MODULE III

CHAPTER 3:

APPROACHES, METHODS, AND

TECHNIQUES IN TEACHING
EPP

Prepared by:

SUNSHINE GRACE B. AUSTERO, LPT

Module Developer & Course Coach

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 Basilan State College
COLLEGE OF EDUCATION
_______________________________________________________
MODULE 3
Course Code M- EPP 2 Week/Day 5-8
1 Session (3hrs.)
EDUKASYONG PANTAHANAN AT Duration & 9:00 –10:30 T Th
Course Description 1:00 – 2:30 M W
PANGKABUHAYAN Schedule 2:30 – 4:00 T Th
4:00 – 5:30 M W
Lesson/Topic Chapter 3: Approaches, Methods, and Lesson No. 3
Techniques in Teaching EPP
At the end of this chapter, the student can:
▪ Identify and use appropriate method/approach/technique in teaching
Learning Outcome/s specific knowledge and skills in ICT, Agriculture, Home Economics and
Industrial Arts.
▪ Use differentiated teaching to suit learner’s needs, strengths, interest,
and experiences.
Values Integration ➢ Effective Teaching
Principles of Teaching 2 (with TLE) authored by
Brenda B. Corpuz, Ph.D. and Gloria G. Salandanan Ph.D.

Theories of Entrepreneurshiop authored by

Zindzy Gracia
Reference/s
Edukasyong Pantahan at Pangkabuhayan with Entrepreneurship –
Module for Students prepared by Diana F. Alegrado

Internet: pdfcoffee.com
Course Coach SUNSHINE GRACE B. AUSTERO, LPT

I – ACTIVATION OF PRIOR
KNOWLEDGE

Every day is a new beginning. Take a deep breath, smile and start again. Now, it’s time
to learn new lessons in this chapter. Have a nice day ahead! ☺♥

REMINDERS!
▪ Read the learning materials below and do the activities given to you and answer the following questions for
your assessment in your Activity/Answer sheet in every WORKSHEET given at the end of this module.
▪ Worksheet will be returned to the course coach for record purposes.
▪ NOTE: DO NOT WRITE ANYTHING ON THE MODULE!

☺☺☺

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 Are you good in observing things around you ? Challenge yourself with this activity. You
may start now! Good luck and Smile! ☺

Activity 1: PICTURE ANALYSIS

Direction/s: Observe and examine the two pictures below carefully. Discuss how picture A is different from
picture B. (For your answer, please refer to ANNEX A.)

Guided Question:
▪ What do you see and notice in the pictures above? Describe in detail
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Wow! What an amazing idea! Now, it’s reading time. ☺ Hope you will not get bored. Just read
and comprehend the topic that we are about to discuss. ☺

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 II – ENGAGEMENT IN THE LEARNING CONTENT AND APPROPRIATE
LEARNING ACTIVITIES

The classroom is a dynamic environment, bringing together students from different backgrounds
with various abilities and personalities. Being an effective teacher therefore requires the implementation of
creative and innovative teaching strategies in order to meet students’ individual needs.

Whether you’ve been teaching two months or twenty years, it can be difficult to know which
teaching strategies will work best with your students. As a teacher there is no ‘one size fits all’ solution, so
here is a range of effective teaching strategies you can use to inspire your classroom practice.

Meaning of Approach, Methods and Techniques

❖ Approach is a set of assumptions that define beliefs and theories about the nature of the learner
and the process of learning.

❖ Method is an overall for systematic presentation of a lesson based upon a selected approach
(Brown, 1994). Some authors call it design.

❖ Techniques are the specific activities manifested in the classroom that are consistent with a
method and therefore in harmony with an approach as well (Brown, 1994). Technique is referred
to also as a task or activity.

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.
TWO TYPES OF DEMONSTRATION

A. Demonstration of a Product
B. Demonstration of a Process
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 It is expected that after the teacher demonstration of a process, the students are given the
opportunity to demonstrate the process or the skill themselves. However, students should not be expected
to demonstrate the process or the skill immediately on their own after the teacher has shown it. This has to
be done gradually. The steps are:

▪ Teacher demonstrates. – “Watch me and listen to me”.

▪ Student demonstrates with scaffolding from teacher. – “Let’s do it together”.
▪ When student can do the process by himself/herself, student demonstrates the skill or process. –
“Do it as I watch”.
▪ Teacher gives more opportunity for practice for skill mastery.
▪ Teacher assesses to determine skill mastery by all students.

It goes without saying that at all times, while students practice the newly learned skill, teacher must be
visibly supervising students while they practice for mastery.
Hands on Learning

Hands-on learning, more formally known as experiential education, reflects a teaching

philosophy that promotes learning by doing. The strategy allows children to practice guided tactile
learning in which they absorb knowledge not only by listening, but by experiencing.

