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Major 12 - Approaches and Name of Student: __________________________________
Techniques in Social Studies Course, Year & Major: BSE III – Social Studies
First Semester, A. Y. 2016-2017
College of Teacher Education
Marie Fe Dizon - de Guzman, Ed. D. Ramon Magsaysay Technological University, Iba, Zambales
Associate Professor V
Introduction The definition was officially adopted by National Council for the Social Studies (NCSS)
in 1992. See National Council for the Social Studies, Expectations of Excellence:
The Social Studies curriculum over the past one decade has changed Curriculum Standards for Social Studies (Washington, D.C.: NCSS, 1994).
drastically both in content and methodology. The nature of Social Studies is
that it is a study where the nature of man is its major central focus of attention. Aim of Social Studies
Social Studies therefore organize its content around relevant knowledge, The aim of social studies is the promotion of Civic Competence—the
values and skills that constitute the wide sphere of man. The subject has also knowledge, intellectual processes, and democratic dispositions required of
been seen as a prime discipline adopted to socialize our young and function as students to be active and engaged participants in public life. It emphasizes the
a means of promoting progress towards the major social education goals that importance of educating students who are committed to the ideas and values
have been identified for emphasis - civic duties or development of citizen of democracy.
participation skills, acquisition of desirable attitudes and values, disciplined
life etc. It is therefore obvious that Social Studies is by its very nature a The Ten Themes of Social Studies Program
dynamic discipline which is wide and cannot be expected to have distinct
boundaries. Culture. Through the study of culture and cultural diversity, learners
The Social Studies teacher needs to acquire competence in his approaches to understand how human beings create, learn, share, and adapt to culture, and
the teaching of Social Studies. These competences include content appreciate the role of culture in shaping their lives and society, as well the
competence; competence in transmitting the content to the learner, lives and societies of others. In schools, this theme typically appears in units
competence in the use of variety of instructional strategies, and and courses dealing with geography, history, sociology, and anthropology, as
competence in evaluating instruction. The teaching and learning processes well as multicultural topics across the curriculum.
involve some methods and means of enhancing meaningful learning through
the use of instructional resources. Time, Continuity and Change. Through the study of the past and its
legacy, learners examine the institutions, values, and beliefs of people in the
past, acquire skills in historical inquiry and interpretation, and gain an
understanding of how important historical events and developments have
Topic 1 shaped the modern world. This theme appears in courses in history, as well as
in other Social Studies courses for which knowledge of the past is important.
development, and actions. This theme typically appears in courses and units
dealing with psychology, anthropology, and sociology. Civic Ideals and Practices. An understanding of civic ideals and
practices is critical to full participation in society and is an essential
Individuals, Groups and Institutions. Institutions such as families and component of education for citizenship. This theme enables students to learn
civic, educational, governmental, and religious organizations exert a major about the rights and responsibilities of citizens of a democracy, and to
influence on people’s lives. This theme allows students to understand how appreciate the importance of active citizenship. In schools, the theme typically
institutions are formed, maintained, and changed, and to examine their appears in units or courses dealing with civics, history, political science,
influence. In schools, this theme typically appears in units and courses dealing cultural anthropology, and fields such as global studies, law-related education,
with sociology, anthropology, psychology, political science, and history. and the humanities.
Production, Distribution and Consumption. This theme provides for Typology of Approaches and Strategies in Social Science
the study of how people organize for the production, distribution, and
consumption of goods and services, and prepares students for the study of
Teaching
domestic and global economic issues. In schools, this theme typically appears Approaches refer to the general philosophy and operation to be known and
in units and courses dealing with economic concepts and issues, though it is done in teaching a particular subject. It is a perspective. According to
also important for the study of the economic dimension of other Social Studies Dynneson and Gross (1990), approaches include applied stratagems for
subjects. enacting instructional practices that embody the beliefs, values and principles
applied to the field of Social Studies Education
Science, Technology and Society. By exploring the relationships among
science, technology, and society, students develop an understanding of past Strategies It consists of steps to be observed. It comes from the Greek word
and present advances in science and technology and their impact. This theme “stratego”, a definite procedure to accomplish goal. It is synonymous to Method.
appears in a variety of Social Studies courses, including history, geography, It is procedural in nature.
economics, civics, and government. APPROACHES NATURE / PURPOSE STRATEGIES
Global Connections. The realities of global interdependence require an 1. Discovery The main purpose is to make the Problem Solving
understanding of the increasingly important and diverse global connections Approach learners look for the answers by Field Trips,
among world societies. This theme prepares students to study issues arising themselves. According to Bruner, Interview and Survey
from globalization. It typically appears in units or courses dealing with the discovery approach makes the Participatory
learners: learn effectively, be Film/Slide Tape
geography, culture, economics, history, political science, government, and actively involved, retain what has Experimentation
technology. been learned, experience the self-
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
5
Its purpose is foster the learner’s Problem Solving 8. Analysis To help use logical thinking and Research/Investigatory
3. Inquiry 1. Identify the problem
searching, inquiring, and rational Question and Answer Approach scientific investigation to decide
Approach objective answers to questions/ about an issue
mind. Independent Study
problems/ issues. 2. Gather information
Case Study using various means
Through planned procedures, it is Experiments
hoped that young people will To assist the learners to use 3. Organize information
Research rational analytical process in gathered
recognize social science Tri – Question
interpretation as an intellectual interrelating and conceptualizing 4. Analyze the truth of
(WHAT, WHY, HOW) the result of their research gathered materials
process, a never ending quest, and
findings. 5. Arrive at the answer to
a continuing effort.
