ST. BENEDICT COLLEGE OF COTABATO, INC.

, BISHOP MONGEAU AVENUE, COTABATO CITY

First Edition, 2020

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Subject: SSC 200

Course Title: Teaching Social Studies in the Elementary Grades (Philippine History &
Government
Instructor: Ms. Dulce Bajar
Days/Time:
______________________________________________________________________
General Objectives:

1. Discuss and explain the different instructional strategies such as lecture-

discussion, use of graphic organizers, inquiry-based, case study, jigsaw, panel
discussion, technology-based interactive teaching strategy, role play and
simulation, filed studies, and service learning.
2. Develop own set of detailed lesson plans that incorporate the given strategies.
3. Appreciate the importance of using the different instructional strategies for
effective teaching-learning process.

UNIT 3. INSTRUCTIONAL STRATEGIES FOR SOCIAL STUDIES

Lecture-Discussion
Lecture-discussion is perhaps the most widely used instructional strategy across
all grade levels and subject areas. Also called teacher-led discussion or classroom
discussion, it is a strategy under the direct instruction model which promotes interaction
between teacher and students through explicit instruction combined with different levels
of questioning. This strategy is preferred by many teachers to veer away from the
negative connotations of a lecture (i.e., the teacher dominates the discussion while the
students are only seen as passive recipients of information) and recitation (i.e., a fast-
paced interaction between teacher and students where teachers ask mostly knowledge-
level questions).
The lecture-discussion strategy is founded on the cognitive theory of education
which believes that students internally organize and process the information they
receive, thus making them active participants in the learning process. Under this
strategy, students explore ideas and concepts, develop lower order and higher order
thinking skills, engage in problem-solving and group decision-making, and develop
informed opinions based on evidence (Wilen, 2004; Engles and Ochoa, as cited in
Larson, 2000). The lecture-discussion strategy is applicable in many content areas in
social studies, particularly in explaining new concepts, ideas, phenomena, and historical
events.

Steps
The lecture-discussion strategy is done by following these four basic steps:
1. Introduction. The teacher begins the lesson by providing a motivation activity,
presenting the objectives, and giving an overview of the topic.
2. Presentation of the lesson. The teacher proceed to the unfolding of the topic
through the use of question-and-answer techniques and visual organizers.
3. Comprehension monitoring. The teacher checks students’ understanding
through different strategies of formative assessment.
4. Integration and closure. Students summarize the lesson by highlighting the
important points, synthesizing old and new information, and/or sharing evidence-
based conclusions.
Advantages
1. It is easy to implement and can be applied in almost all content areas in social
studies.
2. The structured content and the allotted time for comprehension monitoring aids in
mastery of learning which can, in turn, improve student achievement.
3. By utilizing a wide range of questioning, the teacher engages students in different
ways of thinking-from concrete to abstract, from convergent to divergent, and
from lower order to critical and creative thinking skills.
Tips
1. Plan the lesson in detail and practice your presentation. Vocal delivery is very
important in lecture-discussion. It will be helpful if you plot your questions and
plan how to explain concepts that will be easily understood by students.
 2. Be brief in presentation of the lesson. Elementary students have short attention
spans. If possible, insert activities that will capture their attention from time to
time.
3. Use questioning script to develop your questions. A questioning script is a basic
set of questions constructed to guide students from lower to higher level of
thinking.
4. To increase the effectiveness of delivery, use numerous concrete examples,
media, and graphic/visual organizers (e.g., concept map, semantic web, Venn
diagram).
5. Pause occasionally after giving questions. Provide ample thinking time and
rephrase questions if students do not provide answers.
6. Lecture-discussion works best if used in moderation and integrated with other
strategies. Using his as your everyday strategy may lead to a boring class.

Sample Daily Lesson Plan using lecture discussion strategy:

Grade level 4
Learning Area Araling Panlipunan
Quarter Ikalawa

I. Objectives
Content Standard Naipapamalas ang pag-unawa sa pagkakilanlang Pilipino
batay sa pagpapahalaga sa pagkakaiba-iba ng mga
pamayanang pang-kultural.
Performance Standard Naipagmamalaki ang pagkakilanlang kultural Pilipino batay
sap ag-unawa, pagpapahalaga at pagsusulong ng pangkat
kultural, pangkat etno-linggwistika at iba pang pangkat
panlipunan na bunga ng migrasyon at “inter-marriage”.
Learning 1. Natutukoy ang mga pamanang pook bilang bahagi ng
Competencies/ pagkakakilanlang kultural Pilipino.
Objectives 2. Naipaliliwanag ang kahalagahan ng mga pamanang
pook sa kultura ng mga Pilipino.
3. Nakapagmumungkahi ng mga pamamaraan upang
mapangalagaan at maipagmalaki ang mga pamanang
pook.
II. Content Mga Pamanang Pook
III. Learning
Resources
References Araling Panlipunan 4 Learner’s Module
 Araling Panlipunan 4 Teacher’s Guide
Other Learning Laptop
Resources Projector
Speaker
Worksheet
Semantic web ng kultura
IV. Procedures
Before the Lesson I. Pagganyak (7 minuto)
Papanoorin sa klase ang music video ng “Piliin Mo
Ang Pilipinas” a kinanta ni Angeline Quinto. Kinuha
ito sa https://www.youtube.com/watch?
v=gqoAwa19ELA.

