HE103 Teaching of Home Economics

Home Economics
Teaching
HE 103 Administration and Supervision of Home Economics
By: Annalyn C. Cabug-os
NAME: Annalyn C. Cabug-os
SUBJECT: HE103 (Administration and Supervision of Home Economics
TOPIC: Teaching Home Economics
Teacher’s Name: Prof. Erlinda A. Magbanua
Self Introduction
My name is Annalyn Canceran Cabug-os, Single, 28 years old, and currently connected at
Mintal Comprehensive High School – Bago Oshiro Campus. I am currently living in Bago-Oshiro
Tugbok District, Davao City together with my parents and two siblings.
I am an earner of education units and my bachelor’s degree was Bachelor of Science in

Business Administration major in Agribusiness Management which brought me to handle TLE
subjects. Now that I am taking up my masters degree, I pray that by God’s grace everything will
turn out well and praying for the success of everyone— not just for me but also for my
classmates as well.
Acknowledgement
I would like to express my sincere thanks and gratitude to my HE103 Professor Doc. Erlinda
Magbanua for the knowledge that she partook in us her students. I am very grateful to her for
her support and understanding during our class.
I am thankful to my parents as well. I was able to pursue my studies with their help, guidance
and support. Finally, I want to thank all my colleagues as well for being so kind and I am glad I
found new set of friends and good friendships with all of you.
Introduction
Home economics has three primary components— clothing and textiles, food and nutrition, and
family management. This subject necessitates a great deal of both theoretical and practical
practice. Students will require demonstrations of how things are done in practice Sewing
classes, for example, demonstrate suitable skills and techniques. Because visualizations are so
crucial to today's so-called techie youngsters, PowerPoint presentations with accompanying
movies should be distributed for their better understanding.
Home economics in the 21st century has moved beyond sewing and baking lessons to skills
that are necessary to turn today’s students into responsible adults. The new value
of home economics classes is their ability to teach students – especially those who may lack the
appropriate role models – the skills that will help them through their lives regardless of their
post-high school choices.
Discussion
Here are some Teaching techniques and strategies that we can use in teaching Home
Economics
1. Student-Centered Learning
Refers to a wide variety of educational program learning experiences, instructional approaches

and academic support strategies that are intended to address the distinct learning needs,
interests, aspirations, or cultural backgrounds of individual students and groups of students.
In short we will always go back to the students. We should check first what are the needs of our
students. We may not be able to cater all their needs but at least we are aware what are the
certain needs that may affect their learning.
To accomplish this goal, schools, teachers, guidance councilors, and other educational
specialists may employ a wide variety of educational methods, from modifying assignments and
instructional strategies in the classroom to entirely redesigning the ways in which students are
grouped and taught in school.
Environment- There are students who are kinesthetic and doesn’t want to just stay in one
place, or if ever the classroom isn’t spacious enough for the students to move during activities, it
can affect their leanings also.
Instructional Strategies- Change your instructional strategies from time to time. We can do
games or oral recitation, go outside and explore/ discover new things.
Assessment- Assessment is important for us to know their learning needs and in which part of
the lesson they did not understood.
2. Competency-based and Performance-based Learning
Refers to systems of instructions, assessment, grading and academic reporting that are based
on students demonstrating that they have learned the knowledge and skills they are expected to
learn as they progress through their education.
Ensure that students are acquiring the knowledge and skills that are deemed to be essential to
success in school, higher education, careers, and adult life.
It’s also personalized. It is primarily concerned with a student’s progression through the
curriculum at their own pace, depth, and level. As competencies are demonstrated, learners
continue to progress.
Competency-based
Performance-based
What can you do?
What do you do?
Competencies underlying
Observable behavior
behavior
Task-dependent
Task-dependent
Low mental efforts
High Mental effort
3. Performance-based learning
It is an approach to teaching and learning that emphasizes students being able to do, or
perform, specific skills as a result of instruction.. In this framework, students demonstrate the
ability to apply or use knowledge, rather than simply knowing the information. These tasks are
student-centered and involve applying information to real-life situations.
For the performance-based learning, there are instructions that the students need to follow in
order for them to derive at the specific output. There should be specific task instructions that will
be given to the learners.
How to write rubrics?
What is a rubric? A rubric is a learning and assessment tool that articulates the expectations for
assignments and performance tasks by listing criteria, and for each criteria, describing levels of
quality (Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001).
Here are the steps on how to write a rubric.

First we need to define the purpose of the assignment/assessment for which you are creating a
rubric, and then decide what kind of rubric you will use: a holistic rubric or an analytic rubric? A
Holistic Rubric is single criteria rubrics (one-dimensional) used to assess participants' overall
achievement on an activity or item based on predefined achievement levels and performance
descriptions are written in paragraphs and usually in full sentences. An Analytic Rubric is a
two-dimensional rubric with levels of achievement as columns and assessment criteria as rows.
It allows you to assess participants' achievements based on multiple criteria using a single
rubric. You can also assign different weights (value) to different criteria and include an overall
achievement by totaling the criteria and it is written in a table form.
Next step is you have to define the criteria, design the rating scale, write descriptions for each
level of the rating scale, and finally you can now create your rubric.
Conclusions
Home economics promote a well-being of individuals. It also helps the society to develop human
progress individually and it comprises major ideas on food, clothing, home, and family. Human
progress is necessary for society to grow and it is so important since well-being is the
machinery that vibrant all aspects of human experience.
References:
https://www.quora.com/What-are-the-methods-of-teaching-home-economics
https://search.yahoo.com/search;_ylt=Awr9DsgxCgVhXy8AU7ZXNyoA;_ylu=Y29sbwNncTEEc
G9zAzEEdnRpZAMEc2VjA3BhZ2luYXRpb24-?
p=home+economics+teaching&type=E210US91213G0&fr=mcafee&b=11&pz=10&bct=0&pstart
=3
https://easierwithpractice.com/how-do-you-write-a-rubric/
Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001

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Home Economics

TOPIC: Teaching Home Economics

Teacher’s Name: Prof. Erlinda A. Magbanua

I am an earner of education units and my bachelor’s degree was Bachelor of Science in

Refers to a wide variety of educational program learning experiences, instructional approaches

2. Competency-based and Performance-based Learning

Here are the steps on how to write a rubric.

Andrade, 2000; Arter & Chappuis, 2007; Stiggins, 2001

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