MIDTERM – EDUC 3:

FACILITATING LEARNER-CENTERED TEACHING c. Learning Happens Anytime, Anywhere

• These are the self-modalities, approaches
WEEK 1: LEARNER-CENTERED TEACHING
in learning where teachers let the
CONCEPTS students to discover, experience things.
Most Essential Question:
d. Students Take Ownership
• How well do you understand the learner-centered • Students must decide on their own.
teaching? • Teachers must be flexible on the students.

LEARNER CENTERED TEACHING

CONCEPTS OF LEARNER-CENTERED TEACHING: I
• Teaching is an interactive process. The teacher acts CARED
as the learning facilitator while the learners are
active participants in the teaching-learning I Interactive - collaboration activities
process Innovative - about to make change
• An approach that focuses on the students than Interdisciplinary - combine ideas, and concepts
teachers which to create, independent, with other discipline;
integration with other subjects
responsible learners
C Collaborative - groups participation
• Benefits:
Contextualize - activities must have the
o Communication
context
o Working A Active - participative
o Help to conceptualize the concepts Authentic - authentic to the learning
o It’s a two-way learning process
o Students will manipulate, conceptualize R Responsive - response from their learning
on the ideas, concepts on the information process
given by the teachers; teachers will Relevant - there is relevance in teaching
always be the facilitator the subject / lesson
• What LCT looks a like? E Explanatory - students are exploring
o Students explore interests; Experiential - students are experimenting
cooperative/collaborative learning; D Developmentally - subjects are appropriately
partnership with students; student work, appropriate suited for the students
shown in class use of technology in class;
debating ideas
• Tips for the classroom
o Student reflection, teach big ideas and
performances, authentic and formative
assessments
o Performance tasks must be done to the
classroom, and can be done on their own
• Transformation
o Engage the students

4 KEY PRINCIPLES OF LEARNER-CENTERED

TEACHING

a. Learning is Personalized
• Teachers must have a strong relationship
with the students; students with students.
• How the teacher knows the different
styles of the students since they have
different interests, skills and expertise.

b. Learning is Competency-Base
• Students proceed on their own base /
path.
• Teachers must learn the competencies,
having the students on their own pace,
can move forward.
• Teachers must try to find out the students
that are developed, underdeveloped and
developing in order to help them.
 WEEK 2: STRATEGIES AND PHILOSOPHIES They believe that
one learns by
OF TEACHING doing

STRATEGIES

Why use KWL Chart?

• Existentialism
• Students understand the learning objectives
o Focuses on individual’s freedom to
• Students’ reflection
choose their own purpose in life
• Students hypothesize as well as activation their
prior knowledge What to teach? How to teach? Why teach?
Students are given Methods focus on To help students
How? a wide variety of the individual. understand and
options from which appreciate
• Ask them question on what they know, what they to choose. Learning is self- themselves as
want to know, and what they have learned. Humanities are paced and self- unique individuals
• Activate the prior knowledge of the students on given emphasis. directed.
what they know already, what they want to learn
and they have to learned. • Behaviorism
PHILOSOPHICAL PERSPECTIVES o The acquisition of new behavior based
on environmental conditions
I. Teacher-Centered Philosophies
What to teach? How to teach? Why teach?
• Essentialism
Teachers teach Teachers arrange To modify and
• Perennialism students to environmental shape students'
II. Learner-Centered Philosophies respond favorably conditions behavior
• Progressivism to various stimuli in
• Behaviorism the environment They provide
reinforcement and
• Constructivism punishment

• Constructivism
I. Teacher-Centered Philosophies
o People construct their own
• Essentialism understanding and knowledge of the
o Training the mind with what are essential. world

