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Module Week 2-3 EPP - Lecture notes

Edukasyon sa Pagpapakatao (St.Marys College of Meycauayan)

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Module 1
Teaching of Edukasyong
Pantahan at Pangkabuhayan Mary Ann T. Tarnate
Instructor

Email Address:
maryann.tarnate@deped.gov.ph

Contact Number:
09276033138

Module Duration:
August 25– September 8, 2021

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MODULE 1:

Teaching of Edukasyong
Pantahanan and Pangkabuhayan

INTRODUCTION:

“GIVE a man a fish and you will feed him or a day; Teach the man how to
fish and you will feed him forever.”

The latter saying sums-up the very core idea of the “Edukasyon Pantahanan at
Pangkabuhayan” (EPP) education. It is not enough for a man to depend on what he is provided by
the people around him. It is but a fact that we should arm ourselves with useful skills to survive in
this world that constantly reinvents itself. In this module, pedagogical content, knowledge and
skills in technology and livelihood education/EPP shall include to give a focus necessary in
teaching and learning in the elementary level.

MODULE SCHEDULE:
Synchronous Meeting: as per class schedules
Asynchronous Meeting: 6hrs. /2week

LEARNING OBJECTIVES:
After completing this module, you should be able to:

1. describe the nature and Scope of teaching EPP.

2. cite strategies, methods, and techniques on how
teach EPP
3. be aware on the components and legal basis,
curriculum framework in EPP/TLE
4. determine how to evaluate student’s competence
in teaching EPP
5. recognize field of occupation related to EPP/TLE
6. develop appreciation and proper attitudes
toward teaching EPP

INPUT INFORMATION
A. Nature and Scope of Teaching EPP
B. Curriculum Framework of TLE
C. The Legal Basis of Teaching EPP and TLE
D. Components of EPP in the new elementary school curriculum
E. Salient Features of EPP Classes
F. Teaching methods, techniques, and strategies in teaching
G. Evaluating Students Competence
H. Home Economics Related Occupations

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NATURE AND SCOPE OF TEACHING EPP

Edukasyong Pantahanan at Pangkabuhayan (E.P.P.)
covers Entrepreneurship, Information and Communication
Technology (I.C.T.), Home Economics (H.E.), Agriculture (AG)
and Industrial Arts (I.A.). It is geared towards the development
of technological proficiency and is anchored on knowledge and
information, skills and processes, and the acquisition of proper
work values and life skills.

Edukasyong Pantahanan at Pangkabuhayan equips pupils

with skills for lifelong learning. It is focus on mastery of skills
and processes, without right work values it is anemic and
dangerous. An effective E.P.P. is one that is founded on the cognitive, behavioral, or psychomotor and
affective dimensions of human development. Therefore teaching E.P.P. means teaching facts, concepts,
skills and values in their entirety.

E.P.P. by its nature is a skill subject, hence we teachers must engage pupils in an experiential,
contextualized and authentic teaching-learning process. It is a subject in which pupils learn best by
doing.

The Nature of EPP and TLE

EPP and TLE are skills-based subjects, therefore the teacher must bear in the principles in
teaching these subjects.
* Adopt an environment that equips the learners with appropriate facilities and equipment.
* Engage learners in an experimental, contextualized, and authentic teaching-learning process.
* Apply integrative teaching and learning approaches

CURRICULUM FRAMEWORK OF TLE

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DESCRIPTION OF FRAMEWORK

Technology and Livelihood Education encompasses the field of Home Economics (H.E.); Industrial Arts (IA);
Agri-Fishery Arts (AFA); and Information, Communication. and Technology (ICT). The 24 TLE courses can
be categorized under any of these fields.

TLE as a course has two streams—the TR-based TLE and the Entrepreneur-based TLE—and every school
has a choice as to which stream to offer, with consideration for faculty, facilities, and resources. Both streams
are based on the Training Regulations, but the Entrepreneur-based TLE embeds entrepreneurship concepts
in the teaching of the various subjects in HE , IA, AFA, and ICT.

TLE is geared toward the development of technological

proficiency and is anchored on knowledge and
information, entrepreneurial concepts, process and
delivery, work values, and life skills. This means that
the TLE that works is one which is built on adequate
mastery of knowledge and information, skills and
processes, and the acquisition of right work values and
life skills. The TLE that is functional is one which equips
students with skills for lifelong learning. TLE that is
concerned only with mere definition of terms is
meaningless and shallow. TLE that is focused on
mastery of skills and processes without right work values is anemic and dangerous. An effective TLE is one
that is founded on the cognitive, behavioral, or psychomotor and affective dimensions of human
development. Therefore, teaching TLE means teaching facts, concepts, skills, and values in their entirety.

