DEPARTMENT OF EDUCATION

Visca, Baybay City, Leyte, PHILIPPINES

VOIP: 565-0600 local 1037

Email: dte@vsu.edu.ph

Website: www.vsu.edu.ph

Learning theories are the foundation for designing instructional solutions to

achieve desired learning outcomes. Analogies can assist in understanding new

concepts, so imagine that you have purchased a new home and are considering the

best options for furniture placement in the living room. Your desired outcome is a

furniture arrangement that is aesthetically pleasing yet also functional. Many factors can

play into the decision depending on how you view the problem, and there can also be

more than one solution that meets the desired outcomes. Learning theories help

instructional designers understand how people retain and recall information and stay

motivated and engaged in learning. This report highlights the five main families of

learning theories this are behaviorism, cognitivism, constructivism, social learning, and

experientialism. Their Impacts and some scenarios where each learning theories are

used in the teaching-learning process.

Behaviorism

Behaviorism or the behavioral learning theory is a popular concept that focuses on

how students learn. Behaviorism focuses on the idea that all behaviors are learned

through interaction with the environment. This learning theory states that behaviors are
learned from the environment, and says that innate or inherited factors have very little

influence on behavior. Behaviorism is key for educators because it impacts how

students react and behave in the classroom, and suggests that teachers can directly

influence how their students behave. It also helps teachers understand that a student’s

home environment and lifestyle can impact their behavior, helping them see it

objectively and work to assist with improvement. Behaviorism can impact EPP teaching

by helping to shape positive behavior in the classroom and teach students that every

behavior has consequences. Also, helping students learn positive behaviors and how to

respond to stimuli, can help teachers manage classroom behavior and discipline. A

common example of behaviorism is positive reinforcement. A student gets a small treat

if they get 100% on their spelling test. In the future, students work hard and study for

their tests to get the reward. The same concept is used with punishments. The teacher

can take away certain privileges if the student misbehaves. The theory of behaviorism

focuses on the study of observable and measurable behavior.

Behavioral learning theory emerged in the early 20th century as a reaction against

introspective psychology, which relied on subjective reports of mental states and

processes. Behaviorists such as John B. Watson and B.F. Skinner argued that

psychology should be a science of observable and measurable events and behaviors

and that mental states and cognitive processes were irrelevant or inaccessible.

Behaviorism’s influential psychologists John B. Watson and B.F. Skinner is associated

with classical conditioning and operant conditioning, respectively. Watson believed that

human behavior resulted from specific stimuli that elicited certain responses (Shaffer,

2000). In the classroom, the behavioral learning theory is key to understanding how to
motivate and help students. Information is transferred from teachers to learners from a

response to the right stimulus. Students are passive participants in behavioral learning

—teachers are giving them the information as an element of stimulus-response.

Teachers use behaviorism to show students how they should react and respond to

certain stimuli. This needs to be done repetitively, to regularly remind students what

behavior a teacher is looking for.

Positive reinforcement is key in the behavioral learning theory. Without positive

reinforcement, students will quickly abandon their responses because they do not

appear to be working. For example, if students are supposed to get a sticker every time

they get an A on a test, and then teachers stop giving that positive reinforcement, fewer

students may get A’s on their tests because the behavior isn’t connected to a reward for

them.

Repetition and positive reinforcement go together with the behavioral learning theory.

Teachers often work to strike the right balance between repeating the situation and

having positive reinforcement come to show students why they should continue that

behavior.

Motivation plays an important role in behavioral learning. Positive and negative

reinforcement can be motivators for students. For example, a student who receives

praise for a good test score is much more likely to learn the answers effectively than a

student who receives no praise for a good test score. The student who receives no

praise is experiencing negative reinforcement—their brain tells them that though they

got a good grade, it did not matter, so the material of the test becomes unimportant to
them. Conversely, students who receive positive reinforcement see a direct correlation

to continuing excellence, completely based on that response to a positive stimulus.

Impacts of Behaviorism

 It provides a clear and objective way of measuring and evaluating student

performance and progress.

 It allows teachers to tailor instruction and feedback according to each student’s

needs and abilities.

