Teaching strategies in livelihood and vocational education today : a textbook for the teaching of practical arts, industrial arts, vocational education, vocational agriculture, and other livelihood education courses / (Record no. 71407)
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| 000 -LEADER | |
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| fixed length control field | 10317nam a22002297a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | PILC |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231128161337.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 180215b1986 xxu||||| |||| 00| 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | Acc#27733 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9712306283 |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | Philippine Baptist Theological Seminary |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | Fil LC 1043 |
| Item number | D134 1986 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Dagoon, Jesse D. |
| Relator term | author |
| 245 10 - TITLE STATEMENT | |
| Title | Teaching strategies in livelihood and vocational education today : a textbook for the teaching of practical arts, industrial arts, vocational education, vocational agriculture, and other livelihood education courses / |
| Statement of responsibility, etc. | by Jesse D. Dagoon, Nellie Joy P. Dagoon |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Manila, Philippines : |
| Name of producer, publisher, distributor, manufacturer | Rex Book Store, |
| Date of production, publication, distribution, manufacture, or copyright notice | 1986 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 394 pages : |
| Other physical details | illustrations ; |
| Dimensions | 22 cm |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Contents:<br/>Introduction<br/> Self-Reliance and the National Principles<br/> Conceptual Relationship Between Practical Arts and Vocational Education<br/> General Objectives of Industrial Arts of Work Education in Elementary Schools<br/> General Objectives of Practical Arts in the Secondary Schools<br/> General Objectives of Vocational Education<br/> Practical Arts in Japan<br/> Work Education in Israel<br/> Comparative Summary of Practical Arts and Vocational Education <br/><br/>1. The National Principles<br/> Presidential Decrees and Educational Reforms<br/> Conduct of Government Employees in Service<br/> Presidential Decree No. 6<br/> Objectives of Education<br/> Constitutional Provisions<br/> Provisions of the New Constitution<br/> Goals as Recommended by the Presidential Commission to Survey Philippine Education 35 Vocabulary <br/> Discussion<br/> Work Activities<br/>2. Program of Reforms in Education <br/> DEC Order No. 6, s. 1973<br/> Educational Improvements Under Martial Law<br/> The Rationale of the Revised Secondary School Curriculum<br/> The Revised Secondary Curriculum<br/> The Revised Secondary Curriculum for All High School<br/> Reorienting Education to the Goals of the New Republic<br/> Practical Arts in the Revised Secondary Curriculum<br/> Guideline on the New Secondary Education Program of 1975<br/> Regional Training Centers for Practical Arts Teachers<br/> Vocabulary<br/> Discussion<br/> Work Activity<br/>3. Principles of Teaching Practical Arts and Vocational Education<br/> The Environment<br/> The Psychological Processes<br/> Nature of the Learner<br/> Technology and Methods of Teaching<br/> Objectives and Differential Aspirations<br/> Filipino Ideology Socio Economic Aspirations and Rewards<br/> The Foundations of Modern Teaching Principles<br/> The Ultimate Principles<br/> Vocabulary<br/> Discussion<br/> Work Activity <br/>4. Fundamental of Good Teaching<br/> What is Good Teaching?