Itatanong ng guro sa klase ang sumusunod:

1. Ano-ano ang mga pook na ipinakita sa music video?
2. Nakapunta na ba kayo rito?

II. Paglalahad ng mga Layunin at Paksa (3 minuto)

Ipababasa sa mga mag-aaral ang mga layunin ng

aralin. “Sa mga nakaraang aralin, pinag-aralan
natin ang iba’t ibang material at di-materyal na
kultura ng mga Pilipino. Ngayong araw na ito,
pagtutuunan natin ng pansin ang isa sa mga
halimabwa ng material ng kultura, ang mga
pamanang pook.”
During the Lesson I. Talakayan (15 minuto)
Gamit ang PowerPoint, ilalahad ng guro ang
kahulugan ng pamanang pook. Pagkatapos nito ay
magpapakita ng mga larawan ng mga pamanang
pook sa iba’t ibang rehiyon ng Pilipinas. Guguhit
din ng talahanayan ang guro sa board upang
maging gabay sa talakayan. Mga mag-aaral ang
sasagot at magsusulat ng impormasyong bubuo
sa talahanayan.

Pamanang Pook Saan ito Paano nito

matatagpuan? sinasalamin ang
pagkakilanlan ng
rehiyon o bansa?
Simbahan ng
 Paoay
Intramuros
Magellan’s Cross
Banaue Rice
Terraces
Mount Hamiguitan
Wildlife Sanctuary

Pagkatapos mapunan ang talahanayan, itatanong ng guro

ang sumusunod:
1. Bakit mahalaga ang pangangalaga sa mga pamanang
pook?
2. Paano ka makatutulong sa pangangalaga ng at
pagmamalaki sa ating mga pamanang pook?
II. Comprehension Monitoring (10 minuto)
Magpapasagot ang guro ng worksheet na kagaya ng
talahanayan sa talakayan.
After the Lesson I. Integrasyon (5 minuto)
Magpapakita ang guro ng semantic web tungkol sa kultura,
ang dalawang uri nito, at mga halimbawa upang makita ng
mga mag-aaral ang kaugnayan ng pamanang pook sa mga
nakaraang aralin.
Bilang pangwakas, itatanong ng guro: Paano sinasalamin ng
mga pamanang pook ang pagkakilanlang kultural ng mga
Pilipino?

II. Kasunduan
Sa short bond paper, gumuhit, magdikit o mag-print ng
larawan ng isa sa mga pamanang pook sa Pilipinas.
Ilarawan ito at ipaliwanag ang kahalagahan nito sa
pagkakakilanlang kultural ng mga Pilipino. Ipapasa ito sa
susunod na pagkikita.

Pamantayan sa grado: (Rubrics)

Nilalaman – 10 puntos
Pagkamalikhain at Kalinisan – 5 puntos
Mekaniks at Organisasyon – 5 puntos
KABUUAN: 20 puntos

