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AA-ELE03-Module-1st-sem-2021-2022 2

Social Studies (Southern Luzon State University)

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

TEACHING SOCIAL STUDIES IN


THE ELEMENTARY GRADES
(Adapted Lessons in Social Studies)
Prepared by:

Prof. AURELIO A. ZUBIETO

Southern Luzon State University


College of Teacher Education
Lucban, Quezon

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

ii
FOREWORD

<There is more in social studies that is worth learning and sharing, perhaps more significant than
memorizing facts and reciting places and dates. Social Studies is an important tool for genuine change and
a substantial key in nation-building.=
The 21st century has dramatically changed the teaching and learning landscapes. We have
witnessed numerous curricular reforms aimed at responding to the dynamic needs of the learners.
Numerous innovations and initiatives have been launched to meet the evolving demands of the industry, as
well as the society at large. Amidst this background, the Philippines, as an emerging industrial economy,
puts forward education reform dubbed as the K-12 Basic Education Program. It expands and improves the
delivery of quality, relevant, responsive, and inclusive curriculum which intends to develop holistic Filipino
learners with 21st century skills. Social Studies (Araling Panlipunan), as an essential component of the K-
12 curriculum, ensures that all Filipino learners manifest civic competence and functional literacy where
democratic ideals and good governance are primordial concerns, thereby creating a critical mass of
citizenry.
Sadly, recent decades saw the decline of learners9 interest in the Social Studies program here and
abroad. This is due to the antiquated and irrelevant pedagogical tool employed in teaching that caters to
rote learning such as enumeration of names, dates and places. Students had learned to despise the discipline
and rendered it irrelevant if not entirely useless. This is not to put the entire blame on teachers alone who
became accustomed to lecture-discussion as the main strategy in teaching which averted the liberating goals
of Social Studies education. Much has to do with the lack of government support in advancing the cause
of a quality Social studies education. Teacher education institutions, likewise, failed in providing research
and evidence-based training to pre-service teachers. All these contributed to the dismal performance of
Araling Panlipunan in the lives of learners.
Teaching social studies in the elementary grade level is a challenging task to a classroom teacher.
Therefore, a Social Studies teacher must articulate to visualize and materialize what is in the mind to make
the learners become active and motivated participants in the classroom learning encounter. They should
teach what the children want to learn about because they are curious about the world around them and love
to discover and explore why things are the way they are. The contents of this book will develop students
understanding on thinking, reading, and writing social studies and literacy goals can be integrated. It provides the opportunity to
develop students9 critical thinking and literacy practices as well as their understanding about their role in the world and the
community around them. Its focus in Philippine history and Government which prepares students to teach the duty of
citizenship, inculcate the values of nationalism, patriotism and develop the self-reliant, self-sufficient technically
and vocationally equipped citizen.
Grounded in the concepts of collaboration, communication, critical thinking, and creativity, this
book followed the T-E-A-C-H Framework4Think, Experience, Assess, Challenge and Harness. Thus,
it is hoped that this book will, in its humble way, contribute to the appraisal of teaching and learning Social
studies in the Philippines.

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

iii
TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADES
(About the Book)

Course Description
This course emphasizes the contents of Philippine History and Government that are necessary in
teaching at the elementary level. Further, appropriate teaching strategies and assessment methods shall be
included to prepare students to become elementary grades teachers.
.
Learning Objectives:
At the end of this course, students will be able to:
Analyze the concept of social studies
Trace the development of social studies.
Examine the challenges and features of the Philippine social studies.
Define and analyze the importance of an integrated curriculum.
Describe social studies as integrated curriculum.
Describe and critique the features of the elementary Araling Panlipunan Curriculum.
Examine the implications of constructivism in the Social Studies Curriculum.
Describe the processes and types of instructional planning.
Develop a unit plan for one grade level based on the K to 12 Curriculum for Social Studies.

Materials:
Materials to be used in this course will be provided by the concerned professor/instructor.
Additional informative readings will be sent to the students electronically.

Course Schedule:
Schedule of submission of the given activities will be provided to them through the created group
page.

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

iv

TABLE OF CONTENTS

Page

Title Page i
Foreword ii
About the Book iii
Table of Contents iv
A. Module 1: The Elementary Social Studies Curriculum 1
Lesson 14Definition of Social Studies 2
Lesson 24Social Studies as Integrated Curriculum 6
Lesson 34Elementary Social Studies Curriculum 10
Lesson 44Constructivist Theory in Teaching Social Studies 15
B. Module 2: Instructional Planning 19
Lesson 54Basics of Instructional Planning 20
Lesson 64Things to Consider in Planning Instruction 25
Lesson 74Instructional Models for Social Studies 30
Lesson 84Developing Lesson Plans for Social Studies 34
C. Module 3: Instructional Strategies Social Studies 37
Lesson 94Lecture-Discussion 38
Lesson 104Using Graphic Organizers 40
Lesson 114Inquiry-based Teaching Strategy 44
Lesson 124Case Study 47
Lesson 134Jigsaw 49
Lesson 144Panel Discussion 51
Lesson 154Technology-based Interactive Teaching Strategy 53
Lesson 164Role-play and Simulation 58
Lesson 174Field Studies 60
Lesson 184Service Learning 62
D. Module 4: Assessment Strategies for Social Studies 64
Lesson 194Assessing Learning in Social Studies 65
Lesson 204Traditional and Authentic Assessment in Social Studies 69
Lesson 214Using Performance-based Assessment in Social Studies 73
Lesson 224Designing Learning Portfolios in Social Studies 77
REFERENCES 80

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

Direction The Elementary Social Studies Curriculum

Overview

In this module, students will learn about the concept of Social Studies, its features, development
and its challenges in the Philippine setting, as well as the concept of the Philippine history and government.
As a whole, this is grounded in the concepts of collaboration, communication, critical thinking, and
creativity, and this book followed the T-E-A-C-H Framework4Think, Experience, Assess, Challenge
and Harness.
At the end of the activity/activities, students will learn and understand the meaning and concepts
of Social Studies, teaching, and elementary grades.

SOCIAL STUDIES

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

What is Social Studies?

Objectives:
Learn about the following:
➢ Analyze the concept of Social Studies.
➢ Distinguish the features of the Philippines Social Studies.
➢ Trace the development of Social Studies.
➢ Examine the challenges of the Philippine Social Studies.

Introduction

Have you ever noticed the rapid changes around you? It might probably be in aggregate forms
such as technological breakthroughs, institutional reformation, process modification or even in vital details
of everyday experiences for instance, an abrupt decision made by one of your family members of living
overseas or even by you shifting college courses due to some circumstances. As a future Social Studies
educator, it is a must for you to thoroughly understand how institutional changes affect the minute details
of individual lives. This is vital as you effectively educate learners the dynamism of social interactions, an
essential nomenclature in Social Studies curriculum.

In the K to 12 Basic Education


Curriculum Framework, which emphasizes that
every learner who completes the K to 12 basic
education program will have been nurtured and
developed to become a Filipino with 21 st
century skills. Vital in this educational reform
is a clear articulation of curricular content
relative to the promise of developing Filipinos
with the <ability to coexist in fruitful harmony
with local and global communities.= Thus,
Araling Panlipunan (Social Studies) as a
learning area/program is an essential component
of the Philippine K to 12 Curriculum.

Social Studies: Meanings, Concepts and Purpose


Social Studies is an integrative learning program intended to develop civic competence among
students. Civic competencies defined as the ability to engage effectively with others in the public domain,
and to display solidarity and interest in solving problems affecting the local and wider community. This
involves critical and creative reflection and constructive participation in community activities as well as
decision making at all levels, from local to national and even in international arena.
The National Council for Social Studies (NCSS) defines Social Studies as: <the integrated study
of the social sciences and humanities to promote civic competence. It provides coordinate, systematic
study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law,
philosophy, political science, psychology, religion and sociology, as well as humanities, mathematics, and
natural sciences.

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

Literally, Social Studies is composed of 2 words namely Social and Studies. According to Arthur
Dunn as articulated by David Saxe, <the purpose of Social Studies was in the term9s meaning as a verb4
as in, good citizenship4not in its meaning as a noun4as in, studying the content of particular social
science or history subjects.= Meaning, Social Studies was conceived as something one does4studying or
examining social science topics which include civic competence, history, governance, society and culture.
As one of the learning areas in the Philippine K to 12 Basic Education Curriculum, Araling
Panlipunan (Social Studies) intends to develop among learners critical understanding on historical,
geographical, socio-political, and economic issues of the Philippines, taking into account the international
and global contexts, allowing them to become productive citizens of the country and of the world.

Conceptualizing Social Studies: A Brief History of Social Studies in School Curricula


It is essential to examine as early as now how Social Studies as a subject evolved. The author
argued that many Social Studies educators, practitioners, and specialists have little knowledge or
background on the identify of Social Studies. Thus, they fell short in the delivery of a comprehensive and
relevant Social Studies curriculum. He explicitly stated that he argued that practitioners and theorists are
prevented from articulating viable perceptions of Social Studies9 purpose, theory and practice because they
lack understandings of the original historical underpinnings of Social Studies.
The <scarcity of theoretical= foundations can be rooted in the myths (as used by Saxe) on the origin
of Social Studies which widely spread among educators and practitioners. He clearly pointed out that
where teachers, administrators, and even Social Studies theorists continued the litany and rituals of the
field, there was little understanding of its original purpose and even less understanding of a continuing
dialogue for examining collective aims. Simply put, Social Studies became entrenched in schools as a
tradition of habit. With its original experimental nature detached from practice, it is little wonder that
educational leaders since the 1940s have either given up on Social Studies or4perhaps more simply, in
not understanding the purpose for Social Studies4decided to try something else. A case in point is the
much-publicized America 2000 (U.S. Department of Education, 1991), which has dropped Social Studies
as a core curricular area in favor of an undefined application of history and geography, as if Social Studies
has nothing to do with history and geography.
Krug (1964) presents a fair accounting of the role of the 1916 Committee on the Social Studies of
the National Education Association as the first major organization to advocate Social Studies, but he
presents little of the actions or thinking that precipitated the Committee9s work.

Myths on the Origin of Social Studies


Based on the literature survey conducted by Saxe, he was able to identify three (3) myths
surrounding the emergence of Social Studies, and the following are included:
❖ Continuous Spontaneous Existence (CSE) Theory
According to this theory, Social Studies exists without any antecedents. It holds the idea
that Social Studies9 past is not relevant. Various writers and scholars did not include a
comprehensive study on how Social Studies became part of the subjects being taught in basic
education. For many, the subject arose simultaneously with other learning programs/areas.
Saxe summarized that although these texts focus on the teaching of Social Studies, the 18 texts
did not offer any explanation as to why or how Social Studies came to be part of school
curricula. For whatever reasons, the authors decided to ignore the notion of origins or historical
orientation altogether.

❖ Big Bang Theory of 1916


This is centered on the idea that Social Studies suddenly appeared in the year 1916. There
are literature that espoused this idea. One of the classic examples of this theory is found in the
International Journal of Social Education in a special issue titled <Social Studies as a
Discipline. In this issue, one writer confidently asserts that Social Studies was 8was born in
19169 (Larabee, 1991). In a true big bang form, this writer cites a secondary source as proof
positive of the 1916 assertion. When the secondary source (Atwood, 1982) is checked,
however, more errors are found. Not only did Atwood use the big bang date of 1916 but she
also erroneously cited Earle Rugg as the originator of the field.

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

But if there9s one research work that influenced educators and other scholars to take this
view, its Lybarger9s historiography of Social Studies in the Handbook of Research on Social
Studies Teaching and Learning that could be considered as the main culprits. Here, he
highlights 1916 as a birth date of Social Studies.

❖ History Foundation Theory


The history foundation theory is an extension or deeper interpretation of the big bang
theory. Here conventional wisdom holds that, since history education existed before 1916,
obviously history was the seedbed or promulgator of Social Studies. There are many scholars
who believed this idea like Oliver Keels, Alberta Dougan, Hazel Hertzberg, Rolla Tryon, Edgar
Bruce Wesley, N. Ray Hiner, James Barth, and Samuel Shermis.
Among these intellectuals, it was Keels who captures the essence of the history foundation
origin of Social Studies by connecting the domination of historians and history curricula pre-
1916 to the production of the 1916 Social Studies report. Hertzberg (1981) reached a similar
conclusion by highlighting connections between the 1916 Social Studies report and earlier
reports issued between 1893 and 1911 by various history organizations.

Demystifying the Myths: Origin of Social Studies Explained


Even before the deliberation of the 1916 Social Studies Committee, the term Social Studies was
widely used in research literature, and its meaning was common to many. In fact, data revealed that as
early as 1883, the term Social Studies was already in circulation among social welfare advocates. Sarah
Bolton (1883), Heber Newton (1886), and Lady Wilde (1893) already used Social Studies in their book
titles. The said books were related to the social welfare movement that underscored the use of social science
data. It was Carroll D. Wright, the first US Commissioner of Labor and a member of Allied Social Sciences
Association, emphasized the link between Social Science instruction and good citizenship.
Saxe further explained that as Social Science moved from an area of study to discrete fields of
research in the 1880s, the term social education was introduced as the means to activate social welfare in
public schools. In this context, social education was used as a generic term for socially centered school
curricula.
At the turn of the 20th century, social education was redefined expressly to social science and
citizenship concerns. This important shift4from the generic and ell-encompassing term of social
education for all school curricula to a specific course of social education among other educational
programs4marks a symbolic beginning for social studies in schools.
Edmund James, president of the American Academy of Political and Social Sciences, was the first
to use Social Studies as an element of school curricular in 1897. He defined it as a general term for
sociologically-based citizenship education. He then suggested to pull together the social science for use in
the lower schools under the umbrella of <social study.=
The Social Studies conceptualization as argued by Saxe was rooted in the efforts of the American
Social Science Association (ASSA) as a means to further the cause of social improvement. The ASSA
explicitly chose to apply a collective social science as the basis of social welfare activities, not the discrete
subject matters of sociology, anthropology, political science, psychology, history or geography. To the
social welfare activists, social science was conceived of as a general area of inquiry drawn from these
discrete subjects to help solve societal problems.
Though there were calls at that time to make this generalist approach be replaced by specialist
approach, public school leaders opted to continue with the notion of a general field approach toward
citizenship education. Then Clarence D. Kingsley (1913) launched his Commission on the Reorganization
of Secondary School Subjects. He presented his idea of education reform in a modern social light to the
National Education Association in 1910 and was eventually formalized as the Committee on the
Articulation of High School and College (NEA, 1911, 1912). And he suggested 6 major areas of study that
included English, Social Science, Natural Science, Physical Training, Mathematics and Foreign Language.
The committee title shifted from social science to Social Studies and thus became Committee on
Social Studies. This committee advocated a program of active participation that included 2 major
interdisciplinary courses: Community Civics and Problems of American Democracy. It rejected the
traditional history program as grossly unsuitable and inappropriate for American students at that period.

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

The Social Studies that we have a present is a product of an evolution. The dynamic transformation
of its meaning could be summarized into 3 things:
1. a meaningful integration of history, geography, civics and the various social sciences used to
promote the learning/practice of civic competence
2. a program that emphasized direct/active student participation
3. a representation of 2 interdisciplinary courses: Community Civics and Problems of American
Democracy

Activities

1. Direction: Make a short essay on the experiences that you had in your Social Studies classes
during your elementary or high school days. Add a reflection on how Social Studies is being
taught in your class.
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2. Direction: Comment on the challenges of Social Studies Education in our country. Support
your answer.
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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

Social Studies as Integrated Curriculum

Objectives:
Learn about the following:
➢ Define integrated curriculum.
➢ Differentiate integrated from interdisciplinary curriculum.
➢ Describe Social Studies as integrated curriculum.
➢ Analyze the importance of an integrated curriculum.

Introduction

Many learners considered Social Studies a boring and irrelevant subject. The presumptions or
assumptions is usually associated in history where memorization of facts and dates is prevalent. The said
dismal practice has always been criticized and thus, needed an immediate response. However, one need
not forget that the answer in this challenge is main focused in the basic attributes of Social Studies. The
integrative capacity of this program offers various opportunities both to learners and teachers as they make
sense on its content and processes relative to other disciplines and their experiences.