What to teach? How to teach? Why teach? What to teach? How to teach? Why teach?
Basic skills or the Emphasis on To instill students Students are Teacher provides To develop
fundamental R’s mastery of subject with the taught how to students with data intrinsically
such as reading, matter “essentials” of learn. or experiences that motivated and
writing arithmetic academic allow them independent
and right conduct Observance of knowledge, hypothesize, learners equipped
core requirements enacting a back-to- predict, with learning skills
and longer basic approach manipulate, pose
academic year questions,
research and
invent
• Perennialism
o Teaching ideas that are everlasting. • Reconstructionism
o Emphasizes the addressing of social
What to teach? How to teach? Why teach? questions and a quest to create a better
Basic skills or the Classrooms are To teach students society
fundamental R’s teacher-centered to think rationally
such as reading, and develop What to teach? How to teach? Why teach?
writing arithmetic Students engaged minds that can
Curriculum Social issues are To attain social
and right conduct in think
focuses on student dealt through reform
Socratic dialogue critically
taking social action inquiry, dialogue,
in solving real and multiple
problems perspectives.
II. Learner-Centered Philosophies
Community based-
• Progressivism learning is utilized
o Education comes from the experience

What to teach? How to teach? Why teach?

Curriculum that Teachers’ To develop
responds to employee learners into
students' needs percentile becoming
and that relates to methods enlightened and
their personal lives intelligent citizens
and experience
 MIDTERM – EDUC 3: • Together, a trend and an issue are components of
TRENDS AND ISSUES IN SOCIAL STUDIES
foresight work which seeks to anticipate future
change (Lum, 2016).
WEEK 1: TREND VS ISSUE
o Trend and issues can determine the future
LESSON OUTLINE: and this is through by gathering data and
knowledge.
a. Definition of trend
b. Definition of Issue Keep it to mind:
c. Trend vs. Issue • Trends create opportunity – you seize the
d. Trends, Issue and Social Studies Learning Area opportunities (applicable to businesses,
corporate aspects)
A. DEFINITION OF TREND • Issues creates problems – you solve
problems (e.g., Artificial Intelligence)
TREND
• Are you responding to a trend or an issue?
• Trend is a general development of change in a Remember: the mindset and the approach
situation or un the way that people in the way that are different when seizing vs. solving.
people are behaving (Cambridge Dictionary). o Are we going to seize or solving?
• A trend simply reflects what seems to be going o Mindset, here, is mean to be the
around at any given time (Vocabulary.com) approach or the HOW.
• Trend is the trajectory of change on history (Lum,
2016). Saritas and Smith (2011), a trend arises from D. TREND, ISSUE AND THE SOCIAL STUDIES
broadly generalizable change of innovation (p. 294). LEARNING APPROACH
• A trend can vary in its strength and direction of
Definition of Social Studies (NCSS, 2023)
change over time (Forward Thinking Platform, 2014).
o Within trend, there is a change and • Social studies is the study of individuals,
innovation. communities, systems, and their interactions across
time and place that prepares students for local,
B. DEFINITION OF ISSUE national, and global civic life.
o To become more civic competent
ISSUE
Definition of Social Studies (DepEd, 2023)
• An issue is a subject or problem that people are
thinking and talking about (Cambridge Dictionary). • Nakatuon ang Araling Panlipunan sa dinamikong
• An issue is a vital or unsettled matter (Merriam- ugnayan ng indibidwal at lipunang kanyang
Webster). kinabibilangan kabilang ang pandaigdigang
• An issue is defined as a controversial or debatable lipunan at mga demokratikong institusyon at
topic (the Council of State Governments, 2009). instrukturang umaagapay at humahamon sa
• As an issue gains momentum, it can become a kanyang pamumuhay.
mainstream issue or even become its own trend
(Lum, 2016). E. RELEVANCE OF SOCIAL STUDIES
LEARNING AREA TO ADDRESSING TRENDS
Issue can be:
AND ISSUE
a) Personal : any personal problems that affects certain
individual • Using an inquiry-based approach, social studies
b) Local : Problems that ca affects a town, city or state help students examine vast human experience
c) National : Problems that relate to a nation or country through the general question …
as a whole • As a result of examine the part (?), participants in the
d) Global : a matter of public concern that affects past and learning now is to shape the future, social
people worldwide studies prepared learners for a lifelong practice of
civil disobedience and civic engagement in their
C. TREND VS ISSUE communities.
• Social studies center on knowledge of human rights
Similarities and Relationships and local, national and global responsive so that
learners can work together to create …
• A trend and an issue are similar in that they involve
change (Lum, 2016). For any given issue or trend, a Purpose of Social Studies (DepEd, 2023)
variable or a change was determined to represent it
and data was collected. • Itinuturing ang Araling Panlipunan na mahalagang
o We collected data in order to have haligi ng kurikulum sapagkat pangunahin nitong
awareness, have a voice and to come up a layunin na maisakatuparan ang paglinang sa mga
better and suitable solutions. Pilipinong mag-aaral na maging mapanuri,
• An issue diverge into a trend if, over several years, mapagmuni, produktibo at mapanagutang kasapi
broad patterns of these changes emerge (Lum, ng lipunan na may sapat na kahusayang pansibiko
2016; Saritas and Smith, 2011) na nakasalig sa malalim na pag-unawa sa
pagkakakilanlang kultural at pagmamahal sa bansa
 na mayroong pandaigdigang pananaw at MIDTERM – EDUC 3:
pagpapahalaga sa usaping panlipunan. TRENDS AND ISSUES IN SOCIAL STUDIES