Using Graphic Organizers

 The major breakthrough of the graphic organizer happened in the 1960s when
Ausubel (1963) theorized how new concepts become facilitating factors that influence
learning. He purported that the brain organizes and stress information in a systematic
manner, revolving around existing schema. The schema already contained a certain
knowledge and, therefore, arranged in a new schematic framework that makes
information easier to comprehend and remember. Ausubel’s theories support learner
engagement while learning, most importantly the processing of new information for
meaning construction and longer retention (Marzano, 2007).
Graphic organizers provide a visual representation in developing and
summarizing students’ learning components. They help structure disjointed (Tacaiochta
& Leibheal, 2008). These facilitate effective learning by enabling the learners to see
information in a pattern that uses labels. The main function of graphic organizers is to
present information in precise ways, to highlight relationships and the organization of
concepts.
Why Use Graphic Organizers?
1. It facilitates critical and creative thinking. Graphic organizers allow the
learners to focus only on the highlighted essential components. It enables them
to find necessary connections that could unveil answers to problems and issues
in daily living.
2. It organizes information. The human mind is designed to store information
using a series of networks. As we live day by day, we encounter various
experiences which contribute to what we know. Graphic organizers give us an
opportunity to organize and evaluate the existing and new knowledge that we
encounter.
3. It shows relationship. One good relationship example that is always used is the
broad-to-specific relationship. It is sometimes called as part-part-whole
relationship which identifies the number and its components.
4. It allows self-directed learning. The good thing about graphic organizers is that
it can be used for independent learning among the learners. This is because it is
much easier for the learners to grasp information and see connections.
5. It encourages interaction. This form of teaching strategy literally engages the
learners to participate in class activities. Since they appreciate its visual nature,
the motivation to learn comes next.
6. It is a form of assessment. Teachers can assess learning both before and after
the discussion. It could be both done in formative and summative assessments.
How to Use Graphic Organizers
The following procedures are recommended (Curriculum Development Institute,
HK, 2001):
 1. Familiarize yourself with different types of graphic organizers
2. Explain to students what graphic organizers are and why they are useful in
learning
3. Present the specific graphic organizer for a topic. Point out its subject and
organizational framework
4. Use examples to illustrate the use of some graphic organizers
5. Assign the graphic organizer as an individual, paired, or group activity
6. Review students’ work. Generate classroom discussion on effective use of
graphic organizers
Eight Types of Graphic Organizers for Social Studies
1. Assume and Anticipate. Tis form of graphic organizer is best for formative
assessment where teachers evaluate the schema of the learners on a certain
topic. This could be done in a form of opinion-seeking activity where the teachers
introduce a topic or issue that learners have to answer. As the discussion
unfolds, the teachers and learners return to their answers for validation. The
most common example here is the “What you Know, what you Want to know,
and what you Learned (KWL).

What I Know What I Want to Know What I Learned

2. Positon and Pattern. This type of graphic organizer helps teachers and students
see the relationship of a concept with another, particularly in chronological order
and how the pattern occurs and reoccurs in different context and events. Leaners
can visualize cause and effect by placing words or pictures in a sequence
presented as a chain or timeline.
3. Group and Organize. These organizers help teachers and students understand
that several ideas or parts are related to a single category. These can also show
a central concept and its corresponding attributes. It can be shown in different
shapes and forms.
4. Compare and Contrast. These diagrams are used to identify the similarities and
differences between and among concepts. It allows the learners to see what
characteristics are shared and exclusive to the concepts that are being
compared. An example is the Venn diagram.
5. Relate and Reason. The idea behind this type of graphic organizer revolves
around the use of inductive and deductive thinking patterns. It shows whether a
concept is part of a whole or the sum total of its parts. Inductive thinking mainly
 shares pieces of evidence in support of big ideas, while deductive thinking
provides evidence for underlying concepts or topics.
6. Identify and Imagine. These organizers use various shapes and forms to
visually represent several concepts or pieces of information. It allows the
students to see connections and analyze relationships among concepts. The
most common example of this is the concept map.
7. Estimate and Evaluate. This type of organizer shows how to evaluate and
explain concepts through visual perspectives. Examples of this are: graphs such
as bar graph, line graph, pie graph, etc.
8. Combine and Create. Among others, these organizers allow both teachers and
students to construct their own representations. These can be a combination of
two or more previously mentioned organizers. They give the teachers and
students the freedom to choose organizers that will represent what they have in
minds.
Inquiry-based Teaching Strategy
Inquiry is defined as the process of looking and creating information or
knowledge by means of questions. Inquiry is a huge part of our community. The process
of inquiring begins with the assembly of information and data by applying the human
senses such as seeing, hearing, touching, tasting, and smelling (Kumari, Arora, &
Tiwari, Shuti, 2016). In the field of social studies education, the importance of inquiry
has been overlooked by many. Teachers tend to use differentiated instruction that
sometimes is not relevant to the competencies being harnessed.
In 1999, White, Shimoda and Frederiksen developed an instructional theory that
enabled scientific inquiry as part of instruction among a widespread variety of learners,
including new ones and slow learners. They postulated that quality education could be
achieved by allowing the learners to understand metacognition. This could be done by
constructing by constructing an instructional methodology that develops the students’
metacognitive knowledge and skills following process of:
a. Scaffold Inquiry. Teachers should guide the learners in attaining the goals of
any discussion. Hence they must be aware of several techniques that could
allow them to surface the learners’ knowledge and skills.
b. Reflection. The spontaneity of the discussion depends on the capacity of the
teachers to direct and guide the learners. The most important is for learners
to reason out their mind and try to assess both sides of any situation that will
lead to a generalization.
c. Generalization. This is the optimum part of the process wherein the learners
have created their own beliefs and communicated their disposition. Take note
 that in social studies, teachers must know how to divert and process
misleading ideas because it may break their motivation and self-esteem.
Inquiry-based learning is grounded on rational strategies used to motivate learners to
generate responses through the queries regarding issues/events. The learners are seen
as active participants in the teaching process. It helps learners to enhance their
intellectual capacity through the significance of scientific queries. Some of the benefits
of inquiry-based teaching are as follows:
1. Inquiry is dedicated to nurturing the schema of learners essential to create
communicate, and assess answers coming from their interests.
2. It helps the learners acquire and process ideas in a logical way.
3. It encourages intelligent responses which can be practiced to discover why
issues are occurring.

