A LEARNING MODULE FOR

MC TLE 102
Teaching Edukasyong Pantahanan at
Pangkabuhayan with Enterpreneurship

Module 7
 Module 7: Approaches, Methods and Techniques in Teaching EPP/TLE

SUBJECT CODE: MC TLE 102 TITLE: Edukayon Pantahanan at Pangkabuhayan with

I – Module Title: Learning Theories and their Impact to EPP Teaching

III – A. Expected Output: After completing this module, you should be able:
1. Explain/identify the and use appropriate, method/approaches/technique in teaching
EPP /TLE.
a. Field Trips/ Home Visitation
b. Hands on Learning

B. Pre Test
Give your own understanding for the following Theories of Teaching EPP:
a. Field Trips/ Home Visitation
b. Hands on Learning

IV: Learning Content:

1. Students are energized by the excitement and anticipation of leaving the school environment.
2. The transportation to and from the museum/site is often a pleasant open-social time.
3. Students have the opportunity to see new things and learn about them in a more unstructured
way.
4. Students have the opportunity to determine what they learn and how they learn it. Said
differently, student learning can be interest-driven, not teacher and curriculum driven.
5. Students will experience a more holistic, integrated picture of the information that, in the
classroom, may have only been presented in a textual and abstract way.
6. Museums, and many other kinds of field trips are multi-media experiences; therefore, learning is
enriched and reinforced with superimposing sensory and intellectual inputs.
7. Most museums are designed to stimulate curiosity and actively engage the visitor, so you have a
very professional partner working with you to help your students learn.
8. In some museums you can arrange for your class to meet with a museum educator, often in a
private classroom, to facilitate directed learning and/or provide a question-answer session.
 Impediments to Learning on a Museum/Field Trip

Your classroom provides structure, limits, and authority to focus student attention and behavior. All of
these are seriously diminished or entirely dispensed with on a field trip. Therefore, in spite of your high
expectations, the museum trip may end up having little or no educational impact on your students.

1. Too often, for too many students, the trip becomes a texting opportunity, or a socializing event.
2. In open spaces and without close supervision, many students may simply not have the discipline
or interest to pay attention to what they’re seeing.
3. Moving through rooms and/or open spaces, students can get lost from the group. Suddenly
everyone’s attention is turned to finding the missing student(s) instead of being absorbed in the
learning opportunity at hand.
Field trips take students into public spaces. Therefore, even if your students are disciplined and
interested, the multi-media environment and the public bustle and noise will most likely be distracting.
Also, if you’re in an enclosed public space (like a museum, as opposed to a park or battlefield), you can’t
talk to your students as a whole group. Indeed, even in small groups, you will be limited in your ability to
lecture or open a discussion. The multi-media environment and the public noise will definitely distract
your students, and your discussions can disturb other visitors. These factor will deteriorate the quality of
any kind of small group discussion you might try to have.

Besides the problem of public spaces, your field trip can take you to many different kinds of places. Each
place has it’s own narrative and pacing. Consider these four different kinds of museums: American
history museum, Holocaust museum, aviation museum, and art museum. Each of these museums has a
very different story to tell, and they will probably tell it in very different ways.

An art museum may arrange its collection thematically (impressionism, modernism, Renaissance, etc),
but there’s virtually no narrative connecting one object to another, or one room to another. How, then,
will your students understand what they’re seeing, or remember the art once they leave the museum?

An aviation museum may arrange its collection chronologically, at least to some extent, and that will
help your students contextualize the information, but such museums are usually exceedingly popular.
Your students may experience large, noisy crowds that will be highly distracting. You may find yourself
spending most of your time making sure they don’t get separated from the group, and looking for those
who inevitably do get separated.

A Holocaust museum may arrange it’s collection chronologically (that’s good), and even if there are
large crowds, you can expect them to be hushed and thoughtful (that’s good too). However, the
material is usually so emotionally charged and troubling that your students’ emotions may well shut
down their intellect. (Indeed, that’s a common response, in my experience.)

Very likely they will emerge with intense emotions and a few strong visual memories, but no new
understanding or insight into how and why it all happened.