the problem
6. Report
4. Constructivist A learning philosophy founded on Posing relevant problem
7. Application
Approach the premise that, by reflecting on Seeking points of view
our experiences, we construct our Structure learning around
own understanding of the world Primary concepts 9. Action – To provide students with Problem Solving Method
opportunities for personal and using group/class:
we live in. Each of us generate our Interactive learning building Learning
social action based on their values. 1. Becoming aware of the
own ‘rules’ and ‘mental models’. of what already know Approach problem about an issue.
To encourage students to view 2. Taking a positive stand
themselves as personal – social on the problem / issue.
A module refers to a unit of Inductive
5. Modular 3. Deciding whether to act
instruction, usually complete in interactive beings, not fully
Approach Deductive autonomous, but members of the
or not
itself and therefore self-contained. 4. Planning strategies for
community or social system.
It is a great use for individually – action.
paced learning or independent 5. Implementation of
study. It is effective in the scheme strategies/action.
of continuous progression. 6. Reflecting on actions
taken and considering
Interdisciplinary is a combination Question and Answer next steps.
6. Interdisciplinar
of disciplines from different related Debate, Lecture
y and Multi- areas (Anthropology, Sociology, Case Study To help students develop more Moral – Dilemma Method
Disciplinary 10. Moral
History, Economics, Political Film/Slide Tape complex moral reasoning patterns 1. Present the dilemma
Approach Development based on the highest set of values. 2. Dividing the action
Science, and Geography). Multi- Problem Solving
Disciplinary is a combination of Field Trips, Research Approach To urge students to discuss the 3. Group work
different areas of discipline like: the Independent Study reasons for their value choices and 4. Group presentation
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
6
If method/strategy is the key to teaching and learning; technique is the way A. Knowledge
this key is applied. 1. Facts
It is operationally defined as the basic element of knowledge that has
Components meaning within a contextual setting. Factual information such as percepts,
Talking or speaking, personal attire and poise, seating arrangements, getting names, dates, statistics, and details are meaningful within a larger context of
and going out of the classroom, motivating students, manner of doing each an idea or a concept. Factual knowledge tends to have meaning only within a
step of the lesson, choice of visual aids, instructional materials, equipment specific context. Facts are descriptive knowledge.
and art work, holding of pictures, visual aids, instructional materials, and Examples:
equipment, placing visual aids on the board and manner of pointing to a 1. The temperature of which water boil may be of interest to a cook.
2. 20% satisfaction rate of Pres. Noynoy C. Aquino
picture, raising, criticizing and maintaining discipline, giving instructions and 3. Julius Caesar was a Roman General.
assignments, room structure and others.
2. Concepts
Concepts are complex system of highly abstracted ideas which can be
built only by successive experiences in a variety of contexts. The relating
together of factual details, objects, or events that share common features and
are assigned a single name.
Topic 4 Remember that the acquisition of concepts can be strengthened when
percepts and factual information are presented as aspects of an idea or a
concept. The following are school of thoughts regarding how concepts are
learned
Elements of Instruction Objectivist Approach
Associated with behavioral psychology and recommends that
In the planning of a lesson, teacher need to keep in mind that the strategies children learn to make labels or object association. Eventually
they employ to present the content to students are often determined by the children learn the attributes of the objects and learn to classify them
nature of the subject matter. The acquisition of subject matter can greatly according to specific categories.
influence the extent to which instruction will be successfully learned by the The main defining feature of the concept is a descriptive
students. characteristic or word label. Therefore, a word label provides the
These elements of content include knowledge (facts, concepts and context around which factual information is organized to give
generalization), skills and values. The teacher is responsible for designing and clarification and meaning to a concept.
Example: picture description of a pencil, learning the essential
planning effective learning environment and experiences that meet students
characteristics that image the organism frog and many others.
need as well as instructional objectives. However, the instructional strategy
will vary according to the following elements of instruction.
Cognitive Approach
This approach emphasizes the individual’s internal resources.
Previous learning serves as a resource for learning new concepts. The
acquisition of new knowledge rests on the ability of the learner to
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
8
relate new information within the framework of already acquired Political Science (Citizenship, Constitution, politics, taxation, ballot, assembly,
knowledge. Knowledge must be meaningful if students are to acquire, filibuster, injunction, municipality, impeachment, confederation, election, caucus,
retain and integrate it. diplomacy, bureaucracy, canvass, treaties).
