REPUBLIC OF THE PHILIPPPINES

CITY OF MALABON UNIVERSITY

COLLEGE OF TEACHER EDUCATION

LESSON PLAN IN EPP with Entrepreneurship

Date: February 18, 2024 Day: Monday

Time: 10:00 am – 11:30 am Grade Level:
I. Objectives
 Know what the different Teaching Strategies in EPP and TLE.

 Demonstrate knowledge of the Teaching Strategies via application.

 The students will be able to differentiate the Teaching Strategies from one another.

II. Content
Topic: Teaching Strategies in EPP and TLE
III. Learning Resources
References: https://www.studocu.com/ph/u/47833793?sid=01708253807

A. Instructional Materials
- PPT, pictures
IV. Procedures Activities Anotation
A. Panimulang  Panalangin
gawain  Energizer
B. Paghahabi sa 1. Know what the different
Layunin ng Teaching Strategies in EPP and
Aralin TLE.

2. Demonstrate knowledge of the

Teaching Strategies via
application.

3. The students will be able to

differentiate the Teaching
Strategies from one another.

4. Pag-uugnay ng Ask the students about

mga halimbawa “What is Strategies” Strategies, Approach, Methods,
sa bagong aralin “What is the Meaning of Approach, ans Techniques.
Methods and Techniques”
5. Pagtatalakay ng Meaning of Approach, Methods and Discuss the content to the
bagong Techniques students.
konsepto sa
paglalahad ng
bagong Approach is a set of assumptions that
kasanayan #1 define beliefs and theories about the
nature ofthe learner and the process of
learning.
Method is an overall for systematic
presentation of a lesson based upon a
selectedapproach (Brown, 1994). Some
authors call it design.
Techniques are the specific activities
manifested in the classroom that are
consistentwith a method and therefore
in harmony with an approach as well
(Brown, 1994). Technique isreferred to
also as a task or activity
Approaches, Methods and Techniques
in Teaching EPP
TEACHING METHODS

1. Demonstration Method
The demonstration method is a direct
method of instruction. It is referred as
the “show and tell” method. The
teacher simply shows to the students
how a thing is done and explains as
he/she demonstrates. For an effective
demonstration, it is necessary that the
teacher mentions the do’s and don’ts of
the process for emphasis and clarity. It
is important that as a teacher
demonstrates a process, he/she
cautions students on steps of a skill
where students are often mistaken or
which are most often missed.

2. Hands on Learning Hands-on

More formally known as
experiential education, reflects a
teaching philosophy that promotes
learning by doing. The strategy allows
children to practice.

3. Cooperative Learning
Cooperative Learning, sometimes called
small-group learning, is an instructional
strategy in which small groups of
students work together on a common
task. The task can be as simple as
solving a multi-step math problem
together, or as complex as developing a
design for a new kind of school. In some
cases, each group member is
individually accountable for part of the
task; in other cases, group members
work together without formal role
assignments.

4. Project Method
Learners solved a practical problem
over a period of several days or weeks.
The projects may be suggested by the
teacher, but they are 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 in social responsibility.
 It is significant and practical
activity that is problematic in
nature, Planned and completed
by the learners in a natural
manner, Involving the use of
physical materials to complete
the unit of experience.

TEACHING APPROACHES

1. Teacher-Centered Approach
The picture is perceived to be the only
reliable source of information, in
contrast to the learner centered
approach, which is premised on the
belief that the learner is also an
important resource because he or she
too knows something and is therefore
capable of sharing something. Teaching
consist of teacher telling and
prescribing what learners should do.
The teacher centered approach is
teacher dominated.
2. Subject-Mattered Approach
Subject matter gains primacy over that
of the learner. By all means, teacher
finishes teaching subject matter as
scheduled, even if the learners have not
learned it. Sticking to her syllabus or
Lesson plan is a priority of the subject-
centered teachers. It is also teacher
dominated. In contrast, in the learner
centered classroom, the teacher makes
adjustments in his or her lesson plans to
accommodate learner's interests and
concerns.
3. Interactive Classroom.
More students talk and less teacher
talk. Students are given the opportunity
to interact with teacher and with other
students.
4. Constructivist approach
Students are expected to construct
knowledge and meaning out of what
they are taught by connecting them to
prior experience.
5. Banking approach
The teacher deposits knowledge into
the “empty” minds of students for
students to commit to memory. The
students are perceived to be the
“empty receptacles” willing to be filled.
This facts that are deposited, withdrawn
gradually every time quizzes or tests are
 given until at the end of the term
everything is withdrawn in the final
examinations thus students mind is
once more empty, ready to field in the
next school year.
6. Integrated Teaching Approach
Makes the teacher connects what he or
she teaches to the other lessons of the
same subject (intra disciplinary) or
connects his or her lessons with other
subjects thus making his or her
approach inter disciplinary and
multidisciplinary.
7. Disciplinal approach
Limits the teacher in discussing his or
her lessons within the boundary of his
or her subject matter.
8. Collaborative approach
It welcomes group work, teamwork,
partnership group discussion.
9. Individualist Approach
Individual students working by
themselves.
10. Direct teaching approach
Teacher directed, tells or shows or
demonstrates what is to be taught.
11. Guided approach.
Teacher guides the learner to discover
things for himself or herself. The
teacher facilitates the learning process
by allowing the learner to be engaged in
the learning process with his or her
guidance.
12. Research based approach.
Teaching and learning are anchored on
research findings.
13. 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.
14. 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 or her ways of
learning.
15. Problem based approach
The teaching learning process is focused
on problems. Time is spent on analyzing
and solving problems.