To fully understand the strategy, here is the inquiry process.

 In this model, the roles of teachers as facilitators are highlighted. It is their
responsibility to let the learners identify the problem situation, judge the inquiry events,
and reply to learners’ inquiry to augment learning. It supports the learners in
establishing the importance of their inquiry. It also simplifies the conversation of the
problematic situation among the learners because the responses are generated by
them.
Questioning Techniques
The art of questioning is the most important aspect in this strategy. The teachers
must be well-exposed to various ways of posting questions to students. Having known
the different questioning techniques, teachers are assured of the success of their
inquiry. Gerschon (2014) identified the different questioning techniques that social
studies teachers can use:
a. Might question. What might history be? What might be the answer to that social
issue? This question does not limit the possible responses among the learners.
 But rather, it opens up a range of possible responses that allows learners to
reason out. Their answers may not be correct but their explanation might put all
things right.
b. What if question. What if there is an earthquake; what shall we do? What if you
become the mayor; what programs shall you implement? These kinds of
questions bring out the creativity, speculation, and rationality among the learners.
c. Different roles question. You are the judge; will you give your verdict in favor of
the suspect? You are a teacher and you are expected to guide your learners. If
there is a naughty pupil, will you spank him/her? This type of question allows the
learners to have glimpse of possible roles they might portray in the real world.
d. Socratic questioning. This questioning style combines all the aforementioned
from of questioning. Socrates has been known in history as the master of
incessant questioning to achieve wisdom. Scholars divided Socrates’ questions
into four types:
 Gadfly questions. These allow teachers to ask several questions to push the
learners to answer questions.
 What are the elections all about?
 How important is it for people to participate in the elections?
 What if people were not allowed to vote? What will happen?
 When you reach the legal age, will you practice your right to vote?
 Stingray questions. These questions lead to a sudden change in the course
of questions. Sometimes, this is associated to the drift in the situation.
 You said that love is the answer; will love change the situation of the
poor?
 Imagine that poverty is not applicable to your case; would you still pursue
you career as an artist?
 Midwife questions. From the name itself, these questions are used to elicit
new ideas to the learners.
 That is a very good point. Can you elaborate it further?
 How might that idea change the lives of Filipinos?
 What made you say that?
 Ignoramus questions. In here, teachers play dumb for them to elicit
responses among the learners.
 I don’t understand. Can you further explain it to me?
 So, do you mean that…?
 What does your answer mean?