The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE.
It is expected that TLE students, after using the Learning Modules on Entrepreneurship-based TLE, imbibe
the entrepreneurial spirit and consequently set up their own businesses in the areas of Agri-Fishery Arts,
Industrial Arts, Home Economics, and Information and Communication Technology.

TLE by its nature is dominantly a skill subject; hence the teacher must engage students in an experiential,
contextualized, and authentic teaching-learning process. It is a subject in which students learn best by doing.
It is integrative in approach. For instance, it integrates entrepreneurship with all the areas of TLE. It
integrates concepts, skills, and value.

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THE STRUCTURE OF EPP/TLE

The Training Regulations-based TLE and the Entrepreneur-based TLE and every school has a choice as to
which stream to offer, with consideration for faculty, facilities, and resources. Both streams are based on the
Training Regulations, but the Entrepreneur-based TLE embeds entrepreneurship concepts in the teaching
of the various subjects in HE , IA, AFA, and ICT

THE NEW TLE FRAMEWORK AS A COURSE HAS TWO STREAMS

Training Regulations-based TLE

The Tech - Voc - based
TLE is designed according to the Training Regulations (TR) of the
Technical Education Skills Development Authority (TESDA). It courses
on technical skills and development in the area of specialization that the
learners want to pursue.

The Entrepreneurship Education- Based

Entrepreneur-based TLE
TLE is designed to develop among learners some necessary livelihood skills to enable
them to start a small enterprise of their own.

The Content of TLE/EPP

Grade 4-6

The learner demonstrates an understanding of the basic knowledge and skills in

entrepreneurship & ICT, Agriculture, Home Economics, and Industrial Arts toward
the improvement of personal life, family, and community.
Industrial Arts
Agriculture

ICT
Home Economics
Grade 7-10

The learner demonstrates an understanding of the basic concepts of selected TLE course in Home
Economics, Industrial Arts, Agriculture and Fishery Arts and ICT competencies common to TLE courses such
as use and maintenance of tools, observing, safety in the workplace, mensuration and calculation, and
interpreting technical drawings; and gains specialized knowledge and skills in at least one TLE that would
enable him/her to obtain NC II.

Grade 11-12

The learner demonstrates specialized technical skills that would enable him/her to obtain NC II

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GRADE LEVEL STANDARDS

What are taught?

• Grade 4 - Basic concepts in agriculture, entrepreneurship and ICT, home economics,

industrial arts to improve self and family life.

• Grade 5- Increased knowledge in agriculture, entrepreneurship and ICT, home economics,

industrial arts to improve family life and the community.

• Grade 6- Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT, home
economics, industrial arts to improve family life and community.

GUIDELINES and GUIDING PRINCIPLES in the TEACHING of EPP/TLE

1. Cover the four TLE areas in for exploratory purposes-agriculture and fisheries, ICT, home
economics and industrial arts.
2. Develop student’s entrepreneurial mindset.
3. Do contextualized teaching.
4. TLE is a skill-dominated subject. Therefore, teaching TLE must make use of experiential
learning.
5. The teaching TLE is focused on knowledge and information, entrepreneurial concept
including process and delivery, work values and life skills.

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THE LEGAL BASIS OF THE TEACHING OF EPP AND TLE

It is a 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” (1987 Philippine Constitution Article II, Section 17) RA
10647, an Act Strengthening the Ladderized Interface Between Technical-Vocational Education and
Training in Higher Education, which was signed into law on Nov. 21, 2014 states: “It’s hereby
declared the policy of the state to institutionalize the ladderized interface between technical-
vocational education and training and (TVET) and higher education to open the pathways of
opportunities for career and educational progression of students and workers, create a seamless and
borderless system of education, empower students and workers to exercise options or to choose
when to enter and exit in the education ladder and provide job platforms at every exit as well as the
opportunity to earn income.

SALIENT FEATURES OF EDUKASYONG PANTAHANAN AT PANGKABUHAYAN

1. It is a learning area common to boys and girls. In the new curriculum, both boys and girls
undertake the same learning experiences in Grades 4, 5, and 6. The time allotment is 40 minutes
in Grade 4 and 60 minutes in Grades 5 and 6. The subject is taught in Filipino.
2. It focuses on the development of responsible and worthy home membership. It provides
activities that emphasize the development of desirable work attitudes, basic work skills and
habits and the production of useful articles through learning situations relevant to everyday
chores at home, school, and the community.

It covers Home Economics, Elementary Agriculture, Industrial Arts, Retail Trade, and other
livelihood activities designed to develop awareness of occupational opportunities.

It encourages concentration in at least one of the occupational or work skills. mms, it develops
expertise.