Generally speaking, hands-on learning is learning through experience. Students handle the
materials, equipment, and instruments in real time and manipulate it. It is obtaining the skills, knowledge,
and competencies that are necessary. Working in hands-on way is presumed to extend a more thrilling
and realistic experience of the content. The most verifiable researches bear evidence for the speculation
that employing hands-on activities steers to positive motivational result. Although there are also evidences
that adults may be over-challenged when independent problem-solving is involved during these kinds of
activities, especially those who are not used to open laboratory work were found to be low in confidence
regarding aspects of practical and hands-on work that require analysis and critical thinking.

One of the benefits of hands-on learning environment is that students will get a feel for materials
and equipment that is commonly used in the workplace after the course. This is particularly good if the
student is working with equipment and tools. One of the main reasons for accidents in the workplace
comes from equipment and tools misuse; knowing how to properly handle equipment increases safety.
By definition, hands-on learning requires students to engage in the education process using
multiple senses including sight, hearing and touch known as multisensory learning; the hands-on teaching
strategy engages the senses in a way that promotes learning comprehension on multiple levels. This
practice allows students to understand information and also use it. For example, a young child may

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verbally acknowledge understanding basic math facts, but is unable to solve problems on an addition
worksheet. Manipulating tactile math blocks allows that student to better comprehend the concepts by
actively utilizing acquired knowledge.
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.

According to David Johnson and Roger Johnson (1999), there are five basic elements that
allow successful small-group learning:
▪ Positive interdependence: Students feel responsible for their own and the group's effort.

▪ Face-to-face interaction: Students encourage and support one another; the environment
encourages discussion and eye contact.

▪ Individual and group accountability: Each student is responsible for doing their part; the group
is accountable for meeting its goal.

▪ Group behaviors: Group members gain direct instruction in the interpersonal, social, and
collaborative skills needed to work with others occurs.

▪ Group processing: Group members analyze their own and the group's ability to work together.
Cooperative learning changes students' and teachers' roles in classrooms. The ownership of
teaching and learning is shared by groups of students, and is no longer the sole responsibility of the
teacher. The authority of setting goals, assessing learning, and facilitating learning is shared by all.
Students have more opportunities to actively participate in their learning, question and challenge each
other, share and discuss their ideas, and internalize their learning. Along with improving academic
learning, cooperative learning helps students engage in thoughtful discourse and examine different
perspectives, and it has been proven to increase students' self- esteem, motivation, and empathy.
Some challenges of using cooperative learning include releasing the control of learning,
managing noise levels, resolving conflicts, and assessing student learning. Carefully structured

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activities can help students learn the skills to work together successfully, and structured discussion and
reflection on group process can help avoid some problems.

Project Method/Project-Based Method

This is a method of learning through experiences. This is based on the Philosophy of John Dewey
that we learn by experiencing, or we learn by doing or reacting.

Kilpatrick was the first to introduce this method of teaching academic subjects. He defined
“Project” as any unit of purposeful experience, or any instance for purposeful acrivities carried on in a
life situation. Other writers define “project as a significant, practical unit of an activity of a problematic
nature, planned and carried to completion by the student in a natural manner and involving the use of
physical materials to complete the unit of experience.

Types of Project-Based Method

▪ Individual Project
▪ Group Project
▪ Simplex Project
▪ Complex Project

According to Kilpatrick-Kaun (2014) Project can be classified into:

❖ Constructive Project – practical or physical tasks such as construction of article making a model
and playing drama are done in this type.

❖ Aesthetic Project – appreciation powers of learners are developed through musical program,
beautification of things and appreciation of poems and so on.

❖ Problematic Project – develop the problem solving the capacity of learners through their
experiences.

❖ Drill Project – it develops mastery of the skill and knowledge of the learners.
Steps in Preparing a Learning Activity under the Project-Based Learning Technique

❖ Creating Situation – teacher tells the method and procedure to be done.

❖ Selecting the Project – apply the six principles project method (purpose, utility, activity, freedom,
reality and prior planning.)

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 ❖ Planning – teacher discusses various points to the learners and take part in the discussion.

❖ Execution – select relevant facts.

❖ Evaluation – when finished, project is evaluated by the group within themselves and reported to
the teacher.

❖ Reporting – learners write each and every step on how they finished the project.

Instructional Module

❖ Modular Teaching is one of the most widespread and recognizes learning techniques.

❖ An Instructional Module is a self-contained and self-sufficient unit of instruction for the learner to
achieve a set of objectives.

Characteristics:

▪ Independent
▪ Self-contained
▪ Self-instructional
▪ Clearly defined objectives
▪ Concerned with individual differences
▪ Systematically organized learning opportunities
▪ Utilization of variety of media
▪ Active participation of learner

Components of Module:

▪ Title – the title of the module should be clear and the title should be attractive enough to catch
attention.