 It helps teachers manage classroom behavior and discipline by using positive

reinforcement and negative reinforcement strategies.

 It motivates students to learn by rewarding them for their achievements and

efforts.

 It helps students develop self-regulation skills by teaching them how to monitor

and control their behavior.

Here are sample scenarios where Behaviorism Theory is used in the teaching-learning

in EPP subject:

Home Economics:

1. Objective:

 Learn basic sewing by hand and using a sewing machine.

2. Behaviorist Application:
  After demonstrating the proper way to thread a needle and make basic

stitches, the teacher let the students practice scrap fabric. Positive

reinforcement is given through praise for correct technique and gentle

correction for mistakes. Progressing to the sewing machine, successful

completion of a simple sewing project is met with positive reinforcement,

such as displaying the finished project in class.

Entrepreneurship

1. Objective:

 Encourage entrepreneurial skills through a mini-market day.

2. Behaviorist Application

 Students are given task to create simple business plans for products that

they want to make and sell, like baked goods or handicrafts. They receive

points for the completion of different sections of the plan, and additional

rewards for creativity, feasibility, and presentation. The market day serves as

a real-world stimulus, with customer feedback serving as positive or negative

reinforcement.

In conclusion, Behaviorism Theory is utilized to modify student behavior through a

system of rewards and feedback, aligning with EPP’s focus on practical skills and real-

world applications. This approach helps instill discipline, responsibility, and essential life

skills in students by reinforcing positive behaviors and correcting undesired ones. By

understanding and applying the principles of behavioral learning theory, educators can
create effective teaching strategies, foster positive learning environments, and enhance

student engagement. While behaviorism has its limitations, a balanced approach that

incorporates multiple learning models can cater to the diverse needs of students and

promote comprehensive learning outcomes.

Constructivism

In Edukasyong Pantahanan at Pangkabuhayan, constructivism refers to an

instructional strategy that prioritizes active engagement, practical learning, and the

creation of knowledge through real-world experiences. This indicates that when

students are actively involved in meaningful activities and experiences of home

economics and livelihood skills, they learn most effectively. As an alternative to

passively taking in knowledge from their professors, students are encouraged to

explore, experiment, and learn things on their own. Teachers take on the role of

facilitators, assisting students as needed and leading them through the learning

process. Constructivism is the theory that says learners construct knowledge rather

than just passively take in information. As people experience the world and reflect upon

those experiences, they build their representations and incorporate new information into

their pre-existing knowledge (schemas).

Lev Vygotsky, a Russian psychologist had a theory that laid the basis of

constructivism. Social constructivism is based on the idea that learners construct new

knowledge. Working with new knowledge involves construction, storage or putting new

information into memory, and retrieval. He believed that learners develop strong thinking
skills through interaction with culture and their surroundings. Constructivism is a

learning theory that explains the nature of knowledge and how human beings learn. It

asserts that individuals create or construct their new understandings or knowledge by

interacting with what they already know and believe and the ideas, events, and activities

with which they come in contact (Cannella & Reiff, 1994; Richardson, 1997).

One of the key figures in the development of constructivism is John Dewey, who

believed that education should be student-oriented rather than subject-oriented and that

teaching should evoke problem-solving and original thinking. Dewey believed that

learning should be interactive and that students should be encouraged to explore and

discover new information on their own. This approach to education is aligned with

constructivism, which emphasizes the active role of the learner in the learning process.

By incorporating the principles of constructivism and the ideas of John Dewey into the

classroom, educators can create an environment that fosters critical thinking, problem-

solving, and creativity. Learning activities in constructivist settings are characterized by

active engagement, inquiry, problem-solving, and collaboration with others. The teacher

is a facilitator and guide, often exploring questions and challenges with students.

Support for a constructivist approach to teaching, learning, and personal growth is

evident not only in the teacher education literature as highlighted above, but also in the

literature bases for school psychology (e.g., Bursztyn, 2007; Green & Gredler, 2002),

counseling (e.g., Cottone, 2007), and communicative disorders (e.g., Ertmer & Ertmer,

1998; Hagstrom, 2006).