Integrated vs. Interdisciplinary Curriculum


Integrated curriculum is education that is organized in such a way that it cuts across subject
matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon
broad areas of study (Shoemaker, 1989). It intends to create meaningful learning experiences by allowing
learners to establish connections between and among learning areas; thus, making sense of the social
phenomena being examined.

Beanne pointed out that integrated curriculum is concerned with enhancing the possibilities for
personal and social integration through the organization of curriculum around significant problems and
issues, collaboratively identified by educators and young people. He posited that there are 4 core tenets to
an integrated curriculum which include integrated experiences, social integration, integration of
knowledge, and integration as a curricular model.

In integrated experiences, the learners take an active role in the educational process by linking
experiences with the information shared by the teachers. They reflect on their <lived experiences= while
connecting it to the curriculum content. Meanwhile, social integration encourages learners to examine the
content from <positions of power and action.= It presents rich opportunities for learners to become socially
aware and engaged. On the other hand, integration of knowledge happens when learners solve problems
using eclectic approaches acquired from various personal and classroom-based experiences. Finally,
integration as a curricular model is achieved when the curriculum mirrors the realities and issues relevant
to learners, when the process takes precedence over product, and when there9s a concerted emphasis on
<project-based learning with direct application to addressing real-world issues.=

An integrated curriculum may manifest in various forms like project-based units, correlated units4
wherein two separate subjects are taught in parallel4or a problem-based unit that serves to solve the
problem rather than differentiating the subjects (Applebee, Adler & Flihan, 2007).

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

Objectives
and ʘ Activities
Questions ʘ Activities

Objectives
and ʘ Activities
ʘ Activities
Questions

Objectives ʘ Activities
THEME and ʘ Activities
Questions

Figure 1. Visual model of an integrated curriculum adapted from the Integrative Opportunities in the Social
Studies Classroom

Interdisciplinary curriculum is a curricular model that uses multiple disciplines or learning areas
in examining a given theme, problem, topic, or issue. Lintner clarified that it is purposely subject-centered
and usually structured around a single objective (lesson plan) and developed and delivered by a single
teacher in his classroom (Nesn & Lounsburry, 1999; Shriner, Schlee and Libler, 2010).

Both the integrated and interdisciplinary curriculum are similar in the use of theme. However,
Lintner (2013) argued that in interdisciplinary curriculum, the theme is more teacher-determined. He culls
the requisite cross-disciplinary information and plans, administers, and assesses the information presented.
This is where integrated curriculum differs, where both teacher and learners drive the inquiry, presentation,
and assessment process. Interdisciplinary planning is less time consuming than integration (Morris, 2003),
thus providing more cross-disciplinary opportunities.

Figure 2. Visual model of an interdisciplinary curriculum adapted from the Integrative Opportunities in the Social
Studies Classroom

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

8
Social Studies as an Integrated Curriculum
Social Studies programs help students construct a knowledge base and attitudes drawn from
academic disciplines as specialized ways of viewing reality. Each discipline begins from a specific
perspective and applies unique processes for knowing to the study of reality. History, for instance, uses
the perspective of time to explore the causes and effects of events in the past. Political science, on the other
hand, uses the perspective of political institutions to explore structures and processes of governing.
Though it is important for students in Social Studies programs to begin to understand, appreciate,
and apply the knowledge, processes, and attitudes from academic disciplines, it is more enriching and
rewarding to understand Social Studies realities using an integrative approach. The advocacy for schools
to offer an integrated curriculum is not new. In fact, as early as the 1900s, progressive educators already
advocated this approach, believing that segregation of learning based on subject areas counters the
education9s holistic nature.
In the context of Social Studies, the knowledge, skills, and attitudes within and across disciplines
are integrated though the amount and form of integration vary depending on the grade levels and other
pedagogical considerations. Social Studies in the Philippines uses the expanding environment model,
which offers rich, integrative opportunities for both teachers and learners as they examine themselves and
the society where they belong. The 7 themes of Araling Panlipunan are: people, environment and society;
time, continuity and change; culture, identity and nationhood; rights, responsibilities and citizenship;
power, authority and governance; production, distribution and consumption; and regional and global
connections.
These recur from Grades 1 to 10. These are examined using the concepts, theories, and studies
culled from the social science disciplines like history, sociology, political science, anthropology,
economics, and political science. These are employed in order for learners to see and appreciate the holistic
nature of a human being.
For example, as early as Grade 1, children are exposed to learning opportunities relative to their
identity and personal characteristics vis-à-vis their fellow human beings called kapuwa. Using basic ideas
from psychology and economics like personal needs and wants, geography like location or address, history
like date of birth, and anatomy like physical characteristics will help learners understand and make sense
of their identity. As they advanced to Grade 2, they will explore identity in light of sociology when they
see themselves as members of the basic institutions called the family and school. Political science comes
in as learners study rights and responsibilities and the role they play to maintain social cohesion and unity.
As learners proceed to Grade 3, they will be taught ideas related to cultural identity as they discover and
appreciate the origin and development of their community by highlighting its local history, economy and
culture, thereby strengthening their cultural identity and pride.
National identity will be realized as learners advance to Grades 4, 5 and 6 where national history,
society, geography, economy and politics will comprehensively be examined. Detailed analysis of the
significant events that formed part of the nation9s collective memory is critically examined, thereby
allowing students to deeply appreciate the dynamism of the national history.
Moreover, Filipinos as members of a bigger community called the ASEAN (Association of
Southeast Asian Nations) Region is given premium in Grade 7 as learners identify themselves not only as
Filipinos but also as Asians, thereby cultivating their Asian identity. This is essential before they immense
themselves in the study of world history in Grade 8 where multiple histories and cultural identities
appear.
Grade 9 Social Studies underscores Philippine economic identity as students explore Philippine
economic history and development, including challenges. Finally, Grade 10 Social Studies as a
culminating phase of elementary and junior high school Social Studies, ponders and reflects on identity
issues like culture and gender.
More often than not, students learn Social Studies through learning opportunities that are highly
integrated across several disciplines. These often take the form of units constructed around themes. As
students proceed to middle and higher levels, Social Studies programs may continue to be highly integrated
and, in some cases, planned by interdisciplinary teams of teachers. Alternatively, programs may be planned
as interdisciplinary courses or more exclusively linked to specific disciplines.

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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

Activities 9

1. Direction: Compare and contrast integrated curriculum from interdisciplinary curriculum by


accomplishing the thinking Venn below.

2. Direction: Enumerate and explain the importance of an integrated curriculum. Support your
answer.
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3. Direction: Why do you think Araling Panlipunan is an integrated subject? Support your
answer by writing at least 2 evidences.
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Teaching Social Studies in the Elementary Grades, Prof. AURELIO A. ZUBIETO

10

Elementary Social Studies Curriculum

Objectives:
Learn about the following:
➢ Describe the features of the elementary Araling Panlipunan Curriculum.
➢ Enumerate and explain the themes in the Araling Panlipunan Curriculum.
➢ Critique the elementary Araling Panlipunan Curriculum.

Introduction

This lesson is a continuation of the preceding topic focusing on the nature, intention, and scope of
the elementary Social Studies Curriculum. It is hoped that significant insights will be acquired by education
students as they face the challenges of teaching elementary students.

Seven (7) Themes Explained


The Elementary Social Studies Curriculum in the Philippine Basic Education is divided into 2 key
stages, namely the Key Stage 1 (Araling Panlipunan 14Araling Panlipunan 3) and Key Stage 2 (Araling
Panlipunan 44Araling Panlipunan 6). Each key stage has a corresponding standard addressing vital
competencies needed to be achieved.

Key Stage 1 Standard

K—3
Naipamamalas ang panimulang pag-unawa at
pagpapahalaga sa sarili, pamilya, paaralan, at komunidad,
at sa mga batayang konsepto ng pagpapatuloy at
pagbabago, distansya at direksyon gamit ang mga
kasanayan tungo sa malalim na pag-unawa tungkol sa sarili
at kapaligirang pisikal at sosyo-kultural, bilang kasapi ng
sariling komunidad at ng mas malawak na lipunan.

The above image is the key stage standard for Kindergarten to Grade 3. Here, the standard is
articulated in the vernacular since the medium of instruction used in teaching Araling Panlipunan is
Filipino. Experts and educators believe that the use of Filipino is imperative if one is to examine and
eventually understand the historical narrative and cultural identity of an evolving nation. It is clearly
stipulated that Filipino learners in key stage 1 are expected to demonstrate basic understanding and values
of self, family, school and community including fundamental concepts on continuity, change, distance, and
direction, employing significant and related skills toward the attainment of an in-depth understanding of
one9s self in the context of his physical and socio-cultural environment while being a member of a
community and a bigger society.
This standard is simplified in the Grade Level Standards, as shown below:

Baitang Pamantayan sa Pagkatuto

K Naipamamalas ang panimulang pag-unawa at pagpapahalaga sa sarili at pakikipag-


ugnayan sa kapwa bilang pundasyon sa paglinang ng kamalayan sa kapaligirang sosyal.

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As early as Kindergarten, learners are expected to demonstrate a basic understanding of one9s self
and of others being the foundation of social consciousness9 development.
On the other hand, Grade 1 pupils are required to demonstrate an understanding of self as a member
of the family and the school who values physical environment, employing concepts on continuity, change,
distance and direction in establishing personal and cultural identity.

BAITANG 1

Pamantayang Pagkatuto: Naipamamalas ang kamalayan, pag-unawa sa sarili bilang Pilipino at kasapi
ng pamilya at paaralan at pagpapahalaga sa kapaligirang pisikal gamit ang konsepto ng
pagpapatuloy at pagbabago, interaksyon, distansya at direksyon tungo sa pagkakakilanlan bilang
indibidwal at kasapi ng komunidad.

In order for learners to attain the desired goal, students in Grade 1 learn experiences and
opportunities designed for them to communicate basic personal information such as name, parents,
birthday, age, address, school and other relevant data. Moreover, learning content includes: Understanding
Myself, The Story of Myself, Valuing Oneself, Knowing the Members of My Family, The Story of My
Family, Responsibilities in My Family, Valuing My Family, Knowing My School, The Story of My School,
Valuing My School, Me and My Home, Me and School, and Valuing the Environment.

BAITANG 2

Pamantayang Pagkatuto: Naipamamalas ang kamalayan, pag-unawa at pagpapahalaga sa kasalukuyan


at nakaraan ng kinabibilangang komunidad, gamit ang konsepto ng pagpapatuloy at pagbabago,
interaksyon, pagkakasuno-sunod ng pangyayari, mga simpleng konseptong heograpikal tulad ng
lokasyon at pinagkukunang yaman at bukal ng yamang lahi, at konsepto ng mga saksi ng
kasaysayan tulad ng tradisyong oral at mga bakas ng kasaysayan.

The image above shows that Grade 2 Social Studies intends learners to demonstrate awareness,
understanding and appreciation toward the community9s history using relevant concepts on continuity and
change, power and authority, leadership and responsibility, needs and wants, identity, geography, and
primary historical resources like oral traditions, artifacts, and relics.
This grade level standard is seen in the learning content that includes: Knowing My Community,
The Story of My Community, The Culture of My Community, The Livelihood in My Community,
Leadership and Services in My Community, and My Responsibility in My Community.

BAITANG 3

Pamantayang Pagkatuto: Naipamamalas ang malawak na pag-unawa at pagpapahalaga ng mga


komunidad ng Pilipinas bilang bahagi ng mga lalawigan at rehiyon ng bansa batay sa (a)
katangiang pisikal, (b) kultura, (c) kabuhayan, at (d) pulitikal, gamit ang konsepto ng
pagpapatuloy at pagbabago, interaksyon ng tao at kapaligirang pisikal at sosyal.

In the same vein, Grade 3 learners are expected to demonstrate broad understanding of Philippine
communities as part of provinces and regions based on its bio-geographical features, socio-cultural
attributes, livelihood, and political institutions using concepts of continuity and change, and human-
environmental interactions.

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This standard is manifested in the following content-focus: The Location of My Province,


Geographical Basis and Instruments, The Stories of My Region, Valuing the Heroes, Historical Places, and
Symbols of My Region, The Rich Culture of My Province, Valuing the Cultural Identity of My Region,
and The Economies of the Provinces in My Region.

4—6
Naipamamalas ang mga kakayahan bilang batang
produktibo, mapanagutan at makabansang mamamayang
Pilipino gamit ang kasanayan sa pagsasaliksik,
pagsisiyasat, mapanuring pag-iisip, matalinong
pagpapasya, pagkamalikhain, pakikipagkapwa, likas-
kayang paggamit ng pinagkukunang-yaman at
pakikipagtalastasan at pag-unawa sa mga batayang
konsepto ng heograpiya, kasaysayan, ekonomiya,
pamamahala, sibika at kultura tungo sa pagpapanday ng
maunlad ng kinabukasan para sa bansa.

The Key Stage 2 standard highlights learners9 productivity in being a member of Philippine society.
Specifically, this stage intends learners to demonstrate knowledge and skills as a productive, responsible,
and patriotic Filipino, employing skills such as critical thinking, sound decision-making, creativity,
sustainable use of resources, and effective communication, among others, toward national development.
This standard is unpacked in each grade level where specific skills and content-focus are specified:

BAITANG 4

Pamantayang Pagkatuto: Naipamamalaki ang pagka-Pilipino at ang bansang Pilipinas na may


pagpapahalaga sa pagkakaiba-iba ng mga kulturang Pilipino batay sa paggamit ng mga
kasanayan sa heograpiya, pag-unawa sa kultura at kabuhayan, pakikilahok sa pamamahala at
pagpapahalaga sa mga inihain ng bansang Pilipinas.

As gleaned above, the Grade 4 standard envisions learners to develop national pride in being a
Filipino who values cultural diversities and national goals. This could be achieved using the following
contents: Knowing the Philippines, The Philippine Location, The Philippine Geographical Features, The
Philippine Natural Resources and Its Industries, Philippine Cultural Identities, The Philippine National
Government, The Government and Its Social Services, and Rights and Responsibilities of Filipino Citizens.

BAITANG 5

Pamantayang Pagkatuto: Naipamamalas ang pag-unawa at pagpapahalaga sa pagkakabuo ng kapuluan


ng Pilipinas at mga sinaunang lipunan hanggang sa malalaking pagbabagong pang-ekonomiya
at ang implikasyon nito sa lipunan sa simula ng ika-labing siyam na siglo, gamit ang batayang
konsepto tulad ng kahalagahang pangkasaysayan (historical significance), pagpapatuloy at
pagbabago, ugnayang sarili at epekto tungo sa paglinang ng isang batang mamamayang
mapanuri, mapagmuni, responsible, produktibo, makakalikasan, makatao at makabansa at may
pagpapahalaga sa mga usapin sa lipunan sa nakaraan at kasalukuyan tungo sa pagpanday ng
maunlad na kinabukasan para sa bansa.

Moreover, Grade 5 Araling Panlipunan requires learners to manifest understanding and


appreciation of the formation of the Philippine archipelago, including the development of Philippine
civilization until the 19th century.

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Its content examines the following: Emergence of Philippine Civilization, Ancient Philippine
Culture and Society, Spanish Colonization, Policies and Impacts of Spanish Colonization, The
Transformation of Philippine Society, and The Development of Filipino Nationalism.

BAITANG 6

Pamantayang Pagkatuto: Naipamamalas ang patuloy na pag-unawa pagpapahalaga sa kasanayan ng


Pilipinas mula sa ika-20 siglo hanggang sa kasalukuyan, tungo sa pagbuo ng tiyak na
pagkakakilanlan bilang Pilipino at mamamayan ng Pilipinas. Naipamamalas ang malalim na
pag-unawa sa kasaysayan ng Pilipinas base sa pagsusuri ng sipi ng mga pining primarying
sangguniang nakasulat, pasalita, awdo-biswal at kumbinasyon ng mga ito, mula sa iba-ibang
panahon, tungo sa pagbuo ng makabansang kaisipan na siyang magsilbing basehan ng mas
malawak na pananaw tungkol sa mundo.

