SOCIAL STUDIES REVIEWER

* Guiding Principles in Teaching Araling Panlipunan

1. Meaningful- students see relevence and connection of their lesson to their lives because
of real-world application.
2. Integrative- integration of several interrelated disciplines- history, economics, geography,
political science, sociology, anthropology, archeology and psychology. Multidisciplinary and
interdisciplinary .
3. Value-based- intended outcomes of araling panlipunan as a subject? Course are in the
effective domain, the development of the mamayang mapanagutan, makakalikasan,
makabansa, makatao.
4. Active- “ hands- on, hearts- on, minds-on” . requires students to process and think about
what they are learning.
5. Challenging- learning task neither too easy to bore the students nor to difficult to
discourage them.

“A thousand teachers, a thousand methods” Chinese Proverbs

*Teaching Approach- a set of principles, beliefs, or ideas about the nature of learning which
is translated into the classroom.
* Examples of teaching approaches:
1. Banking approach- deposits knowledge
2. Constructivist approach- student construct knowledge
3. Individualistic approach- student work/ learn individually.
4. Collaborative approach- group work, team, partnership, group discussions
5. Indirect, Guided approach- teachers guide learners to discover things
6. Direct approach- teacher directly tells or shows what is to be taught.

* TEACHING STRATEGIES- refers to wisdom in selecting teaching approach, teaching

method, techniques and activities in order to achieve teaching objectives.
1. Differentiated Instruction- allows teachers to engage each pupils by accommodating to
their specific learning style.
2. Cooperative Learning- pupils learn more effectively when working together rather than
apart.
3. Utilizing Technology in the Classroom- integrating technology into the classroom is a
great way to empower pupils to stay connected in this technological era.
4. Inquiry-based Instruction- used to engage pupils to learn by asking questions,
investigating, exploring, and reporting what they see.
5. Graphic Organizers- simple and effective tool to help pupils brainstorm and organize their
thoughts and ideas in a visual representation.

* TEACHING METHODS- refers to a series of systematic action by teachers in order to

achieve short term teaching objectives.
1. Deductive Method- the teacher tells or shows directly what he/she wants to teach.
2. Inductive Method- inderect instruction

*TEACHING TECHNIQUES- refers to the teacher’s application skills in implementing the

selected teaching method.
Examples of Teaching Techniques
1. Mind Mapping- can be used in an individual working station, in a group work, or by the
teacher as means of demonstrating something.
2. Brainstorming- way of collecting ideas or information in a creative and uninhibited way
3. Recitation Technique- traditional technique in which teacher or pupils read the questions
from the text and the pupils recite answers.

*APPROACHES IN TEACHING ARALING PANLIPUNAN

Approach- set of principles, beliefs, or ideas about the nature of learning which is translated
classroom.
1. Constructivist Approach- students come to class with entry knowledge and skills.
2. Experiential and Contextualized Learning- learning beginning with experience and ending
with experience.
3. Reflective Approach- teacher analyze their own practice and underlying basis to consider
alternative means for achieving their ends. Deep thinking by an individual about their
existing knowledge and capabilities.
4. Conceptual Approach- students figure out the attributes of a group of categories that has
alread been formed by the teacher.
5. Integrative Approach- the lesson is connected to other disciplines
6. Transdisciplinary Approach- integrates the perspective of multidisciplinary disciplines
and is connected to real-life experiences.
7. Interdisciplinary Approach-exploration of a relevant concept, issue or problem that
integrates the perspective of multiple disciplines in order to connect new knowledge.
8. Collaborative Approach- learners work together

*METHODS IN TEACHING ARALING PANLIPUNAN IN THE INTERMEDIATE GRADES

1. Thematic Method- Learning revolves around a theme. Each theme should be
accompanied by focus questions.
Advatages of Thematic Method in AP
1. Integrated Learning:
2. Contextual Understanding:
Advantages of Thematic Method in AP
1. Engagement
2. Interdisciplinary Connections
3. Superfficial Coverage
4. Complex for Younger Students
5. Skill Requirement
6. Assessment Challenges

Araling Panlipunan as a subject develops the following themes a cross the Grades:
1) tao, kapaligiran at lipunan;
2) panahon, pagtutuloy at pagbabago;
3) kultura, pananagutan at pagkabansa;
4) karapatan, pananagutan at pagkamamamayan;
5) kapangyarihan, awtoridad at pamamahala;
6) produksyon, distribusyon at pagkonsumo and
7) ugnayang pangrehiyon at pangmundo

Demonstration Method- teacher or an assigned student or group shows how a process is

done while the students become observers.
Advantages of Demonstration Method in AP
1. Concrete Visualization
2. Immediate Understanding
3. Engagement
Disdvatages of Demonstration Method in AP
1. Limited to Visual Topics
2. Passive Learning
3. Preparation Time
4. Teacher-Centric

Activity Method -technique adopted by a teacher to emphasize his or her method of

teaching through an activity in which the students participate rigorously and bring about
effient learning experiences. Learning by doing is the main focus of this method.
Advantages of Activity Method in AP
1. Active Learning
2. Collaboration
3. Deeper Engagement
4. Skill Development
Disdvantages of Activity Method in AP
1. Time-Intensive
2. Resource Demands
3. Classroom Management
4. Assessment Complexity