Example: Concept of a River (Body of water, aspect of environment, types Economics (Market place, principal, demand, stock, supply, retail, recession,
of bodies of water, kinds of rivers, uses and meaning of word river). securities, services, fiscal policy, mortgages, surplus, profit, corporation, manpower,
bankruptcy)
Model Approach (Gunter, Estes and Schwab, 1990) Sociology (Caste system, status, assimilation, collective behavior, cooperation,
Concepts are learned through concept attainment model. The crime, squatters, institution, society, ethnic group, gender, demography,
discrimination)
process of defining concepts by attending to those attributes that is
absolutely essential to the meaning and disregarding those which are Anthropology (Aborigine, acculturation, ethnology, dowry, evolution, caste,
civilization, ethnocentric, adaptation, enculturation, folkways, mores, culture trait,
not. patterns, myths, primates)
Concept Attainment
1. Paglalahad ng mga konsepto
2. Pagbibigay ng mga halimbawa ng konsepto 3. Generalization
3. Pagbibigay ng mga hindi halimbawa ng konsepto A conceptual relationship. It is a universal statement applicable at the
4. Pagtukoy ng wastong halimbawa ng konsepto
highest level of abstraction relevant to all time or stated times about man’s
5. Pagbibigay ng depinisyon ng konsepto
6. Paglalapat (pagbibigay ng iba pang halimbawa) past and or present, engaging in a basic human activity.
Generalizations are the statements that relate the meaning of two or
Example: Democracy – rights of citizens to participate in electing a leader, there are
more concepts to express a general rule or principle.
different types of democracy: Republican form or Parliamentary, nature of the
relationship between the rulers and those who are ruled. The ability to generalize is the apex of the process of learning; it is the
key to further and more expeditious learning. Generalizations that express
Types of Concepts Fundamental in the Social Studies Curriculum social relations are learned as a part of the experiments of life; when they are
established incompletely or erroneously, they must be corrected (example, an
Substantive Concepts (Price, Hickman, & Smith 1965) Sovereignty of Nation, individual may have had an unsatisfactory experience with a person of certain
Conflict, Industrialization, Secularization, Compromise & Adjustment, Power & ethnic background, teacher should correct it).
Authority, Morality & Choice, Scarcity, Input & Output, Culture, Institution, Social
Control, Interaction
Criteria Used in Identifying Generalizations (Hanna & Lee, 1962)
Value Concepts Dignity of Man, Empathy, Loyalty, Government, Freedom,
Equality 1. Statement not be bound by geographic place or time
Concepts of Methods Historical Method and Point of View, the Geographical 2. Factual date associated with generalization not be generalization
Approach, Causation, Social Research, Sociological and Anthropological Perspective 3. That the generalization not be based on opinion but rather on
Teaching Concepts Observation. Classification, Measurement, Analysis & scientific explanation
Synthesis, Objectivity, Skepticism, Interpretation, Evaluation, Evidence 4. Generalization applicable to all human beings and not to
individual or within isolated communities.
Concepts in the Various Field of Social Sciences
History (Colonialism, manifest destiny, scalawag, utopia, dynasty, origins, causes, Three Basic Generalizations (Michaelis, 1988)
medieval, civilization, emancipation, rebellion, holocaust, open-door policy) Descriptive Generalizations - limited to a time or place.
Geography (Altitude, climate, conservation, ecology, space, region, plateau, Conditional Generalizations - limited by an “if the” conditions
elevation, tundra, atmosphere, glacier, globe, resources, equator, greenhouse effect, Prescriptive Generalizations - limited to value preference.
savanna, archipelago)
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
9
Different Processes in Analyzing Generalizations (Jerrold Kemp, 1985) Listening Skills and Speaking Skills – Public speaking, oral and individual
Diagramming (the process of breaking then into component parts), group report, debates, round table discussion, others.
Deduction, Induction and Webbing (can be used to illustrate the Study Skills – Teacher should expect students to spend time reading,
relationships between the elements). reviewing, and studying in preparation for instruction.
Social Skills – Work cooperatively, share responsibilities, support fellow
Examples group members, take responsibility.
1. Towns frequently arose at favorable bodies of water or at water and
land connections. 3. Complex Skills – Complex skills are intellectual skills as well as applied
2. People tend to move from areas of lesser to areas of greater economic skills (Thinking and Performance). This Problem Solving, Decision
opportunity. Making, Critical and Creative Thinking, Organizing Important Events
3. Rivers are frequently avenues of easy transportations Chronologically, Detect Cause – and – Effect Relationships, others
4. Trading centers often have developed at the convolution of rivers and
other bodies of water or accessible landforms. Examples of strategies Demonstration, Guided practice, Interviewing,
5. Towns frequently arose at favorable bodies of water or at water and related to the Production of charts and graphs, illustrative
land connections. development of Skills films, library research, and student-produced
presentation.
Examples of strategies Vocabulary development, word label,
related to the development picture association, cause and effect studies,
of Knowledge written and oral reports, webbing and C. Values
demonstration. Values are associated with behaviors and attitudes that are symbolic of a
unified social group of behavior regarding certain ways if thinking, acting and
B. Skills doing. The act of passing judgment upon the nature and amount of its value
compare with something.
Skills are often acquired through practice, refinements and reinforcement.