Finally, Araling Panlipunan Grade 6 intends that Filipino learners demonstrate understanding and
appreciation of the nation9s history from the 20 th century until the contemporary period toward the
development of Filipino identity and nationhood. The following content-focus ensures the development of
the said standard: Propaganda and Independence Movement, The Emergence and Struggles of the
Philippine Republic, The Filipino-American War, American Colonization, American Policies and Their
Impact, The Commonwealth Period, The Japanese Occupation, The Philippine Independence, The
Philippines After World War II, The Third Republic, The Declaration of Martial Law, EDS People Power,
and The Fifth Republic.
This curriculum content of elementary Social Studies expects learners to develop the desired
learning attributes of a civic competent and nationalist citizens of the country.

Activities

1. Direction: Using the curriculum guide, write your assessment by supplying your analysis and
by giving recommendation(s) in each grade level standards. Use the template below.

Grade Analysis/Recommendations
Level

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2. Direction: Are the themes in Araling Panlipunan relevant to the context of the Philippine
society? Substantiate your point by providing relevant facts/data.
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3. Direction: Suggest ways on how to make the elementary Social Studies curriculum more
relevant for the 21st century Filipino learners.
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Constructivist Theory in Teaching Social Studies

Objectives:
Learn about the following:
➢ Analyze constructivism as an educational philosophy.
➢ Examine the implications of constructivism in the Social Studies Curriculum.

Introduction

Generation Z or post-millenial comprise a significant number of Filipino learners. The said


generation was born and grew up with technology; thus, they are called the digital natives. This context
poses a challenge to educators around the world more specifically on their effectiveness and efficiency in
engaging learners to acquire the necessary knowledge, skills and attitude of Social Studies Curriculum.
This brings us to the discussion of constructivism as an essential educational philosophy and its role in the
effective delivery of any discipline or learning area in Social Studies.
Constructivism is a theory of learning that has roots in both philosophy and psychology. The
essential core of constructivism is that learners actively construct their own knowledge and meaning from
their experiences (Fosnot, 1996; Steffe & Gale, 1995). This core has roots that extend back to many years
and many philosophers including Dewey (1938), Hegel (1949), Kant (1946), and Vico (1968).
Philosophically, this essence relies on an epistemology that stresses subjectivism and relativism, the
concept that while reality may exist separate from experience, it can only be known through experience,
resulting in a personally unique reality. Von Glasersfeld (1984, 1990) proposed 3 essential epistemological
tenets of constructivism to which a fourth has been added in light of recent writings.

The Basic Tenets of Constructivism


❖ Knowledge is not passively accumulated, but rater, is the result of active cognizing by the
individual.
❖ Cognition is an adaptive process that functions to make an individual9s behavior more viable
given a particular environment.
❖ Cognition organizes and makes sense of one9s experience, and is not a process to render an
accurate representation of reality.
❖ Knowing has roots in both biological/neurological construction, and social, cultural, and
language-based interactions (Dewey, 1916/1980; Garrison, 1997,1998; Gergen, 1995;
Maturana, & Varela, 1992).

The above tenets acknowledge the learner9s active role in the personal creation of knowledge, the
importance of experience (both individual and social) in this knowledge creation process, and the
realization that the knowledge created will vary in its degree of validity as an accurate representation of
reality. These 4 fundamental tenets provide the foundation for the basic principles of the teaching, learning,
and knowing process as described by constructivism.

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In the modern period, more specifically in the field of psychology, the idea of cognitive
construction was first fashioned into a comprehensive theory by James Mark Baldwin (1861-1964) and
Jean Piaget (1896-1980). They were able to map the procedures and operations on the constructions of a
<stable experiential world=, having access only to sensation and to the operations of the mind.

Types of Constructivism
A. Cognitive Constructivism
Cognitive Constructivism is typically associated with information processing and relies
heavily on the component processes of cognition. It emphasizes that in order to acquire knowledge,
an individual has an active role in cognizing any stimuli that formed part of his experiences.
Adaptive process is essential in this kind of knowledge creation.
It maintains the idea that an independent yet knowledgeable reality exists. This
differentiates cognitive constructivism from radical and social constructivism. Thus, knowledge
is the result of accurate internalization, construction, and reconstruction of external reality by any
individual capable of doing so.
This perspective on learning focuses on: the process of learning, how <experiences= are
represented or symbolized in the mind; and how representations are organized within the mind.
Cognitive constructivism contributed significantly to empirical findings regarding
learning, memory, and cognition, including schema theory, working memory models,
computational models of learning and memory, and neurological models of brain function.
Likewise, this theoretical development has led to successful instructional application such as the
use of advanced organizers, concept maps, teaching for transfer, elaborative practice, teaching for
automaticity, and the use of reading strategies (e.g., SQ3R: Survey, Question, Read, Recite,
Review) and problem-solving strategies (e.g., IDEAL: Identify problems, Define goals, Explore
strategies, Act, Learn).

B. Radical Constructivism
Radical Constructivism believes that the acquisition of knowledge (e.g., ideas, concepts,
processes, insights, etc.) is an adaptive process that could be attributed from the active cognition
of an individual translating an experientially based mind. It maintains that there is an internal
nature of knowledge. It also recognizes the existence of an external reality that is unknowable to
the individual (von Glasersfeld, 1990, 1996) since our experience with external forms is mediated
by our senses, and the latter is not adept at interpreting an exact representation of these external
forms (e.g., objects, social interactions).
Thus, while knowledge is constructed from experience, the way it is constructed is not an
accurate representation of the external world or reality (von Glasersfeld, 1990, 1995). It means
that knowledge is not objective truth, rather a viable model of experience (von Glasersfeld, 1995).
These models are created within an individual and influenced by various contexts.

C. Social Constructivism
Social Constructivism is a school of thought lies between the transmission of the
knowable reality of the cognitive constructivists and the construction of a personal reality of the
radical constructivists. Social constructivism <upholds the social nature of knowledge and that
knowledge is the result of social interaction and language usage, and thus is shared, rather than an
individual, experience= (Prawatt & Floden, 1994). Moreover, social interaction occurs within a
socio-cultural context, resulting in knowledge that is bound to a specific time and place (Gergen,
1995; Vygotsky, 1978). Bakhtin (1984) explained this position by saying that <truth is not to be
found inside the head of an individual person; it is born between people collectively searching for
truth, in the process of their dialogic interaction.=
Thus, truth is considered not an objective reality as espoused by cognitive constructivists
nor the experiential reality as argued by radical constructivists, but rather is a socially constructed
truth which evolved from co-participation in cultural practices (Cobb & Yackel, 1996).

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Constructivist Pedagogy
The following were 8 factors that are essential in constructivist9s pedagogy (Brooks & Brooks,
1993; Larochelle, Bednarz & Garrison, 1998; Steffe & Gale, 1995):
1. Authentic and real-world environments are necessary for learning to take place. Authentic
environments are essential in realizing <learning experiences= for it provides actual learning
contexts. Knowledge construction is enhanced when the experience is authentic.
2. Social negotiation and mediation should be taken into account in any form. Social
interaction is a vital element of learning for it provides socially relevant skills and knowledge.
In the age of globalization and cultural heterogeneity, learners should be exposed to various
opportunities of interaction in order for them to develop the necessary knowledge, skills and
values such as tolerance, social adaptation, flexibility, peaceful co-existence, and
collaboration, among others.
3. Content and skills are made significant to the learners. Regardless of types, constructivism
emphasizes the importance of knowledge since it serves an adaptive function. Knowledge
could enhance one9s adaptation and functioning.
4. Learner’s prior knowledge is fundamental in the acquisition of content and skills. All
learning begins within an individual9s schema or prior knowledge. Only by attempting to
understand a student9s prior knowledge will the teacher be able to create effective experiences,
resulting in optimum learning.
5. Formative assessment should be done to inform future learning experiences. Constructivism
asserts that knowledge acquisition and understanding is an active and ongoing process that is
heavily impacted by the student9s prior knowledge and experiences.
6. Constructivism encourages learners to become self-regulated, self-mediated, and self-aware.
One of the basic tenets of constructivism is the idea that individuals are active in knowledge
and meaning construction, deconstruction, and reconstruction.
7. Teachers should act as guides and facilitators of learning. The teacher9s role plays a major
part in students9 learning. In the cognitive constructivist perspective, teachers create
experiences where students participate, leading them to knowledge processing and acquisition.
Thus, teachers are seen as <guide on the side= instead of the <sage on the stage.= On the other
hand, social and radical constructivism supports the idea that the teacher is to guide students
to an awareness of their experiences and socially agreed-upon meanings. This indicates that
the teacher is to motivate, provide examples, discuss, facilitate, support and challenge learners
in order to realize optimum learning.
8. Teachers must employ multiple perspectives and representations of content. If learners are
provided multiple perspectives or lenses in examining a particular phenomenon or event, he
can have the raw materials necessary to create and develop varied representations. This allows
him various routes from which to retrieve knowledge which in the long run develops his
capacity to use more complex schemas relevant to the experience.

Linking Constructivism to the Social Studies Curriculum


The nature of Social Studies as a learning program complements the ideas of constructivism as a
learning philosophy. The ethic of freedom, identities, and civic competence works well with what
constructivism is espousing. Combining both ensures the development of a holistic 21 st century Filipino
learner.

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Activities 18
8
1. Direction: Give the implications of constructivism to Social Studies class? Substantiate your
answer by providing relevant facts/data.
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2. Direction: Reflect on the statement that <Teachers are seen as <guide on the side=, instead of
the <sage on the stage.= Give specific example.
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Direction Instructional Planning

Overview

In this module, students will learn about the concept of planning, which is a vital key to a successful
endeavor. It is essential to plan to ensure the achievement of desired goals. The same holds true in the
classroom setting. Pre-service and new teachers are required to write detailed lessons plans, while
experienced teachers prepare lesson logs before they teach the subject. This will ensure that activities and
materials are well-prepared, class time is maximized, and the instructional goals are attained.

Here, you will be able to familiarize yourself with the basics of instructional planning, particularly
its different types and its importance in the learning process. You will also learn about the different things
that should be considered in planning instruction, most important of which are the content, objectives,
classroom environment, materials, students and teacher. you will also be introduced to 3 instructional
models that are commonly employed in teaching Social Studies namely: Direct Instruction, Inquiry and
Cooperative Learning. And you will be presented with the different formats and components of a lesson
plan. And you are expected to develop a detailed lesson plan of a Social Studies lesson in the elementary
grades.

SOCIAL STUDIES

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Basics of Instructional Planning

Objectives:
Learn about the following:
➢ Describe the process of instructional planning.
➢ Differentiate the types of instructional planning.
➢ Explain the importance of instructional planning.
➢ Develop a unit plan for one grade level based on the K to 12 Curriculum Guide for Social
Studies.

Introduction

Instructional planning is very much the same as planning for a trip. There are things that should
be prepared and considered in different
stages of the school year…..some before the
year starts, some before a particular quarter,
and others before the actual lesson. Having
a detailed plan is also beneficial if you want
to organize classroom instruction, maximize
time for teaching and learning, and have fun-
filled and productive school year.

In planning for effective instruction, two (2) vital characteristics are expected of teachers. First,
they must be informed decision-makers. They need to be fully familiar with the curriculum in order to
determine which topics should be given greater emphasis and how standards and competencies could be
realized. Second, teachers must be reflective practitioners. After delivering an instructional plan, they
need to revisit the curricular standards and competencies and ensure that these are attained.

Types of Instructional Planning


A. Long-range Planning
Long-range Planning could prove to be the most challenging for beginning teachers,
especially since this involves planning for the whole year. It is important for teachers to do a
curriculum mapping, the process of determining when you will teach each topic of concept (Beal
and Bolick, 2013). Before the start of the actual year is an important step for teachers to be
informed decision-makers. The curriculum guide serves as the teacher9s most important tool in
long-range planning. In the Philippines, the existing K to12 Curriculum Guide for Social Studies
Grades 1410 was prepared by the Department of Education. Curriculum mapping must contain
the following: 1) Grade Level Standard4it states the overall goal for the year, 2) Topic4it
describes the general theme of the grade level, and 3) Content4it outlines the lessons that will be
covered. An example below shows the Social Studies Grade 1 Curriculum Guide.

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Grade 1
Grade Level Standard Topic Content
Naipamamalas ang kamalayan Ako, ang Aking Pamilya at I. Ako ay Natatangi
at pag-unawa sa sarili bilang Paaralan A. Pagkilala sa Sarili
kasapi ng pamilya at paaralan at B. Ang Aking Kuwento
pagpapahalaga sa kapaligirang Ang sarili bilang kabahagi ng C. Pagpapahalaga sa Sarili
pisikal gamit ang konsepto ng pamilya at paaralan tungo sa II. Ang Aking Pamilya
pagpapatuloy at pagbabago, pagkakakilanlan bilang A. Pagkilala sa mga Kasapi
interaksyon, distansya at direk- indibidwal at kasapi ng pamilya ng Pamilya
syon tungo sa pagkakakilanlan at paaralan tungo sa B. Ang Kuwento ng Aking
bilang indibidwal at kasapi ng pagkakakilanlan bilang Pamilya
komunidad. indibidwal at kasapi ng C. Mga Alituntunin sa
komunidad, gamit ang konsepto Pamilya
ng pagpapatuloy at pagbabago, D. Pagpapahalaga sa
interaksyon, distansya at Pamilya
direksyon at ang pagpapahalaga III. Ang Aking Paaralan
sa kapaligirang pisikal at A. Pagkilala sa Aking
paaalan. Paaralan
B. Ang Kuwento ng Aking
Paaralan
C. Pagpapahalaga sa
Paaralan
IV. Ako at ang Aking
Kapaligiran
A. Ako at ang Aking
Tahanan
B. Ako at ang Aking
Tahanan
C. Pagpapahalaga sa
Kapaligiran

The current curriculum guide for every grade level already divided the content into 4 quarters, each
one revolving around a specific theme. It is important to note that curriculum guides exist as mere guides.
Students have different pacing and diverse needs which should ultimately be considered in curriculum
mapping. Reflective teachers take into account these factors and do not just teach for the purpose of
covering all the topics. They must ensure that the goals they set for themselves and their students for the
school year are aligned with the Grade Level Standards and Topic.

B. Unit Planning
A unit is a major division of the long-year plan. It is a cluster of related lessons organized
around a central topic, theme, issue, or problem and developed in a logical sequence (Beal and
Bolick, 2013; Ellis, 2010). It can be designed for any length of time, some ranging for just a week,
while others cover a whole quarter.
Looking at the Curriculum Guide for Social Studies, each quarter can be considered a unit
in the Grade 1 curriculum. While the quarter follows a chronological progression, it is necessary
to come up with smaller units since each subdivision revolves around different themes and issues.
While the existing curriculum is already divided into units, teachers should practice good decision-
making in developing and organizing units.
In planning a unit, Beal and Bolick (2013) recommend taking into account the following
elements and processes:
❖ Unit Title. Develop an idea or adopt a topic for study and translate it into a brief, clear
statement of your theme or problem focus.
❖ Time Requirement. Determine approximately how much time will be spent on the unit.
❖ List of Topics. Brainstorm and break the big idea or theme for the unit into a set of more
specific ideas and subtopics.

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❖ Target Students. Indicate for which group of students or grade levels the unit is intended.
Include them in the planning by allowing them to identify big questions and issues of interest
to them.
❖ Rationale. Construct a brief overview of what the unit is about and why it is important to learn
it.
❖ Goals. Identify a goal or set of basic goals that the unit will be designed to accomplish.
❖ Objectives. Outline the specific objectives that enable the goals to be accomplished. Make
sure to arrange them in logical and sequential order.
❖ Teaching Strategies. Identify and develop related significant teaching strategies and activities.
❖ Resources. identify, locate, and organize all the individuals and the instructional resources that
are available and will be needed.
❖ Evaluation Procedures. Develop a plan to evaluate the effectiveness of the unit. Include
formal and informal assessment.