Although constructivism is a more extensive theoretical concept in education, there

are three different types of constructivism those are cognitive, social, and radical
constructivism. Cognitive constructivism operates on the perception that students

actively construct knowledge based on their present stage of cognitive development.

Students make sense of new knowledge by weaving it into their understanding of the

world and their experiences up to that moment. Social constructivism emphasizes

interactions with others as a basis for learning. People glean knowledge from individual

relationships, their culture, and their environment, as well as their role within larger

communities. In essence, social constructivism operates on the belief that “it takes a

village to raise a child” and that students’ interactions with others help them construct

their knowledge to build upon further. Radical constructivism views knowledge as

something a student creates based on their own experiences and not handed from

teacher to student. Radical constructivism encompasses the philosophy that knowledge

is subjective and that every student constructs their own knowledge based on personal

perspective. As a result, radical constructivism calls for teachers to offer students more

opportunities to create their knowledge and be aware of their students’ different

perspectives and backgrounds, which informs each student’s learning process.

Impacts of Constructivism

 Elicit prior knowledge- New knowledge is created in relation to the learner’s pre-

existing knowledge. Lessons, therefore, require eliciting relevant prior

knowledge. Activities include pre-tests, informal interviews, and small group

warm-up activities that require recall of prior knowledge.

 Create cognitive dissonance- Assign problems and activities that will challenge

students. Knowledge is built as learners encounter novel problems and revise

existing schemas as they work through the challenging problem.

  Apply knowledge with feedback- Encourage students to evaluate new information

and modify existing knowledge. Activities should allow students to compare pre-

existing schema to the novel situation. Activities might include presentations,

small group or class discussions, and quizzes.

 Reflect on learning- Provide students with an opportunity to show you (and

themselves) what they have learned. Activities might include presentations,

reflexive papers, or creating a step-by-step tutorial for another student.

 Hands-on Learning- Constructivism emphasizes hands-on learning experiences,

which are highly relevant to EPP. Students need as many hands-on experiences

with objects, skills, and people as possible. Constructivism provides students

with rich experiences and encourages them to reach their own conclusions.

Here are sample scenarios where Constructivism Theory is used in the teaching-

learning in EPP subjects:

Learning Outcomes: Make a bridge using wood

Scenario: In this project, the students are tasked with creating a bridge using wood.

They will be divided into five groups. Each member of the group should help with the

project. To make sure that all of the members help, there should be one member who

takes the lead. They will write on a piece of paper how they constructed the bridge.

Sample Scenario 2:

Learning Outcomes: Create a Parol using plastic bottles

Scenario: As part of their Edukasyong Pantahanan at Pangkabuhayan curriculum,

students are introduced to an upcycling project aimed at promoting environmental

conservation and fostering creativity. In this project, students are tasked with

repurposing waste materials from their homes or communities into creative parol.

Students brainstorm ideas for upcycling projects, collect materials from their homes or

communities, and design prototypes through a process of brainstorming a creative

design. They collaborate in teams to share resources, problem-solve, and provide

feedback on each other's creations.

In conclusion, in conclusion, constructivism is a learning theory which affirms that

knowledge is best gained through a process of action, reflection and construction.

Piaget focuses on the interaction of experiences and ideas in the creation of new

knowledge. Vygotsky explores the importance of learning alongside peers and how

culture affects the accommodation and assimilation of knowledge. Dewey emphasizes

inquiry and the integration of real world and classroom activities. The constructivist

framework relies on the learners to be in control of their own acquisition of knowledge

and encourages the instructor to serve as a facilitator. Constructivism has limitations,

but it can allow the learner to reach higher planes of knowledge than would be possible

otherwise (Jonassen, 1993).

Social learning

The social learning in EPP involves incorporating collaborative and interactive

learning strategies that allow students to learn from each other and from their social
environment. This approach emphasizes the importance of communication,

cooperation, and empathy in understanding and addressing real-life challenges in

managing a household and livelihood.

Social learning theory, introduced by psychologist Albert Bandura, proposed that

learning occurs through observation, imitation, and modeling and is influenced by

factors such as attention, motivation, attitudes, and emotions. The theory accounts for

the interaction of environmental and cognitive elements that affect how people learn.