It can be acquired as habits. Skills can be classified according to: Value Related Terms
1. Psychomotor and Simple Skills - Learned at a relatively early age Virtues Honesty, temperance, courage, justice, etc.
and are fundamental to later learning. These include manipulation of Beliefs Convictions regarding the truth of a statement or idea
Attitudes Predisposition to behave in a certain ways toward
arms, legs, eyes, fingers in maneuvering physical objects ; identification certain phenomena
of colors, numbers and letters; labeling objects, simple association; Ethics Standard for assessing human conduct
cutting, pasting to illustrate an idea or a concept. Morals What we consider to be right or wrong
Aesthetic Values They are measure of beauty, preference or taste
2. Basic Skills – Consists of processes that human beings acquire in Cultural Values Mores, folkways, customs and traditions
order to access knowledge.
Reading Skills - ability to decipher words and sentences, vocabulary Classes of Values
development, research skill, information gathering. 1. Personal Values – Associated with human traits are often expressed
Writing Skills – locating resources, selecting information, organizing through behavior that tends to characterize an individual.
reports, writing journals, developing ideas on paper, writing essay, others. Examples: Freely chosen by the individual. Highly priced by the individual.
Provide standard for assessing conduct. Perspective of what is right, appropriate
Observing Skills - Pay attention, take notes and try not to take sides.
and worth knowing, believing and doing.
2. Group Values – Collective values are acquired as a result of group Motivation - Nature and Concept
affiliation or group membership (family, church, school, and social Commonly defined as the combination of intrinsic and external
organization, club and peer group). influences, thus it is multidimensional, stimulating individuals to thought,
Examples: Determine priorities and goals within social settings. Establish investigation, discovery, and conclusion. Such activities, energize for action
standards of appropriate conducts. Develop sense of self-identity and serve as and determine its direction.
basis for decision making
3. Societal Values – Represents the general agreement among the Internal Influences
various social groups that make up a broader unit called society. Internal origins of motivation are often associated with an
Examples: Share common traditions, values and institutions. Determine relative individual’s physiological makeup or those genetic traits that are passed on by
importance or worth of idea or belief, Value teamwork and self-achievement. one’s parents. Motivators can be internal, coming from within the individual,
Willingness to make real contributions. Willing to sacrifice in defense of values such as tendency to be aggressive. Methods of heightening student
Examples of strategies related to Demonstration, objective thinking, participation also heighten motivation.
the development of Attitude and decision making, simulation, and Remember:
Values modeling o Students who are ‘appropriately challenge” seem to become more
energized and motivated than those who are not challenged.
o Learning that contains elements of risk seems to inspire learning,
whereas risk-free instruction does not seem to motivate learning.
o Learning activities that are somewhat emotionally charged, challenging
and competitive tend to generate energy than to passive activity lecture.
o Overwhelming risk, however, may threaten the individual and trigger an
avoidance reaction.
Topic 5 Achievement Theory – This theory is based on the assumption that
individuals will attempt to reach or keep up a certain standard or level of
performance in order to maintain their status within the group and their
sense of self – worth. Ones students have experience success, they tend to
Motivating Student Learning maintain or to extend it as best they can (Russell, 1971).
Teachers are constantly seeking new ways of presenting information to External Influences
students in the hope that they can somehow access this switch and trigger the Behavioral scientist acknowledges the importance of social and physical
students’ desire to learn. environment as influences in human behavior. The social relationships are
considered important factors that strongly influence students’ motivation
Learning cannot take place unless there is a need and desire to learn. If there is
because human beings tend to exert a profound social influence on one
no wish to learn, there is no learning even though the environment may be rich
another.
in stimulation. When planning and executing a program of instruction, you
Remember:
must plan certain activities that will create or enhance your students’ desire to
o The environmental factors are themselves a composite of geographical
learn the lesson. influences and of the economic, emotional and other social influences
that human being exert upon each other.
o Environment of the school includes more than bricks, mortar, furniture,
instructional materials, and bulletin boards. More than any other external
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
11
factor, the human factor contains great potential for influencing Designing Instruction for Motivation
motivation. 1. Establish clear and vital learning objectives that are observable and
measurable and are according to specific student performances.
Teacher’s Role in Motivation 2. The opening motivating activity will link subject matter with student
We can allow for the development of competence and match students interest and experiences.
with learning activities, but we cannot directly motivate students… Between 3. Students are more interested in instruction when they are direct
what we do as teachers and what students do as learners are the students participants in the learning/teaching process (include such activities as
perceptions, values, personalities, and judgments. These elements decide the cooperative learning, participation in games, and simulations in which decision
final outcome of student motivation. making and problem solving are emphasized, the uses of historical fiction,
The role of the teacher is viewed as that of the stimulator of student individualized learning measures such as individual bar graphs and maps).
behavior which constitutes the learning experiences. Motivation for school 4. The momentum of instruction requires that students keep face with
learning is learning in itself. As such, it can be created out of the proper instructor, thus motivating them to listen, clarify, meet task
experiences. In turn, teachers can nurture and cause to grow students’ desire to requirements, stay alert and participate in future decisions.
learn. 5. In planning the lesson, the teacher should designate the estimate time
segments for each aspects of the lesson and attempt to meet these pre
Establishing Relationships – established schedule. At the same time the teacher should be
According to William Glasser (1969) Reality Therapy says that willing to violate the pacing schedule for good reason.
teacher must be involved; that when students are involved with responsible 6. From motivational perspective, many other instructional methods
teachers, people who themselves have a success identity and can fulfill their can promote better student participation and thereby increase student
needs, the students are then in a position to fulfill their own needs. interest in instruction.