By learning to address inquiries, learners can appreciate problem-solving and

critical thinking. Hence, there is a need for social studies teachers to learn how to
properly use questioning skills to fully attain the goals of social studies education
in the Philippines.
Assignment: Write your answers on a short bond paper. To be submitted
on Nov. 9, 2022.
1. What is/are being enhanced among the learners when teachers use the
inquiry-based teaching strategy?
2. What tips can you give to teachers in crafting good questions?
3. As a future social studies teacher, would you use questions in eliciting ideas
to learners?
Case Study Strategy
The case study is a structured, learner-centered strategy that explores
complex and value-laden issues through problem-solving and decision-making.
In this strategy, students are tasked to analyze one or more cases and propose
workable solutions. Cases are defined by Kowalski, Weaver, and Hneson (1994)
as general descriptions of situations and incidents. In social studies, a case can
be anything from an actual or fictional event, a concrete or abstract issue, or a
historical or current phenomenon. Based on the content, case studies can be
classified into the following.
1. Live case studies. These are often based on an ongoing event where
students and real-world actors are simultaneously examining issues and
arriving at solutions. Possible sources are current news reports and court
cases. An example is the proposed shift of the Philippines from unitary to a
federal form of government.
2. Historical case studies. These are largely based on historical events and
can be depicted as fiction or nonfiction. An example is the trial of Andres
Bonifacio in Cavite.
3. Economics case studies. These are focused on economic issues that can
be drawn from student’s experiences or from international or national matters.
An example of this is the family budget of a minimum wage worker.
4. Social issues case studies. These are based on problems and concerns
that affect society. In essence, live case studies and economic case studies
can also be considered under this classification. An example is over
population in the National Capital Region.
5. Student-developed case studies. in this type, students are asked to come
up with case studies based on their own experiences and observations. This
will encourage students to be more involved since they are primarily affected
by the issue. An example of this is the high prices of goods in the school
canteen.
Steps
There are three basic steps in implementing the case study strategy in the social
studies classroom:
1. Briefing. The teacher gives a brief background about the case. Aside from
verbal instruction, he/she can use video, picture, story, and other forms of print
media and multimedia.
2. Discussion. Students are given sufficient time to analyze the given case and
come up with solutions. This may be effectively done by dividing the class into
smaller groups. Afterward, solutions are presented to the class.
3. Debriefing. The teacher stresses and clarifies social studies concepts and
relates these students’ analysis and solutions.
Advantages
The use of case studies in social studies has a number of advantages for
students. Because it is a learner-centered pedagogy, students are empowered as active
agents in the learning process instead of passive receptors of information. They have to
come up with their own interpretations and solutions instead of relying on the teacher’s
generalizations. Moreover, they are given a platform to provide answers to issues that
real-world decision-makers are dealing with. Also, the case studies strategy promotes a
wide range of 21st century skills. It develops the learner’s critical and creative thinking
skills through problem-solving and decision-making. Furthermore, their communication,
collaboration, and conflict resolution skills are further developed because they are
required to discuss and negotiate their proposed solutions with their peers.

Tips
1. Choose cases that are complex to provide a challenge. Refrain from selecting
those that have easy and obvious solutions.
2. Emphasize to students that the process is as important as the product.
Communication is important, and they should ensure that the idea of each
person is valued.
3. Use graphic organizers to structure the discussion. You can use the Means-End
Analysis (MEA) to guide students’ thinking processes and the Solutions
Examination to weigh their solutions.
Jigsaw Strategy
Jigsaw is a cooperative learning strategy developed by Elliot Aronson and his
colleagues in 1971. Created as a response to the racial desegregation in the 1`970s, it
was first implemented by educators and psychologists in schools in Austin, Texas to
reduce tensions among the white, Hispanic, and African-American students. The main
objective was to encourage students to cooperate and work together and, at the same
time, break down interpersonal barriers.
As a cooperative learning strategy, Jigsaw was founded on Vygotsky’s Social
Constructivism Theory which suggests that children develop knowledge through social
interaction. The strategy was given such a name because the process resembles a
jigsaw puzzle. Different parts of the lesson, compared to puzzle pieces, are distributed
among students, and they have to communicate and work together to arrive at the
complete information. Jigsaw is very much applicable in many social studies lessons,
particularly those with content that can be broken down for different groups to analyze.
Steps

In The Jigsaw Classroom, Social Psychology Network & Aronson (n.d.) outlined
10 steps in implementing this strategy:
1. Divide students into five- o six-person home groups. Members should be diverse
in terms of gender, ability, and ethnicity (if applicable).
2. Appoint a leader for each home group.
3. Divide the day’s lesson into five to six segments.
4. Assign each students in the home group to learn one segment.
5. Give students enough time to comprehend and master their assigned segment.
6. From temporary expert groups by instructing students with the same segments to
sit together. Give them enough time to discuss the main points, clarify and
rehearse the presentations they will make to their home group.
7. After given time, bring students back to their home groups.
 8. Ask each member to present his or her segment to the group. The leader should
encourage the flow of discussion and the asking of questions.
9. The teacher should roam around the classroom and observe the process. Make
appropriate interventions for groups experiencing difficulties.
10. At the end of the session, give a quiz to assess student learning.
This is the original jigsaw strategy that was developed by Aronson and his
colleagues. Later on, different versions of the strategy were advanced by other
educators. Thus, Jigsaw II, Jigsaw III, and Jigsaw IV were born, which varied the
mode of grading and inserted some steps such as group review and re-teaching in
the process.
Advantages
The Jigsaw strategy is preferred by many educators because it has many
benefits in the classroom. A study conducted by Hanze and Berger (2007) showed
that, after implementing Jigsaw, students demonstrated increased feelings of
autonomy and intrinsic motivation. It promotes personal accountability of learning
since students are required to master their segments independently and eventually
share it with their groupmates. It also encourages group collaboration, with students
knowing that their information and understanding will not be complete without
working and communicating with their peers. Moreover, Jigsaw instills a sense of
ownership in learning, especially with the teacher acting as a mere facilitator instead
of a direct transmitter of knowledge.
Tips
1. Emphasize that each member has a valuable contribution to the group. This will
minimize the chances of smart students dominating the discussion while less-
able students talk less. You can rotate the leadership so that all students will be
given the opportunity to lead the discussion.
2. Ensure that the given materials are of equal length and difficulty so that they can
be mastered by all students within the given time limit. If this is not possible,
assign the materials based on students’ abilities.
3. In some cases, teachers skip the formation of expert groups, believing that
individually mastering the segment is enough. However, the expert group is
helpful especially in clarifying points which some students might find difficult to
understand. So as much as possible, allow sufficient time for interaction among
expert groups to ensure rich and deep discussions among students.
Panel Discussion Strategy
The panel discussion is a method that encourages the exchange of ideas that
allows the panel members and the audience to discuss a particular topic. It is often used
to shed light on issues regarding politics, community, and academic topic contents. The
panel discussion can also be used inside the classroom as performance task. The
pupils are asked to be experts in various roles. They assume the roles of whoever they
portray and explicit topics in their own context. The teacher, on the other hand, stands
as a moderator who facilitates the flow of ideas among the learners. In the long run, the
moderator can ask several questions and can summarize the points made by the
panelists.
Social studies education in the Philippines is grounded on the theory of
constructivism. The panel discussion has the underpinnings of the constructivist
classroom climate. However, constructivist classroom is more than the teaching
strategies implemented by the teacher; it is more of creating relationships between
learners, teachers, and concepts (Windschitl, 1999). Thus, when properly implemented,
it can be a valuable teaching strategy that can produce several advantages in social
studies education.
To further understand how a panel discussion works inside the classroom,
Kamens (2014) identified the following guidelines:
How to conduct a panel discussion?