▪ Introduction – background of the module

▪ Overview-the overview introduces the learner to the theme of the module, its purpose,
organization and uses

▪ Instruction to the Users – to provide clear instruction to the learner as to how he should
proceed, and what he has to do after each step

▪ Pre-test – a pre-test is given at the beginning

▪ Objectives – the instructional objectives of the module should be clearly stated

▪ Learning Activities – enable the learner to develop behavior in predetermined direction

▪ Formative Tests – are given at the end of each learning unit/learning activity

▪ Summative Evaluation – is done with the help of a post test

Advantages:

➢ Learning becomes very effective.

➢ It establishes a system of assessment other than marks or guides.
➢ Modules can be administered to single use, small group or large group.
➢ It is more appropriate to mature students.

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Disadvantages:

➢ Modules are economical in their use.

➢ Appropriate only for matured students.
➢ Time Consuming
➢ Demands smart classrooms

Utilization of Resource Persons and Community Materials

Resource persons are experts who contribute information and opinions to participants in a
learning situation. They frequently are used to conduct educational activities, but may also be helpful to a
committee at the program planning stage.
If the teacher is not an expert in a given content, you will need resource persons to ensure good
training where participants gain well-presented knowledge. Resource person do not just add expertise but
also make the learning more interesting and attractive for the students, as they can integrate their own
experiences.

Using the Local Community and Environment as Resources

One important resource at your fingertips is that of the local community and environment. In your
local community you have people who have expertise in a wide range. In your local environment you also
have access to a range of natural resources. Figure 1 below explains the benefits of using these
resources.

Figure 1. The Advantages of Using Local Community and Environmental Resources.

Using Local Experts in your Classroom

The local community is an often overlooked teaching resource. Maybe you are doing some work on
transportation with Class X. How could you introduce this topic to your students in a way that will capture
their interest? One way would be to invite in a local doctor or a nurse to talk about the heart and how they
measure the blood pressure of their patients. For the topic of excretion, you could ask someone who has
had a kidney transplant to talk about their kidney disease and operation. This could be a relative or a
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family friend of the students or staff. For respiration you could ask a local athlete to come in and explain
the how lactic acid affects their performance.

Your students will be interested to hear about what these visitors do and will want to ask questions,
so this needs to be carefully planned. If you choose to do this you need to be clear what you would like
your students to gain and learn from the experience, and then follow the steps in Activity 3 to prepare for
the visit.

Case Study 1: Mrs Kumar invites a visitor

Mrs Kumar invites an expert into her classroom.

One evening, I was out with a friend in the city. She is a nurse and had just started a new job in a health clinic
for people with heart disease. I had just started ‘life processes’ with Class X, and while we were talking I had
a brainwave! I decided to ask my friend to come into the school and talk to my students.
We arranged that she would bring a machine for measuring blood pressure. She measured my blood
pressure and then talked to my students for about 15 minutes about the importance of measuring blood
pressure, what causes it to be too high and the treatments available. I had a poster with a diagram of the
heart which she used in her explanation.
My students had prepared some questions in advance, which they were able to ask, but the discussion soon
moved on as they thought of more and more questions. Quite a few students stayed behind after the lesson
to find out more about training to be a nurse.

Using Local Environmental Resources

The local environment can support your teaching. In your local environment you also have access
to a range of natural resources. The outside environment can be seen as a place to collect resources but
it can also be used as an extension of your classroom.

Field Trips, Home Visits and Community Works

Field trips are recognized as important moments in learning; a shared social experience that
provides the opportunity for students to encounter and explore novel things in an authentic setting. It is

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 important to recognize that learning outcomes from field trips can range from cognitive to affective
outcomes.
Among the many potential outcomes, research has shown that field trips:
▪ Expose students to new experiences and can increase interest and engagement in science
regardless of prior interest in a topic (Kisiel, 2005; Bonderup Dohn, 2011),
▪ Result in affective gains such as more positive feelings toward a topic (Csikszentmihalyi &
Hermanson, 1995; Nadelson & Jordan, 2012).
▪ Are experiences that can be recalled and useful long after a visit (Salmi, 2003; Falk & Dierking,
1997; Wolins, Jensen, & Ulzheimer, 1992).

Woaah! Hurray! This is the end of our lesson for the chapter 3. Now, let me know what have you
understood in this lesson.

III– REFLECTION AND RESPONSE/ACTION

Activity 2: THE MAGIC THREE!

Direction/s: Choose at least 3 approaches or methods and explain how you would apply them in your actual
teaching in Edukasyong Pantahananan at Pangkabuhayan with Entrepreneurship. Identify the strengths and
limitations of each approaches or methods. (Please refer to ANNEX B to answer the assessment indicated at
the end of the module).