C. Lesson Planning

A lesson plan is made after doing curriculum mapping and


producing a unit plan. This document serves as an outline of what you
will be teaching in a given day or days. It should follow a logical
sequence that will facilitate maximum learning for students.
In the Philippines, lesson planning is a major
requirement for teachers in basic education. Newly-hired
teachers are required to prepare a daily Detailed Lesson Plan
(DLP) during their first year, while those with at least 1 year
of teaching experience are expected to fill out a Daily Lesson
Log (DLL). (See example below).

Detailed Lesson Plan (DLP) Daily Lesson Log (DLL)


It is a teacher9s <roadmap= for a lesson. It is a template teachers use to log parts of their
It contains a detailed description of the steps a daily lesson. It covers a day9s or week9s worth of
teacher will take to teach a particular topic. A lessons and contains the following parts: Objectives,
typical DLP contains the following parts: Content, Learning Resources, Procedures, Remarks
Objectives, Content, Learning Resources, and Reflection.
Procedures, Remarks and Reflection.

The Importance of Instructional Planning


First and foremost, planning gives the lessons focus and direction. In planning a year-long
curriculum, quarterly unit, or daily lesson, teachers contemplate on the standards, goals and objectives of
the subject. The selection and highlighting of themes, topics, and ideas should always lead to the overall
goal of the program. Stephen Covey once said that we should always begin with the end in mind. Second,
thought-out planning is way better than on-the-spot teaching. Plans help teachers to remain focused during
instruction, especially when lesson go off-topic due to students9 questions and recitations. However, it is
important also for teachers to seize <teachable moments=, those unplanned opportunities which arose from
students9 queries and opinions that broaden and deepen the scope of the lesson. Planning can also help
counter classroom management problems. Teachers who plan can foresee how to enforce discipline in the
classroom to handle students9 misbehaviors. After implementing the plan, it is important for teachers to
evaluate the experience, learn from their mistakes, repeat effective strategies, and modify for future
instruction.
Instructional planning is an important activity for those who aspire to be effective teachers. In the
words of Ellis (2010): <Careful planning empowers you and it makes you a true professional. It helps
distinguish teachers who do it from those who, content with mediocrity, merely make their way through

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textbooks with no strategic vision, occasionally hitting on a good activity here and there. That9s not
teaching; that9s monitoring.= Thus, amidst the multitude of teaching and non-teaching tasks assigned to
teachers, instructional planning should always be a top priority.

Activities
8
1. True or False. Direction: Write T if the statement is correct and F it is wrong.
_______ 1. A unit lasts for one day to one week.
_______ 2. Instructional planning is an ongoing process.
_______ 3. Curriculum planning is usually done before the start of the unit.
_______ 4. In the Philippines, all teachers are required to construct a daily Detailed Lesson Plan.
_______ 5. Teachers need to be informed decision-makers and reflective practitioners in planning
instruction.

2. Direction: As a future teacher, why do you think instructional planning is important?


Substantiate your answer by providing relevant facts/data.
______________________________________________________________________________
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___________________________________________________________________________________

3. Direction: Many teachers in the Philippines view instructional planning as a major burden.
Why do you think this perception exists? What could be done to address it? Support your
answer.
______________________________________________________________________________
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____________________________________________________________________________________
____________________________________________________________________________________
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Things to Consider in Planning Instruction

Objectives:
Learn about the following:
➢ Discuss the different things that should be considered in planning instruction and explain
their importance.
➢ Differentiate declarative and procedural knowledge and give examples that are found in the
elementary Social Studies curriculum.
➢ Write instructional objectives in elementary Social Studies that adhere to Bloom9s Taxonomy
of the cognitive domain.
➢ Incorporate differentiation in planning a Social Studies activity.
➢ Reflect on one9s Technological Pedagogical Content Knowledge (TPACK).

Introduction

There are many things that you have to consider in order to deliver a successful unit or lesson.
Here, you will learn 6 of these things: content, objectives, classroom environment, materials, students, and
teacher. all of these elements are crucial in planning for effective instruction.

Instructional planning is not a task that can be done in one sitting, especially for beginning teachers.
As informed decision-makers and reflective practitioners, teachers need to take into account a number of
things in formulating a plan for learning. One approach or strategy may work on one class but not in
another class. Therefore, it is important to look into these different factors that may affect learning.

CONTENT
Teachers need to know what they will teach in order to effectively prepare their lesson. It is
important to distinguish between the two types of knowledge: declarative and procedural.
Declarative knowledge entails knowing about something, and it is in the form of facts, concepts
and generalizations. Examples: identifying the elements of a map, knowing the significant heroes and
events in the Philippine Revolution. On the other hand, procedural knowledge is knowing how to do
something, and it is in the form of skills. Example: determining the absolute location of the Philippines on
the world map, critically analyzing primary sources from this period.
In the Philippines, many educators believe that Social Studies is a content-heavy course; thus, the
tendency to emphasize declarative knowledge and prioritize memorization of people, places, events and
other details in instruction and assessment. Thus, it is important to develop these high levels of procedural
knowledge in our students to ensure that we will produce learners equipped with 21 st century skills.

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OBJECTIVES
An objective is a specific statement of a learning outcome. It describes what we want our students
to do and how we will know if they are already here. Taking into account the objectives of the lesson is
important because these statements are vital in assessing student learning and evaluating the effectiveness
of instruction.
In the K to 12 Curriculum Guide, statements of learning outcomes are expressed through standards
and competencies. Standards are more general outcome statements that can be achieved in weeks, quarters,
and year(s). On the other hand, competencies are more specific and can be achieved in a shorter period of
time, probably in a day or a week. The learning competencies in a quarter are consistent with the content
and performance standard. Teachers can directly lift these competencies as their unit or lesson objectives.
In formulating instructional objectives, Benjamin Bloom9s Taxonomy of the Cognitive Domain is
a handy reference. It presents a hierarchical ordering of intellectual skills from the basic recall of facts to
high-level processing of information.

Looking at this figure, the 6 categories of


objectives in elementary Social Studies are being
shown. In planning Social Studies instruction, teachers
should place importance in developing students9 higher
order thinking skills, represented by the upper 3
categories in Bloom9s Taxonomy. One of the major
criticisms of Social Studies education in the Philippines
is its emphasis on factual recall and rote memorization,
which are considered lower order thinking skills. To
counter this, teachers should ensure that they
incorporate analysis, evaluation, and creation
objectives and activities in their instruction to produce
critical and creative learners.

CLASSROOM ENVIRONMENT
Students learn more when there is a positive classroom environment, the reason why teachers
should also take this into account in instructional planning. They have to ensure that they have a welcoming
and stimulating classroom, one where students feel regarded and represented and at the same time excited
to learn new things. They should also foster a healthy and social environment where students interact with
each other and no child is excluded. A positive emotional environment should also be promoted by
instilling respect toward each other. Students should be taught to be sensitive to the needs of their
classmates, and teachers should also model such behavior to their students.
A positive classroom environment can be easily achieved through the establishment of classroom
rules and routines at the start of the school year. Aside from promoting a healthy social and emotional
environment, this also adds structure and organization to the instruction. Rules may be general such as
<Always do your best= and <Be kind= or specific such as <Submit your requirements on time= and <Raise
your hand if you want to say something.=
Price and Nelson (2014) suggested the following guidelines.
➢ Develop and evaluate them with students.
➢ Keep rules few in number so everyone can remember them.
➢ Post them.
➢ Refer to them.
➢ Support students in following them.
➢ Teach the students what each rule means.
➢ Acknowledge students for allowing them.
➢ Enforce them consistently.

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MATERIALS
Schoenfeldt and Salsbury (2009) defined materials as any item, tool, or piece of equipment used
to support the lesson before, during, or after instruction. This may come in the form of visual aids (maps,
photos), media equipment (LCD projector, laptop), tools (compass, ruler), realia (artifacts, coins), print
sources (song lyrics, documents), and manipulatives (puzzles, globe).
In selecting instructional materials, Sousa (2001) recommends that teachers should use materials
that appeal to the different senses. As much as possible, the senses of hearing, sight and touch should be
tapped since these contribute the most to learning. Stimulating the different senses create meaningful
learning experiences for the students which can lead to a possible long-term retention of information.
Because the generation of students today are considered digital natives, infusing technology in instruction
can also aid their teaching. Research proves the use of technology in the classroom is beneficial in
increasing student motivation and achievement (Bain & Ross, 2000; Cradler & Cradler, 1999; Middleton
& Murray, 1999; Underwood & Brown, 1997).
Some of the practical considerations in the use of instructional materials are the following:
Materials should be ready to use and located nearby before beginning the instruction.
Every student should have an equal chance to see and/or access the materials.
Teachers should preview the materials in order to explain difficult terms to students, anticipate
misconceptions, answer queries, and make meaningful connections.
Materials should be age-appropriate, culturally responsive and gender sensitive.

STUDENTS
The student is the heart of the learning process. They should be given utmost consideration in
instructional planning. The following should be taken into account in the planning process:
1. Student Readiness. It is the ability level of a student in relation to a given topic and skill.
This can be cause by differences in their learning rate and prior experiences. Some Grade 1
pupils may already know how to make a timeline while others may still be struggling in
understanding chronology.

2. Student Interest. This is considered as a powerful motivator to engage students in the learning
process. Some students may be interested in superheroes while others may be fascinated in
cartoon characters. Capturing students9 interests is important for them to be academically
engaged and to perform well in the subject.

3. Intelligence Preference or Learning Style. It refers to the different cognitive inclinations


that a person has for learning. Some students study effectively when music is incorporated in
the lesson, while others learn more when they are shown charts and diagrams. Among the
different theories on intelligence, the most famous is Howard Gardner’s Multiple
Intelligences, which suggests that students have at least nine (9) intelligence preferences4
verbal/linguistic, logical/mathematical, musical/rhythmic, bodily/kinesthetic, visual/spatial,
interpersonal, intrapersonal, naturalist, and existentialist. In planning instruction, teachers
should vary their approaches and strategies to be able to tap the different intelligence
preferences of the students.
One effective way of facilitating learning in a diverse classroom is through the use of
differentiation. Fautley (2013) defines differentiation as a deliberate pedagogical strategy by
which teachers create conditions in which the curriculum is made accessible to individual
students in ways which are appropriate to their needs and which allow them to function to their
fullest potential. This is done by grouping students based on their readiness, interest, or
intelligence preference.

TEACHER
It is important for teachers to take into account their own knowledge for instruction to become
more effective. A teacher9s knowledge is comprised of three (3) components: content knowledge,
pedagogical knowledge, and technological knowledge (Mishra & Koehler, 2006).

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Content Knowledge
Content Knowledge refers to the teacher9s knowledge about the subject matter that will be taught.
This includes knowledge of concepts, theories, ideas, frameworks, and established practices and
approaches om the development of such knowledge. Examples: knowledge of the concepts and
frameworks in the social sciences such as anthropology, economics, sociology, and skills in geography and
historical thinking.

Pedagogical Knowledge
Pedagogical Knowledge refers to the teacher9s knowledge about the process of teaching and
learning. This includes the understanding of the principles of learning, classroom management,
instructional approaches and strategies, and assessment practices. Some teachers may be experts in their
discipline but may lack the knowledge and skills on how to successfully communicate the information to
the students.

Technological Knowledge
Technological Knowledge refers to the teacher9s knowledge of and ability to use technological
tools and associated resources. This includes knowing how to use technology such as information in the
internet, being aware of how to process such information, and being able to adapt to new technologies.
Given that the learners today are considered digital natives, it is important for teachers to possess a
considerable degree of technological knowledge.

The figure shows the intersection of these 3 knowledge components which produces an emergent
component which is the Technological Pedagogical Content Knowledge (TPACK). This simply means
the effective teaching of a given subject with
the use of technology. Teachers with a high
level of TPACK knows how and when
technology can be used to assist instruction and
when technology should not be used because it
impedes learning. They acknowledge that
concepts can be represented through
technology and that pedagogical techniques
also be communicated with the use of
technology. In Social Studies, teachers can
demonstrate TPACK through the use of Google
Maps to teach location and direction or the
employment of web games in presenting
important events in Philippine history. Taking
into account the teacher9s knowledge is
important not only in assessing one9s state of
current knowledge and skills but also in
ensuring the effective delivery of instruction to
students.

A Framework for Understanding TPACK (Misha & Koehler, 2009)

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Activities
8
1. True or False. Direction: Write T if the statement is correct and F it is wrong.
_______ 1. Differentiation is a way of taking into account student diversity in the classroom.
_______ 2. Teachers should enforce as many rules as possible to foster a positive learning environment.
_______ 3. Documentaries, maps and puzzles are materials that can be used in the Social Studies
classroom.
_______ 4. Teachers may develop their own instructional objectives as long as it adheres to the given
standards and competencies.
_______ 5. In Social Studies, history is an example of procedural knowledge while doing a timeline is an
example of a declarative knowledge.
_______ 6. A teacher who can utilize a website in effectively teaching the concept of population to
students possesses a high level of TPACK.

2. Direction: As a future teacher, complete the table below by writing down the importance why
you consider the given factors in planning instructions.

Things to Consider in Planning Instructions Importance in Considering this Factor

Content

Objectives

Classroom Environment

Materials

Students

Teacher

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3. Write a reflection essay that assesses your own technological pedagogical content knowledge
(TPACK). And as a future teacher, what can you do to further develop your TPACK? Give
specific example.
______________________________________________________________________________
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____________________________________________________________________________________
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Instructional Models for Social Studies

Objectives:
Learn about the following:
➢ Define an instructional model and explain its importance in instructional planning.
➢ Compare and contrast the different instructional models for Social Studies.
➢ Explain the procedures for each instructional model and apply it to the elementary Social
Studies curriculum.
➢ Write a unit or lesson plan in elementary Social Studies that adheres to one instructional
model.

Introduction

In instructional planning, teachers also make decisions as to how best learning goals can be
achieved. They have to take into account how they approach a given unit or lesson so that it will be easily
understood by the students. They also need to come up with a set of activities that will ensure student
motivation and participation. By doing these things, teachers subscribe to an instructional planning model
in planning.
Teachers adhere to an instructional model when they write their unit or lesson plans. An
instructional model serves as a general framework for the process of learning. It is comprised of a variety
of teaching strategies and a set of step-by-step procedures that should be done to achieve the instructional
goals. An instructional model may be compatible with a particular goal or content but not in another. As
such, teachers need to be familiar with the different instructional models that can be utilized in planning
effective instruction for elementary Social Studies.

Direct Instructional Model


Direct Instructional Model is also called expository learning or explicit teaching. It is also
defined as a <highly-structured, teacher-centered strategy that capitalizes on such behavioral techniques as
modeling, feedback, and reinforcement to promote basic skills acquisition= (Morrison, 2000). Direct
instruction requires teachers to convey facts and details, demonstrate skills and learning, provide immediate
feedback, and give guided and independent practices to test student learning. Some of its strategies are
lectures, class discussions and demonstrations.
This model is commonly used when teachers transmit content information about communities,
history, government, culture, and other bodies of knowledge. Moreover, it can be used to impart skills
such as how to read a map, or offer an explanation, such as why the country is divided into different regions.
It also promotes master since students are given sufficient time to observe demonstrations and practice their
skills through guided and independent practice. Its disadvantage is that too much reliance on direct
instruction may also stifle the teacher9s creativity and may hamper the development of students9 higher
order thinking skills. However, many educators acknowledge that direct instruction is also vital in
presenting basic facts and information that will serve as a foundation for lessons that emphasize critical
thinking and problem-solving.
One example of direct instruction is Hunter’s Seven-Step Model which was developed by
Madeline Hunter who believed that this model can be adopted by any grade level and subject. These are
the steps:
➢ Anticipatory Set. The teacher motivates the students by directing their attention to the lesson
like posing a question, showing a video or picture or telling a story.
➢ Objective and Purpose. The teacher states the purpose and objectives of the lesson so that
students will know what they will learn and why it is useful.
➢ Input. The teacher presents the lesson content through lecture, discussion, reading, observing
and other possible means.