6. Paglinang ng Group Activity Group the class into five and

Karihasaan each group will have to present
(tungo sa Directions: Choose a method or their team effort in front of the
formative approach in the discussion and apply classroom.
 assessment) what you have learned using a roleplay.

7. Paglapat ng “Why do you think having a strategy in Ask the students the
aralin sa pang- teaching is important to us, as a future importance of teaching
araw-araw na teacher?” strategies for teachers.
buhay.
8. Paglalahat ng Give a brief review about the topic that Ask learners to give their
Aralin have been discussed insights about the topic
9. Pagtataya ng Directions: Encircle the correct answer.
Aralin ANSWER KEY:
1. A set of assumptions that define beliefs 1. B
and theories about the nature of the 2. D
learner and the process of learning.
3. C
A. Method
B. Approach 4. B
C. Techniques 5. A
D. Strategies
2. An overall for systematic presentation of
6. C
a lesson based upon a selected approach 7. A
(Brown, 1994). Some authors call it design. 8. C
A. Techniques
B. Strategies 9. A
C. Techniques 10. B
D. Method 11. C
3.specific activities manifested in the
classroom that are consistent with a 12. A
method and therefore in harmony with an 13. B
approach as well (Brown, 1994). Technique 14. D
is referred to also as a task or activity.
A. Method 15. C
B. Style 16. D
C. Techniques 17. A
D. Procedure
4. It is important that as a teacher 18. C
demonstrates a process, he/she cautions 19. B
students on steps of a skill where students
20. A
are often mistaken or which are most often
missed.
A. Strategies
B. Demonstration method
C . Cooperative learning
D. Teacher centered approach
5. known as experiential education,
reflects a teaching philosophy that
promotes learning by doing. The strategy
allows children to practice.
A. Hands on learning
B. Demonstration method
C. Cooperative method
D. Project method
6. It is called small-group learning, is an
instructional strategy in which small groups
of students work together on a common
task.
A. Groupings
B. Socialization
C. Cooperative learning
D. United learning
7. Learners solved a practical problem over
a period of several days or weeks. The
projects may be suggested by the teacher,
but they are planned and executed as far as
possible by the students themselves,
individually or in groups. A. Project method
B. Assignment method
C. Task method
D. Home work method
8. Perceived to be the only reliable source
of information, in contrast to the learner
centered approach
A. Students centered
B. Constructivist approach
C. Teacher-Centered Approach
D. Integrated teaching approach
9. Sticking to her syllabus or Lesson plan is a
priority of teachers.
A. Subject-Mattered Approach
B. Teacher centered
C. Students centered
D. Constructivist approach
10. More students talk and less teacher talk.
Students are given the opportunity to
interact with teacher and with other
students.
A. Cooperative learning
B. Interactive classroom
C. Classmate centered
D. Integrated teaching approach
11. Students are expected to construct
knowledge and meaning out of what they
are taught by connecting them to prior
experience.
A. Perennialism approach
B. Experiential learning
C. Constructivist approach
D. Connectivism
12. The teacher deposits knowledge into
the “empty” minds of students for students
to commit to memory. The students are
perceived to be the “empty receptacles”
willing to be filled.
A. Banking Approach
B. Teacher approach
C. Interactive approach
D. Students centered
13. Makes the teacher connects what he or
she teaches to the other lessons of the
same subject (intra disciplinary) or connects
his or her lessons with other subjects thus
making his or her approach inter
disciplinary and multidisciplinary.
A. Disciplinal teaching approach
B. Integrated teaching approach
C. Collaborative teaching approach
D. Subject matter teaching approach
14. Limits the teacher in discussing his or
her lessons within the boundary of his or
her subject matter.
A. Teacher Policy
B. Teacher Guidelines
C. Classroom management
D. Disciplinal Approach
15. It welcomes group work, teamwork,
partnership group discussion.
 A. Groupings approach
B. Interactive approach
C. Collaborative Approach
D. Combine Approach
16. Individual students working by
themselves.
A. Introvert approach
B. Loneliness approach
C. Solo approach
D. Individualist Approach
17. Teacher directed, tells or shows or
demonstrates what is to be taught.
A. Direct Teaching approach
B. Straight teaching approach
C. Students centered approach
D. Guided Approach
18.Teacher guides the learner to discover
things for himself or herself. The teacher
facilitates the learning process by allowing
the learner to be engaged in the learning
process with his or her guidance.
A. Instructions approach
B. lead approach
C. Guided Approach
D. Follow approach
19. Teaching and learning are anchored on
research findings.
A. Thesis approach
B. Research based approach
C. Guided Approach
D. Instructions approach
20. 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.
A. Whole child approach
B. Teacher centered
C. Students centered
D. Subject matter

Inihanda nila:

Bobadilla, Sean Deinross

Flaviano, Marlo

Navarro, Ana May

Suarez, Althea Faye

BEED – 3B