7. The actual motivating activity maybe a guest speaker,
Dealing with the Unmotivated demonstration, game, picture or display.
The unmotivated student who is often less able student requires more 8. Each lesson should contain direct motivational items such as warm
care and attention than to other students. Some experts suggest that to help – up questions or response items such as “what if” questions.
these students, teachers need to challenge them with maximum level 9. Students tend to enjoy and energized in social problems and
encouragement and support. John Keller (1983) developed his ARCS Model problem - solving and decision – making activities.
which was an attempt to influence the motivation of students toward their 10. Students tend to become more interested and involved in most topics
learning tasks. It contains four major conditions for motivation: if the teacher displays their enthusiasm for the topic.
Attention relates to the need to call Relevance relates to the need for Closure Activities - are often in the form of participatory activities that end
students’ attention to the material or students to assign value to the instruction on high note and bring the entire instructional element together
content. content or material. to help students grasp the overall meaning of the unit of course. As a result
Confidence relates to the need for Satisfaction relates to the need of of the culminating activity, students will hopefully have opportunity to
students to realize that they can be students to gain a sense of review, clarify and reinforced what have thought.
successfully learned the content or gratification or a reward as a
material. consequence of learning the content .
or material.
expected to take notes and sometimes the teacher may write notes on the
Topic 6 chalkboard. Often the lesson may end up with sum-up questions.
identification of a problem, analysis of this information in order to arrive at Ask tugging questions (What else? Vary the length and difficulty of the
possible solution and using the solution to generalize. Who else?) Questions
Discovery process is used to identify relationship. Discovering tends to focus Ask cross-examination question Ask question that are clear and
on the process of elimination based on trial and error. Discovery is often Simple
employed as a process that encourages students to manipulate with objects or Call the name of the student before Allow sufficient time for deliberation
with events so that they might gain new insights and relationship. asking question
Students can be required to find out the reasons for fuel shortage in the Answer the question asked by a Follow-up incorrect answers
country, power failure, scarcity of some goods etc. A very desirable aspect of student if students know the answer
the inquiry and discovery methods is its emphasis on the use of higher levels Repeat questions or repeat answers Call on non-volunteers and volunteers
of thinking. given by students
Exploit bright students or volunteers Call on disruptive students
Question and Answer Method
This is a common teaching method used by teachers. The teacher in this Allow choral response Change your position and move
method asks a question and then recognizes one student who answers the around the room
question. The teacher then reacts verbally to the student's response. Question Allow improper speech and
and answer is, therefore, a process whereby the teacher asks a question, a incompetent answers to go unnoticed
student responds, the teacher then reacts and asks another question which is
answered by another student and so on. B. Small – Group Setting
Students tend to vary in their ability to work effectively with other. In a small-
This method helps to test the extent and depth of the students' knowledge. The group work in Social Studies, students are usually required to contribute to the
method keeps both the students and teachers active throughout the lesson. A efforts of the group regardless of their preferences.
teacher of Social Studies employing this method should note that, it needs
adequate planning and handling. A careful directed questioning technique can Small-group setting is a valuable way to involve students in key elements in
elicit answer about the students' immediate environment. Social Studies. It will improve their ability to investigate objectively, to
analyze and reach some conclusions. Students has often far more opportunities
Topics like Man and His Environment, Man and His Economic Activities etc. to contribute, to share their views and to become truly involved. The direct
could effectively be taught through the questions and answer method. The involvement of students lead to personal motivation and learning.
questions used should be clear, precise and unambiguous.
Don’ts in Asking Questions Dos in Asking Questions Oral Reports
Ask question that allow 50-50 chance Ask questions that are stimulating A detailed discussion of a topic based upon data found in a several references.
of getting the right answer and not merely memory testing or It trains learners in the process of gathering, organizing and disseminating
dull information about a given topic. Resourcefulness, initiative and improved
Ask guessing and vague questions Ask questions that are commensurate expression among learners will also be developed.
with the student’s abilities Effective Techniques in Oral Report. Make an outline of the topic to be
Ask multiple questions Ask questions that are relevant to the included in a report. Read several references about the topic and take down
Students important points. Make an outline (introduction, body and conclusion. Write
Ask fill-in the blanks question Ask questions that are sequential report base on the outline. Decide an interesting way of opening the report.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
14
Report should be delivered in your own words getting only the gist. End the Committee Work
reports by the conclusion drawn from the materials. Committee studies attempt to help students to learn how to develop the
supportive and leadership roles. The ability to work cooperatively is the
Class Debate essential goal. The teacher is expected to help each students develop the skills
Debate is an excellent means for developing quick thinker and effective associated with needed research techniques, communications and reporting
arguers. It is a process that evaluates a probable truth, a judgment and a single skills. The basis for selection of members in a committee include: abilities,
solution. It is a useful device for stimulating students’ participation and interest, competitiveness, experience and leadership.
discussion. It helps also to identify arguments which support different points Attitudes Required in Committee Work Friendly relationship.
of view. It does emphasize competition and winning an argument. Willingness to provide leadership when required. Desire to contribute
Effective Techniques in Debate Pagpili ng suliranin. Pagsasaayos ng isyu. ideas. Willingness to contribute to the committee goals.