o Not love for the country, discipline but to

WEEK 2: 4 PILLARS OF EDUCATION
use our capability and our own awareness
to have voice and work together Objective:

VUCA (Volatility, Uncertainty, Complexity, Ambiguous) • Discuss the relevance of 4 Pillars of 21st Century Education
in Social Studies
• What is the concept of the role of education in 21st century?

In given material, how UNESCO / Committee view the education in

21st century?

• The function of 21st century education is to must transmit,

evolving knowledge “intellectual reference points”
o There is a change when we learned new things.

FOUR PILLARS OF EDUCATION

I. Learning to KNOW
• Broad general knowledge
• Specialized knowledge
o This is to explore wherein the teacher’s
role is to enrich, nurture
• Students must learning to learn
o Matutunan ang pagkatuto

II. Learning to DO
• There must be the competence and
sustainability.
o Must to produce efficient and effective
skills with knowledge
• 21st Century Skills (5Cs)
o Critical Thinking & Problem Solving,
Communication, Collaboration,
Citizenship (global and local) and
Creativity & Innovation.

III. Learning to LIVE TOGETHER

• Empathy
o This is about putting yourself on the
shoes of other people
• Being better member of the society

IV. Learning to BE
• The learning must be continuous.
• Providing a long-life learning

V. Learning to BECOME (transforming oneself the society)

• Bring the change to the community
▪ There are transformative processes.

HOW IT IS RELEVANT TO SOCIAL STUDIES?

What approach may be used?

• Social Constructivism Approach

o About letting the students learn according to
their experience.
o Constructivism is about learning by interaction
▪ In the way of collaborative, cooperative
and explanatory.

• In Filipino we have:
▪ Makaalam – Learning to KNOW
▪ Makagawa – Learning to DO
▪ Makipamuhay – Learning to LIVE TOGETHER
▪ Makiganap – Learning to BE

CONCLUSION:

There is need to be a change in formal education, in what

the Committee sees, to provide what the need of the
students in education.
 MIDTERM – SSE ELEC 1: SOCIAL INTEGRATION
SOCIAL NETWORKING FOR SOCIAL INTEGEATION (ELECTIVE 1)
• The process by which separate groups are
WEEK 1: NETWORKS combined into a unified society, especially when
this is pursued as a deliberate policy.
• It implies a coming together based on individual
NETWORKS acceptance of the members of other groups.
• The process in which newcomers develop feelings
• “Working like net” of belongingness, social ties, and trust with
• “Combination of lines that work as one” existing organizational members.
o Strengthening the bond within them • The process in which all members of the society
• Set of interconnected nodes are engaged in a dialogue to achieve and maintain
• Open structures, able to expand without limits, peaceful social relations and it does not imply or
integrating new nodes as long as they can suggest forced assimilation.
communicate within.
o For new possibilities and opportunities to Functions of Social Integration
encounter and communicate with them a. Eradicates stereotypes and mainstream
• Association of individuals is having a common privilege
interest, formed to provide mutual assistance, b. Increases the voice of persons or groups that
information, and the like are vulnerable and have been marginalized
• Organized, interrelated and interlocking system c. Creates opportunities for their political
• A group of individuals who collaborates with each participation
other to be able to achieve a purpose and d. Creates stable and decent job opportunities
connection for traditionally underrepresented persons
• “We are designed to connect.” and groups, and;
e. Promotes the development of capabilities
among vulnerable populations so that they
NETWORKING can overcome poverty and deprivation.