 The teacher will act as the moderator. The learners will act as subject area
experts; however, the moderator is not a panelist. Hence, he/she will play
a different role so his/her ability to oversee the flow of discussion is
important.
 Group the learners depending on the number of students. It should not
exceed seven members.
 The moderator and members should create a list of interview questions.
 During the pre-event interviews, the moderator should take good notes
and discover interesting stories and opinions that each panelist can give.
 The moderator, after the simple interview, will then develop a final list of
questions for the actual panel discussion. Note: The idea is to ask
questions to bring out interesting stories with spontaneity.
Room Set-up and Logistics

 To have a lively discussion, slides should not be used to replace

discussions.
 Don’t put your panelists behind a table. It creates a formal notion and adds
distance that prevents good interaction between the panelists and the
audience.
 The best set-up is for the panel discussion to be in a slight semi-circle on
comfortable chairs with the moderator sitting in the middle.
  Place the exact number of seats for the expected panelists. This gets
people to sit close to the front so that the interactions can be better.
 Have a good microphone system ready.

The Moderator Takes Control

 It is the moderator’s job to prevent anyone from disrupting the discussion.

The moderator must actively focus to keep things moving and to prevent
any panelist or audience member for any disruptions.
 The moderator should asks questions, calling on one or two panelists for
each question. In this way, the discussion will be kept moving. Don’t allow
all the panelists to answer a question simultaneously. Know when to move
on to the next topic.
 The moderator should introduce the panelists and the topics to be
discussed.
 To ensure spontaneity, a moderator should be prepared with different sets
of questions. Be a moderator who knows how to easily communicate
questions.
 Make the discussion interactive by polling the audience with a few
questions. Who is out there? What do they do? Find out their areas of
interest and list some, and ask people to raise hands in response.
 Give the audience members a chance to participate.

Time is Everything

 No more than 40 minutes for the panel discussion, leaving 20 minutes for
audience questions (30 if the discussion is lively) is the rule. However,
because of the number of groups to be accommodated, the time can be
cut short.
 To ensure audience participation, the teacher-moderator can give
questions to some audience members ahead of time.
 In case the audience members want to take over, it is the role of the
moderator to keep them in their seats and ensure the smooth flow of the
activity.
Technology-based Interactive Teaching Strategy
Technology has been over-associated with 21 st century teaching and learning
processes. Having LED TVs and LCD projectors inside classrooms became the norm.
The ways teachers incorporate technologies into their classroom implies something
about their professional practices.
 One of the skills to be harnessed among Filipino learners is the information,
communication, and technology (ICT) skills. To achieve this, teachers must be able to
infuse technology in their instruction so as to immerse the learners in a more interactive
manner. Also, when guided properly, the learners will be able to harness the information
and media skills that will be useful in their daily living.
As stipulated in DepEd Order No. 42, s. 2016, the integration of technology
inside the classroom shall be grounded on these bases:

 ICT integration in teaching and learning involves all activities and

processes with the use of technology that will help promote learning and
enhance the abilities and skills of both learners and teachers.
 The use of computers can speed up the preparation of daily lessons…
This way, teachers can support each other by having a repository of
lesson plans to refer to in preparing for their daily lessons.
 Teachers can plan learning opportunities that allow learners to access,
organize, and process information, create and develop products,
communicate, and collaborate with others using ICTs.