Paghahanda ng isyu para sa debate. Presentasyon ng debate.
Pagsubaybay/Pagbabalik-aral/Pagsusuri. Pagtatapos Cooperative Work
Cooperative learning refers to set of instruction procedures in which students
Panel Presentation work collaboratively in mixed ability learning group, either in a small or a
A group of three to six individuals share the reporting of a topic. According to large group to achieve the dual goals of academic achievement and skills
Aquino (2001) it is a small group of persons who have some expertise on the development. It features team formation, positive interdependence, individual
subjects and talk about the problem before the class. No one make a speech, accountability and face-to-face interaction.
rather there is interplay back and forth among the panel members with Cooperative effort requires social interaction skills and careful planning.
agreement, disagreement, clarifications and point elaboration. Students should be taught to set goals and systematically work out the task
Effective Techniques in Panel Presentation Discuss procedures with the designed to achieve these goals.
class and establish necessary rules. Prepare a necessary outline of Effective Techniques in Cooperative Work Selecting the activity.
responsibilities to the group. Panel tend to end up a separate individual Delineate a clear group goal. Enumerate individual responsibility. Observe
reports. Panelists are encouraged to seek questions during or after and provide feedback.
presentation. Present a summary and/or overview after the panel report.
Brainstorming
Round Table Format Effective Techniques in Brainstorming Pagkilala ng suliranin/ pangyayari.
A round table format is discussion group and less collection of separate Pagbabahagi/paglalahad/pagbibigay ng mungkahi. Pagsulat ng mga isyu.
factual presentation by individual members. The aim is to ensure that students Talakayan/pagsusuri ng mga ideya. Pagtatapos
express a wide range of viewpoints that deserve careful consideration by
everyone involved. Buzz Group
Effective Techniques in Round Table Format Choose a chairperson Informal arrangements particularly effective for motivation, to get students to
who has special qualities to help lead the group work. Choose the state initial opinions, to select a narrow topic and to share brief reactions.
moderator in panel reports or forum. Encourage participation and Effective Techniques in Buzz Group Teacher breaks small whole groups
questions from the class. Express wide range of viewpoints. into small sets (3 or 7 members) for short term discussion. After a few
minutes, the class reassembles and sub-group report on the results of their
conversations.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
15
Interviewing
Dyads Interviewing is useful and helpful in getting firsthand information from
Pair of students briefly share opinions with each and frequently ask to share individuals who have expertise on the topics under study. Using interviews
their findings and conclusion. exists in subjects as need from fresh data about the following sample topics
Effective Techniques in Dyads Assign a topic or problem to pairs of and issues: Prices of commodities in the ‘Market Baskets’, Ordinances of LGU,
Problems of Overpopulated Barangay, Awareness on the Reproductive Health
students. They are expected to share their view, listen carefully to each other,
Law
and come up with joint conclusion.
Construction Method
Dramatization Method This method helps the students to learn by doing, to be initiative and to engage
The method allows for a great deal of involvement and participation by the in self-directed activity. A student-produced presentation, the construction
students physically, emotionally and mentally. It is a natural way by which activity can be of two kinds. One involves the use of print materials like
students express freely their understanding of the life around them. newspaper construction, file folder, scrap book, vertical file and magazine
construction. On the other hand, some materials are used to make items like
In a situation where a lesson or topic is dry, dramatization could effectively
models, sculptures and other instructional constructions.
help to sustain the students' attention and interest. Dramatization involves
direct technique like role-playing. The teacher could engage students who are It is the role of the teacher to guide in the initiation of construction method. It
less active in academic work. It would create a sense of belonging in them. could be used for the following topics in Social Studies: The Family Structure,
Adequate preparation is needed to allow the participants know what part to The Systems of the Government, Social Organizations, Cultural pattern etc.
play. The drama should be realistic to make it effective and relevant. There should be thorough supervision when the construction involves the use
of sharp objects like knives and saws. This method is stimulating, motivating
Dramatization provides among other things, an avenue for respect of opinion
and functional in the higher classes of school.
of others, the attitude of co-operation within the co-actors, development of
desirable skills, confidence and self-esteem, and the opportunity for the
students to express themselves freely. Students can be led to dramatize the Cartoons
function of a family, the role of the father or mother, honesty, leadership, Cartoons are drawings or series that tells a story or expresses a message. In a
followership etc. which are topics in the Social Studies syllabus. particular unit, teacher may ask the students to produce cartoon related to an
event or issue in the period or topic the class is studying. This will often lead
to extensive reading on the students’ part and to valuable classroom discussion
Project Method
when the cartoons are viewed and evaluated by their classmates. For example
A project can be carried out by an individual student for his end product or by
‘Early Filipino Social Classes’, cartoons are particularly valuable in
a group of students co-operating to produce something much larger than an
promoting students understanding about the concepts and development.