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➢ Modeling. The teacher, an invited resource person, or a member of the class, demonstrates
what all students should be able to do.
➢ Checking for Understanding. The teacher asks questions or requests demonstrations from
students to ensure that they understood the lesson.
➢ Guided Practice. Students are asked to perform individual tasks while the teacher roams
around the classroom to ensure that they are doing it correctly.
➢ Independent Practice. Once all students demonstrate their knowledge, the teacher gives them
tasks which they should perform completely without the aid of the teacher.

The table below illustrates an example under Hunter9s Seven-Step Model with the topic entitled:
<Ang Aking Kuwento.=

Process Application
The teacher presents 5 pictures that show the different stages in the
Anticipatory Set life of a pet. He asks the class to arrange them chronologically and provide
captions that will describe each picture.
The teacher states the objective of the lesson: to know what a timeline
Objective and Purpose is and how it is used in presenting important events in one9s life.
Input The teacher presents the lesson through discussion or storytelling.
The teacher presents his own timeline which contains 5 important
Modeling events in his life.
The teacher asks the class:
Checking for 1. What is a timeline?
Understanding 2. What does it look like?
3. How can it be used to present one9s story?
The teacher provides a worksheet with a timeline already drawn and
Guided Practice students have to supply it with 5 events that happened to them in the past
week or month. He roams around the classroom to check the students9 work
and provide immediate feedback.
The teacher gives an assignment instructing students to create their
Independent Practice own timeline which features 8 important events in their life from birth to
present. He may require them to be more creative in the construction of their
timeline.

Inquiry Model
Inquiry is an investigative process based on the examination of evidence, often using questioning,
hypothesis testing, and data gathering to arrive at an evidence-based conclusion (Ellis, 2010). John Dewey
in the 1920s introduced this model which is one of the most common indirect approaches in Social Studies
in the conduct of historical, anthropological, and sociological research.
Using inquiry model in Social Studies has some benefits for it can increase student motivation and
active participation especially if the questions posed by the teacher are interesting and challenging;
promotes the development of research skills and the use of critical thinking. In addition, teachers should
actively guide the students in their search for answers.
Banks (1990) outline the following steps:
1. Pose a question for inquiry. Make sure that the question can be answered using data and
evidence.
2. Encourage students to formulate hypotheses. Use observations, prior experiences, and logic
to arrive at as many hypotheses as possible.
3. Gather and analyze data. Be involved in the data collection process to ensure that students
will draw valid and reliable conclusions.
4. Determine whether to accept or reject the hypotheses based on the conclusion. Have
students publicly present the inquiry process and their findings.

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The table below illustrates an example under the step-by-step procedure using Bank9s Model with
the topic entitled: <Ang Katangiang Pisikal ng Aking Bansa.=

Process Application
The teacher asks the central questions:
Pose a question for inquiry. Ano ang katangiang pisikal ng Pilipinas?
Encourage students to Students will share their hypothesis such as:
formulate hypotheses. <Ang Pilipinas ay napaliligiran ng tubig.
<Maraming bundok sa Pilipinas.=
<Mas Malaki ang Pilipinas kaysa Estados Unidos.=
<Mainit sa Pilipinas.=
Gather and analyze data. Divide the class into small groups and assign them different
tasks.
Group 1: Pagsusuri ng mapang topograpikal ng Pilipinas
Group 2: Pagsusuri ng kinalalagyan ng Pilipinas sa mapa ng daigdig
Group 3: Pagsusuri ng mga larawan ng mga anyong lupa at anyong
tubig sa Pilipinas
Group 4: Pagsusuri ng mga larawan ng mga likas na yaman ng
Pilipinas
Group 5: Pagbabasa ng talata tungkol sa heograpiya ng Pilipinas
Determine whether to Students report their findings in front. Afterward, the class
accept or reject the decides which hypotheses are accepted and rejected based on their
hypotheses based on the research.
conclusion.

Cooperative Learning Model


Cooperative learning is a popular instructional approach in which small groups of students work
together toward a common learning goal (Chapin, 2013). Many teachers utilize this model for cooperative
learning promotes positive relationship with peers and trains students to collaborate with people, skills that
are very much needed in the real world. It also fosters individual accountability, with teachers emphasizing
that everyone should equally contribute, and free riding should be discouraged. Examples: jigsaw,
brainstorming and role-play.
Chapin (2013) suggests to consider the following elements:
Objectives and tasks. Ensure that cooperative learning is compatible with the objectives.
Come up with the challenging and rewarding tasks that will require many skills and discourage
the dependence on one or two people.
Size of the group and the method of assigning members. Experts have different opinions
on the idea size of groups just like Cohen (1994) who suggested not more than 5, while Kagan
(1994) believes only 4 is perfect. Here, teachers should make sure that the group is not that
large with the tendency to discourage other members from participating in then tasks.
Roles. Teachers should ensure that members of the group have roles to play. Examples:
facilitator/leader, recorder/secretary and monitor/checker.
Room arrangement and materials. Groups must be seated near each other to allow ease of
communication.

An example of the cooperative learning model is the Student Teams-Achievement Division


(STAD), which promotes individual accountability and teamwork through the following procedure:
1. Direct instruction. The teacher enumerates the objectives and presents the lesson through
lecture, discussion or demonstration.
2. Teams. The class is divided into heterogeneous small groups. Members should help one
another in understanding the lesson presented by the teacher and ensure each other9s mastery
with the help of teacher-made worksheets.
3. Quiz. After the group session, students are given individual quizzes.

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4. Individual Progress Score. Scores in the present quiz will be compared to scores in the past
exams.
5. Team Recognition. Teams that reach or go above the set criterion score will receive
recognition through awards, certificates, special privileges, or bonus points.

The table below shows an example of STAD to an elementary Social Studies class.

Process Application
The teacher presents the objectives and discusses the lesson with the
Direct Instruction use of charts, tables and graphic organizers to highlight the policies and
programs of each administration.
Teams The class will be asked to work with their teams and complete an
individual worksheet that summarizes the lesson.
Quiz The teacher gives an individual quiz.

Individual Progress Score Scores of students in the quiz will be compared to the average score
of their past quizzes.
Team Recognition At the end of the quarter, teams who got a score of 100 and above
will be given an additional point in their final grade.

Activities
8
1. True or False. Direction: Write T if the statement is correct and F it is wrong.
_______ 1. The Hunter9s Seven-Step Model is an example under the inquiry model.
_______ 2. Direct instruction is applicable only to the teaching of basic facts and information.
_______ 3. The inquiry model trains students to use the scientific method to arrive at conclusions.
_______ 4. Cooperative learning model can be used alongside direct instruction and inquiry models.
_______ 5. An instructional model is comprised of teaching strategies and procedures used to facilitate
student learning.

2. What do you think is the reason why many teachers in the Philippines rely on the direct
instruction model in teaching Social Studies? What can be done to promote other models of
instructions such as inquiry and cooperative learning?
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Developing Lesson Plans for Social Studies

Objectives:
Learn about the following:
➢ Differentiate comprehensive and abbreviated lesson plans and discuss how they are used in
the Philippines.
➢ Explain the different components of the daily lesson plan and the daily lesson log.
➢ Develop a lesson plan for one grade level based on the K to 12 Curriculum Guide for Social
Studies.

Introduction

Instructional plans take on many forms. Some


require group attention to details while others are a
mere outline of activities. Experienced teachers may
be permitted to utilized abridged plans while
beginning teachers are required to submit
comprehensive plans. This is to ensure that activities
are structured and learning time is maximized in the
classroom.

Zarillo (2007) classified lesson plans into two


general formats: the comprehensive lesson plan and
the abbreviated lesson plan.

General Forms of a Lesson Plan


1. Comprehensive Lesson Plan
A comprehensive lesson plan contains a detailed description of the steps in the teaching
and learning process. Sometimes, even the expected responses of students are included to help
teachers envision the flow of discussion. This type of format serves as a major requirement for
education students in methods courses and student teaching. While it is indeed time-consuming,
its preparation is an integral part of learning how to teach. It aids teachers to be familiar with every
part of the lesson, ensures that the teaching process is arranged in a logical sequence, and
guarantees that roadblocks in learning are minimized or eliminated.
In the Philippines, the Detailed Lesson Plan (DLP) is mandated through DepEd Order No.
42, s. 2016. It is considered as a teacher9s roadmap for a specific lesson, containing a detailed
description of the process he will do to teach a particular topic. Hence, the following are required
to prepared DLPs:
• Newly-hired teachers without professional teaching experience.
• Teacher applicants
• Master teachers who will conduct demonstration teaching
• All teachers handling a subject integrated with new content.

2. Abbreviated Lesson Plan


An abbreviated lesson plan contains less details. This format is usually utilized by more
experienced teachers as a substitute for comprehensive planning, especially in lessons that do not
require major preparation. Here, teachers may opt to create grids that will outline their learning
activities for a particular day or week. Another method is to use 3 column sheets that feature a
listing of objectives, teaching sequence, and materials/resources. However, it still requires great
care and thought to develop.

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In the Philippines, the Daily Learning Log (DLL) is mandated through DepEd Order No. 42, s.
2016. It serves as a grid template where teachers input the different parts of the lesson. The template
provided by the Department of Education covers a week9s worth of lessons. Teachers who have been in
the education service for at least one year are instructed to write DLLs instead of the Detailed Lesson Plan.

Important Components of a Lesson Plan


The DLP and DLL have the same 6 components: objectives, content, learning resources,
procedures, remarks and reflection. DLLs are prepared daily, while DLLs are submitted weekly.
The Daily Learning Log (DLL) contains the following:
1. Objectives. In writing objectives, teachers should ensure that they are specific and measurable
and describes what the students should know or be able to do.
2. Content. The content part states the actual topic or subject that will be discussed for the day
or days.
3. Learning Resources. Teachers list down the references that they used in the development of
the lesson: learner9s module, teaching guide, textbooks, etc. Examples: visual aids, media
equipment and manipulatives.
4. Procedures. This is the longest part of the lesson plan which contains the steps and activities
that will be done to achieve the objectives. It is divided into 3 parts:
a. Before the Lesson. This includes the activities that will be done at the beginning of the
lesson such as:
➢ Review of the previous lesson
➢ Introduction of the new lesson
➢ Presentation of the connection between the previous and the new lesson
➢ Statement of the learning objectives
b. During the Lesson. This is the main part where the new topic is presented. Teachers
should provide various activities what will help students attain mastery and understanding.
This ongoing process of activities, feedback and assessment is known as formative
assessment, which is essential for both students and teachers to know if learning takes
place. Examples: Check-up Quiz, Practice Work, Think-Pair-Share and Journal Entry.
c. After the Lesson. This serves as the closure of the lesson. Teachers and students wrap up
the discussion by doing any of the following:
➢ Application of the lesson to real-life situations
➢ Summary, generalizations and conclusion
➢ Summative assessment
➢ Homework
5. Remarks. Teachers indicate whether they have finished the lesson or not within the given
time frame. If the lesson will be continued for the next meeting, they write specific reasons
such as re-teaching, insufficient time, class suspension and other instances.
6. Reflection. Teachers should assess their instruction, filling out this portion right after the
delivery of the lesson.

Some Tips in Developing a Lesson Plan


Be familiar with the different instructional models in Social Studies.
Use an outline in your lesson plan.
Indicate the time allotment for every activity to help you manage the schedule and maximize
students9 time for learning.
Provide clear transitions from one subtopic to another.
Include a variety of activities and minimize teacher talk to sustain students9 attention.

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Activities
8
1. True or False. Direction: Write T if the statement is correct and F it is wrong.
_______ 1. Diagnostic assessment is done in the During the Lesson phase of instruction.
_______ 2. Based on DepEd Order No. 42, s. 2016, all teachers are required to write a lesson plan.
_______ 3. Long narrative writing in lesson planning is encouraged to make your plan as detailed as
possible.
_______ 4. One source of reflection for teachers is the percentage of learners who earned 80% in the
evaluation.
_______ 5. The DLL is an example of a comprehensive lesson plan while the DLP is an example of an
abbreviated lesson plan.

2. Direction: Compare and contrast the comprehensive lesson plan and the abbreviated lesson
plan through a Venn Diagram.

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Direction Instructional Strategies for Social Studies

Overview

In this module, students will be exposed to ten (10) instructional strategies that you can employ in
developing Social Studies lesson. These are lecture discussion, use of graphic organizers, inquiry-based
teaching, case study, jigsaw, panel discussion, technology-based interactive teaching strategy, roleplay and
simulation, field studies, and service learning. They will also be guided on how these strategies can be
used in actual Social Studies elementary lessons. At the end of this unit, it is expected that they will be
able to develop their own set of detailed lesson plans that incorporated the given strategies.

SOCIAL STUDIES

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Lecture-Discussion

Objectives:
Learn about the following:
➢ Discuss lecture-discussion as an instructional strategy.
➢ Explain how lecture-discussion is used in elementary Social Studies instruction.
➢ Develop a lesson plan that uses lecture-discussion in elementary Social Studies.

Introduction

Two teachers tackled the same lesson but they implemented different instructional strategies. The
first utilized a lecture while the second preferred a discussion. In your opinion, which of the two teachers
delivered better instruction for elementary pupils? Why? Both the lecture and discussion have strong and
weak points when implemented in the classroom. To get the best of both strategies, educators suggest the
utilization of the lecture-discussion.

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. It is preferred by many teachers to veer away
from the negative connotations of a lecture. It 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. Here, 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.

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 proceeds to the unfolding of the topic through the use
of question-and-answer techniques and visual organizers.
3. Comprehension monitoring. The teacher checks students9 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
First, it is easy to implement and can be applied in almost all content areas in Social Studies. Its
greatest strength lies in its efficiency in imparting information since teachers transfer the same amount of
knowledge to all students in the classroom within a short period of time. The structured content and the
allotted time for comprehension monitoring aids in mastery of learning which can, in turn, improve student
achievement. Lastly, the teacher engages students in different ways of thinking4from concreted to
abstract, from convergent to divergent, and from lower order to higher order thinking skills.

Tips
o Plan the lesson in detail and practice your presentation.
o Be brief in the presentation of the lesson.
o Use a questioning script to develop your questions.
o To increase the effectiveness of delivery, use numerous concrete examples, media and
graphic/visual organizers.
o Pause occasionally after giving questions.
o Lecture-discussion works best if used in moderation and if integrated with other strategies.

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Activities
8

1. As a future teacher, what are the benefits of using lecture-discussion in teaching Social
Studies? How is it different from lecture and recitation?
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2. During instruction, what do you think are some of the advantages of using lecture-discussion?
What are its disadvantages? Give specific example for each.
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Using Graphic Organizers

Objectives:
Learn about the following:
➢ Appreciate the power of graphic organizers in a Social Studies classroom.
➢ Know the dos and don9ts in planning and implementing graphic organizers.
➢ Develop and exemplary lesson plan that uses graphic organizers.

Introduction

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 stores 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.
Graphic organizers provide a visual representation in developing and summarizing students9
learning components. They help structure disjointed information by creating patterns that represent the
interconnectedness of ideas (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?


✓ It facilitates critical and creative thinking.
✓ It organizes information.
✓ It shows relationship.
✓ It allows self-directed learning.
✓ It encourages interaction.
✓ It is a form of assessment.

How to Use Graphic Organizers (Curriculum Development Institute, HK, 2001)

Familiarize yourself with different types of graphic organizers.

Explain to students what graphic organizers are and why they are
useful in learning.

Present the specific graphic organizer for a topic. Point out its
subject and organizational framework.

Use examples to illustrate the use of some graphic organizers.

Assign the graphic organizer as an individual, paired, or group


activity.

Review students’ work. Generate classroom discussion on the


effective use of graphic organizers.

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Eight Types of Graphic Organizers for Social Studies (Gallavan and Kottler, 2007)
1. Assume and Anticipate. This 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
form of opinion-seeking activity where the teachers introduce a topic or issue that learners
have to answer.

