TLE 1 (Home Economics and Livelihood Education )

Home economics and livelihood education topics for content courses. This presentation were developed by the instructor to provide knowledge about HELE subject

1. CONTEMPORARY LEARNING THEORIES THEIR IMPACT IN TEACHING EPP

2. C ONTEMPORARY LEARNING THEORIES significantly influence the teaching of EPP (Edukasyong Pantahanan at Pangkabuhayan) by informing instructional strategies that make learning more relevant, engaging and effective.

3. EPP teaching can be more effective when students actively construct knowledge through hands-on activities like gardening, cooking or small- scale entrepreneurship projects. C ONSTRUCTIVISM

4. Constructivist approaches encourage students to connect these activities with their own experiences, fostering deeper understanding. C ONSTRUCTIVISM

5. Emphasizes the importance of social interaction and collaboration in learning. In EPP, students can work in groups to complete tasks such as designing a business plan r setting- up a community garden, learning from each other’s strenghts and perspectives. SOCIAL CONSTRUCTIVISM

6. This theory suggests that learning is most effective when it takes place in the context in which it will be used. In EPP, students might engage in real- world tasks, like managing a small business, to learn agricultural or entrepreneurial skills. SITUATED LEARNING THEORY

7. With the increasing integration of technology in education, connectivism highlights the importance of helping students navigate and leverage netrworks of information. CONNECTIVISM

8. In EPP, students might use the internet to research trends in agriculture or home economics , or to connect with experts and communities beyond their immediate environment. CONNECTIVISM

9. EPP naturally lends itself to experiential learning, where students learn through doing. Experiential learning cycles help students engage in activities, reflect on their experiences, and apply what they’ve learned to new situations. EXPERIENTIAL LEARNING

10. EPP can be a powerful context for transformative learning, where students critically examine their assumptions about gender roles, sustainability, and community development. r setting- up a community garden, learning from each other’s strenghts and perspectives. TRANSFORMATIVE LEARNING

11. EPP can be enhanced by fostering students intrinsic motivation. Allowing students to choose projects that interest them and giving them a sense of ownership over their learning can increase engagement and persistence. SELF- DETERMINATION THEORY

12. CONTEMPORARY LEARNING THEORIES/ PSYCHOLOGISTS

13. JEROME BRUNER Jerome Seymour Bruner (October 1, 1915 – June 5, 2016) was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at the New York University School of Law. He received a BA in 1937 from Duke University and a PhD from Harvard University in 1941. He taught and did research at Harvard University, the University of Oxford, and New York University. A Review of General Psychology survey, published in 2002, ranked Bruner as the 28th most cited psychologist of the 20th century.

14. JEROME BRUNER an influential American psychologist, developed the concept of “ discovery learning” which is rooted in his broader theories of cognitive development and education.

15. JEROME BRUNER His work has had a profound impact on educational practices, particularly in promoting active, student- centered learning.

16. Bruner’s Theory is built around the idea that learning is an active process in which learners construct new ideas based on their current or past knowledge. He proposed that learning involves three stages: JEROME BRUNER’s THEORY

17. 1. ENACTIVE REPRESENTATION: Knowledge is stored through actions. 2. ICONIC REPRESENTATION Knowledge is stored through images. 3. SYMBOLIC REPRESENTATION Knowledge is stored through languages.

18. Bruner emphasized that learners actively create their own understanding, rather than passively receiving information. He believed that education should not just impart knowledge but should also teach students how to think and solve problems. JEROME BRUNER’s THEORY

19. is a teaching method that aligns with Bruner’s emphasis on active learning. In this approach, students are encouraged to discover information by themselves or in groups, often through problem- solving tasks, exploration, and experimentation. DISCOVERY LEARNING

20. KEY FEATURES OF DISCOVERY LEARNING

21. Students are actively involved in the learning process, rather than passively receiving information from the teacher. ACTIVE ENGAGEMENT

22. Students explore topics, ask questions, seek answers, often by experimenting or working through problems. EXPLORATION AND INQUIRY

23. The teacher provides support and guidance as needed, gradually reducing help as the student becomes more competent. SCAFFOLDING

24. Learning is often organized around complex, real- world problems that do not have single correct answer, encouraging critical thinking and creativity. PROBLEM- BASED LEARNING

25. It aligns with the constructivist theory, where learners build their own understanding and knowledge of the world through experiences and reflection. CONSTRUCTIVIST APPROACH

