Teaching Strategies for TLE Teachers

Published: 15 December 2014

Created: 15 December 2014

As to how important Technology and Livelihood Education is as a subject, teachers create an impact as to whether or
not the students have captured the concepts of the said subject every time they deliver certain topics. The interest felt
by the students for the subject is generated by the teacher. If Social Studies is taught in interesting and inviting way, it
is certain that students will gain at least enough interest to listen and learn from the lessons discussed. Group
learning is the main approach to organize collaborative learning. There are many collaborative learning methods,
which also can be considered as group learning methods and popularly used in classroom based environment. One
of the purposes of this study is to find a common approach, which can be used to stimulate small learning group
based on different collaborative learning methods, on the other hand, the optimal solution is to model any small group
learning method, but it is very difficult to realize. Some experiences can be applied to small common group learning
process. Collaborative learning is often used as synonym for cooperative learning when, in fact it is a separate
strategy that encompasses a broader range of group of interactions such as developing learning communities,
stimulating students and faculty discussions and encouraging electronic exchanges (Bruffee, 1993). Both approaches
stress the importance of teacher and student involvement in learning process. Demonstration method can be
exercised in several ways. It provide opportunity in learning new exploration and visual learning tasks from a different
perspective. Teacher will be also a participant. He will do the work with his students for their help. Service learning
method increases motivation and retention of academic skills as specific learning goals are tied to community needs.
By solving real problems and addressing real needs, students learn to apply classroom learning to real word context.
It provide more authenticity and purpose for classroom learning . Lecturing is the most common strategy in classroom
especially in Math, Science, English and Social Studies. But there are calls to move away from the traditional lecture
to interactive computer learning system that allow students access to information when and where they need it . The
use of discussion is an attempt to get away from the traditional classroom procedure of the question and answer
(QandA) and recitation style. It is used to designate group classroom activities in which teacher and students
cooperatively consider certain topics or problems.

Principles and Methods in Teaching T.L.E

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The factors which determine method to be used
 Aim of education
 School environment
 Nature of the child
 Education of the teachers
 Nature of the subject matter

Any method to be effective must have the following characteristics

 Method must utilize the theory of self activity
 It should utilize the laws of learning ( Law of Readiness, Exercise and effect)
 It must aid the learner in defining his own purpose
 It should be based on the accepted well- integrative education theory and practice
which is designed to unify the work of teaching and learning
 Method must stimulate the thinking and learning powers of the students
 It should be suited to the progress of the students in skills , ability, habits, knowledge,
ideas and attitudes

Techniques of teaching
 Technique is a specific way of doing a particular task in the process of teacher
guidance of students learning activities (Williamson Lyle)
 Technique refer to the quality of the activities executed by the teacher in presenting
the subject- matter to the students
 It is essentially technical skill of the teacher in accomplishing the task of teaching

Teaching Aid
Teaching aids are physical means employed by the teacher for the purpose of
emphasizing, clarifying or vitalizing instruction
Kinds of Instructional Aid
 General Instructional Supplies
 Printed or written materials (books, penodicals, chart, clippings etc.)
 Visual aid (Radio presentation, plays and dramatization)
 Concrete materials (Exhibits, museums collection, measuring equipment tools,
laboratory apparatus)

Characteristics of Good Visual Aid

 Large enough to be visible to everybody in the group

(Avoid decoration and prevent distraction)

 Terminology should be limited within the comprehension of the learner
 Important part should be accelerated by the stand constant usage in the classroom
 It should be mounted in such way as to make it portable which will permit its use more
than one location

METHODS OF TEACHING
Demonstration Method
 Actually showing what is to be learned
 It is often used in connection with practice lecture, discussion and experiments
 It is done by actual performance using the real object and models (Webster)

Suggestions for the preparation of a demonstration

– Determine the specific purpose to be carried in

– Study the materials to be taught

– Prepare a complete lesson plan
– Check on the availability of equipment
– Rehearse your demo
– Outline the steps on the blackboard
– Be sure everyone can hear and
– Prepare written materials

Discussion Method
 Discussion means there is difference of opinion temporarily at least concerning a
situation. Involves an interchange of questions and idea among the participant.
Types of discussion on how to start group discussion
– Class discussion
– Panel discussion
– Opposite panel
– Forum
– Symposium
– Group discussion (buzz session, phillip session)

