Chapter V 

LEARNING STRATEGIES AND

ASSESSMENT TECHNIQUES AS APPLIED
TO
 EDUKASYONG PANTAHANAN AT
PANGKABUHAYAN / TECHNOLOGY
AND LIVELIHOOD 
 • LEARNING STRATEGIES
• STRATEGIES COMMONLY USED IN
TLE /EPP
CONTENT • ASSESSING STUDENT LEARNING
OUTCOMES
• ASSESSMENT TECHNIQUES
'' If a child can't learn the
way we teach, may be we
should teach the way that
they learn. "
-IGNACIO ESTRADA 
 • The core components component of
TLE and EPP, Home Economics
Industrial Arts, Agri/Fishery Arts and
Learning Information and Communication
Technology have different content
Strategies areas, so it is necessary to have a
definite workplace where learners can
do activities with ease and comfort. 
 1. Demonstration Method or Modelling Method

-This technique is especially important when teaching how to do something for

Strategies
it means showing to the learners the procedure thru a step-by-step process. 

commonly Price and Nelson (2014) suggests two types of demonstration that can guide

used in
the teacher in using this technique in teaching EPP/TLE. 

TLE/EPP a. Demonstration of Product 

b. Demonstration of a Process
 1. Exploration Phase – giving explanation
that are more comprehensive and are
aligned to the lesson's objective. 
2. Demonstration Phase – showing the
needed steps with accuracy to help students
to develop the skills
FIVE ESSENTIAL STEPS
IN THE 3. Student Performance Phase – return
DEMOSTRATION PERFO demonstration of the learners is required to
RMANCE METHOD practice the skills demonstrated by the
teacher. 
4. Instruction-Supervision Phase – provision
for enough time to do practice is required. 
5. Evaluation Phase – learners display
whatever they have done. 
2. PROJECT-BASED METHOD 
- this is a strategy where learners acquire knowledge through  planning and execution of practical projects. 

Types of Project-Based Method

Individual Project 

Group Project 

Simple Project 

Complex Project 
 a. Constructive Project – practical or
physical tasks such as construction of
article making a model and playing
drama are done in this type. 
According to b. Aesthetic Project – appreciation
Kilpatrick – powers of learners are developed
through musical program, beautification
Kaun (2014) of things and appreciation of poems and
Project can be so on. 
classified into: c. Problematic Project – develop the
problem solving the capacity of learners
through their experiences. 
d. 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

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

2. Selecting the Project – apply the six principles project method (purpose, utility,  activity, freedom, reality
and prior planning.)
3. Planning – teacher discusses various points to the learners and take part in the discussion . 
4. Execution – select relevant facts. 
5. Evaluation – when finished, project is evaluated by the group within themselves and reported to the
teacher. 
6. Reporting – learners write each and every step on hoe they finished the project. 
        Since EPP and TLE  deal on values
3. and life skills competencies the teacher
can use this technique to integrate the
Thematic teaching and learning of other subjects
(e.g.) MAPEH, Values Education, Araling
instruction Panlipunan, Languages and other
course ) within a theme. 
 The use of CAL and VLE can be used
to enchance the learners learning
4. The Computer  skills with the use of ICT devices
- Assisted which surely help them cope up
Learning (CAL) with our changing environment. 
and Virtual
Learning The summary matrix that follows
Environment the strategies which could be
(VLE) applied in teaching EPP and TLE
and the activities appropriate to
develop the skills of learners. 
 Methodology Skills Developed Suggested
Activities 
CONSTRUCTIVISM  Leadership and Interactive
responsibility discussion.
Initiative and self- Group work
direction. Creativity, activity 
Table 10: curiosity
Strategies and
 Methodologies COOPERATIVE Interpersonal, Teaming Group work
for EPP/TLE interactive activity
communication,
Collaboration, flexibility 

Demostration or Visual and information Presenting

Modelling  skills processes and a
Responsible behavior  products
Accuracy in doing task
 Methodology Skills Suggested Activities
Developed
Project-Based Making wise Project making 
Learning  decisions
Table 10: Accuracy,
independence 
Strategies Solving real life
problems 
and
Methodolo Thematic Learning Interactive
communication 
Integrative learning

gies for Relate informative

issues
EPP/TLE
Computer-Assisted Risk taking  Computer-assisted activities
Learning  Media literacy 
Global awareness
 Outcomes Assessment is the process of gathering information on
whether the instruction, services and activities that the program
provide are producing 

ASSESSING Principles of Good Practice in Assessing Learning Outcomes

(Navarro and Santos, 2012)

STUDENT
1. The assessment of student learning starts with the institution's
mission and core values. These should be a clear statement on the
kinds of learning that the institution values most for its student. 

LEARNING 2. Assessment works best when the program has clear statement
of objectives aligned with the institutional mission and core
values. Such alignment ensures clear, shared and implementable

OUTCOMES  objectives. 
3. Outcomes-based assessment focuses on the student activities
that will still be relevant after formal schooling concludes. The
approach is to design assessment activities which are observable
and less abstract such as "to determine the students ability to
write paragraph" which is more observable than to determine the
students verbal ability.
Principles in Good Practice in Assessing
Learning Outcomes (Navarro and Santos,
2012)

4. Assessment requires attention not only to

outcomes but also and equally to the
activities and experiences that lead to the
attainment of learning outcomes. These are
supporting student activities. 
5. Assessment works best when it is
continuous, ongoing and not episodic.
Assessment should be cumulative because
improvement is best achieve through a
linked series of activities done over time in
an instructional cycle. 
 Assessment is needed to find out the outcomes of learning. The
teacher should apply assessment strategies to analyze the result
of the teaching process and of the learner's performance.

Assessme Assessment may be formal, informal or anecdotal 

nt Formal Assessment is the ordinary way of assessing instruction. It

may be in the form of test or project to be graded. 

Technique Informal Assessment is observing learner's react to follow

s instruction on what todo. 

Anecdotal is done by the teacher during guide instruction as she

goes around and observes learners and understanding and
performance in doing the learning activity. 
 Performance-Based – assessment requires
learners to demonstrate knowledge and
skills including the process by which they
solve problems. 
Tools in
Assessing the Project-Based Rubrics – a rubric is an
authentic assessment tool which measures
Skills of the student's work.
Learners in EPP Individual Presentation – this is the process
AND TLE ARE: of presenting the topic or a planned activity
to an audience where the individual may
present it in different methods like lecture
demonstration or by the use of computer
aided materials to convey or elaborate ideas.
Thank you
for
listening!