26. IMPACT ON EDUCATION

27. Discovery learning encourages students to become independent learners and thinkers, capable of seeking out and contsructing knowledge on their own. FOSTERS INDEPENDENCE

28. By engaging in problem- solving and inquiry, students develop critical thinking and problem- solving skills. ENHANCES CRITICAL THINKING

29. Rather than memorizing facts, students understand underlying concepts and principles, which leads to deeper learning. PROMOTES DEEP UNDERSTANDING

30. Discovery learning taps into students’ natural curiosity, making learning more engaging and enjoyable. ENCOURAGES DEEP CURIOSITY

31. In practice, discovery learning might look like science class where students conduct experiments to discover principles of physics, or a math class where they explore patterns to understand algebraic concepts. APPLICATION IN THE CLASSROOM

32. The teacher’s role is to facilitate the learning process, providing hints, asking guiding questions, and encouraging students to think critically. APPLICATION IN THE CLASSROOM

33. While discovery learning has many benefits, it also presents challenges. It requires careful planning by the teacher to ensure that students have a necessary background knowledge and skills to engage in discovery. CHALLENGES OF DISCOVERY LEARNING

34. Without proper guidance, some students may struggle to reach the desired learning outcomes. Additionally, it can be time- consuming and may not always cover as much content as more traditional methods. CHALLENGES OF DISCOVERY LEARNING

35. Jerome Bruner’s ideas, especially around discovery learning, have had a lasting impact on education, particularly in fostering a more student- centered approach to teaching. BRUNER’S LEGACY

36. His work continues to influence modern educational practices, particulary in the development of curricula that emphasize critical thinking, problem- solving, an active engagement with content. BRUNER’S LEGACY

37. ROBERT GAGNE Robert Mills Gagné (August 21, 1916 – April 28, 2002) was an American educational psychologist best known for his Conditions of Learning. He instructed during World War II when he worked with the Army Air Corps training pilots. He went on to develop a series of studies and works that simplified and explained what he and others believed to be good instruction. Gagné was also involved in applying concepts of instructional theory to the design of computer-based training and multimedia-based learning.

38. ROBERT GAGNE Robert Mills Gagné was born on August 21, 1916, in North Andover, Massachusetts. In high school, he decided to study psychology and be a psychologist after reading psychological texts. In his valedictory speech of 1932, Gagné professed that the science of psychology should be used to relieve the burdens of human life.

39. ROBERT GAGNE Gagné received a scholarship to Yale University, where he earned his A.B. in 1937. He then went on to receive his Sc.M. and Ph.D. at Brown University where he studied the conditioned operate response of white rats as part of his thesis.

40. Gagne proposed that learning is hierarchical in nature , meaning that complex learning tasks build upon simpler, foundational skills. He believed that before learners can acquire more complex skills or knowledge, they need to have mastered the prerequisite skills or knowledge. LEARNING HIERARCHY

41. This led to the development of “Learning Hierarchies- a concept that organizes skills in sequence, from simple to complex. LEARNING HIERARCHY

42. KEY CONCEPTS OF GAGNE’S LEARNING HIERARCHY

43. Lower- level skills that must be mastered before higher- level skills can be learned. Each skill in the hierarchy builds on the ones before it. PREREQUISITE SKILLS

44. To create a learning hierarchy, instructors perform a task analysis to identify all the skills necessary to perform a complex task. The task is broken down into its component parts, with each part becoming a step in the hierarchy. TASK ANALYSIS

45. Learning is cummulative, meaning that mastering lower- level skills facilitates the learning of higher- level skills. This ensures that when learners reach more complex tasks, they have the necessary foundation to succeed. CUMMULATIVE LEARNING

46. Instruction should allow the sequence laid out in the learning hierarchy. Teachers should first ensure that learners have mastered the foundational skills before introducing more complex concepts or tasks. INSTRUCTIONAL SEQUENCING

47. GAGNE’S NINE EVENTS OF INSTRUCTION

48. Capture the learners’ interest and focus. GAINING ATTENTION 01 NINE EVENTS OF INSTRUCTION

49. Let learners know what they will be able to do after the instruction. INFORMING LEARNERS OF THE OBJECTIVE 2 NINE EVENTS OF INSTRUCTION

50. Help learners remember what they already know, which will be relevant to the new material. STIMULATING RECALL OF PRIOR LEARNING 3 NINE EVENTS OF INSTRUCTION

51. Deliver the instructional content in a clear or organized manner. PRESENTING THE CONCEPT 4 NINE EVENTS OF INSTRUCTION

