. Taught in a step-by-step fashion, it ensures the learning of the entire procedure with no
step missed.
4. Lesson objectives include easily observed behaviors that can be measured accurately.
5. This is a form of learning through imitation, sometimes termed “behavioral modeling”.
6. This can also be used to teach facts, principles, and laws.

11. GUIDELINES FOR ITS EFFECTIVE USE TEACHING SKILL - MANAYAO

1. The students must be given ample time for practice.
2. They must be included in the planning stage since this technique is highly task-
oriented and aimed at mastery of every step. The lesson objectives are student-based.
3. Describe the testing situation and specify the level of performance expected.
4. Divide complex skills and understanding into subskills or into its component steps so
they can be taught easily and with precision.
5. Design own strategy in teaching each skill which will eventually contribute to the
learning of the entire skill.
6. Before the demonstration, carefully rehearse all steps. The steps should be observed
and followed.
7. Assign practice for short periods of time, then continue learning by imitating others.
8. Provide feedback and encouragement through praises. Positively motivated, the
students will never get tired practicing.
9. Be able to construct good performance- based tests.
 Lourdes College of Bulacan
Veteransville, Angat, Bulacan
College Department
12. Teaching Declarative Knowledge – Facts, Principles and Laws - MANAYAO
1. Be sure the facts, principles, and laws are correctly, clearly, and adequately explained.
2. Use visual aids to concretize abstract principles and laws.
3. Illustrate laws and principles with concrete examples.
4. Present facts meaningfully by citing their significance and by connecting them with
everyday life.

13. DEMONSTRATION METHOD -PALOMAR

As the name implies, in the demonstration method the teacher or an assigned student or
group shows how a process is done while the students become observers. The demonstrator
is knowledgeable in preparing the apparatus needed according to the steps to be followed.
The rest of the class becomes focused on the activity and concentration on the subject is
assured.

GUIDELINES FOR ITS EFFECTIVE USE BEFORE

1. The demonstrator/s must be well-selected. He/she/they must be skilled in operating
modern equipment and proficient in undertaking scientific investigations.
2. When planning the activities make sure that the materials are easily available. Likewise,
get prepared with possible substitutes.
3. Get ready with the equipment and tools to be used. Demonstration should be scheduled
as today and class period.
4. The demonstrator must try the activity several times before the real demonstrations for
a smooth sequencing of the steps as well as accuracy of the result.
5. The observers must be prepared and motivated to ensure concentration throughout the
activity.
6. The demonstrator must be ready with on- the-spot revision/s such as alternative steps or
substitute materials when needed.
7. Arrange the observers around the demonstration area or at a distance where they will be
able to observe fully what is going on.
8. Depending on the kind of demonstration to be undertaken, pointers or questions may be
given to focus students’ attention and avoid irrelevant observations.

DURING-
1. The place must be quiet in order to sustain the observers’ attention and interest during
the activity.
2. Extreme care must be taken in performing some delicate steps.
3. The activity must not be interrupted by unnecessary announcements or noise in the
surroundings.
4. They are allowed to take down short notes or record some data which may be analyzed
after.

AFTER - PUNZALAN
1. Allow some questions which bothered them during the demonstration.
2. An examination of the observed data and all information recorded follows.
3. Have an analysis of trends, patterns or uniform occurrences that can help in arriving at
a conclusion.
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Veteransville, Angat, Bulacan
College Department
4. The solution or summary must be cooperatively undertaken by the whole class.
5. Assess learning by way of a short test, an oral evaluation or a performance test.

ADVANTAGES
1. The demonstration method follows a systematic procedure.
2. The use of expensive equipment and machines will be maximized.
3. Possible wastage of time, effort and resources will be avoided since the demonstration
is supposed to be well- planned in advance.
4. It will not result to trial-and-error learning as what happens with unplanned learning
activities.
5. The findings are reliable and accurate since the procedure has been tried before.
6. The value of confidence is developed among the demonstrators for such hands-on
demonstration.
7. Curiosity and keen observing ability are instilled among the observers.