ADVANTAGES DISADVANTAGES
1. Using technology in the classroom 1. Technology in the classroom can
allows you to experiment more in be a distraction.
pedagogy and get instant 2. Technology can disconnect
feedback. students from social interactions.
2. Technology in the classroom helps 3. Technology can foster cheating in
ensure full participation. class and on assignments.
3. There are countless resources for 4. Students don’t have equal access
enhancing education and making to technological resources.
learning more fun and effective. 5. The quality of research and
4. Technology can automate many of sources they find may not be
your tedious tasks. topnotch.
5. With technology in the classroom, 6. Lesson planning might become
your students have instant access more labor-intensive with
to fresh information that can technology.
supplement their learning
experience.
6. We live in a digital world, and
technology is a life skill.

ADDIE Model
 The ADDIE Model is a useful systematic instructional design model that can be
used in crafting technological advancement in instruction. Consisting of five stages, this
model has several versions.
A-nalysis. This phase is considered the goal-setting stage. The focus of the designer is
to target all learning competencies.
D-esign. In this stage, all goals, tools, and performances are laid down, ready for the
next stage.
D-evelopment. This stage starts with the production and testing of various
methodologies used in the plan. Relevant in this stage are the data gathered from the
two previous stages.
I-mplementation. The key word in this stage is procedure. Teachers or designers must
be guided by various steps crafted in the preceding stages.
E-valuation. This final stage evaluates both the processes and the outcomes of the
model. In here, the teachers are encouraged to see the results formatively and
summatively.
Role-play and Simulation Strategies
Role-playing and simulation are strategies categorized under creative
dramatics, along with the dramatic play and the mock trial. Role-playing is an
unrehearsed dramatic presentation that enables participants to explore alternative
solutions to a given problem (Chapin, 2013). In this strategy, some students are tasked
to enact their solution to an open-ended situation while the rest of the class observes.
On the other hand, Simulation is a strategy that provides a representation of some
phenomenon, even, or issue that exists or existed in the real world, usually in the form
of a game (Beal & Bollick, 2013). It may come in two forms: computerized and non-
computerized.
Role-play and simulation are founded on the experiental learning theory of
Dewey (1938) and Kolb (1975) which believes that students learn best when they are
presented with concrete experiences they can reflect on, analyze, and test in new
situations. In social studies, these two strategies are useful in examining abstract
concepts, controversial issues, and topics that entail an examination of beliefs,
attitudes, and moral decisions.
Steps
1. Initiation and direction. This involves setting the stage for the role-play or
simulation by identifying and discussing the problem to be resolved or situation to
be experienced by the students.
 2. Describing the scenario. The teacher presents the situation through explicit
instruction or media presentation (showing a picture, watching a video, reading a
story, etc.).
3. Assigning roles. The teacher selects members of the class and assigns them
characters. The actors/actresses and audience are then briefed about their roles.
In Role-play, a short rehearsal may take place before proceeding to the next part.
4. Enactment. Students present their scenarios or engage in the simulation.
5. Debriefing. This is considered as the most integral part because reflection,
generalization, and conclusion take place here. Character and audience process
their actions and feelings and pose questions. In role-play, switching of roles may
be done to offer alternative solutions.
Advantages
Role-play and simulations present many advantages, the reason why it is
popular strategy among social studies teachers. First, they make abstract concepts and
ideas more concrete by letting the students experience them in a safe and
nonthreatening way. Aside from promoting critical thinking and decision-making skills,
they are also useful in helping students develop a sense of empathy and social
awareness. Lastly, implementing these strategies in the classroom makes students
highly enthusiastic and motivated.
Tips
1. Know your students. Choosing students who are timid to perform may affect the
conduct of activities, especially if they are given crucial roles. But it is important
also to give everyone a chance to act, not just those who always volunteer.
2. Constantly remind students that the roles represent the character and not their
classmates to avoid typecasting.
3. Assign tasks to the audience. While watching, they can write their observations
or note questions that will be entertained in the debriefing part.
4. For computerized simulations, always preview the content. Some themes,
scenes, and language might not be suitable for elementary students.
5. Be aware of your own role as a teacher. The teacher may act as a coach,
clarifier, discussant, or observer, depending on the readiness and ability of the
students.
Field Studies Strategy
Field studies are learning experiences outside the four corners of the
classroom. Filed studies enables the learners to personally gather and analyze data in
their own context. In a nutshell, field studies provide learning experiences that
transcend a regular classroom through direct experiences and observations. Field trips
can be done within the school campus, the school vicinity, in a local museum, and many
other places which last for several hours.
During field studies, learning takes place in a reality-based context rather than
mediated by videos or books. It gives the learners taste of the outside world which
allows them to clearly see what happens in their community. The optimum benefit of
field studies for teachers is that it allows the learners to target a wide range of learning
competencies. It also allows teachers to employ authentic tasks that are reflective of the
curriculum.
Field studies are beneficial to both teachers and learners. For learners, it creates
learning opportunities that promote critical thinking, a long-term retention, positive
attitudes toward subjects, appreciation, and increased curiosity. Cognitive development
and student motivation are also enhanced because they become active participants in
planning up to the activity itself.
Why use field studies?