The theory suggests that learning occurs because people observe the

consequences of other people's behaviors. Bandura's theory moves beyond behavioral

theories, which suggest that all behaviors are learned through conditioning, and

cognitive theories, which consider psychological influences such as attention and

memory.

According to Bandura, people observe behavior either directly through social

interactions with others or indirectly by observing behaviors through media. Actions that

are rewarded are more likely to be imitated, while those that are punished are avoided.

Impacts of Social Learning

1. Role modeling:

- In EPP, students can learn important skills and behaviors by observing the

actions of their teachers, parents, and other influential figures in their community.

Teachers can serve as positive role models, demonstrating effective household

management practices and livelihood skills that students can emulate.

2. Peer learning:
 The social learning theory also highlights the importance of peer interactions in

the learning process. In EPP, collaborative activities and group projects can

provide students with opportunities to learn from their peers, share knowledge

and skills, and engage in cooperative learning experiences.

3. Observational learning:

Through observational learning, students in EPP can observe and imitate the

behaviors of others in order to acquire new knowledge and skills. For example,

students can learn how to cook a nutritious meal by watching a demonstration

from their teacher, or learn how to start a small business by observing successful

entrepreneurs in their community.

4. Encouraging positive reinforcement:

According to the social learning theory, individuals are more likely to imitate

behaviors that are positively reinforced. In EPP, teachers and parents can

provide positive feedback and encouragement to students who demonstrate

desirable household management and livelihood skills, reinforcing positive

behaviors and motivating students to continue learning and improving. (Bandura,

A. (1977). Social learning theory. Prentice Hall.)

Here are sample scenarios where Experientialism Theory is used in the teaching-

learning in EPP subject:

Scenario 1:

Objective: To teach students about basic household chores and responsibilities

using social learning theory.

 Introduction: In this lesson, students will be guided in understanding the

importance of cooperation and collaboration in completing household chores.

Through observation, modeling, and reinforcement, students will learn how to

effectively communicate and work together with family members to maintain a

clean and organized living space.

Sample Activity: Divide the class into small groups and assign each group a

specific household chore, such as washing dishes, folding laundry, or sweeping

the floor. Each group will work together to complete the task, with one member

taking on the role of leader to delegate responsibilities and ensure that everyone

is contributing. After the activity, students will reflect on their experience and

discuss how they can apply the principles of social learning theory to their own

household responsibilities.

Scenario 2:

Objective: To introduce students to basic financial literacy skills using social

learning theory.

Introduction: In this lesson, students will explore the concepts of budgeting,

saving, and responsible spending through observation, imitation, and

reinforcement. By observing and modeling the behavior of others, students will

develop a better understanding of the importance of financial literacy in

managing money effectively.

 Sample Activity: Divide the class into pairs and assign each pair a hypothetical

budget for a week's worth of expenses. Students will work together to create a

budget plan, allocating funds for groceries, transportation, entertainment, and

other necessities. They will discuss their choices with the class, explaining their

reasoning and seeking feedback from their peers. Through this activity, students

will learn the importance of communication, collaboration, and decision-making in

financial management, while also gaining a deeper understanding of how social

learning theory can be applied to real-world situations.

In conclusion, integrating social learning theory in the teaching of Edukasyong

Pantahanan at Pangkabuhayan provides a valuable framework for promoting

collaboration, communication, and practical skill development among students. By

emphasizing the importance of observation, modeling, and reinforcement, students are

able to learn from each other and from their own experiences in real-life scenarios

related to household chores, responsibilities, and financial literacy.

Cognitivism

In the field of Education, enhancing learning experience can be achieved by

incorporating cognitivism approach into Edukasyong Pantahanan at Pangkabuhayan

(EPP) instruction. Cognitivism offers insights for educators on how learners process,

perceive and interact with EPP concepts and informs instructional practices aimed at

optimizing learning outcomes. Through this, educators can effectively scaffold learning
experience, foster metacognitive skills, and empower learners to become critical

thinkers and active agents.