14. INDIRECT/GUIDED / EXPLORATORY APPROACH -

Indirect instruction method is best used when the learning process is inquiry-based, the
result is discovery and the learning context is a problem. This can come as
1) Inquiry method/discovery method
2) Problem solving method
3) Project method

INQUIRY METHOD
We will never be able to help children learn if we tell them everything they need to know.
Rather, we must provide them with opportunities to explore, inquire and discover new
learning. The core of inquiry is a spontaneous and a self-directed exploration.

STEPS IN THE INQUIRY METHOD

1. Define the topic or introduce the question.
2. Guide students plan where and how to gather data and information.
3. Students present findings through graph, charts, PowerPoint presentation, models, and
writing.

INSTRUCTIONAL CHARACTERISTICS
The following are commonly observed characteristics of the discovery/inquiry method:
1. Investigative processes such as inferring, hypothesizing, measuring, predicting,
classifying, analyzing, and experimenting, formulating conclusions and generalizations
are employed.
2. The procedure in gathering information is not prescribed by the teachers.
3. The children are highly motivated to search, hence active participation is the best
indicator of inquisitiveness.
4. The answers arrived at are genuine products of their own efforts.
5. Focused questions before, during and after are critical ingredients that provide
direction and sustain action.
 Lourdes College of Bulacan
Veteransville, Angat, Bulacan
College Department
OUTCOMES OF INQUIRY TEACHING - REVILLAME
1. Its emphasis is on the processes of gathering and processing of information
2. Its dependence on firsthand experience with objects and phenomena occurring in the
environment is certainly in agreement with the most often cited theory of Piaget on
intellectual development.
3. The inquiry approach which predominantly allows some degree of freedom develops
initiative and divergent thinking.
4. A deep sense of responsibility is developed when learners are left to manage their own
learning, be it in pursuit of answers, mastery of content or simply solving a problem that
confronts them instantly.
5. Educators strongly believes that facts and concepts that learners discover by
themselves become stored as part of their permanent learning.
6. Experiencing success in inquiry- based/discovery lessons builds up the learners’
feeling of confidence.
7. Participation in inquiry activities strengthens learners’ intellectual capabilities.

HOW TO FACILITATE INQUIRY TEACHING

1. Arrange for an ideal room setting.
2. Choose tools and equipment that can easily be manipulated.
3. The materials to be used or examine must lend themselves easily to the processes to be
employed and the end product desired.
4. The questions/problems to be answered should originate from the learners, followed by
the formulation of hypothesis.
5. The procedure should likewise be planned by them.
6. At the completion of the activity, require an evaluation of the steps undertaken as to its
effectiveness and the clarity of the results.
7. Above all, the teacher himself/herself should internalize his/her changed role to that of
a guide, facilitator, and counselor rather than the traditional authority who not only
determines the material to be learned but also dictates how it should be learned.

PROBLEM SOLVING METHOD - SALAZAR

Problem solving is a teaching strategy that employs the scientific method in searching for
information. The five basic steps of scientific method or investigatory process are:
1. Sensing and defining the problem
2. Formulating hypothesis
3. Testing the likely hypothesis
4. Analysis, interpretation and evaluation of evidence
5. Formulating conclusion

ADVANTAGES
1. This method is most effective in developing skill in employing the science processes.
2. The scientific method can likewise be used effectively in other non-science objects.
3. The student’s active involvement resulting in meaningful experiences serves as a
strong motivation to follow the scientific procedure in future undertakings.
4. Problem solving develops higher level thinking skills.
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Veteransville, Angat, Bulacan
College Department
5. A keen sense of responsibility, originality and resourcefulness are developed, which
are much needed ingredients for independent study.
6. The students become appreciative and grateful for the achievement of scientists.
7. Critical thinking, open-mindedness and wise judgment are among scientific attitudes
and values inculcated through competence in the scientific method.
8. The student learn to accept the opinions and evidence shared by others.

GUIDELINES FOR ITS EFFECTIVE USE

1. Provide sufficient training in defining and stating the problem in a clear and concise
manner.
2. Make sure that the problem to be solved fits the age, interests and the skills of the
students.
3. Group the students and allow each one to share in the tasks to be performed.
4. Guide them at every step by asking leading questions in case of snags.
5. Get ready with substitutions for materials which may not be available.
6. The emphasis is on the procedure and the processes employed rather than on the
products.
7. The development of skills and attitudes takes priority over knowledge.
8. Involve the students in determining the criteria with which they will be evaluated.