Techniques on how to start group discussion

– Matching partner
– Incomplete attendance
– Emotionally toned pictures
– Challenging questions
– Reaction to specific word
– Brainstorming

Laboratory Method
 This method utilize the principle of learning to do by doing, thus providing for the
development of manipulative skills and managerial skills and acquisition of motor
techniques

Three types of laboratory techniques

– Productive type
– Experimental type (procedure of experimental/scientific method)
– Observation type

Steps in the laboratory method

– Planning
– Executing
– Evaluating

Lecture Method
This method utilize “telling” as a means of instructions
Type of Lecture
– Pure lecture- demonstrate by the teacher
– Lecture discussion- interspersed with discussion by the group
– Illustrated lecture- accompanied by some forms of visual materials presented to be
seen and looked over

Advantages and Uses of Lecture Method

– Economy of time
– Attention
– Preparation and presentation
– Vitalization
– Motivation
– Clarity and enrichment
– Speech habits

Dangers and limitation of the lecture method

– The teacher may talk too much
– Poorly planned and poorly done oral presentation waste time
– Lecture invites passivity instead of active participation
– Ineffective lectures fails to hold interest and attention of students and is up to increase
difficulties
– The teachers likely to reduce the lecture to a dictation exercises
– The lecture is likely to be poorly adapted to the apperception ability of the students

PROBLEM APPROACH
 It is called by many names such problem solving, reflective thinking and scientific
method
 It means guiding students into life experiences in which they will encounter real
problem to solve and then guiding them into the solution of these problem and to be
solved intelligently

Steps in problem solving

– State the problem
– Collect data
– Organize data
– Analyze the data
– Draw conclusion
– Test the conclusion

Project Method
 The method is a significant practical unit of a problematic nature planned and carried
to completion by the student in a natural manner and solving the use of physical
materials to complete the unit of experience

Steps in Project Method

– Purposing
– Planning
– Executing
– Judging

Question and Answer Method

 One of the most important phases of the teaching process is the art of questioning

Aim or purpose of question and answer method of teaching

– Stimulate interest and bring about a new organization of the idea
– To encourage independent thinking and analysis of the material covered by the
question
– To keep student find new implication in the discussion to secure information
Points to be considered in framing and asking questions
– Be brief and definite so that only one meaning is possible
– Use language which is within the comprehension of the student
– Use correct grammar
– Vary the type of questions, not always who
– Present a problem which the students have some possibilities of solving
– Relate unfamiliar elements to familiar elements
– Ask question that will stimulate thinking not simply call for a “yes” or a “no” or a one
word answer
– Address the entire class before one student is called for a reply
– Repeat question only when necessary
– Never conduct in a routine order of calling students in an alphabetical order
– Teacher should consider individual differences and question should be within the
capabilities of the students called upon to answer
– Don’t ask pumping questions
– Don’t grade students while answering questions

Characteristics of good questions

– They should be interrogative in form not declarative
– They should bring out the subject matter in order of dependancy or logical
relationship, if such exist
– They should not be the end on themselves, but should carry the thought forward
– They should call up associated facts

COOPERATIVE LEARNING APPROACH

 This is an approach where students work as a team in learning academic content and
skills to address social and human relation goals and objectives

Instructional goals of cooperative learning

Academic achievement
– Aims to improve students performance task and allows peer tutoring
– Acceptance of diversity
– Social skill development

Basic principles of cooperative learning:

– Face-to-face heterogeneous learning teams
– Positive interdependence
– Individual accountability
– Explicit training in interpersonal skills
– Reflection

Desirable principle of cooperative learning group

– Initiator – evaluator
– Clarifier – tension reliever
– Contributor – checker
– Listener – gopher
– Summarizer – others
– Encourage

Cooperative Learning Methods

 Students Teams Achievement Division (STAD) by Slavin, 1996

-this is a heterogeneous team using devices to master the academic materials and then
student help each other learn the materials through tutoring, quizzing one another and/
or carrying on team discussion
 Team-Games Tournaments (TGT)- SLAVIN