Cognitivism is all about the internal mental processes that are responsible for

learning taking place, such as receiving, organizing, storing, and retrieval of information.

An example of cognitivism is the way that we solve problems by using prior knowledge

(Morales, 2023). In this theory, learning happens when new information is assimilated

into new existing mental structures. Learners can arrange, classify, and make sense of

the information using their schema. This theory suggests that learners can actively

construct their knowledge and the teacher’s role is to facilitate the process. There are

four stages of cognitive development according to Piaget. The first one is the

Sensorimotor stage where children use their senses and moves around to understand

the world. The second stage is Preoperational Stage. In this stage, children may use

their new ability to represent objects through engaging in a wide range of activities but is

not yet properly organized and logical. They may also exhibit egocentrism in this stage,

where what they believe what they think is true. The third stage is Concrete Operational

Stage. In this stage, children start to think logically about concrete events and objects.

In learning, they learn best when are provided with manipulatives or concrete objects.

And the last stage is the Formal Operational Stage. In this stage, learners can now

understand abstract concepts. They can now engage in problem-solving and use their

reasoning skills. This stage is the demonstrates the advancement of cognitive abilities

which foster critical thinking and scientific reasoning.

Impacts
1. Emphasis on critical thinking: Cognitivism theory focuses on the mental

processes involved in learning, such as reasoning, problem-solving, and

decision-making. This has led to a shift towards teaching Pantahanan at

Pangkabuhayan subjects that promote critical thinking skills, allowing students to

analyze, evaluate, and apply knowledge in real-life situations.

2. Active learning strategies: Cognitivism theory emphasizes the importance of

active engagement in the learning process. Educators teaching Pantahanan at

Pangkabuhayan subjects have incorporated active learning strategies, such as

hands-on activities, project-based learning, and cooperative learning, to promote

deeper understanding and retention of concepts.

3. Personalized learning: Cognitivism theory recognizes that individuals have

unique ways of processing information and understanding concepts. In the

context of Pantahanan at Pangkabuhayan subjects, educators have embraced

personalized learning approaches that cater to the diverse learning needs and

preferences of students, allowing them to progress at their own pace and in ways

that suit their learning styles.

4. Integration of technology: Cognitivism theory highlights the role of technology in

enhancing learning and facilitating cognitive processes. Educators teaching

Pantahanan at Pangkabuhayan subjects have integrated technology tools and

resources, such as interactive multimedia materials, online simulations, and

educational apps, to engage students and support their learning in a dynamic and

interactive manner.
 5. Real-world application: Cognitivism theory emphasizes the importance of

connecting learning to real-world contexts and experiences. In Pantahanan at

Pangkabuhayan subjects, educators have incorporated real-life scenarios, case

studies, and practical applications to help students see the relevance and

applicability of the knowledge and skills they are acquiring, fostering a deeper

understanding and appreciation for the subject matter.

Here are sample scenarios where Cognitivism Theory is used in the teaching-learning in

EPP subject:

HOME ECONOMICS

1. Objective:

 Enhance decision-making skills in meal planning and budgeting.

2. Cognitivism Application:

 Students are given a scenario where they must plan a week’s worth of meals

for a family on a tight budget. They must consider nutritional guidelines, food

preferences, and cost. This activity requires them to engage in problem-

solving, critical thinking, and application of prior knowledge. After the activity,

they reflect on their decisions and discuss how they could improve their meal

plans, encouraging deeper understanding and retention of learning.

ENTREPRENEURSHIP

1. Objective:

 Foster entrepreneurial skills through the development of business plan.

2. Cognitivism Application:

 Students are given the task of creating a business plan for small enterprise

that could be started by a young entrepreneur. This involves market

research, product development, branding, and financial planning.

Throughout the project, students are encouraged to use critical thinking to

assess the viability of their business ideas and problem-solving skills to

overcome challenges. The project culminates in a presentation where they

must defend their business plan, encouraging reflection on their learning

process and understanding of entrepreneurship.

In conclusion, the cognitivist approach to learning assumes that the learner

uses cognitive processes as an active participant in the learning process. The variety in

the learning objectives and student capacities in any given situation require an

instructional designer to have a breadth and depth of knowledge of instructional theories

in order to meet the needs of each situation. There is no one theory to rule them all.