52. Offer guidance to help learners understand and retain the material. PROVIDING LEARNING GUIDANCE 5 NINE EVENTS OF INSTRUCTION

53. Have learners practice the new skill or demonstrate their knowledge. ELICITING PERFORMANCE (PRACTICE) 6 NINE EVENTS OF INSTRUCTION

54. Give specific feedback on learners’ performance. PROVIDING FEEDBACK 7 NINE EVENTS OF INSTRUCTION

55. Test learners to ensure they have mastered the objectives. ASSESSING PERFORMANCE 8 NINE EVENTS OF INSTRUCTION

56. Provide opportunities for learners to apply the knowledge or skill in new situations. ENHANCING RETENTION AND TRANSFER 9 NINE EVENTS OF INSTRUCTION

57. IMPACT ON EDUCATION

58. His approach emphasizes the importance of structured, sequential learning, where each step builds upon the previous one. This is particularly effective in areas such as mathematics, science and technical skills, where mastering foundational concepts is crucial. STRUCTURED LEARNING

59. By understanding the hierarchy of skills, educators can better target instruction to address gaps in learner’s knowledge and ensure that foundational skills are secure before moving on to more complex tasks. TARGETED INSTRUCTION

60. Following a learning hierarchy can make the learning process more efficient, as it ensures that learners are not overwhelmed by complex tasks before they are ready. EFFICIENT LEARNING

61. In instructional design, Gagne’s Learning Hierarchies are used to create curricula and lessons that build from simple to complex. Instructional designers use tasks analysis to identify the necessary steps in learning a complexskill and ensure that these are taughtin correct sequence. APPLICATION IN INSTRUCTIONAL DESIGN

62. In instructional design, Gagne’s Learning Hierarchies are used to create curricula and lessons that build from simple to complex. Instructional designers use tasks analysis to identify the necessary steps in learning a complexskill and ensure that these are taughtin correct sequence. APPLICATION IN INSTRUCTIONAL DESIGN

63. APPLICATION OF LEARNING HIERARCHY IN EPP

64. SKILL 1: Understanding basic food groups and their nutritional values. SKILL 2: Learning how to measure ingredients accurately. HOME ECONOMICS (COOKING AND NUTRITION)

65. SKILL 3: Mastering basic cooking tecniques (e.g. boiling, frying) SKILL 4: Following simple recipes and cooking basic dishes. HOME ECONOMICS (COOKING AND NUTRITION)

66. SKILL 5: Planning and preparing balanced meals. HOME ECONOMICS (COOKING AND NUTRITION) SKILL 6: Managing food safety and hygiene during food preparation. SKILL 6: Creating a weekly meal plan based on nutritional guidelines and budget.

67. SKILL 1: Identifying different types of soil and understanding their properties. AGRICULTURE (GARDENING AND CROP PRODUCTION) SKILL 2: Learning how to prepare the soil for planting. SKILL 3: Understanding the basics of seed selection and germination.

68. SKILL 4: Planting seeds and managing early growth stages AGRICULTURE (GARDENING AND CROP PRODUCTION) SKILL 5: Learning about watering, fertilizing, and pest control. SKILL 6: Harvesting crops and understanding the post- harvest process

69. SKILL 7: Planning and managing a small garden or agrivultural project. AGRICULTURE (GARDENING AND CROP PRODUCTION)

70. BENEFITS OF APPLYING LEARNING HIERARCHIES IN EPP

71. Students first master essential skills before moving on to more challenging tasks, reducing the risk of frustration or failure. ENSURES MASTERY OF BASIC SKILLS

72. The learning process is organized and logical, making it easier for students to understand how each skill builds on the previous one. STRUCTURED PROGRESSION

73. As a students successfully master each level, their confidence grows, motivating them to tackle more complex tasks. INCREASES CONFIDENCE

74. Teachers can identify where a student is in the learning hierarchy and provide targeted support to help them advance. FACILITATES DIFFERENTIATED INSTRUCTION

75. Learning hierarchies in EPP ensure that students are not just learning isolated skills but are developing the ability to apply these skills in real- world contexts, such as running a household, managing a garden, or starting a business. REAL- WORLD APPLICATION

76. By applying Gagne’s Learning Hierarchy in EPP, educators can create a structured and effective learning environment where students build on their knowledge step by step. This approach not only ensures that students develop practical skills but also prepares them to apply these skills in meaningful and impactful ways in their daily lives and future careers.