• Allows people to be flexible as they adjust to the Different Processes in Social Integration
changing environment a. Recognition of diverse social groups, cultures and
• Connects and gathers people to achieve plans and identity in order to promote respect, dignity and
goals co-operation.
• Pivots innovations and awareness as people b. Representation of political voice in order to ensure
exchange knowledge and information that the interests of different groups are taken into
• Associated with participation account in decision-making and resource
• Strengthen the work team to advocate issue, allocation.
provide credibility, attain outcomes, give accurate c. Redistribution of socio-economic resources
information, plan activities, and support project between individuals and groups in order to
and solve potential problems prevent deep disparities and fragmentation on the
basis of wealth, ethnicity, region, gender, age or
other social identity.
SOCIAL NETWORKING

• Consist of number of individuals each with a set of

attributes or characteristics of their own.
• Individuals that develop relationships with other
individuals; the relationship is formed based on
mutual interests, friendship, interdisciplinary,
information, and other beneficial reasons.
• Visual maps of relationships between individuals.
• Based on their connections, the relationships build
a distinct pattern.
• As networking relationships with other individual’s
evolve, the exchange of information and
knowledge will provide networking opportunities
that provide benefits over time.
• Known to have a strong influence on people's life,
behavior, and choices.
• Interpersonal or virtual
 MIDTERM – GEOG 2: HUMAN GEOGRAPHY
HUMAN GEOGRAPHY
• is a branch of knowledge that seeks to venture
WEEK 1: THE STUDY OF SOCIAL SCIENCE descriptions of an explanation for the uneven
distribution of human activity across the
• Human Geography can be both physical and
surface of the earth.
applied science.
o Why uneven? Since, physically, there are
• What do we mean by revolution-it means change,
variations in features in earth and that’s
e.g., agricultural revolution, industrial revolution,
why we study human geography.
the People Power Revolution
• The mission of human geography seeks to
The Study of Social Science describe and explain variations (differences) from
place to place in the ways in which human being
• Social Science is, in its broadest lens, the study of have inhabited the face of the earth.
society and the manner in which people behave o Why do Koreans, Japanese, Chinese has
and influence the world around us. white-skinned skin?
o Our laboratory here, is the society. o Why in Russia, there is place that
• Branches of Social Sciences separates through the Ural Mountain
o History, Geography, Psychology, between the European part and Asian
Economics, Anthropology, Sociology, part?
Political Science • Human geography is built around five (5) key
▪ Social Sciences – specialized concerns: location, place, interactions, movement
study /discipline and region.
▪ Social Studies – the integration of
the discipline FIVE THEMES OF HUMAN GEOGRAPHY

GEOGRAPHY a. Location
• Latitude and longitude
• The study of places and relationships between o This is the absolute and
people and their environment. relative location that we
• Geographers explore both the physical measure through latitude
components of Earth’s surface as the human and longitude.
societies spread across it. • In relation to another place
o Physical components are what we mean, b. Place
physical geography such as studying how • Physical features
the topography affects the people. • Human features
o Human societies are what we study in c. Region
human geography. • United by similar physical conditions
• They also examine how human culture interacts • United by common cultural traits
with the natural environment, and the way that d. Movement
locations and places can have an impact on • Travel from place to place
people. • Exchange of goods and ideas
• Geography seeks to understand where things are e. Interaction
found, why they are there, and how they develop • People adapt to the environment
and change over time. • People change the environment