APPROACHES/METHODS APPLICATION STRENGHTS LIMITATIONS

1.

2.

3.

Let’s do this task! ☺ Challenge yourself without looking at your notes.

“CHEATING IS EASY… TRY SOMETHING MORE CHALLENGING…

LIKE BEING FAITHFUL AND HONEST.” ☺ ☺ ☺

IV – SUMMATIVE ASSESSMENT

I - IDENTIFICATION
Direction/s: Read and identify the statements below. Write your answer on the space provided.(Please
refer to ANNEX C to answer the assessment indicated at the end of the module).

___________1. It is a process of teaching someone how to make or do something in a step-by-step

process.
___________2. It is defined as students working together to attain group goals that cannot be obtained by
working alone or competitively.
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 ___________3. Students feel responsible for their own and the group's effort.

___________4. He is considered as the father of project method.

___________5. It is a self-contained unit that focuses on a specific learning goal.

___________6. It is a process of learning in which children learn by doing.

___________7. It is one of the most widespread and recognizes learning techniques.

___________8. It should be attractive enough to catch attention.

___________9. An expert who contribute information and opinions to participants in a learning situation.

___________10. It is one of the best tools that we can use to provide every student with
real-word experiences.

II – VENN DIAGRAM
Direction/s: In the Venn Diagram below, compare and contrast Approaches, Methods, and Techniques in
teaching EPP. (Please refer to ANNEX C to answer the assessment indicated at the end of the module).

Approaches

Methods Techniques

Venn Diagram Rubric (30 points)

MEET APPROACHING BELOW

EXCEEDS STANDARD
STANDARD STANDARD STANDARD
CRITERIA (30)
(20-29) (10-19) (0-9)
100% 90%-99% 80%-89% 75%-79%
Each section of the Each section of the Each section of the Each section of the
Concept diagram contains four facts diagram contains three diagram contains two diagram contains very
Arrangemement easily identified. facts easily identified. facts that are somewhat few facts that are not
identified. easily identified..
Student exhibits mastery of Student illustrates a Student displays a limited Student shows little or
material as evidenced by firmer understanding of understanding with some no understanding of
Primary Source
attention to detail. most of the similiraties details pertinent to the topic.There are scant
Content
and dirrences subject matter. details.
brainstormed.
Reflects factual information Most of the information is Reflects some factual Contains non-factual
that corresponds with factual and seemingly information and attempts information that does
Linking Content
appropriate section of corresponds with to put it in corresponding not correspond to the
Together
diagram. appropriate section of section of diagram. appropriate section of
diagram. diagram.

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 V - FEEDBACK

CONGRATULATIONS! You are done with Module 3. Your responses to the following
statements are essential towards improving the content of this module so that we can serve
your needs better. Kindly answer the following statements with honesty. Rest assured that
your responses will be treated with strict confidentiality.

Direction/s: Put a check [✓] and rate each statement honestly based on what have you learned and how
well have you understood the lesson in this module using the following scales.

SA – Strongly Agree A – Agree D – Disagree SD – Strongly Disagree

CRITERIA SA A D SD
1. CONTENT
1.1 The module provides succinct information about the topics covered and clear
instruction on its assessment details.
1.2 The module content helps me to understand the subject better.
1.3 The module enhances my skills necessary for my future career undertakings.
1.4 The module content is up to date.
1.5 The topics discussed are relevant to my course.
2. TEACHING AND LEARNING
2.1 The subject matter covered on the module is interesting.
2.2 Lessons are explicitly explained in the module.
2.3 The module is intellectually stimulating.
2.4 The teaching methods used in the module facilitate better understanding of
the lessons discussed.
2.5 The quality of teaching reflected in this module is good.
3. MODULE SUPPORT
3.1 The module is well-organized.
3. The learning resources as suggested in the module are helpful to my learning.
3.3 The reading list is helpful.
3.4 The course coach is accessible and available anytime through any available
means of communication.
3.5 The course coach is approachable and helpful to all my module related
concerns.
4. MODULE ASSESSMENT AND FEEDBACK
4.1 The assessment requirements and marking criteria are clear.
4.2 The assessment task and associated marking criteria are bearable and
manageable.
4.3 The balance between teaching (e.g. lectures, seminars, online) and
independent learning is appropriate.
4.4 The module prepares me thoroughly for the assessment tasks.
4.5 Feedback throughout the module helps me to develop and improve all facets
of my learning process (this may include feedback on formative/summative
assessments, Q&A sessions, tutorials, email communications).
5. OVERALL SATISFACTION
5.1 In general, I am satisfied with the quality of this module.

NO TE: Please refer to ANNEX D indicated at the end ot this module.

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