<br/> Characteristics of Undesirable Teachers<br/> Fundamentals of Good Teaching<br/> Vocabulary<br/> Discussion<br/> Work Activity<br/>5. The Teaching Objectives<br/> The Constitutional Provisions<br/> Good Teaching Objectives<br/> Preparing the Objectives<br/> Guidelines in Preparing Teaching Objectives<br/> Words Open to Many Interpretations<br/> Words Open to Fewer Interpretations<br/> Exercises in Formulating Behavioral<br/> Objectives<br/> Cognitive Domain <br/> Affective Domain<br/> Types of Learning Outcomes<br/> Types of Learning Objectives<br/> Aids in Writing Objectives on Educational Experiences<br/> Art Education<br/> Social Studies<br/> Domains of Instructional Objectives<br/> Vocabulary<br/> Discussion<br/> Work Activity<br/>6. Constructing a Course of Study in Practical Arts<br/> Course of Study in Practical Arts<br/> Purpose of the Course<br/> Characteristics and Needs of Students<br/> Demands of the Vocation<br/> The Educative Environment<br/> Source of Information<br/> Types of Course of Study<br/> The Practical Arts and Vocational Education Course Plan<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>7. Lesson Planning in Practical Arts and Vocational Education<br/> Parts of the Lesson Plan<br/> Lesson Planning and Behavioral Objectives<br/> Terms Used in Restating Behavioral Objectives<br/> Words Categorized Under the Cognitive, Affective and Psychomotor Domain<br/> Levels of Objectives in the Cognitive, Affective, Psychomotor Domains<br/> Sample Course of Study in Agricultural Arts<br/> Sample Lesson Plan<br/> Sample Teaching Guide<br/> Sample Teaching Strategies<br/> Sample Observation Guide for Field Trip<br/> Vocabulary<br/> Discussion<br/> Project Activity <br/>8. Evaluating Performance in Practical Arts Laboratory Projects<br/> Periodical Examinations The Daily Quizzes<br/> Other Related Activities<br/> Daily Attendance and Attitudes Characteristics of Measurement The Reliability of Measurement <br/> The Use of Statistics<br/> Test Performance in Holticulture<br/> The Criterion-Referenced Measure<br/> Advantages of the Criterion-Referenced Measures<br/> Limitations of the Criterion Referenced Measure<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>9. The Guidance Responsibilities of Practical Arts Teachers<br/> What is Guidance<br/> The Responsibility of the School<br/> A Responsible Practical Arts Teacher<br/> Basic Objective of Vocational Guidance<br/> Some Common Problems of High School Students<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>10. Nonformal Education in Practical Arts and Learning Modules<br/> Presidential Decree No. 1139/Rationale<br/> Guiding Principles for Nonformal Education<br/> Modular Instruction in Practical Arts and Short Vocational Courses for Skill Development<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>11. Manpower Program for Young People<br/> Who Are to be Trained<br/> The Village Farm Youths<br/> Determining the Types of Program Needed<br/> Placement and Other Opportunities<br/> Objectives of the Manpower Young Farmer Program<br/> Other Forms of Manpower Programs<br/> What is Manpower Education<br/> Women Are Important in Manpower Education<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>12. The Future Farmers of the Philippines and Youth Development<br/> Aims and Purposes of the FFP as Embodied in the National Constitution<br/> Future Farmers of the Philippines Motto<br/> Kinds of Membership<br/> Degrees of Membership<br/> Organization of the Local FFP Chapter<br/> The FFP Activities<br/> Vocabulary<br/> Discussion<br/> Suggested Projects<br/>13. Classes For Adult Farmers<br/> Objectives of Adult Farmers' Classes<br/> The Teacher's Objectives<br/> Characteristics of Adult Farmers<br/> Organizing an Adult Course<br/> Developing Course Content<br/> The Teacher's Plan<br/> Sample Slip Used to Determine Problems and Activities<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>14. The Supervised Farming Program and Practical Arts<br/> Definitions of Terms<br/> New Concept of Supervised Farming<br/> Organization of the Supervised Farming Program<br/> General Types of Supervised Farming Programs<br/> Scope and Size of the Supervised Farm Project<br/> Financing and Contracts Importance of Supervised Farm and Home Projects<br/> Incentives for Practical Arts and Vocational Education Teachers<br/> Bank Services and the Supervised Farming Program Revised Memorandum of Agreement<br/> Objectives of the Agriculture Loan Fund of the DEC<br/> Vocabulary<br/> Discussion<br/> Project Activity <br/>15. The Farm Mechanics Program<br/> What is Farm Mechanics?<br/> What Does Farm Mechanics Include?