 It provides experiential learning. Field studies offer an opportunity to

witness objects and events not accessible at school. Direct contact and
observation encourage more concrete learning experience than merely
showing videos or images.
 It targets specific skills and knowledge. Being able to experience
things provides learners an opportunity to practice skills and appreciate
values that cannot surface elsewhere.
 It strengthens schema. The experiences in the field stimulate higher
understanding and appreciation of previously learned concepts by means
of validation.
 It motivates values development. Exposure to phenomenon stimulates
appreciation and concern for the visited event or place.
Challenges in field studies

 Curriculum alignment. One of the most defeated purposes of field trips is

its curricular relevance. To ensure curriculum alignment, teachers must
thoroughly plan and execute the desired learning outcomes before any
other purpose.
 Lack of understanding of field studies. Before conducting the activity,
teachers must ensure that their learners have fully understood the nature
and purpose of the field study. Failure to do so can contribute to the
downfall of the activity. Hence, as part of the preparation, teachers should
teach the essential kick-start concept to the learners.
  Costly. Financial requisite is the biggest problem in this teaching strategy.
This is also the reason why teachers tend to engage in virtual field trips
rather than actual site visits.
 Preparation Time. Field studies require much, from preparation uo to
classroom discussion and assessment. While it is very important, it is also
a fact that it could interrupt other teaching schedules. This now anticipates
for necessary adjustments in teaching hours and topics.
 Safety. This is the most debated issue, among others. In recent years, we
had witnessed various events where student safety became the talk of the
town. This resulted in the passing of government and institutional policies.
Recently, the Department of Education lifted the moratorium on off-
campus activities and implemented new guidelines that adhere to k-12
demands. To ensure safety, all schools must abide by its provisions.
What to Keep in Mind When Planning and Doing Field Studies?
For smooth and successful field study, the Centre for Teaching and Learning
(2019) enumerated things that teachers need to keep in mind in planning and
conducting the said activity.

 Awareness. Teachers basically have to condition the learners before the

actual visit. Teachers need to point out the purpose, the dos and don’ts
during the visit, and, most importantly, the assessment part. Having a
prepared mind comes the responsibility and accountability. The learners
will be able to learn about their freedom as well as their limitations while
enjoying data gathering.
 Engage. The most significant factor that teachers need to highlight is
student involvement. They have to plan out every detail and experience
that the learners need to undergo through. Keep in mind that all learners
must be exposed to the same degree of engagement to ensure that all of
them are learning.
 Metacognitive Learning. The excitement should not stop on the site visit
itself. The most important part still is the deepening and valuing of
knowledge and skills learned from experiences. Never let a good learning
opportunity pass away without ensuring learning.
 Build Upon. Curiosity signals effective and motivational learning. to start
up the curiosity among the learners, teachers must conduct prior research
on the environment or event that they have to visit.
 Illustrate. Never fail to integrate ideas in real life. The integration could
happen during the on site visit or inside the classroom. Experiential
learning becomes more effective when it is placed on the reality context.
 Learners should be able to see the applicability of learned knowledge so
that they can successfully live what they have learned.
 Assess. As part of the educative process, it is relevant to ensure that the
learners have gained the desired competencies and knowledge. This
could be done through effective, meaningful, and aligned assessment
activities.
Activities: Write your activities in long bond papers. Follow the format that was
given on this module. To be submitted on October 21, 2022 .
1. Make a detailed lesson plan using the inquiry-based teaching strategy.
2. Make a detailed lesson plan using the lecture-discussion teaching strategy.
References:
Andres, et. al, (2020). A Course Module for Teaching Social Studies in the
Elementary Grades (Philippine History and Government), Rex Book Store
Internet
www.deped.gov.ph