(Apologies to J.R.R. Tolkien.) However, the principles of cognitivism provide useful

paradigms for instructional designers as they create effective learning environments to

meet the needs of a wide range of learners.

Experientialism

Edukasyong Pantahanan at Pangkabuhayan is a subject area for grades 4-6 that

aims to equip students with skills for lifelong learning. EPP is a skill-based subject, thus

educators must involve students in an experiential, contextualized and authentic

teaching-learning process by doing. Experience is essential in new learning skills; thus,

experientialism teaching strategy helps in immersing students in hands-on activities and

practical tasks, creating more meaningful and relevant learning processes. Experience

serves as a cornerstone for acquiring new skills, making experientialism learning

strategy essential in EPP subject.

Experientialism, as the name suggests, means learning from experience. It was

proposed by psychologist David Kolb. According to him, this type of learning can be

defined as "the process whereby knowledge is created through the transformation of

experience. Knowledge results from the combinations of grasping and transforming the

experience (Kolb, 1984). The experiential learning works in four stages which are

concrete learning, reflective observation, abstract conceptualization, and active

experimentation. Concrete learning is when a learner gets a new experience or

interprets an experience in a new way. Reflective observation comes next, where the

learner reflects on their experience personally. They use the lens of their experience

and understanding to reflect on what this experience means. Abstract conceptualization

happens as the learner forms new ideas or adjusts their thinking based on the

experience and their reflection about it. Active experimentation is where the learner

applies the new ideas to the world around them, to see if there are any modifications to

be made. This process can happen over a short period of time, or over a long span of

time. Kolb went on to explain that learners will have their own preferences for how they

enter the cycle of experiential learning, and that these preferences boil down to a

learning cycle (WGU blog, 2006).

Impacts of Experientialism
1. Opportunity to immediately apply knowledge.

-Experientialism provides students with hands-on experience that allows them to

directly apply theoretical concepts to real world situations. In EPP, this means

that students can immediately see the relevance of theories to educational

practices. For example, instead of only learning or studying about business

concepts and entrepreneurial skills, students could participate in a small-scale

entrepreneurial project wherein they may plan and execute mini -business

venture such as selling handmade crafts or baked goods within the school

premises. Through this, students may gain experience and valuable insights of

entrepreneurship and livelihood opportunities.

2. Promotion of Teamwork.

-Experiential learning often involves collaborative activities and projects where

students work together to achieve a common goal. By engaging in group

projects, students learn important teamwork skills such as communication,

collaboration, and others. They will also learn to appreciate the diverse

perspective and strengths that their members bring, which is crucial for effective

collaboration in an educational setting.

3. Improved Motivation

-Experiential learning in EPP harness hands-on activities, simulations, and real

world-projects to ignite student’s curiosity and enthusiasm. For instance,

engaging students in practical cooking sessions to learn about nutrition or

involving them in entrepreneurial ventures can capture their interest and

motivation. These experiences not only make the subject more engaging but also
 inspire students to explore new concepts with eagerness and creativity, fostering

deeper understanding of practical skills related to home economics and livelihood

education.

4. Opportunity for Reflection

-Reflection is integrated into experiential learning in EPP as students engage in

hands-on activities and real-life experiences. After participating in tasks,

demonstration or practical examinations, students are encouraged to reflect on

their actions, analyze their decisions and evaluate outcomes, this cultivates

metacognitive skills and self-awareness which help students identify strengths

and areas for improvement.

5. Real-world Practice

-Experientialism provides students with authentic opportunities to apply

theoretical knowledge in real-world context relevant to the covered areas of EPP.

Through practicums or demonstrations, students gain practical skills and insights

necessary to navigate household management, livelihood ventures and other

areas covered by EPP, which is very helpful to make a lifelong learning.

(from WGU blog, 2006).

Here are sample scenarios where Experientialism Theory is used in the teaching-

learning in EPP subject:

Home Economics:

1. Objective:

 Plan and make nutritious and balanced meals within a budget.