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SCHEMES USED IN MANAGING EDUKASYONG PANTAHANAN AT PANGK±UHAYAN (EPP)

CLASSES

There are schemes to manage the EPP classes, namely: one teacher-
scheme, departmentalized scheme, and team teaching.

In the one-teacher scheme, all the components are taught by one

teacher. The components are divided by grading period. For example, the
Home Economics area may be taught during the first grading period,
Industrial Arts during the second grading period Agricultural Arts during
the
third grading, and Entrepreneurship during the fourth grading period.

In the departmentalized scheme. each area is taught by the respective teachers in Home
Economics, Industrial Arts. Agricultural Arts, and Entrepreneurship. Different sections take the four
areas by rotation. This arrangement is applicable to big schools where teachers who have specialized
in each of the four areas are available.

The third arrangement is team teaching. Here, two or three teachers with special training
in Home Economics, Industrial Arts or Agricultural Arts may form a team to teach EPP. The team can
adopt the following annual work plan:

1. Planning at the opening of the school year

2. Evaluative team meetings (Regularly done within the school year)
3. Implementation (for the intermediate grades)

TEACHING APPROACHES, METHODS, AND TECHNIQUES

The framework of TLE teaching in the K to 12 curriculum made by the TLE experts
of the department of education cited the following in relation to teaching approaches,
methods and techniques – entrepreneurial, contextualized, integrative, experiential,
authentic and constructivist learning.

The three domains, namely: cognitive, affective, and psychomotor are

emphasized in the various learning competencies. Concept development and hands-on
learning experiences are basically the guides in adopting teaching techniques and
strategies. The teacher can employ varied instructional
materials, techniques, and strategies to accomplish the objectives. Although there is no
best method, the teacher may try the following:

Teaching method

A. Direct Method of Instruction:

Since TLE is a skill subject, direct instruction is most appropriate. The demonstration method
is a direct method of instruction. It is referred to as the “show and tell” method. The teacher
simply shows to the students how a thing is done and explains as he/she demonstrate.

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For an effective demonstration, it is necessary that the teacher mentions the dos 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 most often mistaken, or which are most often missed.

It is expected that after the teacher demonstrate of a process, the students are given the opportunity
to demonstrate the process or the skill themselves. However, students should not expect 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:

1. Teacher demonstrates. – “Watch me and listen to me ”.
2. Students demonstrate with scaffolding from teacher. – “Let’s do it together”.
3. When students can do the process by himself/herself, student demonstrate the skill or process. – “Do
it as I watch”.
4. Teacher gives more opportunity for practice for skill mastery Teacher assesses to determine skill
mastery by all students

B. Hands-on Learning

Hands-on learning provides for manipulation, construction, experimentation, planning, problem-

solving, decision-making, creating, and even inventing. Such activities would eventually lead them to conduct
simple research. The teacher can emphasize scientific methods of looking the reasons of the occurrence of
events or phenomena and probing.

One very important teaching aid which is for hands-on learning is the activity card. This card
contains the title of an activity, the materials needed and the procedure which enumerates the steps to be
followed by the learner. An example of an activity card follows:

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C. Laboratory Experience

One feature of an ideal EPP classroom is the

presence of laboratories for the various areas in its four
components. In Industrial Arts, the laboratory is
composed of working tables and benches as well as the
necessary tools and equipment used in the areas of
electricity, woodworking, handicrafts, and metal craft.

The same is true in agricultural arts where a

nursery, plots for planting, seedbeds, and gardening
tools are needed. In home economies, facilities for
sewing, interior decoration, household appliances and
relevant tools and equipment are necessary. The laboratories will allow the pupils to plan, execute, and
evaluate various activities. The pupils learn while doing the tasks. Opportunities to repeat the same tasks
several times will enable them to acquire the skills. The laboratory experiences are just means an end — the
application of the skills at home and in the community and the acquisition of a productive income generating
project.

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D. Project Method

Almost all the activities in EPP end up with a project which develops proper planning skills through
the preparation of a project plan. The project plan is their guide in making the project. It contains the name
of the project, the objectives. the sketch, the bill of materials, and equipment and tools to be used, the
procedure in making the project, and the evaluation instrument to be used in judging the finished product.
The project again enables the students to apply the theories and principles learned.

E. Instructional Modules

Most books in EPP contain modular instructions which encourage

the pupils to work independently. A module is a self-contained material
with activities to be done by the learner. Some modifications of the module
are the activity cards. self-learning kits, and video-taped do-it-yourself
projects. Research has shown that the module is as effective as the teacher's
demonstration; thus, once in a while, the teacher can try using it.