-This teaching strategy uses the same teams instructional format and worksheet as
STAD but students play academic games in weekly tournament instead of quizzes
 Jigsaw (Eliot Arouson)
-This is a strategy wherein each member of a team works on a specific material but with
the member of the other team working with the same materials, after individual work on
their respective material they will return to their home team and teach other member
what they have learned.
 Learning Together
-This is a strategy where students working in a heterogenous group complete a single
group product, share ideas and help each other with answer, and ask for help from each
other before asking the teacher and the teacher praises and rewards the group on the
basis of group performance.
Multiple Intelligences
 This is an approach that aims to develop or enhance the individuals different facets of
intelligence and to equally recognize and value them.
 The approach is based on the theory that intelligence is not unitary but
multidimensional and in the real world an individuals activities involve a blend of
different intelligences
 Multiple intelligences are:
-linguistic intelligence
-spatial intelligence
– Logical mathematical intelligence
-Bodily- kinesthetic intelligence
-Musical intelligence
-Intrapersonal intelligence
-Interpersonal intelligence

EVALUATION IN HOME ECONOMICS

 The team evaluation is used to identify the process of determining the strength or
value of work done. It is a way of measuring the result of educational activities (Morgan)
 Evaluation or appraisal in education is a process that when properly used and
understood result in teacher student growth. It is the ability to size up progress and
chart new direction, the ability to see errors and weaknesses and set up steps for their
improvement (Synder)
 Evaluation is the process of gathering and weighing evidences which will reveal
changes in the behavior of students (Magneson)

Points to consider when evaluating

– Evaluation is a joint concern of teacher, students and parents
– Evaluation program is a goal set up
– Evaluation means more than testing. It gives opportunity for planning, making
judgement, reasoning, and decision making,
– Evaluation involves selecting and/ or preparing and using as well as deciding values
of the finished job or product.
– Evaluation need to be continuous throughout a unit problem or process as well as the
end of the learning unit or problem
– Evaluation measures the process as well as the producer

Functions of evaluation
– Evaluation furnishes evidence of change in student
– Serve as incentive to learning
– It brings to light misconception and difficulties
– Measure the degree of mastery
– Furnish a basis for guidance
– Determine needed curriculum change
– Determine needed modification in instructional method

Different devices for Evaluation

 Testing method
 Oral Test – as measuring device its limitation is manifold. It supplies too
restriction a sampling of what students know. This has to be supplemented by
written or performance test.
 Essay Test – Limitation of this kind of test are difficult to score.
In scoring essay test, the identity of student be known if possible, when papers are
being scored. Answer to question be scored in a way that it should be carefully
compared with the key in each instance.

Teacher-made Test – this include true-false, completion, multiple choice , matching

type which are develop in an attempt to overcome the shortcoming of the traditional
essay type.
Suggestion for constructing test items:
 Check items against objectives of the lesson.
 Eliminate factors which tend to confuse students or slow down their rate of
answering like:
o See to it that students has a copy of the test
o Phrase directions and items in such a way that they can be understood.
o Underline crucial words in test items and instruction
o Formulate clear and brief instructions.
 Use technique which will discourage guessing.
 Arrange random order true and false items and correct and incorrect response
and in multiple choice items.
 Avoid having correct responses longer than the other.
 Observe the rule of rhetoric, grammar, and punctuation.
 Avoid items which have no answer upon which all experts will agree.
 Avoid specific determiner which are usually associated with true or false statements.

Performance test
This has been devised to indicate the relative ability of students in the particular jobs. To
be satisfactory done meet these criteria:
– It must not demand expensive supplies
– It must not require too long time
– It must cover as many as possible of fundamental skills in a particular field
– The score must be scorable in objectives means.

Types of Evaluation
 Formative evaluation- is camed out in time when a program is being developed;
produces information that is feed back during the development of the program in order
to improve it its aim is refinement or improvement.
 Summative evaluation- is conducted after a program is developed. Its purpose is to
determine the worth of the program. Its aims are to determine impact or outcomes.
 External evaluation- is conducted by representative of a part of a system not
managed by the element being evaluated.
 Internal evaluation- is conducted by a component of the system level being
evaluated.
 Input evaluation- include need assessment
 Process evaluation- is concerned with what goes on in a program, It includes
determining whether a certain procedure or step of the lesson has been fully complied
 Product evaluation- determining whether the output presented quality in alliance with
the criteria for evaluation.
Assessment- means measuring the process of learners and identifies issues to work
on to make program successful.