What I KNOW What I Want to KNOW What I LEARNED

K-W-L

2. Position 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 contexts and events.

1 6 7
Cause Effect

2 5 8

3 4 9

Global Warming

Outcome 1

Outcome 2

Outcome 3

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.

Plants Animals

Upper
flower dog
Middle

rootcrop goat Lower

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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.

A
1
D Letters B
2 3

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.

1
1.1 2.1

5 2

4 3 3.1 4.1

6. Identify and Imagine. These organizers use various shaped and forms to visually represent
several concepts or pieces of information. It allows the students to see connections and analyze
relationships among concepts.

1 2 3

7. Estimate and Evaluate. This type of organizer shows how to evaluate and explain concepts
through visual perspectives. Example: pie graph

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8. Combine and Create. These organizers allow both teachers and students to construct their
own representations. These can be a combination of 2 or more previously mentioned
organizers. They give the teachers and students the freedom to choose organizers that will
represent what they have in mind.

Activity

1. Reflect on the effective use of graphic organizers in teaching Social Studies. Do you think it
is an effective strategy in Social Studies education?
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Inquiry-based Teaching Strategy

Objectives:
Learn about the following:
➢ Explain the relevance of inquiry in Social Studies education.
➢ Appreciate the art of questioning inside a Social Studies classroom.

Introduction

One of the major goals of Social Studies in the Philippines is the development of critical thinking.
The question or inquiry is a strategy that Social Studies teachers can use to elicit the desired responses
among the learners. Thus, teachers must know how to make and throw relevant questions to facilitate
discussions. In this lesson, students will learn the art of questioning by discussing its types and usages.

Inquiry is defined as the process of looking and creating information or knowledge by means of
questions. The process of inquiring begins with the assembly of information and data by applying the
human senses such as seeing, touching, hearing, tasting and smelling (Kumari, Arora, & Tiwari, Shruti,
2016).

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; and it follows the process of:
▪ Scaffold Inquiry. Teachers should guide the learners in attaining the goals of any discussion.
They must be aware of several techniques that could allow them to surface the learners9
knowledge and skills.
▪ Reflection. The spontaneity of the discussion depends on the capacity of the teachers to direct
and guide the learners. It is important that learners can reason out their mind and try to assess
both sides of any situation that will lead to a generalization.
▪ Generalization. This is the optimum part of the process wherein the learners have created
their own beliefs and communicated their disposition.

Some Benefits of Inquiry-based Teaching


o Inquiry is dedicated to nurturing the schema of learners essential to create, communicate, and
assess answers coming from their interests.
o It helps the learners acquire and process ideas in a logical way.
o It encourages intelligent responses which can be practiced to discover why issues are occurring.

The Inquiry Process


The model in the succeeding page shows the roles of teachers as facilitators which are highlighted.
It is their responsibility to let the learners identify the problem situation, judge the inquiry events, and reply
to learners9 inquiry to augment learning. It supports the learners in establishing the importance of their
inquiry. Hence, they will be able to find connections starting from the questions about the topic being
discussed.

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Figure 1. The inquiry process

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. Gershon (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. Their answers may not be
correct but their explanations might put all things right.
b. What if question. What if there is an earthquake; what shall we do? What if you became 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? This type of question allows the learners to have a glimpse of possible
roles they might portray in the real world.
d. Socratic questioning. This questioning style combines all the aforementioned form of
questioning. Socrates has been known in history as the master of incessant questioning to
achieve wisdom. Throughout his life, he spent so much time asking people questions for the
purpose of revealing falsehoods. Scholars divided Socrates9 questions into 4 types:
Gadfly questions. These allow teachers to ask several questions to push the learners to
answer questions.
What are the elections all about?
Stingray questions. These questions lead to a sudden change in the course of questions.
You said that love is the answer; will love change the situation of the poor.

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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?
Ignoramus questions. Teachers play dumb to elicit responses among the learners.
I don’t understand. Can you further explain it to me?

Activity

1. As a future Social Studies teacher, what are being enhanced among your learners when you
use the inquiry-based teaching strategy. Give specific classroom scenario.
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Case Study

Objectives:
Learn about the following:
➢ Discuss case study as an instructional strategy.
➢ Explain how case study is used in elementary Social Studies instruction.

Introduction

In this lesson, students will learn what case study is and how it is implemented in the classroom.
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. Case is a general narrative descriptions of situations and incidents
(Kowalski, Weaver and Henson). 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.
Due to its goal of developing students9 problem-solving and decision making skills, the case study
strategy is often linked to problem-based learning. It can be traced back to Dewey9s (1916) progressive
belief that teachers should always tap students9 natural instincts to investigate and create.

Classification of Case Study Based on the Content:


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. Example: 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 non-fiction. Example: the trial of Andres Bonifacio in Cavite.
3. Economics case studies. These are focused on economic issues that can be drawn from
student9s experience or from international or national matters. Example: the family budget of
a minimum wage worker.
4. Social issues case studies. These are based on problems and concerns that affect society.
Example: overpopulation in the National Capital Region.
5. Student-developed case studies. Here, 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. Example: the high prices of goods in the school
canteen.

Three (3) Basic Steps in Implementing the Case Study Strategy in the Social Studies Classroom:
1. Briefing. The teacher gives a brief background about the case; and 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. Then
solutions are presented to the class.
3. Debriefing. The teacher stresses and clarifies Social Studies concepts and relates these to
students9 analysis and solutions.

Advantages of Case Study


o Students are empowered as active agents in the learning process instead of passive receptors
of information, for they come up with their own interpretations and solutions instead of relying
on the teacher9s generalizations.
o It promotes a wide range of 21st century skills, for it develops the learner9s critical and creative
thinking skills through problem-solving and decision-making.
o Student9s communication, collaboration, and conflict resolution skills are further developed
because they are required to discuss and negotiate their proposed solutions with their peers.

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Tips
✓ Choose cases that are complex to provide a challenge. Refrain from selecting those that have
easy and obvious solutions.
✓ 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.
✓ Use graphic organizers to structure the discussion. You can use the Means-End Analysis
(MEA) to guide students9 thinking processes and the Solutions Examination to weigh their
solutions.

Activity

1. As a future Social Studies teacher, what are the benefits of using case study in instruction?
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Jigsaw

Objectives:
Learn about the following:
➢ Discuss jigsaw as an instructional strategy.
➢ Explain how jigsaw is used in elementary Social Studies instruction.

Introduction

Jigsaw is a cooperative learning strategy developed by Elliot Aronson and his colleagues in 1971.
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 break down interpersonal barriers.
It was founded on Vygotsky9s Social Constructivism Theory which suggests that children develop
knowledge through social interaction. This strategy 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.

Ten (10) Steps in Implementing Jigsaw Strategy:


1. Divide students into five- or six-person home groups. Members should be diverse in terms of
gender, ability and ethnicity.
2. Appoint a leader for each home group.
3. Divide day9s lesson into give to six segments.
4. Assign each student in the home group to learn one segment.
5. Give students enough time to comprehend and master their assigned segment.
6. Form temporary expert groups by instructing students with the same segments to sit together.
Give them enough time to discuss the main points, clarify questions, and rehearse the
presentations they will make to their home group.
7. After the 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.

Advantages
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 encourages group collaboration, with students knowing that their information and
understanding will not be complete without working and communicating with their peers.
It instills a sense of ownership in learning, especially with the teacher acting as a mere
facilitator instead of a direct transmitter of knowledge.

Tips
➢ Emphasize that each member has a valuable contribution to the group. You can also rotate the
leadership so that all students will be given the opportunity to lead the discussion.
➢ 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.
➢ As much as possible, allow student time for interaction among expert groups to ensure rich
and deep discussions among students.

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Activity

1. What are the benefits of using jigsaw as a teaching strategy in the class?
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Panel Discussion

Objectives:
Learn about the following:
➢ Know the origin and relevance of panel discussion as an instructional strategy.
➢ Explain how to use panel discussion in Social Studies instruction.

Introduction

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. It can be used inside the classroom as a performance task. The
pupils are asked to be experts in various fields as a teacher, guidance councilor, politician, doctor, engineer,
etc. They assume the roles of whoever may portray and explicate topics in their own context. The teacher
stands as a moderator who facilitates the flow of ideas among the learners. He/She can ask several
questions and can summarize the points made by the panelists.

How to conduct a panel discussion


❖ The teacher will act as the moderator. The learners will act as subject area experts. The teacher
will oversee the flow of discussion.
❖ Group the learners depending on the number of students. It should not exceed 7 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.

Room Set-up and Logistics


➢ To have a lively discussion, slides should not be used to replace discussions.
➢ Don9t put your panelists behind a table. It creates a formal notion and adds distance that
prevents good interaction between the panelist 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 interaction can be better.
➢ Have a good microphone system ready.

The Moderator Takes Control


• It is the moderator9s job to prevent anyone from disrupting the discussion.
• The moderator should introduce the panelists and the topics to be discussed.
• The moderator asks questions, calling on one or two panelists for each question.
• To ensure spontaneity, a moderator should be prepared with different sets of questions.
• Make the discussion interactive by polling the audience with a few questions.

Timing
o No more than 40 minutes for the panel discussion, leaving 20 minutes for audience questions
is the rule.
o To ensure audience preparation, the teacher-moderator can give questions to some audience
members ahead of time.
o 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.

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Activity

1. What are the benefits of using a panel discussion in a Social Studies classroom?
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Technology-based Interactive Teaching Strategy

Objectives:
Learn about the following:
➢ Explain the framework of technology in 21s century education.
➢ Identify the internet-based applications that can be used in the classroom.
➢ Incorporate digital interactive learning in planning instruction.

Introduction

Technology has been over-associated with 21st century teaching and learning processes. In this
time, we acknowledge the potentialities of new technologies such as laptops, wireless connectivity,
interactive whiteboards, and mobile communication devices to reshape pedagogic activity within primary
classrooms. One of the skills to be harnessed among Filipino learners is the information, communication,
and technology (ICT) skills. Teachers must be able to infuse technology in their instruction so as to
immerse the learners in a more interactive manner. When guided properly, the learners will be able to
harness the information and media skills that will be useful in their daily living.

DepEd’s K-12 Conceptual Framework and Exit Points

Advantages and Disadvantages

Advantages Disadvantages
✓ Using technology in the classroom allows o Technology in the classroom can be a
you to experiment more in pedagogy and get distraction.
instant feedback. o Technology can disconnect students from social
✓ Technology in the classroom helps ensure interactions.
full participation. o Technology can foster cheating in class and on
✓ There are countless resources for enhancing assignments.
education and making learning more fun and o Students don9t have equal access to
effective. technological resources.
✓ Technology can automate many of your o The quality of research and sources they find
tedious tasks. may not be top-notch.
✓ With technology in the classroom, your o Lesson planning might become more labor-
students have instant access to fresh intensive with technology.
information that can supplement their
learning experience.
✓ We live in a digital world, and technology is
a life skill.

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ADDIE Model
The ADDIE Model is a useful instructional design model that can be used in crafting technological
advancement in instruction. It has 5 stages namely:
1. A-nalysis. This phase is considered the goal-setting stage. The focus of the designer is to
target all learning competencies.
2. D-esign. All goals, tools and performances are laid down, ready for the next stage.
3. D-evelopment. This stage starts with the production and testing of various methodologies
used in the plan.
4. I-mplementation. The key word in this stage is procedure. Teachers or designers must be
guided by various steps crafted in the preceding stages.
5. E-valuation. The 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.

To see the connections between the stages, here are the following questions to be answered in each
specific stage.

Stage Essential Questions


Analysis Phase Who is the audience and what are their characteristics?
Identify the new behavioral outcome?
What types of learning constraints exist?
What are the delivery options?
What are the online pedagogical considerations?
What is the timeline for project completion?
Design Phase Documentation of the project’s instructional, visual and technical design
strategy.
Apply instructional strategies according to the intended behavioral outcomes
by domain.
Create storyboards.
Design the user interface and user experience.
Development Phase Prototype creation
Apply visual design (graphic design)
What content is to be created?
What designs can be used?
How do you review the features of the design?
Implementation Phase Are the implementers ready for the technology?
Do the implementers have enough knowledge about the technology?
Evaluation Phase Formative evaluation:
How does each step perform?
What is needed to improve in each step?
Summative evaluation:
What is the overall impact of the technology in the instruction?
What needs to be done to further improve instruction?

List of Applications for Teaching


In the contemporary milieu, many innovations were created to make educational technology
accessible to both teachers and learners. Here are some of the applications that you can use in your
classroom.

Application Description
Reading Eggs is a multi-awarded application that helps
Reading Eggs— children to read. Using interactive reading games and reading
Learn to Read lessons, the children will learn to read while enjoying over
2,000 e-books.

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Curious World: Curious World: Play Learn Grow app is packed with
Play Learn various types of activities to educate and amuse children.
Grow From videos to fun-filled activities, the learners will be
inspired to participate in class.

MentalUP MentalUP Educational Games app enhances the


Educational critical thinking skills of children as they solve different types
Games of problems in various ways.

Edmodo Edmodo is a social platform used for communication,


polling, assignments, quizzes, etc. teachers can easily send
handouts and quizzes on this app.

Kahoot Kahoot is an app that teachers use to facilitate online


and real-time quizzes. Questions are projected on the screen
and children answer with their smartphone or computer.

BrainPOP BrainPOP generates animated educational content that


UK Featured adds excitement to lessons.
Movie

Khan Academy Khan Academy is a non-profit open-source


educational website which aims to change education for the
better. Teachers can explore thousands of videos and lessons
for free.

Socrative Student Socrative Student app establishes an interactive


environment for learning. Teachers can ask questions and
conduct assessments on a real-time basis. Gauging students
has never been so easy!

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Nearpod Nearpod allows teachers to create interactive lessons,


presentations, assessments, and lesson contents.

Quizlet In Quizlet, teachers can explore the content in this app


which can be used for assessments.

Edublogs Edublogs allows teachers to easily create and supervise


learner blogs. It9s easy to customize designs and include
videos, photos, and podcasts.

Google Earth Google Earth offers the means to present geographic


data from a wide variety of sources together in a geospatial
context.

ShowMe ShowMe Interactive whiteboard app allows teachers


Interactive and students to create ShowMe presentations that can be
whiteboard shared via the device to a group of students. Teachers can
record and create engaging presentations by using tools such
as adding text and images.

Book Creator Book Creator is a rare lesson creation app that is very
accessible. With this app, teachers and students can create
useful and astonishing e-books, magazines, and others easily.

Showbie Showbie app can help teachers to easily and quickly


distribute assignments, handouts, videos, etc. to students.
Students can also send their works through Showbie.

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Educreations Educreations Interactive Whiteboard is an app


Interactive engineered for teachers to present lessons that can be shared
Whiteboard to students, other teachers, and parents. Educreation is an
exceptional interactive whiteboard with a screencasting tool
that is powerful and fun to use.

Activity

Direction: Choose one (1) application which you think is interesting, appropriate and effective to
one of your lessons in Social Studies class. Indicate the name of the application, description of the
application, how to use the application and one example of activity using the chosen application.
(Note: This will be submitted as part of your finals.)

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58

Role-play and Simulation

Objectives:
Learn about the following:
➢ Discuss role-play and simulation as instructional strategies.
➢ Explain how role-play and simulation are used in elementary Social Studies instruction.

Introduction

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.
Simulation is a strategy that provides a representation of some phenomenon, event, or issue that exists in
the real world, usually in the form of a game (Beal & Bolick, 2013). It may come in 2 forms: computerized
and non-computerized. Here, the objective may be to solve a problem, to arrive at a decision, to experience
the situation, or feel the consequence.
Role-play and simulation are founded on the experiential 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.

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.
4. Enactment. Students present their scenarios or engage in simulation.
5. Debriefing. This is considered as the most integral part because reflection, generalization, and
conclusion take place here.

Advantages
❖ They make abstract concepts and ideas more concrete by letting the students experience them
in a safe and non-threatening way.
❖ Students think of how others might feel and what consequences they may face.
❖ It makes students highly enthusiastic and motivated.