F. Work Sessions and Group Activities

Another method which is commonly used in Epp is the work-

sessions- and-group-activity. The class is usually divided into families
and the families are given assignments or tasks to do. The task can be an
experiment. a task on creativity or inventing something out of the
materials given to the group. The method capitalizes group interaction,
cooperative learning, and democratic processes. In this method, the
pupils are exposed to simple organization, deliberation, taking notes of
their findings, organizing their thoughts, planning for the group presentation, actual group performance, and
evaluation by writing the group's insights, reactions, summary, and generalizations.

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G. Utilization of Resource Persons and Community Materials

The teacher of EPP Can enhance the pupils' enthusiasm and learning by inviting resource person in
the community who are experts in performing the chosen field.

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

a. Evaluation is a joint concern of teacher, students, and parents

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

Functions of evaluation
a. Evaluation furnishes evidence of change in student
b. Serve as incentive to learning
c. It brings to light misconception and difficulties
d. Measure the degree of mastery
e. Furnish a basis for guidance
f. Determine needed curriculum change
g. 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.

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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 ra te 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 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 field
– The score must be scorable in objectives means.

Types of Evaluation
Formative evaluation- is came out in time when a program
is being developed; produces information that is feedback
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

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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.

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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.
1. Checklists convert into rating scales
2. Designed as number lines or holistic scales or rubrics.
3. 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.

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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 use 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

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General Luna St., Guitnangbayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph

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COLLEGE OF EDUCATION

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SAN MATEO MUNICIPAL COLLEGE

General Luna St., Guitnangbayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph

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COLLEGE OF EDUCATION

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SAN MATEO MUNICIPAL COLLEGE

General Luna St., Guitnangbayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph

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COLLEGE OF EDUCATION

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SAN MATEO MUNICIPAL COLLEGE

General Luna St., Guitnangbayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph

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COLLEGE OF EDUCATION

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SAN MATEO MUNICIPAL COLLEGE

General Luna St., Guitnangbayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph

LEARNING ACTIVITIES

Its your time to BLOOM

Choose one subject field of EPP and its topic. Write the objectives of the lesson based on blooms
taxonomy of teaching and learning following the CAP Style (Cognitive domain, Affective
Domain and Psychomotor Domain).

Reference Material : https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf

ASSESSMENT/EVALUATION

Quiz using Google Doc (link)

ASSIGNMENT

1. Learn with Tiktok

Choose one content in the subject field of EPP (ICT and

Entrepreneurship, Industrial Arts, Home Economics) you want to
materialize using TIKTOK and give information. Tell something
about it and its purpose.

Reference Material : https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf

COLLEGE OF EDUCATION

Downloaded by Abegail Dimaano (dimaanoabegail12@gmail.com)

 lOMoARcPSD|16313775

SAN MATEO MUNICIPAL COLLEGE

General Luna St., Guitnangbayan I, San Mateo, Rizal
Tel. No. (02) 997-9070
www.smmc.edu.ph

LEARNING RESOURCES

https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG

https://www.sunstar.com.ph/article/201491/Lifestyle/EPP-Bridge-towards-skill-
development

https://prezi.com/p/ydapoqljg6pt/the-teaching-of-edukasyong-pantahanan-at-
pangkabuhayan-epp-and-technology-and-livelihood-education-tle/

http://www.depedbataan.com/resources/4/technology_and_livelihood_education_(tle)_a
nd_its_best_features.pdf

https://books.google.com.ph/books?id=o_jL-
Uf1s1UC&lpg=PA326&ots=_6SosNv0VQ&dq=criterias%20in%20home%20economics%2
0projects&pg=PR4#v=onepage&q=criterias%20in%20home%20economics%20projects&
f=false

https://books.google.com.ph/books?id=rSbP9UZfewoC&pg=PA439&lpg=PA439&dq=salie
nt+features+of+epp&source=bl&ots=mWaT8Lr9hq&sig=ACfU3U0uSuRdBFrqZEkffMHtg1
cepNvoWw&hl=en&sa=X&ved=2ahUKEwjeppmL5bvrAhUi-
2EKHQ3hBDg4ChDoATAQegQIARAB#v=onepage&q=salient%20features%20of%20epp&f
=false

TEXTBOOK REFERENCES

Dagoon, Jesse D. (2006). Teaching Strategies in Livelihood and Vocational Education

Today Salandanan, Gloria G et al. (1988/1996).

The teaching of Science and Health, Mathematics, and Home Economics and Practical Arts
Kato, Sharleen L. and Elias, Janice G. (2015).

Foundations of Family and Consumer Sciences: Careers Serving Individuals, Families, and
Communities, 2nd Edition IFHE (www.ifhe.org) –

HE in the 21st century; Best practices EPP/HELE K-12 Curriculum (DepEd)

Kato, Sharleen L. and Elias, Janice G. (2015). Foundations of Family and Consumer
Sciences: Careers Serving Individuals, Families, and Communities, 2nd Edition

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