2. Introduction

 The teacher will begin by introducing to the students first the concept of

meal planning and its importance in maintaining a healthy lifestyle.

3. Experiential Learning Activity

 The teacher will divide the class into groups and assign each group a

hypothetical household scenario, including family size, dietary restrictions,

and budget limitations.

 Encourage the students to analyze their sample scenarios so that they will

be able to make a good meal plan for the week.

 The teacher will task each group to create a weekly meal plan from their

assigned household scenario and choose one meal that they can cook in

class.

 The next step is to organize the cooking session where students will cook

one meal from their weekly plan. The students must be able to identify the

ingredients and the budget needed the steps as well in cooking their

chosen dish. Encourage them to breakdown the task that needs to be

done within the members of the group.

 While the students are cooking, the teacher should facilitate the process.

The teacher would roam around to ensure that the students are wearing

Personal Protective Equipment (PPE) as well as following the guidelines

and safety precautions in cooking to prevent accidents.

 Let the students present their work afterwards.

4. Presentation
  Each group needs to present their work and explain why they choose that

meal.

 Then the teacher will grade the work of the students including their weekly

meal plan.

 The teacher will ask the students about the importance of planning healthy

and nutritious meals.

Information and Communications Technology (ICT)

1. Objective:

 Utilize web browser and basic features of a search engine effectively for

information gathering.

2. Introduction

 The teacher will start by introducing the concept of web browsers and

search engines, explaining their functions and how they can be used to

find information online.

3. Experiential Learning Activity

 In the school’s computer laboratory, let the students individually use the

computer. If there is a shortage, let them have a rotation in using the

computer.

 Assign topic relevant to the subject or their interest such as animals,

space exploration or historical happening in the country.

 Instruct the students to use a search engine to find information about their

chosen topic, focusing on credible sources and relevant content.

  Encourage the students to explore different search results, evaluate the

reliability of information.

 Before presenting their work, the students must be able to make the

summary of their finding using multimedia tools such as slideshows or

posters.

4. Presentation

 Let the students present their work. The teacher should be able to see the

credibility of the information that the students gathered and rate their work

using a rubric.

 The teacher will ask the students about the importance of ensuring the

information that they have searched online is credible.

In conclusion, experientialism stands as the cornerstone in the teaching-learning

process in Edukasyong Pantahanan at Pangkabuhayan (EPP), fostering practical skills,

critical thinking, and lifelong learning for students. By engaging in hands-on activities,

simulations and real-world projects, students do not only apply theoretical knowledge to

authentic context but also develop essential competencies for navigating the areas

covered by EPP. Through collaborative endeavors and reflective practices, students

gain valuable insights and experiences that prepares them to thrive in real-life-

scenarios.

References:

https://www.nu.edu/blog/behaviorism-in-education/
https://www.wgu.edu/blog/what-behavioral-learning-theory2005.html

Tprestianni. (2023, August 14). Constructivism in education: What is constructivism?

National University. Retrieved on March 29, 2024 from https://www.nu.edu/blog/what-is-
constructivism-in-education/

Constructivism. (2024, March 5). Office of Curriculum, Assessment and Teaching

Transformation - University at Buffalo Retrieved on March 29, 2024 from
https://www.buffalo.edu/catt/teach/develop/theory/constructivism

https://depedbataan.com/wp-content/uploads/2023/12/LEARNING-STRATEGIES-AND-
ASSESSMENT-TECHNIQUES-AS-APPLIED-TO-.pdf

https://www.verywellmind.com/social-learning-theory-2795074

https://study.com/academy/lesson/cognitivism-overview-practical-teaching-
examples.html

Yhon, J. M. (2019). www.scribd.com. Retrieved from Techniques As Applied To

Edukasyong Pantahanan at Pangkabuhayan/
Technology:https://www.scribd.com/presentation/519600568/Learning-Strategies-
Techniques-asApplied-EPP-TLE

https://www.verywellmind.com/experiential-learning-2795154

https://www.wgu.edu/blog/experiential-learning-theory2006.html

Members:
Bandalan, Rodelyn
Gallano, Rhea Nicole
Morales, Rose Jane
Nodalo, Ethel Grace