individual student's project. Project method involves doing concrete things
and it is self-motivated. Project method needs extremely careful planning by
the teacher but the aim is to get the students to co-ordinate his information in Realia
an intelligent manner. Using all the sources of information available to the Many realia provides opportunities for motivation learning. It helps students
students is fundamental to "learning how to learn". Examples of areas in in the preparation of oral portions of presentations. It supplies one form aid of
Social Studies where projects can be executed include writing a group story; attention, understanding and imagination. The artistic ability of the students is
interpreting and making of maps, bulletin board display, exhibits, portfolio; enhanced.
building up an album for an event e.g. marriage ceremony, and many others. Realia is a term for real things or concrete objects that are used in the
The role of the teacher is to guide and inspire the students which can help to classroom to build background knowledge. It allows student to see, fell and
clarify concepts in 'Social Studies. A project should not be difficult to even smell the objects being explored.
discourage the students and it should not take much time to complete.
Example of Realia and its Uses Historical simulations are dramatizations in which past incidents are relived
Level Realia Uses and real characters portrayed. Examples include the hoisting of the Philippine
Household Eating utensils, furniture Oral presentation, Flag on the Independence Day, the capture of Gen E. Aguinaldo at Palanan,
Items from different cultures, dramatics, simulated Isabela, etc.
antique items, etc. activities and projects
Simulation activities include practical exercises wherein students play role or
Clothing Different kinds of hats, Play, skit, dramatic episode, act what really happens in an occasion of organization e.g. a cabinet meeting,
jackets, shoes and ethnic role playing, socio-drama a parliamentary procedure, demonstration teaching, etc.
clothing and simulated production
Crafts Sculpturing clay, potter’s Application activities, Simulation games or instructional games are used for educational purpose.
wheel, materials for paper projects, student-produced They are activities that involve rules, competitions and players. The outcome
making, weaving and presentation of the game are determined less by chance and more by decision made by the
etching, paper mache, players. Thus, simulation games are commercially sold-board-games of which
origami and ikebana. "Monopoly" is very common. "Monopoly" is a simulation of buying,
Ethnic Necklaces and chokers, Mniature museum and developing and renting of properties. Simulation games seem to be evidence
Items bracelets, decorative items, cross-cultural experiences. that these games are effective in dealing with the learners' attitudes.
masks, head gears, footwear
and jars
Simulations are highly motivating to students and they bring about increased
interest when they are used. They have been used in teaching. They provide
the group(s) involved in the game with a common and shared experience to
E. Simulated Setting make learning more meaningful and effective. Topics that look too difficult or
Simulation can be best defined as a role-playing in which the process of abstract e.g. morality, democracy, patriotism, followership, leadership,
teaching is displayed artificially and an effort is made to practice some conflict prejudice etc. can be understood if demonstrated through simulation
important skills of communication through this technique. A simulated activities.
strategy is one in which historical or social science events, issues and
problems are in active in the classroom. According to Dynneson and Gross Teachers using the simulation method must be aware that it takes a great deal
(1999) a simulated setting strategy is characterized by a student-to-situation of time and students tend to be very noisy, disorderly and sometimes prove
interaction in which commercially or teacher-prepared situations are organized very difficult to control. Students should therefore, be prepared and
around hypothetical or actual events and conditions. enlightened on how to conduct themselves during simulation activities. This
demands adequate preparation from the teacher and the establishment of the
Simulation is usually used for teaching concepts and principles that are not value and relevance such as resolution of the issue and providing practical
easily observable such as theoretical concepts. They are dynamic and lively lessons. The evaluation procedure must also be determined.
ways of presenting ideas, problems, issues and realities in our past and present
societies. Simulation comes from the Latin word "Similis" which means, to
act like, to resemble. It is therefore expected that through this method, a F. Contemporary Setting
situation will be created in which activities are as if they are real-life. There Good citizenship requires the development of a certain level of concern and
are three major kinds of simulation methods. These consist of historical involvement in contemporary affairs regardless of the course study or grade
simulation, simulation activities and simulation games. level. These settings are those in which the teacher presents contemporary
events to students to enhance their awareness and concern over current issues
and problems.
Marie Fe Dizon- de Guzman, Ed. D.
Associate Professor V
18
through the (d) application of the acceptable suggestion. The original Modelong Moral Reasoning ni Jones Gilbraith
problem and solution are then re-stated. Pagharap sa dilemma. Pagbibigay ng tentatib na posisyon. Pagsusuri ng
katwiran. Repleksyon sa indibidwal na posisyon. Pagtatapos.
Interesting, issues and problems worthy of consideration in the use of the
problem-solving method include food, family, financial, clothing,
transportation, cultural and-learning problems. It is pertinent to stress that a
natural point of interest for the child is the method that generates questions
and problems to be solved.