BRANCHES OF GEOGRAPHY JUST SO YOU KNOW:

✓ stan in some places in assai = land

✓ Uzbekistan – land of Uzbeks
✓ Kazakhstan – land of Kazakhs
 MIDTERM – GEOG 2: REGIONAL APPROACH
HUMAN GEOGRAPHY
• It is otherwise called as ideographical approach. It
WEEK 2: APPROACHES TO GEOGRAPHY & was developed by Carl Hitter (1779-1859), a
POPULATION GEOGRAPHY contemporary of Humboldt.
• The regions could be classified based on a single
APPROACHES TO GEOGRAPHY factor like relief, rainfall, vegetation cover, per
capita income, or there could also be multi-factor
SYSTEMATIC APPROACH
regions formed by the association of two or more
• Systematic or approach was factors
introduced by Humboldt, a German geographer o Hinahati yung pag-aral ng geography by
(1769-1859). In this approach, a particular regions
phenomenon is considered for detailed • Administrative units like states, districts, and
understanding. The study of specific natural or territories (?) can also be treated as regions. The
human phenomenon that gives us to certain main branches of regional approach are: i.)
spatial patters and structures in the earth surface is regional studies, ii.) regional analysis, iii.) regional
called systematic study. Generally, systematic development, iv.) regional planning.
approach study is divided into 4 main branches. o The based is the historical, cultural
o Inuuna yung phenomenon to investigate. background
o In Asia, the insular and peninsular parts.
• The world is divided into regions of different
4 Main Branches of Systematic Approach hierarchal levels and then all the geographical
phenomena in a particular region are studies
I. Physical Geography
• The regions may be natural political, or designated
o study of various elements of earth
region
system like atmosphere, hydrosphere,
• The phenomenon in a region are studies in a
lithosphere, biosphere, and their
holistic manner searching for unity in diversity.
distribution
II. Biogeography Main Branches of Regional Approach
o including environmental geography. It
focuses on various kinds of forests,
grasslands, distribution of flora and
fauna, human-nature relationships,
quality of the living environmental and
its implications for human welfare.
III. Human geography
o it describes the human culture,
population, dynamic socio-economic
and political aspects.
Lives of people
IV. Geographical methods and techniques
o it is concerned with methods and
techniques for field studies, qualitative,
quantitative and cartographic analyses
o Some maps are colonial that is
why we cannot say that
locations, boundaries are
equally distributed or shown.
 POPULATION GEOGRAPHY POPULATION DISTRIBUTION