Tips
Know your students.
Constantly remind students that the roles represent the character and not their classmates to
avoid typecasting.
Assign tasks to the audience.
For computerized simulations, always preview the content. Some themes, scenes, and
language might not be suitable for elementary pupils.
Be aware of your own role as a teacher. The teacher may act as a coach, clarifier, discussant,
or observer.

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Activity

1. Compare and contrast role-play and simulation as classroom strategies in teaching Social
Studies.
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60

Field Studies

Objectives:
Learn about the following:
➢ Know the nature and purpose of field studies.
➢ Identify the advantages and challenges of field studies.

Introduction

Field Studies are learning experiences outside the four corners of the classroom. Field studies
enable 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. During field studies, learning takes place in a reality-based context rather than mediated by
videos or books. It gives the learners a 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.
Compared to field trips, field studies highlight more student involvement because the learners are
directly involved in the planning, implementation, and assessment of the activity. Field studies are
beneficial to both teachers and students. For students, it creates learning opportunities that promote critical
thinking, long-term retention, positive attitude toward subjects, appreciation, and increased curiosity.
Teachers are benefitted in such a way that the series of excursions add new educational perspectives
through <teachable moments= that rarely happen in the classroom (Manner, 2018).

Why use field studies?


➢ It provides experiential learning.
➢ It targets specific skills and knowledge.
➢ It strengthens schema.
➢ It motivates values development.

Challenges in Field Studies


▪ Curriculum alignment. One of the most defeated purposes of field trips is its curriculum
relevance. Sometimes, the curriculum aspect is replaced by leisure engagement. 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.
▪ Costly. Financial requisite is the biggest problem in this teaching strategy.
▪ Preparation time. Field studies require much time, from preparation up to classroom
discussion and assessment.
▪ Safety. This is the most debated issue, among others. Recently, the Department of Education
lifted the moratorium on off-campus activities and implemented new guidelines that adhered
to K-12 demands. And to ensure safety, all schools must abide by its provisions.

What to Keep in Mind when Planning and Doing Field Studies


For a 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. In a starter kit, teachers basically have to condition the learners before the actual
visit. They need to point out the purpose, the dos and don9ts during the visit, and the assessment
part.
Engage. The most significant factor that teachers need to highlight is student involvement.
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.

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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 ideals in real life. Experiential learning becomes more
effective when it is placed on the reality context.
Assess. It is relevant to ensure that the learners have gained the desired competencies and
knowledge.

Field Study Took Kit


The success of any activity greatly depends on the extent of the teacher9s preparation. Field studies
allow the learners to gather information for classroom activities or discussion. Hence, teachers must know
how to create their own data gathering tools to be used by their learners. An example is shown below.

Data Gathering Chart


Location Observation Why significantly or noteworthy?
(room in house, exterior (artifact, visual detail, (Links to larger historical context?
view, section of spatial relationships of Reveals time frame or origination?
landscape, etc.) specific elements, etc.) Contradicts expectations? Denotes an
adaptation? Confirms an inference?)

Activity

1. What are the good and bad sides of field studies? Write specific examples.
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62

Service Learning

Objectives:
Learn about the following:
➢ Discuss Service Learning as an instructional strategy.
➢ Explain how Service Learning is used in elementary Social Studies instruction.

Introduction
Service Learning is a teaching and learning strategy that integrates meaningful community service
with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen
communities (National Service Learning Clearinghouse, n.d.). Service Learning targets the acquisition of
specific knowledge, skills and values. It ensures that students learn the Social Studies content through
active participation in community service.
Service Learning is founded on the philosophical roots of the experiential learning theory of Dewey
(1938), Freire (1970) and Kolb (1984). Here, students are actively involved in a concrete experience,
encouraged to do a reflective observation, and expected to integrate abstract concepts that they learned in
the classroom to understand their experience.

Three (3) Types of Service Learning:


1. Direct Service Learning. This requires students to come in direct contact with the community
or people in need. Examples: conducting an outreach program for the elderly and tutoring out-
of-school youth
2. Indirect Service Learning. This entails students to channel resources for a certain project
without directly interacting with the people they intend to help. Examples: doing fundraising
activities for persons with disabilities and donation drives for victims of calamities.
3. Advocacy Activities. These require students to engage in work on behalf of a specific cause.
Example: awareness campaign against dengue.

Steps
1. Preparation. This involves providing students with the necessary skills and information for
the project.
2. Action or Service. After orienting students and seeking their commitment, the project is
commenced and actualized.
3. Evaluation and Reflection. This is the act of thinking critically about their experience in the
project.
4. Celebration. As a culminating activity, this may be done to extend gratitude to the participants
and to share their experience with parents, administrators, and other teachers and students.

Advantages
✓ It helps break down the barrier between the classroom and real life.
✓ It also makes students feel empowered, for Service Learning increased students9 sense of
personal and social responsibility, developed a more positive outlook toward others, improved
their learning of content, and enhanced self-esteem.
✓ It enhances the relationship between students, the school, and the community.

Tips
Integrate with other learning areas. It will be helpful for the teacher and the students to
accomplish the project not just in Social Studies but also in other subjects.
If possible, let students brainstorm their chosen community activity.

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Activity

1. What are the benefits of using Service Learning in the teaching of Social Studies?
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64

Direction Assessment Strategies for Social Studies

Overview

In this module, you will be provided relevant concepts that pre-service teachers can use to
understand the nature of assessment in a Social Studies classroom. It also gives a wide array of assessment
strategies that teachers can use to further enhance their creativity in assessment. One of the most essential
components is the discussion on performance-based assessment which is one of the highlights of the K-12
Enhanced Basic Education Curriculum. Finally, it also discusses the portfolio assessment which is a
relevant alternative tool in Social Studies assessment.

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Assessing Learning in Social Studies

Objectives:
Learn about the following:
➢ Internalize the relevance of assessment in the teaching and learning process.
➢ Differentiate formative and summative assessment.
➢ Identify the attributes of 21st century assessment.

Introduction

Generally, most people associate assessment with testing which basically is just a part of the entire
assessment system. In a nutshell, assessment is a process; a tool for decision making; can be applied to
both individual or group; and it is generated through product or performance.
Assessment is a process of gathering information to come up with decisions on intervention and
instruction with young children. This process is effective when it is multidisciplinary and is anchored on
the learners9 everyday tasks (Mindes & Jung, 2015). It is seen appropriate if it encompasses all
developmental areas of learning namely: cognitive (mental), affective (socio-emotional), and psychomotor
(physical). DepEd defined assessment as a process that is used by teachers to monitor the progress of
learners in relation to the learning standards and in the development of 21 st century skills.

Assessment in Social Studies


The National Council for the Social Studies (NCSS) is one of the leading advocates of Social
Studies education. They argued that Social Studies assessment methods should always be aligned with the
goals of Social Studies, encompassing objectives, and have more authentic tasks. It recommended the
following guidelines for assessment:
➢ Assessment tools should be grounded on the goals of the curriculum; be a mechanism for
improved curriculum and instruction; evaluate content and process; be applicable for
diagnostic, prescriptive, and instructional purposes; and possess fairness to all learners.
➢ Assessing students9 achievement should: be especially used to improve instruction; involve a
variety of approaches and tools to measure knowledge, skills, and attitudes; be in line with the
curricular objectives and the classroom experiences; and be cumulative and sequential.
➢ National and local agencies should: support the capacitation of teachers in developing,
selecting and implementing assessment tools; involve educators and other Social Studies
specialists in crafting objectives, planning for instruction and assessment, and designing
assessment instruments; and evaluate enduring effects of Social Studies education.

On the flip side, Kurfman (1991) identified common criticisms on Social Studies assessment in the
past. First, the Social Studies test has failed to measure student understanding, application, appreciation,
and most importantly, critical thinking. Second, the open-ended types of tests such as essays were also
questioned due to time constraints both in instruction and examination. Third, on the issues that center on
the effects of testing the achievement and the validity of test scores as determinants of accomplishment.
Social Studies assessment, should therefore, create a feedback mechanism that reflects potential
implications for the improvement of curriculum and instruction.

Characteristics of 21st Century Assessment


Cajigal and Mantuano (2014) identified the attributes of 21st century assessment:
❖ Responsive. Visible assessment works generate data that inform the curriculum and
instruction. That is, teachers could adjust instruction, and educational leaders can consider
additional educational opportunities to cater to the present needs of the school community.
❖ Flexible. Curriculum design, lesson and assessment require flexibility and resilience. With
the growing changes in the educational landscapes, assessment should not be a <one size fits
all= form of evaluation.

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❖ Integrated. Assessments must always be reflective of the learners9 day-to-day life


experiences.
❖ Informative. The desired 21st century assessment must be clearly stated and explicitly taught
where students are free to display their knowledge and skills.
❖ Multiple Methods. In the 21st century, an assessment continuum that includes an array of
differentiated strategies is the norm.
❖ Communicated. The communication of assessment data must be transparent and readily
available for all stakeholders.
❖ Technically Sound. Accommodation and adjustments in assessment must always be readily
available to meet the students9 needs and uphold fairness.
❖ Systematic. The 21st century assessment system is a microcosm of an entire system of
comprehensive and well-aligned strategies that is inclusive and balanced.

What is Formative Assessment


Formative Assessment includes both formal and informal processes that teachers and students use
to gather data for the purpose of identifying next steps in learning (Chappuis, 2015). It also refers to the
kind of assessment that provides feedback about the performance of learners to accelerate and improve
learning. It is also the use of gathered information to adjust teaching and learning to maximize the
development of the learners. In a nutshell, what makes formative assessment formative is the immediate
usage of information to adjust teaching for maximum learning (Shepard, 2009). Formative assessment can
be used in all the parts of the lesson, i.e., before the lesson, the lesson proper and after the lesson, where
formative assessment serves a specific purpose in each part.

Collaborative Formative Assessment


Collaboration is a technique in formative assessment that enhances the level of student knowledge
acquisition through interactive processes. Since the learners are in groups, they are encouraged to share
and elicit ideas from one another. It also builds up collective responsibility among them which enables
them to share the success and downfall of their efforts. Collaboration formative assessment can be seen in
the following examples: group brainstorming/discussions, games, role-plays, etc.

What is Summative Assessment


Summative assessments are done at the end of every lesson or unit using a paper-and-pencil test
to identify student achievement. Results in summative assessment are generally used in evaluation function
rather than reshaping learning. Hence, it is defined as a form of assessment that makes judgment about
learners to provide the evidence of student achievement (Chappuis, 2015). In the program level, summative
assessment is seen when results are used to determine how many students are and are not meeting the
standards in a certain subject. In the classroom level, assessment is summative when it determines how
much the students have learned in a given period of time for communication purposes.

Components of Summative Assessment


Components Purpose When Given

Written Work 1. Assess learners9 understanding of concepts and At the end of the
(WW) application of skills in written form. topic or unit.
2. Prepare learners for quarterly assessments.
Performance 1. Involve students in the learning process At the end of a
Tasks (PT) individually or in collaboration with teammates lesson focusing on
over a period of time. a topic/skill lesson
2. Give students opportunities to demonstrate and
integrate their knowledge, understanding, and
skills about topics or lessons learned in a specific
real-life situation by performing and/or producing
evidence of their learning.

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3. Give students the freedom to express their learning


in appropriate and diverse ways.
4. Encourage student inquiry, integration of
knowledge, understanding, and skills in various
contexts beyond the assessment period.
Quarterly 1. Synthesize all the learning skills, concepts and Once, at the end of
Assessment (QA) values learned in an entire quarter. the quarter.

What is Assessed in the Classroom?


As teachers, it is our sole responsibility to plan and execute effective assessment strategies. Here
are the parts of a curriculum guide:

Sample Curriculum Guide


Content Content Performance Learning Code Learning
Standard Standards Competencies Materials

Content Standards
These are standards that provide the essential knowledge that the learners must learn.

Performance Standards
These sets of educational phrases describe the skills and abilities to be exemplified by learners in
connection to the content standards and 21 st century skills development. In this, the evidence of learning
and skills development must be individually or collaboratively expressed through innovation, creation, and
adding value to products or performance.

Learning Competencies
Learning competencies are the set of knowledge, skills and attitude that students need to understand
and demonstrate in every lesson or performance.

Concept Development
The educational milieu in the K-12 curriculum is standard-based wherein various learning
standards are arranged in progression. This is the central theme of concept development inside the
classroom. To understand this idea, the Department of Education has used the Cognitive Process
Dimensions of Anderson and Krathwohl (2001) to operationalize the progression. Generally, this provides
a mechanism for teachers to easily classify educational goals and objectives in consonance to the learning
standards. It also enumerates the levels of cognitive processes such as: Remembering, Understanding,
Applying, Analyzing, Evaluating and Creating.

Cognitive Process Descriptors


Dimensions
Remembering The learner can recall information and retrieve relevant knowledge from long term
memory: identify, retrieve, recognize, duplicate, list, memorize, repeat,
reproduce.
Understanding The learner can construct meaning from oral, written, and graphic messages:
interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase,
discuss.
Applying The learner can use information to undertake a procedure in familiar situations or
in a new way: execute, implement, demonstrate, dramatize, interpret, solve, use,
illustrate, concert, discover.

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Analyzing The learner can distinguish between parts and determine how they relate to one
another, and to the overall structure and purpose: differentiate, distinguish,
compare, contrast, organize, outline, attribute, deconstruct.
Evaluating The learner can make judgments and justify decisions: coordinate, measure,
detect, defend, judge, argue, debate, critique, appraise, evaluate.
Creating The learner can put elements together to form a functional whole, create a new
product or point of view: generate, hypothesize, plan, design, develop, produce,
construct, formulate, assemble, design, devise.

How to Plan for Assessment


Good assessment strategies start with the learners in mind. Good teachers will keep the following
questions in mind when planning for assessment.
1. What is to be assessed?
2. What is the purpose of the assessment?
3. What assessment tools will best provide the information we need?
4. Who will collect the data: teachers, students, or outside judges?
5. How often and when will the data be collected?

Activity

1. As a would-be teacher, create your own assessment philosophy and explain comprehensively
the reason why you chose that philosophy.
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69

Traditional and Authentic Assessment in Social Studies

Objectives:
Learn about the following:
➢ Distinguish the different types of traditional and authentic assessments in Social Studies.
➢ Determine the appropriate assessment type to use in classroom assessment.

Introduction

Traditional and authentic assessments are crucial aspects of classroom assessment. However, as
times passed by, many misconceptions have risen especially on this aspect. One can argue that authentic
assessment is far better than traditional assessment.

Traditional Assessment
Pencil-and-paper test is the best example of traditional assessment which is used to determine the
student learning outcomes (Cajigal & Mantuano, 2014). Traditional assessment refers to the tools such
as multiple choice tests, true or false, fill-in-the-blanks, matching types, etc. students typically answer
questions through recalling information from a schema. These forms of tests may be standardized or
teacher-made. Traditional assessment is a methodology which involves assessment tools primarily
focusing on the attainment of intellectual abilities and is focused on the cognitive skills (Caliskan & Yigittir,
2008).

Purposes of Traditional Assessment


Evaluate Learners. Traditional assessment is mainly administered to gather academic data
to be used in evaluation purposes.
Rank Learners. With the accessibility of assessment data, it is quite easier for teachers to
rank students.
Feedback of Evaluation Results. Once the teachers are done with the evaluation process, it
is now time for them to report the results of the evaluation.

Strengths
✓ Reliability. An assessment tool is reliable when it measures what it is supposed to measure.
This is the main highlight of traditional assessment. Teachers are able to convert the different
competencies required in the curriculum guide in the form of an objective type of test.
✓ Validity. Traditional assessment becomes valid only when it answers the following questions:
What is to be measured?; How consistently is it measured? (Ebel & Frisbie, 1991). This
implies that valid assessment tools will allow the learners to score the same regardless of the
date they take the exam and whoever administered the exam.
✓ Easy to Administer and Check. The pencil-and-paper type of tests generally contain only a
specific answer per item which makes it easier to administer and check.