Inquiry Method- the core of inquiry is a spontaneous and self-directed exploration. Teachers
must provide learners with opportunities to explore, inquire and discover new learning.
Disadvatages of Inquiry Method in AP
1. Critical Thinking
2. Student Engagement
3. Problem-Solving Skills
4. Relevance to Real Life
Disdvatages of Inquiry Method in AP
1. Time-Consuming
2. Guidance Required
3. Time-Consuming.
4. Guidance Required
5. Difficult for Younger Students
6. Assessment Challenges

Authentic Assessment
A form of assessment in which students are ask to perform real world tasks that
demonstrate meaningful application of essential knowledge and skills.
Assessment for instructional purposes- essentially means assessment for learning. The
purpose of assessment is not only to certify learners but also to help them understand
learning difficulties and the way to overcome these difficulties.
Assessment and Evaluation for Certification- for certifying learners, a type of summative
evaluation needs to be carried out periodically as well as terminally.

Types of Authentic Assessment

Performance Assessment:particularly useful when the objective targets behavioral outcome
Portfolios: A collection of student work documenting learning over time.
Group Tasks: Projects, Group Work, Peer Editing, etc.
Brief Investigations: Measure mastery of basic concepts via the ability to interpret, describe,
hypothesize, explain, or predict future relationships.
Assessment Self-Assessment: Develop skills for reflection, evaluation, and revision of the
work of the individual student.
1. Traditional Assessment • a conventional method of assessment that has been followed
since a long time is the traditional assessment. it is simply approach that generally utilizes a
pen and paper or based-examination methods.
2. Portfolio Assessment -A portfolio is a type of assessment. portfolios often tell compelling
stories of the growth of the students' talents and showcase their skills through a collection
of authentic performances.

Portfolio is a collection of student work that can exhibit a students' efforts progress and
achievement in a various areas of curriculum.

3 Types of Portfolio
1. Showcase Portfolio contains product that demonstrate how capable the owner is at any
given moment.
2. Assessment Portfolio contains product that can be used to assess to the owner's
competences.
3. Development Portfolio show how the owner has developed and therefore demonstrates
growth, this type of portfolio often contain products from various stages of this process
stages in which feedback had been received and also products from work still in progress.

Scoring Rubric- tool used to interpret and grade students work against criteria or standard.
2 types of Scoring Rubric
Holistic Rubric- single criteria rubric used to assess participants overall achievement on an
activity or item based on predefines achievement level.
Analytic Rubric- two dimensional rubrics with levels of achievement as columns and
assessment criteria as rows.

Performance Task- students perform and demontrate their knowledge. Evidence in learning
6 types of Activities in Performance Tasks
1. Presentations and Reporting- Involves talking in front of a group of people to explain an
idea, system, recent performance and other topics.
2. Performances- Kind of collaborative activities. Create, perform and provide a critical
response.
3. Exhibits and Fairs- Letting the students create exhibits and fairs for them to display their
works.
4. Debates- Teaches students about varied viewpoints and opinion.
5. Students Portfolios- Include items that students have created and collected over the
period.
6. Projects- Work individually or in groups. Apply their knowledge and skills while
completing their assigned tasks.

Evaluation-
1. Placement Evaluation measure the entry behavior or previous knowledge of the learners.
2. Formative Evaluation- monitor the learning progress of the learner. To know whether the
learning objectives have been achieved or not. "mastery of learning or learning progress"
3. Diagnostic Evaluation- carried out based on the data obtained from formative evaluation.
Conducted for identifying the difficulties and to solve them.
4. Summative Evaluation- conducted to know the terminal behavior of learners. The key
word in summative evaluation is "certification"
Scholastic Assessment- assessment of cognitive abilities of learners in various academic
activities which are associated with various subjects.
Assessment of Co- scholastic abilities- aims at assessing desirable behavior related to
learner's life skills, attitudes, interests, values, co-curricular activities and physical health.

Assessment Strategies in Social Studies

1. Term Examination- Conducted either through written or oral examination at the end of
the semester or at the end of the year
2. Peer Assessment- based on the strength of peer interaction and dealings.
3. Group Assessment - Teaching Social Sciences requires many groups centered activities
like field visit, project and inquiry- based learning, community surveys etc.
4. Portfolio Assessment- A collection of important contributions of the learner recorded in a
very systematic manner.

Use of ICT in Assessment and Evaluation

1. Use of E-mail and Internet- Social science teacher can e-mail assignment to learners and
ask them to return the assignment responses through return mail to her/him. The evaluation
feedback can also be communicated through the e-mail.
2. Audio and Video Materials- Social science teacher can give students assignments in the
form of developing audio video materials on several social science contents like gender,
diversity, inclusiveness, social-cultural practices, art and craft etc.
3. E-Portfolio- Social Science students can also be motivated to develop e-portfolio in their
personal account and upload and store the significant work they perform in visuals, audio-
video, and descriptive forms
4. Social Media- Social media play very important role not only in communicating to the
friends or relatives but also contributing to academic excellence. The strength of the social
media can also be used in evaluating student performance.