✓ How is the earth’s population distributed? • The study in which people are spread across a
✓ What are the dynamics of population growth and given area is known as population distribution.
its measurements? Geographers’ studies population distribution
✓ What are the current issues on population growth? patterns of different scales local, regional, national,
and global
POPULATION GEOGRAPHY
POPULATION DENSITY
• A division of huma geography that focuses on the
study of people, spatial distribution, their • The average number of people per square
characters, and their density kilometer.
• The study of population phenomenon and • A way of measure population distribution and
problems; patterns and trends in different parts if studies whether an area is sparsely or densely
the world; small or large areas population
o Demography – the study of the • Population density is calculable using the
characteristics of human populations following formula:
• The study of human population; their
compositions, growth, distribution and migratory 𝒕𝒐𝒕𝒂𝒍 𝒑𝒐𝒑𝒖𝒍𝒂𝒕𝒊𝒐𝒏
𝒑𝒐𝒑𝒖𝒍𝒂𝒕𝒊𝒐𝒏 𝒅𝒆𝒏𝒔𝒊𝒕𝒚 =
movement with an emphasize on the last two 𝒕𝒐𝒕𝒂𝒍 𝒍𝒂𝒏𝒅 𝒂𝒓𝒆𝒂 𝒊𝒏 𝒌𝒎𝟐
• This concerned with the study of demographic
processes which affects the environment, but • People are unevenly distributed around the world.
differs from demography, in that is concerned with Population Distribution is affected by
the spatial expressions of such processes environmental and huma factors around the world.
o Also, geographers focus on space;
demographers is on time
o Why there is necessity of recording the
POPULATION PYRAMID
no. of population-conducting PSA? • Population Pyramid or age structure graph, is a
▪ Not only for the current single graph that concerns the complex social
resources but on the futuristic narrative of a population …
purposes-how many institutions, • Demography use the simple graphs to evaluate
establishments are needed? the etent of developed for a growth population
and to make predictions about the types of service
POPULATION DYNAMIC AND PROCESS
that population will need e.g. schools, hospitals,
• Population Growth houses
o Birth or Fertility Rates; Death or Mortality • A whole population pyramid is unity but can vbe
Rate categorize into their prototypical stages:
▪ Gaano karami ang pinapanganak at expansive (young and growing),
ang mga namamatay? constrictive/graying (elderly and shrinking), and
o Demographic Transition Time stationary (little or no population growth).
o Population Movement and Migation
▪ Mobility and Migration Population Pyramid Prototypical Stages
▪ Ilan yung mga umaalis?
a. Expansive
▪ International and Internal;
Voluntary/Forced Migration • Young and growing
▪ Who are migrating • Often characterize by their “typical
internal, internationally? pyramid” shape which has a broad
Was that through forced or base and narrow top
voluntary? What are the • Expansive population pyramid shows
causes behind it? a larger percentage of the
• Population Distribution and Structure (How is population in the younger age
the distribution and structure of population) cohorts, usually which each age
o Population Distribution and Density cohort smaller in size that the one
▪ Is that sparsely and densely below it
population?
• These types of popular pyramid
o Age-Sex Pyramids
typically represent of developing
▪ What are the characters in
population? Was that constrictive? nations, whose population often
Expansive? have high fertility rates and lower that
• Population Debates and Policies average life expectancies
o Resources, Policies, Programs, o Are there any positive effects?
Younger people can participate
Sustainability, and Gender
in labor force in the future.
▪ Looking for resources?
 b. Constrictive Characteristics / Stages
• Elderly and shrinking
I. Traditional
• This pyramid can often look like
beehives and typically, have an • High ad balanced birth ad death
inverted shape with the graph rates
tapering in at the bottom II. Transitional
• Typically, characteristics of countries • Falling death rate and sustained
with higher levels of social and birth rate
economic development, where III. Low stationary
access to quality education, and • Low and balanced birth and
heath care is available at a large death rates
portion of the population IV. Graying of the population
• Increased of elderly people as a
c. Stationary result of decreasing birth and
• Stationary, or near stationary death rates, and increasing life
population pyramid are used to expectancy
describe population that are not • Regression – low birth rates, or
growing. increasing death rates among
• They are characterized by their young adults due to trauma,
rectangular shape, displaying acquired immunodeficiency
somewhat equal percentages across syndrome (AIDS), cardiovascular
age cohorts that taper towards to top. disease (CVD) mortality, or war
• These pyramids are often can result in a steady or
characteristic developed nations, declining population (i.e.
where birth rates are low and overall demographic regression)
quality of life is high.

DEMOGRAPHIC TRANSITIONAL MODEL

POPULATION DYNAMICS a. The demographic transition model shows
population changing over time
• Population is a group of individuals if the same
b. –
species that occupy a specific area over a certain
c. –
period of time
d. Most LDCs (Least Developed Counties) are at
• It refers to how population of a species change
stage 2 or 3 which growing population and a
over time. The study of species’ population
high natural increase
dynamics usually seeks to answer questions such
e. –
as:
o What explains the average abundance of Five Stages of Demographic Transition
population?
o What causes fluctuations in abundance?

Carrying Capacity

o defined as a species' average population

size in a particular habitat (National
Geographic Society).
o As the density of individuals in a
population increase, these individuals
must begin competent for limited
resource with each other (same species)
or …

DEMOGRAPHIC TRANSITION

• Long-term trend of declining birth and death rates,

resulting in substantial change in the age of
distribution of a population.
• Population age and gender distribution is mainly
affected by birth and death rates, as well as other
factors such as migration, economics, way, political
and social change, famine or natural disasters