<br/> Farm Shop Work<br/> Farm Power and Machinery<br/> Fare Buildings and Conveniences<br/> Rural Electrification<br/> Soil and Water Management<br/> Processing Farm Products<br/> Advantages of Farm Mechanics Instruction<br/> Objectives of Farm Mechanics<br/> Industrial Arts Equipment and Tools<br/> Shop Management<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>16. How to Conduct Farm Meetings<br/> Importance of Farm Meetings<br/> Steps in Organizing Farm Meetings<br/> Vocabulary Discussion<br/> Project Activity <br/>17. How to Use the School Land Effectively<br/> Using the School Land Effectively<br/> Purposes of Cultivating the School Land<br/> Values of School Lands<br/> Some Recommended Practices<br/> The New Republic's Standard<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>18. Farm Operation<br/> Concepts of School Farming<br/> Classification of Work<br/> Time Table Sample<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>19. The Cooperative Development Program and the Practical Arts Teacher<br/> Program of Implementation<br/> Stages of the Cooperative Development<br/> Full-fledged Cooperatives<br/> Federation of Cooperatives<br/> Saving Activities of a Cooperative<br/> Supporting Program of Agencies<br/> Recapitulation<br/> Cooperatives and the Revised Secondary Curriculum<br/> How to Establish a Laboratory Cooperative<br/> Practices<br/> A Laboratory Cooperative: Student Laboratory Cooperative Canteen<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>20. The Public Relations Program in Practical Arts<br/> Objectives of Public Relations<br/> Public Relations in the Practical Arts<br/> How to Inform the Public<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>21. Management of Practical Arts Department<br/> The Practical Arts Teacher<br/> What Are Included in the Practical Arts Department<br/> The Heads of a Practical Arts Department<br/> Duties of the Department Head<br/> Maintaining Good Relations with the School Administrator<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>22. Student Teaching<br/> Orientation of Cadet Teachers<br/> Lesson Planning<br/> Classroom Management<br/> Learning the Different Patterns of Curriculum Organization<br/> Factors that Affect the Variation of Performance of the Students<br/> The Arts of Questioning<br/> Techniques in Dealing with Answers<br/> Causes of Various Disciplinary Problems<br/> The Teacher's Personal Factor<br/> Physical and Other Environmental Factors<br/> Individual Factors<br/> Social Factors<br/> Emotional Factors<br/> School Factors<br/> Lack of Training<br/> Work Factors<br/> Uses of Visual Aids in Teaching<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>23. Accomplishing the Laboratory Projects in Practical Arts<br/> Teaching Agricultural Arts Laboratory Projects<br/> Teaching Industrial Arts Laboratory Projects<br/> Teaching the Laboratory Activities in Home Economics<br/> Teaching the Fishery Arts Laboratory<br/> Teaching the Laboratory Projects in Business and Distributive Arts<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/>24. Teaching the Extension Classes<br/> Agricultural Policy<br/> Farmers and Farm Communities<br/> Professional Requirements and Training Courses<br/> Other Professional Skills Required<br/> Standard of Instruction<br/> Personality Requirements<br/> Qualification of Extension Workers<br/> Overseas Training for Extension Workers<br/> In-Service Training<br/> Course Content for Training Extension Service Personnel<br/> Vocabulary<br/> Discussion<br/> Project Activity<br/> Glossary<br/> References |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Vocational education |
| Geographic subdivision | Philippines |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Agriculture |
| Geographic subdivision | Study and teaching |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Dagoon, Nellie Joy P. |
| Relator term | author |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Circulation Books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Total Checkouts | Full call number | Barcode | Date last seen | Date last checked out | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | PBTS Library | PBTS Library | Filipiniana Section | 02/15/2018 | Gift | 4 | Fil LC 1043 D134 1986 | 27733 | 02/04/2026 | 03/02/2020 | 02/15/2018 | Circulation Books |