Limitations
o Individualist. Traditional assessment is mainly designed to measure learning on an individual
basis.
o Competition. Traditional assessment is limited only to individual learners which could start
and cultivate competition among other learners.

Guidelines to Promote Validity and Reliability in Traditional Assessment Items


Matching Items
Directions refer to specific headings and address Right column <answers= listed in alphabetical
<extra response.= order.
Specify point value for each response. Right column contains one or more item than the
left.

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Only one accurate response to the question. The elements in each column are homogeneous.
Items clearly indicate the desired response. Each column has at least 7 elements, and neither
has more than 10 elements.
Answers are placed on a specified location (no Item strongly aligns with learning target(s).
lines).
Column headings are specific and descriptive. No writing/grammar/spelling errors.
Fill-in-the-Blank Items
Point value is specified for each blank. Missing information is limited to 1 to 2 words.
Item clearly indicates the desired response. Item strongly aligns with learning target(s).
There is only one accurate response to the question. No writing/grammar/spelling errors.
Multiple Choice Questions
Point value is specified for each response. Options do not include <all of the above= and
<none of the above.=
Item is written in the form of a question. All answer options are of similar length.
Question clearly indicates the desired response. Item strongly aligns with learning target(s).
There is only one accurate response to the question. No writing/grammar/spelling errors.
Four plausible options are provided.
Short Answer Questions
Point value is specified for each response. There are multiple correct responses.
Application and higher order questions are Item strongly aligns with learning target(s).
included.
Question clearly indicates the desired response. No writing/grammar/spelling errors.
Item asks for 3 to 5 distinct elements only.
Essay question is clear and includes multiple No lists of factual pieces of information.
components.
Rubric is used and point value is specified for each Item strongly aligns with learning target(s).
component.
Focuses on higher order critical thinking. No writing/grammar/spelling errors.
No <right= answer; multiple possible responses.

Authentic Assessment
Janisch, Liu and Akrofi (2007) emphasized the idea that authentic assessment is mainly based on
a constructivist perspective of learning wherein the interplay of the learners, materials, and content affects
the learning outcomes. It can be said that assessment strategies that are grounded in constructivism must
emphasize both the processes and outcomes. Hence, the centerpiece of authentic assessment must be able
to motivate and interest the learners to progress in their own phase. Authentic assessment is sometimes
called alternative assessment. Alternative assessment is a form of assessment that moves away from the
traditional paper-and-pencil form of assessment. On the other hand, authentic assessment is a form of
assessment that aims to allow the learners to stimulate real-life situations to ensure authentic lifelong
learning.

Tay (2017) identified cardinal rules in planning and implementing authentic assessments:
❖ Determining the skills and achievement that students will develop. To ensure that the
assessment is valid, it should always be grounded on the curriculum standards and learning
competencies.
❖ Elaborating the task that students will use to demonstrate their skills and achievements.
The success of any assessment activity depends on the intended goals and outcomes.
❖ Determining and communicating scoring rubrics for evaluation. In every activity that
students have to do, they must be guided by how they will have to be graded.
❖ Identifying proofs for supporting decisions. If possible, teachers in basic education must
always elaborate on why the learners ended up with their scores.
❖ Improving educational and instructional programs. Authentic assessment must always
address the improvement of educational outcomes.

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Strengths
❖ Authentic assessments are direct measures. The main idea behind authentic assessment is
for learners to use in real life what they have learned inside the classroom.
❖ Authentic assessments capture the constructive nature of learning. Social Studies
education must be constructivist in nature where learners are not passive receivers of
knowledge but rather the creator and developer of skills.
❖ Authentic assessments integrate teaching, learning and assessment. It is possible to
combine teaching, learning and assessment.
❖ Authentic assessments provide multiple paths to demonstration. There are various ways
for learners to demonstrate how much they have learned.

Limitations
o Subjectivity in scoring. Teachers are advised to create their own ways to remove it or if not,
minimize the preconception of learners9 strengths and weaknesses.
o Costliness. In performing authentic tasks, learners may provide materials that would help
achieve high scores.
o Limits skills and knowledge that are assessed. It only focused on what is required.
o Time constraints. It is apparent that when students have to perform, they should also be given
enough time to consolidate their concepts and practice.

Which Assessment Type is Better?

Traditional Assessment Authentic Assessment


Generally relies on forced-choice, written Promotes integration of various written and
measures. performance measures.
Relies on proxy measures of student learning to Relies on direct measures of target skills.
represent target skills.
Encourages memorization of correct answers. Encourages divergent thinking in generating
possible answers.
Goal is to measure acquisition of knowledge. Goal is to enhance development of meaningful
skills.
Curriculum directs assessment. Assessment directs curriculum.
Emphasis on developing a body of knowledge. Emphasis on ensuring proficiency at real-world
tasks.
Promotes <what= knowledge. Promotes <how= knowledge.
Provides a one-time snapshot of student Provides an examination of learning over time.
understanding.
Emphasizes competition. Emphasizes cooperation.
Targets simplistic skills or tasks in a concrete, Prepares students for ambiguities and exceptions
singular fashion. that are found in realistic problem settings.
Priority on summative outcomes or product. Priority on the learning sequence or process.

Since no one is higher over the other, we have to understand now when to use traditional and
authentic forms of assessment. First, we have to go back to the curriculum guide. Second, know the
purpose of assessment. Finally, in planning and implementing both traditional and authentic assessments,
teachers must be creative and reflective.

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Activity

True or False. Direction: Write T if the statement is correct and F it is wrong.


_______ 1. Traditional assessment can mostly be seen as a paper-and-pen type of test.
_______ 2. Traditional assessment can also exemplify authentic learning.
_______ 3. Authentic tasks always reflect lifelong learning.
_______ 4. Authentic assessment is better compared to traditional assessment.
_______ 5. The most important part of traditional assessment is its reliability.
_______ 6. Authentic assessment is usually given at the and of the unit or grading.
_______ 7. Traditional assessment requires more time and money.
_______ 8. Authentic assessment encourages collaboration.
_______ 9. Traditional assessment is individualist in nature.
_______10. Traditional and authentic assessments are both relevant.

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Using Performance-Based Assessment in Social Studies

Objectives:
Learn about the following:
➢ Analyze the relevance of performance-based assessment in the K-12 curriculum.
➢ Identify the requisites in crafting a performance task.
➢ Characterize how to plan and implement performance-based assessment.

Introduction

In most instances, teachers always rely on the paper-and-pen type of test which generally measures
the knowledge and understanding of the learners, not their ability to carry out the performance. Under the
K-12 curriculum, the performance task has the largest weight which generally constitutes half of the
evaluation sources in determining the student grade.

What is Performance-Based Assessment?


Performance-Based Assessment (PBA) is a form of classroom assessment utilized by teachers
through observing and making judgment regarding the learners9 demonstration of knowledge and skills by
means of creating a product, making presentations, and constructing a response (McMillan, 2007). It is a
form of alternative assessment that is carried out in the context of authentic tasks. This may be
accomplished by individuals or by group, written or oral. When properly understood, performance-based
assessment could be compelling tool to enhance the teaching and learning process. PBA, therefore,
enhances all domains of learning.
Performance tasks, as stipulated in DepEd Order No. 8, s. 2015, should allow learners to show
what they know and are able to do in diverse ways. They may create or innovate products or do
performance-based tasks. Performance-based tasks may include (10 skills demonstration; (2) group
presentation; (3) oral work; (4) multimedia presentations; and (5) research projects.

Things to remember in planning and implementing performance tasks:


1. Teach the requisite knowledge.
2. Create and communicate the scoring rubric.
3. Be a facilitator.

Strengths and Limitations of PBA


Strengths
➢ Performance assessment clearly identifies and clarifies learning targets.
➢ Performance assessment allows students to exhibit their own skills, talents and expertise.
➢ Performance assessment advocates the constructivist principle of learning.
➢ Performance assessment uses a variety of approaches to student evaluation.
➢ Performance assessment allows the teachers to explore the main goal and processes of teaching
and learning.

Limitations
o Development of high-quality performance assessment is a tedious process.
o Performance assessment requires a considerable amount of time to administer.
o Performance assessment takes a great deal of time to score.
o Performance task scores may have lower reliability.
o Performance task completion may be discouraging to less able students.

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Types of Performance Tasks in Social Studies
Some performance tasks that can be used in Social Studies
Output Outcome Example
Position Paper Constructed publishable reaction Students will create a sound reaction paper
paper on socio-political issues on political dynasties. Students will identify
and analyze the pros and cons of political
dynasties.
Simple Survey Collaboratively completed Students will conduct a small-scale survey
Research survey research on social regarding the environmental and social
problems in the local community problems in a barangay. The information
that will be gathered will be analyzed and
presented through an oral presentation.
Role-Play/Drama Presented performance that Students will role-play the roles and
mirrors the community9s needs concerns of community members like
and wants which can be easily population growth, expansion of economic
achieved by working together. activities, pollution and social dysfunctions.
Community Action Planned programs for local Students will assess the needs of the
Plan interest and engage in community based on observations. The
community-based work for results of the survey will be presented in the
positive causes. class then be given to the authorities for
proper action.
Business/Product Student-ventured economic Students will prepare their own product. In
Proposal activities that require them to use front of a set of panelists, the students will
the concepts of supply and present their products. If approved, the
demand. students shall market their products on
social media.
Exhibit Student-planned and organized Each student will create an artwork that
exhibit on cultural identity symbolizes their ethnic affiliation. All
products shall be displayed for public
viewing (Esmeralda, 2018).

Steps in Creating Performance-Based Assessment


1. Defining the purposes of assessment. As teachers, always keep in mind that in choosing
assessment strategies, you must always rely on the learning targets.
2. Identifying the appropriate task. After identifying the purpose of assessment, teachers can
now proceed to identifying and/or creating aligned performance tasks.
3. Using rubrics as an assessment tool. With regard to the evaluation process, the teachers must
see to it that no other hindering factors may come along the way, particularly in the scoring
process. To ensure the reliability of score, teachers have to use scoring rubrics.

The Basic Components of Scoring Rubrics:

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Types of Scoring Rubric
1. Analytic Rubric. This kind of scoring rubric requires teachers to identify major skills that are
relevant and aligned with what is intended to measure. It determines the specific and detailed
criteria that learners must achieve. When criteria are defined in a detailed manner, teachers
will not face any difficulty in assigning scores to a performance or a product. Each criterion
is defined based on a certain degree of performance, thereby creating better diagnostic
information.

Analytic Rubric for Essay Writing

2. Holistic Rubric. This kind of rubric allows teachers to evaluate a performance or a product
based on the perspective of its overall quality. Each criterion is defined generally and then
assigned a score. This gives the teachers an overall grasp of what should be evaluated among
the learners. It also allows the teachers to rate very quickly, thus saving more time for the
performance.

Analytic Rubric for Discussion Boards


Criteria Ratings Points
Excellent to Very Good Performance. Models This area will be used by the assessor to leave 5 pts
professionalism and exemplary intellectual comments related to this criterion.
engagement with the course content.
Demonstrates ability to productively identify
important implications and extensions of the
readings in ways that motivate and deepen
inquiry in the course. Posts and replies are on
time or early. Replies are engaged, polite, and
offer support, critiques, and useful
suggestions.
Good to Average Performance. Applies This area will be used by the assessor to leave 4 pts
course content effectively, but may fail to comments related to this criterion.
address all elements of the assignment.
Grammar is of high quality but may display
minor inconsistencies. Replies are engaged
and polite, but may not offer much critical
thinking or suggestions.
Below Average Performance. Post may not This area will be used by the assessor to leave 3 pts
model a professional, collegial demeanor. comments related to this criterion.
Post may be inconsistent with the assignment
instructions; comments may lack depth and/or
oversimplify the issues at hand or may be
incomplete. Grammar may be inconsistent.
Post and replies may be late in a manner that
reduces participation. Replies may not be
present.

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Criteria Ratings Points


Poor Performance. Post was not completed or This area will be used by the assessor to leave 0 pts
does not address assignment requirements. comments related to this criterion.
Comments may be shallow or incomplete.
Grammar is poorly executed.
- - Total Points: 12

Holistic Rubric for Discussion Board

Activity

1. As a would-be Social Studies teacher, what is the relevance of using performance-based


assessment in your classroom?
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Designing Learning Portfolios in Social Studies

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Objectives:
Learn about the following:
➢ Identify the nature and relevance of portfolio assessment.
➢ Recognize the types and characteristics of a portfolio.

Introduction

The portfolio does not only make the learners become aware of their progress but also allows them
to become reflective learners. The portfolio itself becomes a piece of evidence for self-reflection that gives
them an idea on how much they have progressed. It also makes them organized as they create their own
project. It strengthens their sense of responsibility as they know that they have to accomplish tasks on
time. Moreover, accomplishing a portfolio allows the learners to exemplify efforts required for their own
improvement.

Purposes of Portfolio Assessment


Portfolio creation is a systematic purposeful process of collecting learners9 works to document
their efforts, achievement, and progress toward the attainment of learning targets. Seitz and Bartholomew
(2008) enumerated some of portfolio assessment9s importance:
a. It emphasizes both content and performance or holistic learning.
b. It connects children9s products with specific national standards.
c. It highlights skills across the curriculum.
d. It demonstrates progress on specific, individualized learning outcomes.
e. It celebrates the child.

Types of Portfolio Assessment

Types of Portfolio Purpose Artifacts to Collect


Growth To show progress toward one or more Artifacts from before, during and
learning goals. after learning
Project To document the trajectory of a project. All drafts of works during the
creation of the product or
performance
Achievement To demonstrate the current level of Artifacts compromising a
achievement over a collection of learning representative sample of
targets. achievement
Competence To provide evidence of having attained Artifacts representing the highest
competence in or more areas. level of achievement
Celebration To showcase the best work or what the Learners9 choice based on the
learner is most proud of. quality of work or preference

Steps in Developing Portfolio Assessment


1. Identify the overall purpose and focus. This principle means that
you have to know the end goal of all the activities that you
implement inside the classroom. You have to know the
nature of the evaluation, whether it is process-based or PRODUCT PROCESS
product-based. In the process-based portfolio
assessment, teachers give more emphasis on the process of
constructing and completing the required elements. A product- based
portfolio gives more weight on the end product itself which is reflective of the entire effort of
the learners.

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2. Identify the physical structure. Teachers just have to
assess the best possible way to present the portfolio.
Teachers can use a traditional portfolio which is a Traditional Electronic
tangible portfolio or an electronic portfolio which can Portfolio Portfolio
be presented in a compact disc (CD).

3. Determine the sources of content. A good portfolio must have a specific theme that learners
and teachers must uphold. To guide you in choosing the sources of content, Musial (2009)
identified several artifacts in Social Studies portfolios, which are: presentation of a view of
society; written description of different cultures, institutions, and professions; discussion of
equality, justice, democracy, freedom, rights and other large social concepts; drawing of
artifacts; timelines; position paper on social issues; investigation on social issues; and proposal
to respond to a social issue.

4. Determine the student reflection guideline. Before


implementing your portfolio assessment, make sure
that the learners are aware of the processes, content,
purpose, and the evaluation process. Teachers must
always back up the children as a facilitator willing to
help them achieve what is expected of them. Here
comes the principle of scaffolding where teachers must
give due support in the areas that are unclear and
difficult for the learners.

5. Identify the scoring rubric then evaluate. It is


recommended
that in creating and/or using scoring rubrics, teachers
must assess the alignment of the criteria with the
expected learning targets. This could easily be seen by
comparing each criterion to the learning competencies
(e.g., Criterion 1: excellently provides sound argument
vs. LC 1: creates a simple reaction paper on social
issues).

6. Communicate the results of portfolio evaluation. After fairly evaluating the portfolio, the
terminal step of the assessment process is the
announcement of results. It is very much important to
emphasize their scores and how they landed those
scores.

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Activities

1. Create a concept web using the word Portfolio.

2. How important is the knowledge and skills of teachers to the success of portfolio assessment?
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