Assessment techniques
 Knowledge and performance test
 Feed backing and feed forwarding
 Observation/learners journal
 Literacy checklist
 Choice cards
 Portfolio
 Anecdotal records

ASSESSMENT AND EVALUATION

Definition
Assessment- is the act of gathering information on daily basis in order to understand
an individual student is learning needs.
 Assessment data insists teachers in planning and adapting further instruction
Teachers can enhance student’s understanding of their process and needs by involving
them in self-assessment, where they gather data about their own learning strategies
and understanding. Participation that will set accurate and realistic personal learning
goals and also to discuss data regarding on student’s abilities and needs

Evaluation- is the culminating act of interpreting the information gathered during daily
assessment for making decisions or judgments about students learning and progress.
 It often occurs at the end of the activity, a unit or reporting period, and provides
information to students, teachers, parents and others about the students’ progress to
date.
 Assessment and Evaluation procedures should correspond with the curriculum
objectives and instructional practices. In addition, they should be sensitive to the
developmental characteristics of early adolescents.

Purposes
To guide and improve instruction and student learning
Guided Principles for continuous assessment and evaluation
1. They are essential components of teaching-learning process.
2. It is most effective to use a variety of assessment and evaluation techniques.
3. It is important to communicate assessment and evaluation plans and criteria in
advance.
4. It should be fair and equitable, demonstrating sensitivity to any situations.
5. It should help students by providing positive feedbacks and encouragement.
6. It should be well-communicated to students and parents regularly and in
meaningful ways.
7. The use of a variety of techniques and tools and the collection of students’
assessment development information as learners.
Types of Assessment and Evaluation
 Diagnostic Assessment- Provides teachers with instructional starting points.
o Learning abilities and needs
o Motivational and interests levels
 Formative Assessment- focuses on the processes and products of learning.
o Continuous and planned
o Students’ progress toward the curriculum objectives
o Feedback to students
o Instructional decisions and adaptations
The Evaluation Process
Reflection phase
Evaluation phase
Assessment phase
Preparation phase
Student Assessment and Evaluation
Middle Level students are at various cognitive, emotional, social and physical stages of
development: therefore assessment and evaluation techniques must be sensitive to this
range of abilities and address individual progress. It is unrealistic to expect students
who are at various stages of development to perform at the same level of competence
and ability.

Assessment and Evaluation Strategies and Sample Templates

1. Observation- occur on a continuous basis during students early learning
activities and experiences
2. Anecdotal Notes- comments concerning various aspects of student learning
(e.g. concept development reading abilities, group interaction or summarizing skills)
3. Checklists- are usually completed while students are engaged in activities or
processes are list of specific criteria that pertain to aspects of learning experience.
 Used to record certain knowledge, skill, thinking and research processes abilities
and attitudes with respect to identified activity.
4. Rating Scales- record the extent on which certain criteria have been achieved
by the student, the extent to which certain characteristics are present in the
student’s work.
 Checklists convert into rating scales
 Designed as number lines or holistic scales or rubrics.
 Clear and concise
5. Rubrics- a form of holistic rating scale describe expectations at each level of the
rating scale and are used to determine student progress in comparison to the stated
expectation.
 Expressed numerically depending upon the objectives
 Develop critical thinking skills in areas such as self-reflection and self
assessment.
6. Portfolios- are collection of relevant work that reflects students’ individual efforts,
development and progress over a designated period of time.
 Provide students growth overtime, including abilities, knowledge, skills processes
and attitudes.
 setting goals for further personal learning, self-assessment and reflection.
7. Interviews/conferences- are productive means of assessing individual
achievements and needs.
 Discussions – discovers students’ perception of their own learning experiences.
 Conferences- focus on specific skills, process, activity or product or they can be
in general nature.
8. Projects and presentation- depends upon the objectives and the purpose of the
activity.
 Teacher will set criteria for such aspects of learning skill development, group
interaction, attitude, concept attainment and development and application of
knowledge and skills.
9. Quizzes, Tests and Examination – are often used in assessing students
knowledge of content However, they may used to asses higher level thinking skills
and learning process.
 Oral or written
 Question is constructed to allow students to demonstrate that they understand
the process
 Formats of test items is based on the objective being assessed