2. Those who go through the 12 years cycle will get an elementary diploma Why add two more years?
(6 years), a junior high school diploma (4 years), and a senior high school To decongest and enhance the basic education curriculum
diploma (2 years). To provide better quality education for all
3. A full 12 years of basic education will eventually be required for entry The Philippines is the only remaining country in Asia with a 10-year basic
into tertiary level education (entering freshmen by SY 2018-2019 or education program
seven years from now). K+12 is not new. The proposal to expand the basic education dates back
An open and consultative process will be adopted in the development to 1925.
and implementation of K+12. Studies in the Philippines have shown that an additional year of
Change is two-fold: (a) curriculum enhancement and (b) transition schooling increases earnings by 7.5%.
management. Studies validate that improvements in the quality of education will
increase GDP growth by 2% to 2.2%.
What is Senior High School? Minus 2 instead of plus 2 for those families who cannot afford a college
2 years of in-depth specialization for students depending on the education but still wish to have their children find a good paying job.
occupation/career track they wish to pursue Right now, parents spend for at least 4 years of college to have an
Skills and competencies relevant to the job market employable child. In effect, we are saving parents 2 years of expenses.
The 2 years of senior HS intend to provide time for students to The plan is not “Plus 2 years before graduation” but “Minus 2 years
consolidate acquired academic skills and competencies. before work
The curriculum will allow specializations in Science and Technology,
Music and Arts, Agriculture and Fisheries, Sports, Business and How much will this cost?
Entrepreneurship. The immediate cost for the program will not be needed until 2016 when
the first year of the two additional years is implemented.
What is the proposed implementation plan of DepEd? Meanwhile, we will continue to close the resource gaps in basic
Phases of Implementation: education – the President ordered DepEd to its close resource gaps in 2
1. Universal kindergarten will be offered starting SY 2011-2012. years. At this time, we estimate the total funding requirement to procure
2. DepEd will begin unclogging the basic education curriculum in SY 2012- all needed resources at P150 billion for:152,569 new classrooms, 103,599
2013. more teachers, 95.6 million more books, 9.2 million seats
3. The enhanced 12-year curriculum will be implemented starting with
incoming Grade 1 students of SY 2012-2013. What will society gain from K+12
4. Incoming freshmen of SY 2012-2013 will be the first beneficiary of a free K+12 will facilitate an accelerated economic growth.
Senior High School education that will be made available by DepEd in K+12 will facilitate mutual recognition of Filipino graduates and
public schools beginning SY 2016-2017. Electives to be offered in Senior professionals in other countries.
HS (arts, music, tech-voch..etc) A better educated society provides a sound foundation for long-term
In implementing the K-6-4-2 proposal, DepEd will take into socio-economic development.
account the issues and concerns of all stakeholders, including the high
Where are we at now?
school graduates before 2016. This will be done through regional
Insufficient mastery of basic competencies is common due to a congested
consultations to begin early 2011. The mechanics and other details of
curriculum. The 12 year curriculum is being delivered in 10 years.
the transition plan will be threshed out with HEIs in coordination with
CHED, TESDA and other critical stakeholders.
High school graduates are younger than 18 years old and lack basic
competencies and maturity. They cannot legally enter into contracts and Salandanan, Gloria. (2001). Teaching Approaches and Strategies, Quezon City
are not emotionally mature for entrepreneurship / employment.
Other countries view the 10-year education cycle as insufficient. Journal
Agno, Lydia N. (2003) Pundasyon at Pratikum sa Pagtuturo ng
MAKABAYAN. Unibersidad ng Pilipinas, Diliman Quezon City.
The Vision. Graduates of Enhanced K+12 Basic Education Program will:
Acquire mastery of basic competencies. Bumanglag Rita M. (2004). Teaching Tips – Social Studies MAKABAYAN.
Be more emotionally mature. SIBS Publishing House Inc. Mandaluyong City.
Be socially aware, pro-active, involved in public and civic affairs.
Be adequately prepared for the world of work or entrepreneurship or Sicuan, Fe M. (2001). Teaching and Learning Social Studies/Civics. The
higher education. Modern Teacher. Vol. L. June 2001.
Be legally employable with potential for better earnings.
Be globally competitive. Multimedia
Every graduate of the Enhanced K+12 Basic Education Program is an Wikipedia
empowered individual who has learned, through a program that is Grolier Interactive Inc.
rooted on sound educational principles and geared towards excellence,
the foundations for learning throughout life, the competence to engage
in work and be productive, the ability to coexist in fruitful harmony with
local and global communities, the capability to engage in autonomous
critical thinking, and the capacity to transform others and one’s self.
Bibliography
Books
Aquino, Gaudencio (1997).Teaching Methods, Strategies and Skills. Rex Book
Store.Manila.
Dynneson, Tomas and Gross, Richard. 1999. Designing Effective Instruction for
Secondary Social Studies. Prentice Hall. USA
Ornstein, Allan. (1990). Strategies for Effective Teaching. Harper Collins Pub.,
New York.