B. What is hands-on learning?

Hands-on learning has long been proclaimed by educators myself included as a fundamental
factor in setting up children to have a lifelong interest, love of learning and who perform better
academically. But what is “hands-on learning,” and why is it beneficial to learners? Understanding the
importance of hands-on learning as parents and as educators plays a key role in discerning how young
children learn, and how we can tailor the learning experiences we offer to make them more relatable to
 their lives and instill a life-long love of learning. In this blog we explore both the concept and the
benefits.

Hands-on learning (also called experiential learning) is a form of education in which children learn by
doing. Professor D.A. Kolb is the person most associated with the experiential learning theory and said:
“knowledge results from the combination of grasping experience and transforming it.” So instead of
simply listening about a given subject, students engage with the subject matter to solve a problem or
create something.
Though some areas of learning may cross our minds, when it comes to this type of learning a hands-on
approach to learning can be integrated into nearly any subject matter.

The benefits of hands-on learning

Hands-on/Experiential learning is not a “new” learning style in the classroom, project based and
Montessori comes to mind when thinking about this approach to learning. For many schools however it
is difficult to incorporate hands-on projects and principles into student work. Public schools for example
may find this challenging, as they often have tight budgets (less resources) and less freedom in
developing the curriculum.
That’s a bit of a shame, because experiential learning brings with it a lot of benefits to learners such as:
 A more engaging way to learn
 Leads to increased retention
 Offers practice in problem solving and critical thinking
 It often results in a physical creation
 Outcome is authentic and relatable to real life experiences

Hands-on is an alternative way to learn
All children have different ways and means of learning – learning styles Some learn best by looking
at visuals, some by listening to a parent or teacher speak and some by researching, reading or writing on
what they are learning about. The term used to describe all of the above learning styles is called visual,
auditory, and reading/writing learning styles, respectively. However there is a fourth learning style
called Kinaesthetic learning, which is a just posh word for “learning by doing.”
There are many theories and thoughts on why hands-on learning is effective, yet the reality is there is
no single reason “why.” The hard-to-argue fact about it though, is that it is effectively engaging.
When students are compelled to do something, they engage in active learning. They are forced into
practicing their skills and putting their knowledge to the test. More importantly; they are actively
creating knowledge, instead of passively consuming it. For students to create, in order to do, they need
to be engaged in their education.

Hands-on approaches give students practice.

Simply put, hands-on/experiential learning allows learners to practice the skills they have already learnt.
Anyone who has ever learnt a new skill or learnt new information can argue that the more practice you
get, the better you will become at that skill, learning a new language is no exception. How many of us
have struggled trying to learn a new language from just reading a book? You will learn of course, but it is
only through complete immersion in the language will you be better equipped to speak it.
Science lessons are superb examples of hands-on learning in action, in these lessons traditional studies
such as discussion, lectures and reading paired with active learning concepts in the lab or out on the
field helps students to put concepts into action and gain practice while applying it. Adopting these types
of approaches has been shown to lead to greater retention and a better understanding of the subject
matter.
Hands-on gives students authentic “real” experiences
Most educators are faced with the challenge of getting their students to understand why what they are
learning is important. They want to know: When will I use this in my life? Why does it matter? I
remember learning about Ferromagnetism in Physics it would have been great to have hands-on
authentic experiences which would have “shown” me that ferromagnetism is the basis for many
electrical and electromechanical devices such as: electric motors, generators, transformers, and
magnetic storage (e.g., tape recorders and hard disks). Practical experiences such as testing these types
of ions instead of simply listening to a lecture on it would have made a better impact on my learning i.e:
“real” and easier to conceptualise. Thankfully education has changed from back then and my learning
experiences in year 12 were quite different from the learning experiences of year 12 students today.
Parents and teachers can easily incorporate hands-
on learning into the home or classroom to show their children how what they are learning is useful in
the real world.
Through these real experiences students can often be found actively creating something; whether it is a
wheeled toy, a cake, piece of art, acting out a story or something else the experience will be authentic.
These are experiences that learners look forward to (igniting a passion for life-long learning because it
causes them to reflect upon the knowledge learnt and put it into practice – skill. That in itself is
incredibly empowering, as it shows students they too can have an impact on the world around them.

Hands-on learning then, can be summed up as – using knowledge and incorporating practical skills to
develop something real and instilling a love for life long learning.

c. Reflection
What are your thoughts on hands-on learning?

V. Evaluation
1. How do you implement Hands on Learning in your classroom?

2. What are the importance of Field Trips in teaching and Learning Process?

Good Luck!!!!